thinking in english: foundation critical thinking lawrie hunter kochi university of technology ...
Post on 28-Dec-2015
217 Views
Preview:
TRANSCRIPT
Thinking in English:Foundation Critical Thinking
Lawrie HunterKochi University of Technology
http://www.core.kochi-tech.ac.jp/hunter/lawriehunter at yahoo dot com
Thinking in English: Foundation Critical Thinking
This is not a commercial presentation.
1. Outline: the major variations of the CT theme
2. Hunter's task-based approach
3. Hands-on: let's build a CT unit: tasks and processing
Critical thinking as a curriculum area
1.1 Issues-based, adversarial critical thinking (including debate)
1.2 de Bono type thinking
1.3 Critical thinking = formal logic
1.4 Critical thinking = careful reading/listening + articulate speaking
/writing
1.1 Issues-based, adversarial critical thinking
(including debate)
Focused on the word "critical" in the sense of finding weaknesses in arguments,
1.1 Issues-based, adversarial critical thinking
(including debate)
Focused on the word "critical" in the sense of finding weaknesses in arguments,
Adversarial critical thinking (very American) is based on polar opposites (e.g. right and wrong).
1.1 Issues-based, adversarial critical thinking
(including debate)
Focused on the word "critical" in the sense of finding weaknesses in arguments,
Adversarial critical thinking (very American) is based on polar opposites (e.g. right and wrong).
For Japanese learners of Western languages, adversarial critical thinking is both culturally distant and linguistically challenging.
1.2 de Bono type thinkinghttp:www.sixhats.com
The de Bono system is a proven method of teaching issues-based (and non-adversarial) thinking skills.
1.2 de Bono type thinkinghttp:www.sixhats.com
The de Bono system is a proven method of teaching issues-based (and non-adversarial) thinking skills.
However, the de Bono system has not been successful in Japan.
1.2 de Bono type thinkinghttp:www.sixhats.com
The de Bono system is a proven method of teaching issues-based (and non-adversarial) thinking skills.
However, the de Bono system has not been successful in Japan.
This is probably because most Japanese learners (a) do not have the foundation language skills for discussion (b) are not comfortable offering points of view
1.3 Critical thinking = formal logic
As an L2 inroad to thinking skills, formal logic has two weaknesses:
1.3 Critical thinking = formal logic
As an L2 inroad to thinking skills, formal logic has two weaknesses:
It has little value for everyday issues thinking.
It is complex and abstract (no-no's for L2 learning).
1.4 Critical thinking =
careful reading/listening +
articulate speaking/writing
This view of critical thinking focuses on foundation literacy skills.
1.4 Critical thinking =
careful reading/listening +
articulate speaking/writing
This view of critical thinking focuses on foundation literacy skills.
Without these skills, the L2 learner cannot proceed to discussion or
debate.
Critical thinking as an EFL content area
1. Issues-based critical thinking is values-loaded.Some say that EFL critical thinking is English cultural imperialism.
Critical thinking as an EFL content area
1. Issues-based critical thinking is values-loaded.Some say that EFL critical thinking is English cultural imperialism.
2. Logic as EFL content is high cognitive load.Logic is not what we need for everyday problems.
Critical thinking as an EFL content area
1. Issues-based critical thinking is values-loaded.Some say that EFL critical thinking is English cultural imperialism.
2. Logic as EFL content is high cognitive load.Logic is not what we need for everyday problems.
3. de Bono's lateral thinking is very useful.However, it's also language heavy.
Critical thinking as an EFL content area
1. Issues-based critical thinking is values-loaded.Some say that EFL critical thinking is English cultural imperialism.
2. Logic as EFL content is high cognitive load.Logic is not what we need for everyday problems.
3. de Bono's lateral thinking is very useful.However, it's also language heavy.
4. Most Japanese students don't have the basic patterns of accurate communication.
Start there.
PRINCIPLE: Learners need to have a clear situating of what they are doing.
This calls for a simple, structured characterization
of language and communication.
A simple, structured characterization of language and communication:
We need to separate
information
from
persuasive/poetic rhetoric
Genresallow us to talk about
the type of information conveyed in any given utterance.
This is the starting point for the L2 learner.
hunter’stools
GENRES REGISTERS MOVES
Systemic Functional LinguisticsSFL talks about these genres:
• Narrative: construct a pattern of events• Procedure: tell how to do something• Information report: present information• Explanation: tell how and why things occur• Exposition: argue a case• Discussion: look at sides of an issue
hunter’stools
GENRES REGISTERS MOVES
Read this on Hunter's website.
KUT’s genres
... reflect information types (Mohan's (1986) knowledge structures)
rather than speech act types such as SFL's text types.
