Foundation Critical Thinking: Saying What You Mean

1. CAMTESOL 2008 February 23-24 Phnom Penh Foundation Critical Thinking:Saying What You Mean Lawrie Hunter Kochi University of Technology http://www.core.kochi-tech.ac.jp/hunter/ lawriehunter at yahoo dot com

2. Foundation Critical Thinking: Saying What You Mean TITLE: Foundation critical thinking: Saying what you mean Presenter: Lawrie Hunter, Kochi University of Technology lawrie_hunter@kochi-tech.ac.jp 150-word abstract This workshop presents a genres approach to tas-based materials design. The structures and task types demonstrated can easily be applied to materials writing for any level. Participants in the workshop will be guided through the process of designing some genres material for their own classes. This workshop has two parts: 1. An outline of the variations of the CT theme: issues-based adversarial discourse, de Bono's issues-based divergent thinking, foundation literacy skills, and formal logic. 2. An outline of the presenter's task-based approach to leading upper beginners and lower intermediates towards the skills required to begin the study of critical thinking, as seen in his textbook and course design. The learning process discussed here involves four steps: INPUT (demonstration/listening/reading of vocabulary and phrases); USAGE PRACTICE (activities and tasks using the vocab and phrases); AUTHENTIC TASK (arranging information, solving problems); and EXPRESSION (reporting task results as presentations, dramas, videos or written reports). This is not a commercial presentation.

3. Thinking in English: Foundation Critical Thinking Plan for this 45 minute session: 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 This is not a commercial presentation.

4. 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

5. 1.1 Issues-based, adversarial critical thinking (including debate) Focused on the word "critical" in the sense of finding weaknesses in arguments,

6. 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).

7. 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.

8. 1.2 de Bono type thinking http:www.sixhats.com The de Bono system is a proven method of teaching issues-based (and non-adversarial) thinking skills.

9. 1.2 de Bono type thinking http: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.

10. 1.2 de Bono type thinking http: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

11. 1.3 Critical thinking = formal logic As an L2 inroad to thinking skills, formal logic has two weaknesses:

12. 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).

13. 1.4 Critical thinking = careful reading/listening + articulate speaking/writing

14. 1.4 Critical thinking = careful reading/listening + articulate speaking/writing This view of critical thinking focuses on foundation literacy skills.

15. 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.

16. Critical thinking as an EFL content area

17. Critical thinking as an EFL content area Issues-based critical thinking is values-loaded. Some say that EFL critical thinking is English cultural imperialism.

18. Critical thinking as an EFL content area 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.

19. Critical thinking as an EFL content area 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. 

20. Critical thinking as an EFL content area 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.  Most Japanese students don't have the basic patterns of accurate communication. Start there.

21. PRINCIPLE: Learners need to have a clear situating of what they are doing.

22. PRINCIPLE: Learners need to have a clear situating of what they are doing. This calls for a simple, structured characterization of language and communication.

23. A simple, structured characterization of language and communication: We need to separate information from persuasive/poetic rhetoric

24. hunter’s tools GENRES REGISTERS MOVES

25. hunter’s tools GENRES REGISTERS MOVES Genres allow us to talk about the type of information conveyed in any given utterance. This is the starting point for the L2 learner.

26. hunter’s tools GENRES REGISTERS MOVES Systemic Functional Linguistics SFL 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 Read this on Hunter's website.

27. Mohan's (1986) knowledge structures

28. hunter’s tools GENRES REGISTERS MOVES KUT’s genres At KUT, we have built our curriculum around these genres: Description Classification Comparison Sequence Cause-effect + inference Pro-con -a composite genre These genres reflect information types (Mohan's (1986) knowledge structures) rather than speech act types such as SFL's text types.

29. hunter’s tools GENRES REGISTERS MOVES KUT’s genres At KUT, we have built our curriculum around these genres: Description Classification Comparison Sequence Cause-effect + inference Pro-con -a composite genre Critical Thinking Asahi Press 2001 2nd year textbook 6 units (6 genres) in 2 quarters

30. hunter’s tools GENRES REGISTERS MOVES KUT’s genres The learning process used in this book Each of the 6 units in this book follows the same teaching/learning pattern: Critical Thinking Asahi Press 2001 2nd year textbook 6 units (6 genres) in 2 quarters INPUT USAGE PRACTICE AUTHENTIC TASK EXPRESSION

31. hunter’s tools GENRES REGISTERS MOVES KUT’s genres 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. Read this on Hunter's website. Critical Thinking Asahi Press 2001 2nd year textbook 6 units (6 genres) in 2 quarters

32. KUT’s genres Critical Thinking Asahi Press 2001 A writing and presentation workbook, 6 units (6 genres) in 30 lessons Say What You Mean KUT Press 2006 A writing and mapping workbook, 5 units (5 genres) in 30 lessons

33. Hands-on: let's build a unit: Inference Hunter's genres: Description Classification Comparison Sequence Cause-effect Inference Pro-con INPUT USAGE PRACTICE AUTHENTIC TASK EXPRESSION

34. Hands-on: Example: sequence Hunter's genres: Description Classification Comparison Sequence Cause-effect Inference Pro-con INPUT USAGE PRACTICE AUTHENTIC TASK EXPRESSION

35. 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

36. Input Usage practice Authentic task Expression Example: sequence Input Decide sequence structure signals Then Next After that Finally At last In the end First To begin While + clause A, clause B After + clause A, clause B As + clause A, clause B When + clause A, clause B If + clause A, clause B

37. Input Usage practice Authentic task Expression Example: sequence Input Sequence structure signals Processing 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 milk out of the fridge. Then I went to the cupboard and got a glass. Finally I poured myself a glass of milk and drank it.

38. Input Usage practice Authentic task Expression Example : sequence Usage practice Graphics from sentences

39. Input Usage practice Authentic task Expression Example : sequence Usage practice Sentences from graphics

40. Input Usage practice Authentic task Expression Example : sequence Usage practice Ordering information

41. Input Usage practice Authentic task Expression Example : sequence Usage practice Combining sentences

42. Input Usage practice Authentic task Expression Example : sequence Input Finding structure signals and other lexical items

43. Input Usage practice Authentic task Expression Example : sequence Authentic task Real-world problem

44. Input Usage practice Authentic task Expression Example : sequence Expression Report/ drama/ video/ interview/ graphic

45. Hands-on: let's build a unit: Inference Hunter's genres: Description Classification Comparison Sequence Cause-effect Inference Pro-con INPUT USAGE PRACTICE AUTHENTIC TASK EXPRESSION

46. Input Usage practice Authentic task Expression Unit: Inference Input Inference structure signals Processing input containing signals Usage practice Graphics from sentences Sentences from graphics Combining sentences Authentic task Real-world problem Expression Report/drama/video/interview

47. CAMTESOL 2008 February 23-24 Phnom Penh Thank you for participating!Don’t hesitate to write to me. Lawrie Hunter Kochi University of Technology http://www.core.kochi-tech.ac.jp/hunter/ lawriehunter at yahoo dot com