Методическое
пособие
«Основы
технологии критического мышления
на
уроках английского языка»
Basic Guide to Critical Thinking
Teach your child to think
Edward
de Bono
Critical Thinking Techniques
Critical
thinking is an important and vital topic in modern education. All educators are
interested in teaching critical thinking to their students.
We
should be well informed about the strategy of teaching critical thinking skills
to prepare our pupils to succeed in the world.
organize
thoughts
Person
who ask appropriate
questions
thinks
critically gather
relevant information
can
creatively
sort through information
come to reliable conclusions about the
world and act successfully in the world
Children are not born
with the power to think critically. So critical thinking is a learned ability
that must be taught.
a domain-general thinking skill
very important in the knowledge
Critical
thinking is crucial for
self-education
it enriches language and presentation skills
it promotes creativity
Critical
thinking can be taught during:
Auding
is the basic type of critical thinking because it is an active process and
pupils should take written notes while listening.
Pre-listening
questions should be thoughtful and searching.
Active
reading is primary. Everyone can write only as
well as he/she reads.
Writing
is the best way to teach critical thinking because it forces pupils to organize
their thoughts and present their work.
Homework
presents many opportunities to encourage critical thinking.
What
is critical reading?
To
non-critical readers, texts provide facts (what a text says).
To
critical reader, any text provides how a text portrays the subject
matter.
At
school we learn what to think but not how to think.
Here’s
a crash course how to think clearly, accurately and fairly.
Benefits
of critical thinking.
We
have too much information. Critical thinking helps you focus on what matters.
Three
combinations of reading strategies:
ü what a text says
(restatement);
ü what a text does
(description);
ü what a text means
(interpretation).
Critical Reading Strategies
1.
Annotating .
2.
Previewing is learning about a text before reading it. Pupils try to get a
sense of what the text is about.
What
can you learn from the headnotes?
3.
Predicting.
Prediction
means to make a guess about what happens next.
4.
Contextualization
What
have you known about the facts or events before?
5.
Questioning is asking questions about the content:
ü teacher’s
questions;
ü pupils’ questions
for every paragraph or section.
Questions
should focus on a main idea, not on details.
6.
Reflecting is making marks in the margin, examining pupils’ personal responses.
7.
Outlining is identifying the main ideas and restating them in your own words.
It’s a close analysis of each paragraph.
8.
Summarizing is a fоrm of a new text putting
ideas together again in your own words.
9.
Evaluating an argument.
10.
Comparing and contrasting related reading is exploring likenesses and
differences between texts to understand them better.
What
is critical writing?
Critical
writing is a vehicle through which students can readily express their critical
thinking. To write better, you must learn to read better.
You
cannot write without understanding how the language works to communicate ideas.
Writing is a process of invention. Grammar, spelling punctuation must satisfy
rules. Sentences must make sense.
Writing
is a process of revision.
While
writing, I should think about:
1.
What I say (content).
2.
How I say (language).
3.
How ideas connect to one another (structure).
Group
words to find the main idea. Use grammar structure and tense.
Punctuation.
Is it necessary to use punctuation in a right way?
Woman,
without her man, is nothing.
Woman!
Without her, man is nothing.
Writing
is one of four communicative skills which involves three other skills
into the teaching process. It makes children grow into active
critical participants in culture and society. It gives the student
possibility to show his inner world and develop his precious ideas
more effectively than in oral communication. Before the lesson ends,
ask your pupils to write 5-minute papers on most significant things
they have learnt in class today. You will get immediate feedback about
what the pupils are learning and what they still need to
understand.
It
helps the pupils to discover what and how much they are learning.
It
helps the teacher to discover how is he/she teaching.
5-minute
papers improve pupils’ writing and critical thinking.
Written
dialogues.
Give
pupils written dialogues to analyze. In small groups pupils identify the
different viewpoints of each participant in the dialogue.
Each
group must decide which view is the most reasonable. After coming to a
conclusion, each group acts out their dialogue.
Journaling.
Let
your pupils write a page of anything in their journal (what they did the day
before, their dreams, problems and their thoughts).
Mind needs stimulation.
Case-study
situations.
These
questions can be answered individually or in small groups and then discussed in
class. Use real-life questions. The question “Why” is an important one to ask
when the pupils learn to think critically.
Thinking
is not driven by answers but by questions. Why, Where, What and How type of
question will make your pupils develop a number of critical thinking skills.
Don’t
give pupils clear cut material. Give them conflicting information that they
must think their way through.
If
pupils do not know enough, they will not be able to perform the task well. How
can I help encourage my pupils to speak English?
ü Give pupils more
time to do the tasks.
ü Give the tasks
according to their experience.
ü Provide pupils
with task guidance (guiding questions, multiple choices).
ü Give pupils the
tasks suitable to different levels.
ü Build up positive
attitudes among pupils to feel free in speaking English.
ü Build a supportive
learning environment.
Let
your pupils check their answers with their peers before offering them to the
whole class. It will make them confident in speaking English.
Be
sensitive. Let your pupils choose who they are going to work with in pairs or
groups.
Assigning
Homework
Homework
has substantive effects on pupils’ learning and presents many opportunities to
encourage critical thinking.
§ Homework
allows the pupils to revisit the lesson in their own time.
