Critical thinking involves analyzing one's own thinking and using theories to improve it. It has three dimensions - being analytic, evaluative, and creative. Developing critical thinking skills involves overcoming bad habits and applying standards of clear, accurate, precise thinking. Critical thinking ability is influenced by various personal and social factors. People progress through four stages as critical thinkers - from unreflective to practicing critical analysis.
2. Critical thinking (Paul & Elder,
2012)
Critical - Etymology: kriticos (discerning
judgement) & kriterion (standards)
- The art of critical thinking is thinking about -
thinking to while thinking to make thinking
better.
- Critical thinking is a disciplined art that you
use of ensuring that you use the critical
thinking you are capable of in any set of
circumstances.
- Critical thinkers use theories to explain how
the mind works. Then, they apply those
theories to the way they live every day.
- You develop as a thinker as you build your
own âlarge screenâ on which to view your
thinking.
7. Factors that Influence Thinking
âTime of birth
âPlace of birth
âCulture
âUpbringing
âVarious association
8. 1. Unreflective Thinker
-Denial Stage
- Lacks questioning skills
- More egocentric & less (or
not) logical
2.The Challenged Thinker
- Reflective stage
- Aware of his/her thinking
-Has Intellectual humility
Stages of Critical Thinking
Development
9. 3. The Beginning thinker
- Higher level of
awareness
- Evaluative stage
- Motivated thinker
- Has confidence in
reasoning
10. The Beginning thinker must be
cautious of these traps:
âDogmatic Absolutism â
believing that truth is acquired
through some predetermined
nonintellectual faith and knowledge
and not through reasoning and
inquiry
âSubjective relativism â
believing that there are no
intellectual standards by which to
judge anything as true or false
11. 4. Practicing thinker
- Active stage
âDevelopment of the human mind is parallel to the development of
the human body. Good theory, good practice and good feedback
are essentialâ
12. Logic of Typical College class
(Paul & Elder, 2012)
The most common way for professors to try to get students to learn a body of
knowledge is to state to them in sequence of lectures ...
In this design, quizzes and exams are usually interspersed among lecturesâŚ
Studentsâ Common Studying Strategies
1. Taking random, but disconnected notes during the lecture
2. Cramming 1 or 2 days before the test
14. Sample Text: The Pied Piper of
Hamelin
Who is the main character of the
story? When and where is the setting
of the story?
What is the main idea of the
story? What is the moral lesson of
the story?
Do you think the Pied Piper was fair for
doing that? Why?
If someone breaks a deal or a promise with you,
what will you do?
Write and draw other possible things
that you think the Pied Pipe could
have done out of his anger on the
mayor.
Why do you think did the Pied Piper lure the
children to the valley instead of the mayor?
15. Reading Activities to Develop
Critical Thinking Skills
B. Intellectual Standard Outline (Paul & Elder, 2012)
x Elements of Reasoning x
1. Purpose
2. Key Questions
3. Information
4. Interpretation & Inference
5. Essential Concepts
6. Assumption
7. Implications
8. Point of View
16. Sample Course: Philippine
History, Spanish Colonization
period
Purpose
âTo know Philippinesâ status
during the Spanish colonization
period
3.How did those historical
events affect Filipinosâ lives
during Spanish colonization
period?
4. How did Spanish colonization
ended?
5. What are the similarities and
difference of the Philippine
government during Spanish
colonization period with/from
the Philippine government in
the present?
Key Questions
1. How did Spanish colonization
started?
2. What are the historical
events in the Philippines
Spanish colonization period?
(State when and where did they
take place and the people
involved in those events)
17. Sample Course: Philippine
History, Spanish Colonization
period
Purpose
âTo know Philippinesâ status
during the Spanish colonization
period
3.How did those historical
events affect Filipinosâ lives
during Spanish colonization
period?
4. How did Spanish colonization
ended?
5. What are the similarities and
difference of the Philippine
government during Spanish
colonization period with/from
the Philippine government in
the present?
Key Questions
1. How did Spanish colonization
started?
2. What are the historical
events in the Philippines
Spanish colonization period?
(State when and where did they
take place and the people
involved in those events)
18. Sample Course: Philippine
History, Spanish Colonization
period
Purpose
âTo know Philippinesâ status
during the Spanish colonization
period
3.How did those historical
events affect Filipinosâ lives
during Spanish colonization
period?
4. How did Spanish colonization
ended?
5. What are the similarities and
difference of the Philippine
government during Spanish
colonization period with/from
the Philippine government in
the present?
