The infusion of critical thinking in second language teaching

The Infusion of Critical Thinking in Second Language Teaching

1. RONA RELOJO-DELA ROSA The Infusion of Critical Thinking in Second Language Teaching

2. 6/27/2017 2

3. CRITICAL THINKING 6/27/2017 3

4. 6/27/2017 4 C ritical thinking is reasonable reflective thinking that is focused on deciding what to believe or do Ennis (1996)

5. Dr.Robert ennis 6/27/2017 5

6. 6/27/2017 6 In 1951 Robert Ennis, then a high school science teacher in his first year of teaching, tried to infuse critical thinking into his science instruction.

7. 6/27/2017 7 The trouble was that he did not know what critical thinking was, how to teach it, nor how to test for it. He has worked on these problems throughout his ensuing academic career.

8. 6/27/2017 8 Robert Ennis is Emeritus Professor of Philosophy of Education at the University of Illinois, and previously was Professor of Philosophy of Education at Cornell University after having received his PhD from the University of Illinois in 1958.

9. 6/27/2017 9 He has written or co-authored several books and tests and more than 50 scholarly articles on critical thinking, including: 

10. 6/27/2017 10     the "influential" 1962 article "A Concept of Critical Thinking" in the  Harvard Educational Review ;      

11. 6/27/2017 11         an updated and expanded definition/conception of critical thinking in 1991 “ Critical Thinking: A Streamlined Conception ” in  Teaching Philosophy ;     a fully expanded textbook with many examples from different subject-matter areas,  Critical Thinking , in 1996, published by Prentice Hall;      

12. 6/27/2017 12         the two Cornell Critical Thinking tests (with Jason Millman ) in 1985 and 2005, published by the Critical Thinking Company; and “The Ennis-Weir Critical Thinking Essay Test” (with Eric Weir), which is no longer in print but  available  with  supplementary information ;    

13. 6/27/2017 13             a history of the critical thinking movement and his role in conceptualizing, assessing, and teaching critical thinking, “Critical Thinking: Reflection and Perspective” in 2011 in  Inquiry .  

14. 6/27/2017 14 C ritical thinking can be interpreted as a dimension of thinking that is guided by criteria and standards to arrive at a discerning, thoughtful, and skillful judgment on something . ( Lopez, 2014 )

15. 6/27/2017 15 The critical thinking consists of two main components: dispositions and abilities . The acquisition of disposition motivates the learners to acquire the abilities ( Norris & Ennis, 1989 )

16. 6/27/2017 16 The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities Robert H. Ennis

17. 6/27/2017 17 IDEAL CRITICAL THINKING DISPOSITIONS:

18. 6/27/2017 18 1. Care that their beliefs be true, and that their decisions be justified; that is, care to "get it right“ to the extent possible .

19. 6/27/2017 19 2. Care to understand and present a position honestly and clearly, theirs as well as others. 3 . Care about every person.

20. 6/27/2017 20 CRITICAL THINKING ABILITIES

21. 6/27/2017 21 Focus on a question Analyze argument s Ask and answer clarification and/or challenge question s

22. 6/27/2017 22 4 . Judge the credibility of a source. 5. Observe, and judge observation reports.

23. 6/27/2017 23 6 . Deduce, and judge deduction 7. Make material inferences 8 . Make and judge value judgments

24. 6/27/2017 24 9. Define terms and judge definitions, using appropriate criteria 10. Attribute unstated assumptions

25. 6/27/2017 25 11. Consider and reason from premises, reasons , assumptions, positions, and other propositions with which they disagree or about which they are in doubt, without letting the disagreement or doubt interfere with their thinking ( "suppositional thinking" )

26. 6/27/2017 26 12. Integrate the dispositions and other abilities in making and defending a decision

27. 6/27/2017 27 13. Proceed in an orderly manner appropriate to the situation. 14. Be sensitive to the feelings, level of knowledge , and degree of sophistication of others

28. 6/27/2017 28 15. Employ appropriate rhetorical strategies in discussion and presentation

29. 6/27/2017 29 THE INFUSION OF CRITICAL THINKING DISPOSITION INTO COMMUNICATION SKILLS USING EVERYDAY SITUATIONS Dr. Marcos Y. Lopez

30. 6/27/2017 30 s even-part structure on how to infuse critical thinking into subject matter

31. 6/27/2017 31 1. CRITICAL THINKING OPENER This is the introductory part of the lesson in which the prior knowledge of the students regarding the subject matter is activated.

32. 6/27/2017 32 2. CRITICAL THINKING ABOUT THE INPUT This can be forms of text (editorial, news, opinion, etc ), selection from textbooks, or articles from internet that serve as subject matter.

33. 6/27/2017 33 3. CRITICAL THINKING ABOUT VOCABULARY Learners are asked to define unfamiliar words by using different types of context such as the semantic clues, syntactic clues, and presentation clues.

34. 6/27/2017 34 4. CRITICAL THINKING IN ACTION This is the part of the lesson in which subject matter and critical thinking aspect are interwoven.

35. 6/27/2017 35 5. THINK CRITICALLY ABOUT CRITICAL THINKING Learners think about their thinking while they are thinking to make their thinking better is the main objective of this part of lesson structure.

36. 6/27/2017 36 6. APPLYING CRITICAL THINKING This involves two kinds of transfer as regards the application of processes of certain critical thinking aspect. These are near transfer and far transfer.

37. 6/27/2017 37 7. REINFORCEMENT CRITICAL THINKING TASK Students are asked for written performance regarding the effective use of the critical thinking abilities/dispositions or cognitive processes to content similar to the topic of the lesson.

38. 6/27/2017 38 Critical Thinking Map of Critical Thinking Disposition “CARE TO GET IT RIGHT TO THE EXTENT POSSIBLE”

39. 6/27/2017 39 1. What are the alternatives available before making a decision? 2. What are the points of view of others about the situation to make oneself well-informed? 3. Which alternative is best in the light of possible consequences?

40. 6/27/2017 40 4. How important are the consequences? 5. Is the endorsed position regarding the issue based on credible and justified information? 6. Are you impulsive when you make significant decision? Explain.

41. 6/27/2017 41

42. 6/27/2017 42 Critical thinking is a young discipline and infusing it into different content areas is a long-term evolutionary goal in education, but this is a project that is worth the effort ( Lopez, 2010 )