Proyecto (Alexis Maizo)
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The document outlines a study that aims to develop critical thinking skills in English V students through reading short stories. It hypothesizes that reinforcing reading habits will improve students' writing abilities. The methodology will apply a pre-and post-test to measure changes in students' critical thinking skills after exposure to literary texts without a control group.
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3) Literacy assessment should be performance-based and incorporate informal, authentic tasks to provide a fuller picture of students' strengths and development over time.
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Akbar Karimi, M.A Student of Mobarakeh Board of Education, Isfahan Abstract
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Similar to Proyecto (Alexis Maizo) (20)
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Proyecto (Alexis Maizo)
- 1. Universidad Pedagógica Experimental Libertador Instituto Pedagógico de Caracas Departamento de Idomas Modernos Subprograma de la Enseñanza de la Literatura en Inglés Examining critical thinking skills in English V students at the IPC through the reading of short stories: A process-based approach. Prof. Alexis Maizo Caracas, July de 2012
- 2. STATEMENT OF THE PROBLEM The teaching of literature as an integrated aspect of the teaching of English as a Foreign Language (EFL) is hardly ever seen these days. This, in itself, is not a problem unless we can perceive the effects that the absence of literary texts may produce in students. Little emphasis on the development of critical thinking. The students hardly ever read. This reflects on the students’ performance, and slows down their academic progress regarding the understanding of written texts.
- 3. OBJECTIVES General Objective To develop critical thinking as an essential skill to understand texts. Specific Objectives •To describe the students basic traits before carrying out the experiment. •To make use of the literary text (short stories) to promote discussions in the classroom. •To compare the grades the students will get after the treatment with the grades the same students used to get before the experiment was carried out.
- 4. JUSTIFICATION The integration of Literature in EFL is of paramount importance to develop, not only reading skills, but also consciousness regarding the process of understanding a text syntactically and semantically speaking. We can assume then that the neglecting of literature as a bridge to enhance reading (Bolivar and Beke, 2012) in the classroom may limit the possibilities students have to become better readers.
- 5. By “better readers” we mean readers who, besides understanding the formal aspects of language (grammar, or vocabulary, for instance), are also able to grasp meanings efficiently in order to whether agree or disagree with the ideas presented in the text. By doing so, students are free to take a stance regarding the texts they read. This is the initial step towards critical thinking that most of our students in initial levels at Instituto Pedagógico de Caracas (IPC) need to develop more.
- 6. HYPOTHESIS We strongly believe that by reinforcing reading habits in our students from early stages, we will be also proving learners with numerous patterns they will make use of when producing, for instance, descriptive, narrative, or argumentative texts. We follow the premise that the amount of reading students get will have a strong impact on the quality of writing they produce (Hirvela, 2007, p. 112).
- 7. METHODOLOGY Quasi-experimental study As in this research we are making assumptions to try to predict cause-and-effect relationships or the occurrence of a phenomena, we can say this study can be also defined as: deductive. (Seliger and Shohamy, 1989, p. 89)
- 8. We will apply a pre and post test without a control group. There will only be a treatment group as represented in the diagram below.
- 9. Population: Students of English as a Foreign Language (EFL) at Instituto Pedagógico de Caracas (IPC) Sample: English V students from one particular section at the IPC.
- 10. Variables Dependent: English V students’ critical thinking skills. Such variable can be considered ordinal and they can be measured numerically after operationalizing them. Independent: critical thinking, reading. We will use a Likert scale to determine the frequency of presence regarding each sub component (or sub skill) dealing with critical thinking. Strenuous variables: age, gender, cultural background, ethnic background.