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Practical strategies for critical thinking in communication
- 1. PRACTICAL STRATEGIES FOR CRITICAL THINKING INCOMMUNICATION Eva Fanjanirina ANDRIANARIVO English Teaching Program (E.T.P.) Antananarivo Madagascar TESOL 2013 – Dallas, Texas
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- 5. Critical Thinking in Communication Raise multi- cultural understanding andawareness of global issues. Motivate students to be responsible for their learning and think deeply about the content. Stimulate intercultural communication. Use concrete examples ; Illustrate abstract concepts Cover content in such a way that students grasp and retain more and achieve academic success.
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- 9. DEVELOP VOCABULARY FRAYER MODEL AEDR518 Definition Examples Non-examples Facts/Characteristics WorksheetsWorks.com
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- 14. COMMUNICATE EFFECTIVELY • LANGUAGE FUNCTIONS •VOCABULARY and CONTENT • STRUCTURE and GRAMMAR
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- 19. Summarize: Who … Whathappened? When … Where … How much … How many … Summarize the passage in your own words. Unscramble the main events in the passage . List out the main facts in the passage. Fill in the blanks with appropriate words from the passage. Connect ideas from the passage using conjunctions / subordinators. How … Why … ? What caused … Justify. What are the impacts of …? What do you think could happen if …? Compare and Contrast facts from the passage to other realities (in your community / country) or personal experiences If … occurs then, what will happen? If you were …, what would you do? What could / would have happened if … had not + P.P.? What measures were taken to solve the problem of …? What measures do you think should have been taken? How would you approach the same problem? What are the advantages of … What are the good things about … What are the problems with … What are the disadvantages of … What are the worst thing about …? How do you feel about …? Is the solution effective or ineffective? What should have been done earlier? What are your points of view …? Do you agree or disagree? how do you know that someone is good (or bad) at sth? Remember Analyze Evaluate
- 20. What does …mean? What does it imply? What made s/he decide to…? Why did s/he … ? What could have caused …? What could have happened earlier? What may happen next? Why did s/he said that …? What was meant when s/he said that …? If … occurred, what would happen? Use the key words to report about realities in another community / country Change the beginning of the passage. Change the ending of the passage. Change the cause / effects / solutions stated in the passage. Remove parts of the passage (beginning, turning point, ending, solution,…) and imagine what it could be. Draw conclusions. Infer Apply Create
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- 22. PERFORMANCE EVALUATION PARAMETERS Toevaluate students’ performance during the discussion. To assess ability to interact in English, handle questions, support opinions, clarify points of view. PARAMETER RUBRIC CREDITS /15 Participation - Little participation - Adequate participation - Large participation 0 1 2 Pronunciation comprehensibility -Many errors – Interferes with understanding - Few consistent errors but comprehensible - Comprehensible and clear 0 1 2 Vocabulary: breadth and precision of usage -Limited, inadequate, inaccurate, unable to rephrase -Use frequent circumlocution - Adequate, less frequent circumlocution - Extensive, appropriate, accurate usage 0 1 2 3 Content -Limited arguments – Irrelevant support - Adequate supporting arguments -Appropriate and enough supporting arguments with examples 1 2 3 Structure and Grammar -Major structural errors - Incorrect utterances - Definite structural problems – Correct utterances - Minor structural errors – Many utterances correct - Very good control – Most utterances correct 0 1 2 3 Fluency -Speech halting and fragmentary – Long unnatural pauses - Less frequent hesitation with some incomplete sentences -Quite fluent – Natural and continuous speech 0 1 2
- 23. REFERENCES - Carol B.MacKnight. “Teaching Critical Thinking through Online Discussions.” - http://www.accessexcellence.org/LC/TL/buchanan/ - “Critical Thinking in Everyday Life: 9 Strategies.” - Professor Vernellia R. Randall. “Bioterrorism, Public Health and the Law. Law 801: Health Care Law Seminar. Questions and Critical Thinking. » - Frayer Model AEDR 518. « Concept Definition Map. » - “Activities to promote Interaction and Communication.” - Andrianarivo Fanjanirina Eva. “Guidelines for Effective Reading Discussion.” TESOL 2012. Slideshare