Key Questions
1. How did Spanish colonization
started?
2. What are the historical
events in the Philippines
Spanish colonization period?
(State when and where did they
take place and the people
involved in those events)
19. Sample Topic: Philippine
History, Spanish Colonization
period
Purpose
âTo know Philippinesâ status
during the Spanish colonization
period
3.How did those historical
events affect Filipinosâ lives
during Spanish colonization
period?
4. How did Spanish colonization
ended?
5. What are the similarities and
difference of the Philippine
government during Spanish
colonization period with/from
the Philippine government in
the present?
Key Questions
1. How did Spanish colonization
started?
2. What are the historical
events in the Philippines
Spanish colonization period?
(State when and where did they
take place and the people
involved in those events)
20. Sample Topic: Philippine
History, Spanish Colonization
period
Information
(Information gathered from the text and lecture)
Interpretation and Inference
(This answers question #5.)
Essential Concept
(Political, economic and religious concepts and social life and values of people during the said period)
Assumption
A countryâs history has a huge impact on its present and future.
21. Sample Topic: Philippine
History, Spanish Colonization
period
Implications
(Studentsâ should be able to see how the Spanish colonization had affected the present government and
Filipino culture. They have to suggest what the government and regular Filipino citizens can do to solve
major problems that Filipinos have been going through since Spanish colonization period such as rampant
corruption, terrorism, economic dependence and rising crime rate. )
Point of View
(Students should be able to see Spaniards and Filipinosâ points of view during the period by reviewing the
objectives of the people involved in the historical events.)
22. 3. Debating (Vargo, 2012)
â⌠debate offers an opportunity for students to move beyond the acquisition of basic knowledge in a
subject matter and progress into the types of higher order critical thinking skills that good debate
requires.27â (Vargo, 2012)
1. The four corner debate
2. Role-play debates
3. Fishbowl debates
4. Think-pair-share debates
5. Meeting-house debates
6. Problem-solving debates
(This will be followed by videos on how each debate is done. )
25. Literacy Profile T-Chart
(Pre-Assessment
Strategy)
In School Out of School
Take a moment to list down all the things you do in and out of school nowadays. These can
be obligations and/or activities you choose to do.
26. Literacy Checklist (Abrams, 2015): Today did you?
âCompose an email or text? To whom?
âRead an email or text? From whom?
âGo onto a website? What websites did you visit?
âRead a book? Which book(s)?
âRead a magazine? Which magazine?
âTake a picture? What did you photograph?
âRecord a video clip? What did you record?
âPlay a video game? What video game(s) did you play?
âListen to music and/or music? What songs(s)?
âRead a street sign? Where?
âRead directions in a bottle or box? When?
âPost to a social networking site? Which site(s)?
40. Multimodal Literacy in Fulfilling
Performance Tasks
Make the
recommended
performance tasks
multimodal.
41.
42. MULTIMODAL LITERACY AND AUTHENTIC TASKS
(McTighe, 2015)
G - GOAL Speak for the soldiersâŚ
R - ROLE As a bloggerâŚ
A - AUDIENCE
Citizens of the country,
especially netizens,
government officials,
soldiersâ families and friends,
your followers, critics, etc.
S â SITUATION/SETTING After the Mamasapano clash
P â PRODUCT or
PERFORMANCE
Video recording of your
advocacy speech
S - STANDARDS
Truthfulness, accuracy,
objectivity, impartiality,
fairness, and accountability
43. Multimodal Literacy and
Scaffold for Transfer
(Vygotsky, 1978)
LEVEL 1
Direct Transfer
LEVEL 2
Open Transfer
LEVEL 1
Guided
Transfer
LEVEL 1
Independent
Transfer
Providing Reference
Books
Media Resource
Center
Revising and
Editing
Video
Recording and
Editing
Showing videos,
docus, and sample
advocacy speech
Field trip
(Camp
Capinpin)
Graphic Aids
Persuasive appeals
and techniques
49. A Multidisciplinary Creative Output
TRAVEL VLOG with subtitle
Contents
âHistorical Background
and Issues (SS)
âEnvironmental
Campaign (Science)
âProblem-Solution
(Math)
âGroupie Slideshows
(TLE)
âInterview Questions and
50. K-W-L-R-D-Q Chart
A Post-Multimodal
Meaning MakingStrategy
KNOW
What I already Know
WANT
What I Want to know
LEARN
What I have learned
RESOURCES
What resources helped
me
DO DIFFERENTLY
What I would do
differently next time
QUESTION
What question remains
52. 1. Did you have lessons that taught students the necessary technical skills for creating such
assignment?
