Transcript PowerPoint Presentation - Semiotic Integration

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
Foundation Critical Thinking: Saying What You Mean
TITLE: Foundation critical thinking: Saying what you mean
Presenter: Lawrie Hunter, Kochi University of Technology
[email protected]
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:
This
is not
a commercial
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).
presentation.
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
This is not a commercial presentation.
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 thinking
http: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 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.
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
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
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
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.
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
hunter’s
tools
GENRES
REGISTERS
MOVES
hunter’s
tools
GENRES
REGISTERS
Genres
allow us to talk about
the type of information
conveyed in any given utterance.
This is the starting point for the L2 learner.
MOVES
hunter’s
tools
GENRES
REGISTERS
MOVES
Systemic Functional Linguistics
SFL talks about these genres:
Read this on Hunter's website.
•
•
•
•
•
•
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
Mohan's (1986) knowledge structures
Classification
Description
Principle
Process
Evaluation
Choice
KUT’s genres
hunter’s
tools
GENRES
REGISTERS
MOVES
At KUT, we have built our curriculum
around these genres:
Description
Classification
Comparison
Sequence
Cause-effect
+ inference
These genres reflect information types
Pro-con
(Mohan's (1986) knowledge structures)
rather than speech act types
-a composite genre
such as SFL's text types.
KUT’s genres
hunter’s
tools
GENRES
Critical Thinking
Asahi Press 2001
2nd year textbook
6 units (6 genres)
in 2 quarters
REGISTERS
MOVES
At KUT, we have built our curriculum
around these genres:
Description
Classification
Comparison
Sequence
Cause-effect
+ inference
Pro-con
-a composite genre
KUT’s genres
hunter’s
tools
GENRES
REGISTERS
MOVES
The learning process used in this book
Each of the 6 units in this book follows the same teaching/learning pattern:
INPUT
USAGE PRACTICE
Critical Thinking
Asahi Press 2001
2nd year textbook
6 units (6 genres)
in 2 quarters
AUTHENTIC TASK
EXPRESSION
KUT’s genres
hunter’s
tools
GENRES
REGISTERS
MOVES
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
Critical Thinking
Asahi Press 2001
2nd year textbook
6 units (6 genres)
in 2 quarters
Read
this
on
Hunter's
website.
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
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
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
Hands-on:
Example: sequence
Hunter's genres:
Description
Classification
Comparison
Sequence
Cause-effect
Inference
Pro-con
INPUT
USAGE PRACTICE
AUTHENTIC TASK
EXPRESSION
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: sequence
Input
Usage practice
Authentic task
Expression
Input
Decide sequence structure signals
First
To begin
Then
Next
After that
Finally
At last
In the end
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
Example: sequence
Input
Usage practice
Authentic task
Expression
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.
Example : sequence
Usage practice
Graphics
from
sentences
Input
Usage practice
Authentic task
Expression
Example : sequence
Usage practice
Sentences
from
graphics
Input
Usage practice
Authentic task
Expression
Example : sequence
Usage practice
Ordering
information
Input
Usage practice
Authentic task
Expression
Example : sequence
Usage practice
Combining
sentences
Input
Usage practice
Authentic task
Expression
Example : sequence
Input
Finding
structure
signals
and other
lexical
items
Input
Usage practice
Authentic task
Expression
Example : sequence
Authentic task
Real-world
problem
Input
Usage practice
Authentic task
Expression
Example : sequence
Expression
Report/
drama/
video/
interview/
graphic
Input
Usage practice
Authentic task
Expression
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
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
Input
Usage practice
Authentic task
Expression
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