Why did the chicken cross the road?


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  • Being one of the main constructs in the task-based approach to English Language Teaching, Critical Thinking Skills transcend the premises of the product oriented tradition and focus rather on the psycholinguistic mechanisms the EFL/ESL learners follow in the learning and meaning-making processes. A number of ESL textbook writers have started incorporating integrated-sills’ lessons and activities that aim at fostering students’ critical thinking skills. Awakening and nurturing these metal
    abilities, however, does not only entail the existence of a textbook that folds them, they also require a set of skilled teaching strategies designed and distained to defrost students’ creative thinking and enforce
    their individual learning styles. The question that floats on the surface, accordingly, is not how can we, as teachers of English, implement these strategies; but more importantly how can we rest assured that those
    applied strategies effectively meet their promised goals and that they actually nurture the students’ critical thinking skills? On this basis, this paper unfolds two main promises: one is theoretical; the other is
    operational. One the one hand, the paper underlies the underlying mechanisms governing critical thinking in the language learning process. On the other hand, the paper suggests a number of teaching and evaluation strategies targeting learners’ critical thinking skills.
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Why did the chicken cross the road?

  1. 1. MATE’s 32nd National Conference 9-12, April 2012.Oujda, Morocco“Why did the chicken cross the road”? By: Badre Abdeslam ALC – Rabat & Mohammed V University Abdeslam Badre on Critical Thinking line 1
  2. 2. OutlineI. Theoretical: What needs to be known A. The Six Underlying factorsII. Operational: what should be done A. Acting upon the logic of the classroom Abdeslam Badre on Critical Thinking ??? 2
  3. 3. So, why did the chicken cross the road? Abdeslam Badre on Critical Thinking dwin 3
  4. 4. Chickens, over greatperiods of time, have beennaturally selected in such a way that they are now genetically disposed to c cross roads. Abdeslam Badre on Critical Thinking end/means 4
  5. 5. Who cares why? The end of crossing the roadjustifies whatever motive there was. Abdeslam Badre on Critical Thinking sgmnet 5
  6. 6. The fact that you are at all concerned that the chicken crossed the road reveals your underlying sexual insecurity.Abdeslam Badre on Critical Thinking albrt 6
  7. 7. Whether the chicken crossed the road or theroad moved beneath the chicken is a matter of r relativity. Abdeslam Badre on Critical Thinking WB 7
  8. 8. We dont really care why the chicken crossed the road. We just want to know if the chicken is on our side of the road, or not. The chicken is eitheragainst us, or for us. There is no middle ground here. Abdeslam Badre on Critical Thinking W bill 8
  9. 9. I did not cross the road with that chick-en.Abdeslam Badre on Critical Thinking mnkey 9
  10. 10. How can we foster Critical Thinking via ELT? Abdeslam Badre on Critical Thinking 6 facts 10
  11. 11. Part I: Six underling factors governing the educational environment Abdeslam Badre on Critical Thinking school 11
  12. 12. 1. The school is… a space where each leaner’s individuality is supposed to be respected, nurtured without having to be duplicatedAbdeslam Badre on Critical Thinking Ts 12
  13. 13. 2. The facilitator is … Is not there to inject students brains with prescribed dosage of inputs; but to defrost Ls’ thoughts by: distanced guidance, provoking open ended questions, liberating imaginations, encouraging creativity and help tolerating fallacies Abdeslam Badre on Critical Thinking Ls 13
  14. 14. 3. Learners are…Abdeslam Badre on Critical Thinking syllbs 14
  15. 15. 4. The syllabi are … Because Knowledge is not a collection of facts, but rather an ongoing process of examining & evaluating information, and adding it to one’s understanding.Abdeslam Badre on Critical Thinking process 15
  16. 16. 5. Teaching /Learning is .. A mechanical nor is it predictable process of input cramming. It is a negotiable communicative relationship between the L/T/CAbdeslam Badre on Critical Thinking result 16
  17. 17. 6. The learning outcomes Are and will never to be expected to be duplicated; because learners do not grow up in laboratories. They are coming from different backgrounds, with different intelligences, needs, expectations; and more importantly, they process knowledge differently. Abdeslam Badre on Critical Thinking 3 logics 17
  18. 18. Part II: what should be done: Logic of the classroomAbdeslam Badre on Critical Thinking Mind 18
  19. 19. 1. Logic of Students’ mindInstructors should look at the logic of the students’ mind as the framework upon which they build up knowledge; and not the other way around! Abdeslam Badre on Critical Thinking content 19
  20. 20. Logic of ContentInstructors need to explicitly help students understand the logic of the content by showing the contents’:1 format2 structure3 Sequence4 Objectives5 limitations Abdeslam Badre on Critical Thinking strageis 20
  21. 21. 3. Logic of Reasoning Identifying key definitions Identifying ambiguity Identifying variables Formulating questions Defining issue or problem Classifying information Sequencing information Identifying relationships Abdeslam Badre on Critical 21 Thinking
  22. 22. 3. Logic of Reasoning (cont..) Recognizing patterns Determining credibility Distinguishing fact from opinion Identifying assumptions Comparing & contrasting Cause and effect Summarizing information Using analogies Identifying values Noting missing evidence Abdeslam Badre on Critical Thinking back crossing 22
  23. 23. The question is not why did the chicken cross the road? Abdeslam Badre on Critical 23 Thinking
  24. 24. The question is:Why should not that chicken cross the road? Abdeslam Badre on Critical 24 Thinking
  25. 25. Thank you! Abdeslam Badre Email: Abdeslambadre@yahoo.com Blog: badre-thirdspace.blogspot.comMore presentations and papers @ www.slideshare.net www.articlebase.com Abdeslam Badre on Critical 25 Thinking