scaffolding critical thinking - english australia
TRANSCRIPT
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Scaffolding Critical Thinking
A Process Approach to Teaching Writing
Webinar slides & recording will be available in the members-only section of our website. To get your login details, contact English Australia.
Presented by Mark Switzer, teacher at RMIT
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Common Challenges
• Academic Writing Tasks
• IELTS Task 2
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Common Strategies for Paragraphs
• Topic Sentence (which hopefully supports the thesis)
• Extend with an example or reason, using discourse markers such as: ‘…because…’, ‘For Example’, ‘In addition’, ‘Moreover’, etc…
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Student Goals in Writing
• C1 (IELTS 7-8) Criteria
• expand and support points of view at some length with subsidiary points, reasons and relevant examples.
• develop an argument systematically, giving appropriate emphasis to significant points
• presenting relevant supporting detail
• controlled use of organizational patterns, connectors and cohesive devices.
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What is Critical Thinking?
• “structures inherent in thinking, and imposing intellectual standards on them” (Paul et al 2004 p1)
• “using cognitive skills to increase the probability of a desirable outcome.. [and] is purposeful, reasoned, and goal directed” (Halpern 2013 p6).
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The Value of Asking Questions
• “what is a new example of…?
• ... what would happen if...?
• ... how does … effect…?”
• How does that relate to the problem?
• Do we need to consider another point of view?
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East Meets West
• Rigorously drill the structure…
…of critical thinking
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Hit 3 Birds with 1 Stone
• Grammar
• Task achievement
• Cohesion
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Codify, Consolidate, Simplify
• What can be applied?
• Can it be sequenced?
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Enter the Flowchart
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Flowchart Modification
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Applications
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Keys to Teaching
• Reps, reps, reps
• Respect the process, accept resubmissions
• Let them be confused
• Modify as necessary
• Make room for unintended outcomes
• Mitigate the risks
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Benefits to the Student
• Easier to practise
• Clear goals
• Can learn grammar in immediately applicable context
• Complex grammar flows from the ideas
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Benefits to the Teacher
• Easier to elicit ideas from students
• More predictable errors and paradigm for feedback
• Easier to teach grammar
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References
• Halpern, D. F. (2013). Thought and Knowledge: An Introduction to Critical Thinking. New York: Psychology Press.
• Paul, R. and Elder, L. (2010). The Miniature Guide to Critical Thinking Concepts and Tools. Dillon Beach: Foundation for Critical Thinking Press.