2. Do students with technical skills/technology background have an edge/advantage over the
others?
3. How do you measure if this new method is more effective than your old method?
4. Do you spend time to talk to students about copyright and plagiarism (fair use of
information)?
5. If we want to incorporate this type of teaching, as a teacher what skills do I need to have?
6. Have you wondered about how different a traditional essay by the same student would be?
What are the implicit and explicit assumptions that are more pronounced in multimodal
forms vs a traditional essay?
7. Are students prone to making assumptions when make a video due to addition of music,
tonality, songs, etc. How do contrast the both?
Rethinking Learning
(Trice, 2012)
55. Ways to learn
âVisual Learners
-prefer to use images, pictures, colors, and diagrams to
organize information.
-creating and using charts, graphs, images, and pictures
to learn information.
-underlining and using color highlighters can enhance
information processing.
56. Ways to learn
âAuditory Learners
-prefer to access information through listening to stories,
information, music, and so forth.
âmay benefit from reading notes aloud, recording
themselves and listening to it, and imagining themselves
teaching information to others.
57. âKinesthetic Learners
- like to learn by doing. Walking around when studying, making
graphs or models of concepts, and putting steps or information
onto cards and arranging them in sequence.
Ways to learn
58. âMultimodal Learners
- prefer several different ways of ingesting information.
- combining different methods for learning information can
be helpful for a multimodal learning style.
Ways to learn
59.
60. (Lazear, 2008)
âreading, and writing,
and ârithmeticâ
ways which are at the heart of most of the learning we did in school.
61. What is âmultimodalâ?
Multi
1:many
2:more than two
3:many times over
(Merriam-Webster, n.d.)
Modal
a way or manner in which
something occurs or is
experienced, expressed, or
done.
(Oxford Dictionaries, n.d.)
62. Multimodal LiteracyâMany waysâ âCompetence or knowledge
in a specified area.â
- The more different ways you learn something
- the more you will really learn it.
- The more different ways you learn something,
- the more you will remember it.
- The more different ways you learn something,
- the more you will genuinely understand it.
63. ⢠first proposed by Professor Gunter Kress
and Professor Carey Jewitt, Institute of
Education, University of London.
- about understanding the different ways of
knowledge representations and meaning-
making.
What is multimodal literacy?
64. What is multimodal literacy?
âMultimodal literacy explores the design of
discourse by investigating the contributions
of different semiotic resources (ex. language,
gesture, images) co-deployed across various
modalities (for example, visual, aural,
somatic) as well as their interaction and
integration in constructing a coherent text.
66. âexplores studentsâ background and present
knowledge by investigating semiotic systems
(OâHalloran & Lim, 2011) >> schema
âVirtual culture is digital tools that allow
students to understand content (Shaffer & Kaput,
1999).
67. Multimodal Literacy = âmeaning âmakingâ
âRefers to meaning making that occurs at
different levels through the reading, viewing,
understanding, responding to, producing and
interacting with multimodal texts and multimodal
communication (Kress & Jewitt, 2003).
âIt may include listening, talking, and
dramatising as well as the writing, designing and
producing of such texts.
71. Multimodal literacy
⢠refers to meaning-making that occurs through the reading,
viewing, understanding, responding to and producing and
interacting with multimedia and digital texts.
⢠includes oral and gestural modes of talking, listening and
dramatising as well as writing, designing and producing
such texts.
⢠The processing of modes, such as image, words, sound and
movement within texts can occur simultaneously and is
often cohesive and synchronous.
⢠Sometimes specific modes may dominate.
72. Multimodality
âRefers to the simultaneous reading, processing and/or
producing and interacting with various modes of print,
image, movement, graphics, animation, sound, music, and
gesture.
âThese modes, as well as language, are often referred to
as different semiotic resources (Kress & van Leeuwen,
2001) in that they each are âsymbol systems for
communicating meaning.â
73. Multimodal Texts
â Texts that have more than one mode, such as print and
image or print, image, sound and movement.
âoften a digital text but can be a book, such as picture
book, information text or graphic text.
ârequire the processing of more than one mode and the
recognition of the interconnections between modes.
âThis process is different from the linear reading of print-
based texts.
74.
75. Multimodal Learning Environments
ârefer to classroom environments where teachers and
students are using and interacting with different types of
texts and tasks across a range of curriculum areas.