§ Homework
should be balanced with the pupils’ needs, motivation and time.
Examples:
§ What
did you do yesterday?
§ What
didn’t you do yesterday?
§ Write
a diary.
We
shall have our next work in a week. Write what you did every day during the
week.
§ Write
a story about your weekend.
§ What
would you like to know about your friend’s week days? Make up possible
questions.
How to teach pupils critical thinking
Activity
1.
Have a bag full of many words written on small pieces of paper. Close your
eyes, pull out a word and tell what this word means.
List
all associations with the word. How does it work? Because the brain is
self-organizing system and very good at making connections.
Activity
2.
Mind Maps are an effective method of note-taking and useful for
the generation of ideas by association.
To
make a mind map you should start from the main word in the centre of the page
and work out other ideas in all directions, producing a growing and organized
structure composed of key words.
Mind
Maps help organize information. Use only key words: nouns, verbs.
Activity
3.
Brainstorming is generating ideas in group situation.
Follow
the rules for brainstorming:
ü Have a
well-defined problem.
ü Have someone
assigned to write down all the ideas according to the problem.
ü Have the right
number of pupils in the group.
Every
idea is accepted and recorded.
Activity
4.
Problem Reversal is changing a positive statement into a negative
one.
What
is good? What is bad? What would you have to do anything better?
Activity
5. Ask Questions
Ask
“Why” five times.
The
Six Universal Questions
There
are only six questions that one human asks another.
What?
Where? When? How? Why? Who?
You
should draw a mind map of the problem with these six words.
Teach
your pupils ask “Thin” and “Thick” questions
Thin questions
|
Thick questions
|
Who..?
What..?
When..?
Where..?
Was
it..?
What
was the name of..?
|
Why..?
Explain
why..?
Why
do you think that..?
Was
he right or wrong?
What
is the difference between..?
If
you were… would you..?
|
Activity
6.
Story Boarding is taking your thoughts and thoughts of other and
spreading them on a blackboard or a large sheet of paper when you solve a
problem.
Everything
should fit together.
Activity
7.
Questions Game takes readers back into the several times.
Procedure:
ü Each pupil reads a
short part of the text and asks 3 questions (10 min).
ü Pupils choose a
partner, exchange questions, try to answer each other questions in writing (5
min).
ü Partners sit
together to discuss answers. They form 3 other questions (10-15 min).
ü They exchange 3
questions with partners of another two-partners group.
Activity
8. Priority Ladder
Decide
on your priorities among the following notions: sport, money, education,
friends. Then compare your priorities with your partner in the form of a
micro-dialogue.
Cover
the following points:
ü your first/
second/ third/ fourth choice
ü your account for
your choice
ü examples sport
money
education
friends
Conversation Lessons with Stories, Vocabulary
Practice, Questions and Activities
Suggestions
for Using the Lessons
The
Story
The
teacher may choose to read the story about asking the pupils not to look at it
or to read the story to themselves silently as quickly as possible.
Vocabulary
Practice
The
teacher may ask the pupils to answer the vocabulary questions when they finished
reading it. The pupils should use the text in order to guess the meaning of
each vocabulary item.
Questions
for Discussion
The
questions are posed under the text and stimulate class discussion. The teacher
may ask several pupils to answer the same question for different opinions.
Activities
The
teacher may ask the pupils to pair up and tell each other the story in their
own words. He/she may ask one pupil to tell the whole story to the pupils in
his/her own words. Before activities the teacher should ask the pupils to
repeat the words from the text several times.
Miscellany
The
teacher may use proverbs or quotes after the discussion. The teacher should use
this statement as a topic for class discussion.
The Story
Once
a soldier asked his officer for a day’s leave to attend his sister’s wedding.
The officer asked him to wait outside the door for a few minutes while he
considered the request. Then the officer called the soldier to come in and
said, “You are a liar. I have just phoned your sister and she told me she is
already married”. “Well, sir, you are even a big liar”, the soldier answered,
“because I don’t even have a sister”.
Vocabulary
Practice
Mark
the best choice:
1.
“Leave” here means…
a. going
out from a place
b. one
part of a tree
c. asking
a person for some money
2.
To “attend” means to…
a. take
care of
b. be
present at
c. pay
for
Questions
for Discussion
1.
Why did the soldier tell the officer a lie?
2.
Why did the officer tell the soldier a lie?
3.
What is funny about the story?
4.
Can you remember such lies in your life?
Activities
1.
Pronounce the following words several times:
Officer
Soldier
Attend
A
liar
2.
Now tell your friends the story in your own words.
A
Related Proverb
One
foot cannot stand on two boats.
Kickstart your creativity!
We
should be teaching pupils how to think. Instead, we are teaching them what to
think. When we are faced with a problem, we must take action. People can think
productively in a variety of ways.
Expend
your abilities! Develop all of your potential!
Referenсes
1. de Bono,
E.(2000).Teach yourself how to think. de BonoWeb portal.
2. Kurland
D.J.(2000).What is critical reading.Web page.
3. Davis
G.(1992).Creativity is forever.Dubuque.
4. Muehlhauser
L.(2007).Techniques of critical thinking. lukeprog.com.
5. Vangh Lewis.(2009).The
power of critical thinking.Oxford University Press.
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