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Critical Thinking Across the Language Curriculum, Part II

Critical Thinking Across the Language Curriculum, Part II. Cynthia Kieffer University of Oregon American English Institute ckieffer@uoregon.edu. Introduction. Puzzling Picture, Multiple Perspectives Topic I: Objectives of a Lesson Plan Topic 2a: Affective Strategies

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Critical Thinking Across the Language Curriculum, Part II

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  1. Critical Thinking Across the Language Curriculum, Part II Cynthia Kieffer University of Oregon American English Institute ckieffer@uoregon.edu

  2. Introduction • Puzzling Picture, Multiple Perspectives • Topic I: Objectives of a Lesson Plan • Topic 2a: Affective Strategies • Topic 2b: Cognitive Strategies (Macro) • Topic 2c: Cognitive Strategies (Micro) • Topic 3: Recommendations • Wrap Up, Q & A

  3. Puzzling PicturesMultiple Perspectives Old or young woman? (Hint: old woman facing left; young woman looking back.)

  4. Puzzling Pictures, Multiple Perspectives Rabbit or duck? (Duck faces left; rabbit faces right.)

  5. Definitions • Affective • Cognitive • Macro • Micro

  6. Topic 1:Quick Review of Bloom • Knowledge: define, list, tell, describe • Comprehension: explain, give examples • Application: illustrate, classify Critical Thinking Level = • Analysis: compare, contrast, analyze • Synthesis: substitute, invent, what if? • Evaluation: judge, recommend, defend

  7. Topic 1:Objectives of a Lesson Plan • Comprehension Ss retell the story • Analysis Ss compare and contrast the two main characters’ personalities • Evaluation Ss discuss and evaluate the characters’ motivation

  8. PuzzlingPicture Up or down?

  9. Topic 2:Instructional Strategies See handout:35 Dimensions of Critical Thought • Affective Strategies • Cognitive Strategies, Macro-Abilities • Cognitive Strategies, Micro-Skills

  10. Topic 2a: Affective Strategies • Handout:“35 Dimensions of Critical Thought”S-1 through S-9(S = Strategy) • In a nutshell, these are talking about…

  11. Topic 2b: Cognitive Strategies, Macro-Abilities • Handout:“35 Dimensions of Critical Thought”S-10 through S-26 • In a nutshell, these are talking about…

  12. Topic 2b: Cognitive Strategies, Macro-Abilities S –15 developing criteria for evaluation: clarifying values and standards • What would you have done? • How did character X feel? Why? How do you know? • How did the other characters feel? Why? How do you know?

  13. Topic 2b: Cognitive Strategies, Macro-Abilities S –19generating & assessing solutions • Why did he think X was important? • Do you think X was important? • What were the pros and cons? • How else could he have solved the problem?

  14. Topic 2b: Cognitive Strategies, Macro-Abilities S –24Socratic questioning • Questions for clarification: What do you mean by . ..? What is your main point? How does ____ relate to ___? Could you put it another way? What is the main issue here?

  15. Topic 2b: Cognitive Strategies, Macro-Abilities S –24 Socratic questioning • Questions about viewpoints or perspectives: How would other groups of people respond? Why? What would someone who disagrees say? Can you see this another way?

  16. Topic 2b: Cognitive Strategies, Macro-Abilities S –24 Socratic questioning • Questions about viewpoints or perspectives: How would other groups of people respond? Why? What would someone who disagrees say? Can you see this another way?

  17. Activity • TASK: Using the story of Romeo and Juliet (or another story/movie), develop activities or discussion questions that target the Cognitive Macro Abilities. Identify the strategy (S-10 to S-26) from “35 Dimensions of Critical Thought.”

  18. Topic 2c: Cognitive Strategies, Micro-Skills • Handout:“35 Dimensions of Critical Thought”S-27 through S-35 • In a nutshell, these are talking about…

  19. Topic 2c: Cognitive Strategies, Micro-Skills S –27comparing and contrasting ideals with actual practice • Explain the rules of courtship during this time period. Compare and contrast the actions of Paris and of Romero in regard to courting and marriage.

  20. Topic 2c: Cognitive Strategies, Micro-Skills S –29noting significant similarities and differences • Compare Shakespeare’s Act V (the original story) with the Leonardo Decaprio film version.

  21. Activity • TASK: Using the story of Romeo and Juliet (or another story/movie), develop activities or discussion questions that target the Cognitive Micro-Skills. Identify the strategy (S-27 to S-35) from “35 Dimensions of Critical Thought.”

  22. Topic 3: Recommendations • Create a safe and interactive environment. • Integrate CT into the curriculum. • Be proactive with classroom management. • Practice reflective teaching and engage in professional development opportunities.

  23. Wrap Up • More details on the recommendations to be posted on the supporting web site. • Questions?

  24. Critical Thinking Across the Language Curriculum, Part II Cynthia Kieffer University of Oregon American English Institute ckieffer@uoregon.edu

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