âLiteracy and learning may occur as cohesive processes
in the interchange between texts and learners.
76. Multimodality Assessment
âAssessment is the process of gathering and discussing
information from multiple and diverse sources in order to develop
a deep understanding (Palomba & Banta, 1999).
â There are three dimensions of assessment
which include:
âAffective- students enjoyment
âCompositional- Students use of metalanguage
âCritical- how you speak to different age groups (Callow,
2008)
77. Why use multimodal assessment?
âKeeps students on-task
âInterests our students
âIt can be differentiated for studentsâ ability
âUses students creativity
âIt is authentic
âEliminates repetitive assessment tasks
78. Elements of multimodal assessment
â Composition and affect
â Structure and discourse
â Grammar and linguistic
â Design and repertoires of practice
79. Four elements of multimodal assessment
by Bourke and Roswell (2007)
âModes & Meaning
âThe mode is the way in which a person presents a task and the meaning is what
they personally gain from the activity.
âIdeas and Organisation
âThe ideas that are presented in a task, and how they have organised the
information to form a coherent response.
âComposition & Effect
âThe way in which you present the task and how it affects the students.
âStructure & Discourse
âThe way in which a task is put together. What discourses are essential for the
students to know and understand before they can complete the task.
80. Examples of multimodal assessments
(Jewitt, 2003)
âWebsites
âRadio segments
âInteractive powerpoint
âSong
âRole play
âPoems
âBlogs
âYoutube videos *
81. How to setup multimodal assessments?
âExplain expectations, possibilities, excitement
and let the students know that you donât know
everything (Angell, 2003).
âDonât limit the students.
âThere are many places you can find the
information you need.
82. Why should we embrace multimodality?
âFirst, multimodality
is now deeply
ingrained in how our
society
communicates
(Tierney, Bond, &
Bresler 359)-
âSecond, we
recognize that not all
of our students are
proficient in multi
modality (Mills 36);
thus, they need
training as well as
access to technology
to become
competitive in the
workforce on
graduation from high
âThird, it is an
alternative way to
sustain attention and
foster a new way of
learning.
83. Meaning Making: Mode
âMode is a socially shaped
and culturally given semiotic
resource for making
meaning. Image, writing,
layout, music, gesture,
speech, moving image,
soudtrack, and 3D objects
are examples of modes
used in representation and
communication. (Kress
2010)
âIn fact, it is now no longer
possible to understand
language and its uses
without understanding the
effect of all modes of
communication that are co-
present in any text.(Kress
2000)
84. âKress (2010) says âThe world of meaning has
always been multimodal. Now, for a variety of
reasons, that realization is once again moving
centre-stage.â
âDifferent kinds of modes that we take in
information from other people (Mamiko, 2010)
Multimodality is understanding, how meaning is
constructed (Barney, 2010)
85. Materiality of Modes
Some modes are better suited for different
circumstances.
âFor example, you can do some things with
images that you find it very difficult or even
impossible to do with writing.
âA science class (Kress, 2000)
âMy experience in teaching geometry words.
86. âThe written text â as
indeed the spoken â forces
the reader (and the listener)
to stick to its order: the
elements have to be read in
the sequence in which they
occur.
â the elements in certain
spatial relations
reconstitutes the meaning
largely up to the reader.
â The order of the written
text is fixed; the order of the
image text is (relatively)
open. (Kress 2000)
87. Sources
Abrams, S. (2015). Integrating Traditional and Visual Learning in 6-12 Classrooms. London: Routledge.
Kress, G. and Van Leeuwen, T. (1996; 2006)
Reading Images The Grammar of Visual Design. London: Routledge. Kress, G. and Van Leeuwen, T.
(2001) Multimodal Discourse. London: Routledge.
Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001) Multimodal teaching and learning
The Rhetorics of the Science Classroom. London: Continuum. Kress, G. (2003)
Literacy in the New Media Age. London: Routledge. Kress, G. & Jewitt, C. (Eds.) (2003) Multimodal
Literacy. New York: Peter Lang.
Pedagogic Potentials of Multimodal Literacy, Walsh, M.
Kress,G (2010) Multimodality: A social semiotic approach to contemporary communication, NewYork:
Routlegde Kress, G (2004) Retrieved on May 24 from
http://www.knowledgepresentation.org/BuildingTheFutu re/Kress2/Kress2.html Kress, G (2000)
âMultimodality:Challenges to Thinking about languageâ TESOL Quarterly, 34(2),pp.337-340