Classification Principle Evaluation
Description Process Choice
hunter’stools
GENRES REGISTERS MOVES
hunter’stools
GENRES REGISTERS MOVES
KUT’s genres
At KUT, we have built our curriculumaround these genres:
DescriptionClassificationComparisonSequenceCause-effect + inferencePro-con -a composite genre
KUT’s genres
Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)
in 2 quarters
At KUT, we have built our curriculumaround these genres:
DescriptionClassificationComparisonSequenceCause-effect + inferencePro-con -a composite genre
hunter’stools
GENRES REGISTERS MOVES
KUT’s genres
Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)
in 2 quarters
The learning process used in this bookEach of the 6 units in this book follows the same teaching/learning pattern:
hunter’stools
GENRES REGISTERS MOVES
INPUT
USAGE PRACTICE
AUTHENTIC TASK
EXPRESSION
KUT’s genres
Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)
in 2 quarters
The learning process used in this book
Each of the 6 units in this book follows the same teaching/learning pattern:
INPUT: the learners are exposed to the target vocabulary and phrases required for expression of the ideas which are basic to the genre in the unit. For input, the learners listen to explanations of the genre by the teacher, practice speaking and listening to sentences from the genre, and read various explanations of the genres language and language structure
USAGE PRACTICE: in each unit there are a succession of activities and tasks which allow the learner to practice using the language required for the genre. It is important to emphasize to the learners that the activities and exercises are necessary to prepare the students for the final large task at the end of each unit. The activities and tasks may be performed in several different modes: for example, as in-class activities (individual or group) or as written homework. This flexibility is important for the teacher, allowing for a variety of timings and paces.
AUTHENTIC TASK: the tasks at the end of the units are designed to be non-linguistic tasks, based in the real world. In some chapters the learners are asked to arrange information in certain structures; in other chapters the learners are asked to solve real-world type problems. These tasks may be done individually or in groups of 2, 3 or 4 learners.
EXPRESSION: the language aspect of the authentic tasks lies in the expression of the product of the task. In this book the tasks are written tasks, but they may also be done as pair or group presentations. The presentation approach is explained in detail in the teacher's guide.
hunter’stools
GENRES REGISTERS MOVES
KUT’s genres
Critical ThinkingAsahi Press 20012nd year textbook6 units (6 genres)
in 2 quarters
hunter’stools
GENRES REGISTERS MOVES
Thinking in EnglishKUT Press 2004
A mapping workbook,companion to CT6 units (6 genres)
Extends CT to 4 quarters
Hands-on: let's build a unit: cause and effect
INPUT
USAGE PRACTICE
AUTHENTIC TASK
EXPRESSION
Hunter's genres:DescriptionClassificationComparisonSequenceCause-effect InferencePro-con
Hands-on: Example: sequence
INPUT
USAGE PRACTICE
AUTHENTIC TASK
EXPRESSION
Hunter's genres:DescriptionClassificationComparisonSequenceCause-effect InferencePro-con
Hands-on: example: sequence•Unit 2: Sequence
• Input: listening and speaking: Giving directions and telling a story
• Input: instructions and narration: Giving directions and telling a story
•Usage practice: sequencing: The steps for making an omelette
• Usage practice: giving instructions: Telling how to _______
• Input: narration: Mr. Nakamura’s Day: Dictation
• Usage practice: writing: Mr. Nakamura's Sunday
• Authentic task: narration: Putting a story in order
• Usage practice: sequence words: Making a story better
• Input: comparing instructions and narration: finding verbs and signal words
• Authentic task: Get the gold!
• Expression: Unit 2 final report: how Kenji and Junichi Got the Gold
Example: sequenceInput
Usage practiceAuthentic task
Expression
InputDecide sequence structure signals
FirstTo begin
ThenNextAfter that
Finally At lastIn the end
While + clause A, clause BAfter + clause A, clause BAs + clause A, clause BWhen + clause A, clause BIf + clause A, clause B
Example: sequenceInput
Usage practiceAuthentic task
Expression
InputSequence structure signalsProcessing input containing signals
1. First I got up and then I went to the bathroom
and had a shower.After that I got dressed
and went to the kitchen.
2. First I took the milkout of the fridge.
Then I went to the cupboardand got a glass.
Finally I poured myself a glass of milkand drank it.
Example : sequence Input
Usage practiceAuthentic task
Expression
Usage practiceGraphics from sentences
Example : sequence Input
Usage practiceAuthentic task
Expression
Usage practiceSentencesfrom graphics
Example : sequence Input
Usage practiceAuthentic task
Expression
InputFindingstructure signalsand otherlexicalitems
Example : sequence Input
Usage practiceAuthentic task
Expression
Expression
Report/
drama/
video/
interview/
graphic
Hands-on: let's build a unit: cause and effect
INPUT
USAGE PRACTICE
AUTHENTIC TASK
EXPRESSION
Hunter's genres:DescriptionClassificationComparisonSequenceCause-effect InferencePro-con
Unit: cause and effectInput
Usage practiceAuthentic task
Expression
InputC-E structure signalsProcessing input containing signals
Usage practiceGraphics from sentencesSentences from graphicsCombining sentences
Authentic taskReal-world problem
ExpressionReport/drama/video/interview
Don’t hesitate to write to me.
Lawrie HunterKochi University of Technology
http://www.core.kochi-tech.ac.jp/hunter/lawriehunter at yahoo dot com
top related