Critical thinking and Multimodal Literacy

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 “large screen” on which to view your
thinking.

1. Analytic
2. Evaluative
3. Creative component
3 Dimensions of Thinking (Paul &
Elder, 2012)

Bad Habits of
Thinking
Generalization
Stereotyping
Creating false belief or myths
Looking at one fixed point of view
Ignoring or attacking points of view that conflict with our own
Deceptive thinking about many aspect of our experience

“
“Absence of intellectual humility is
common among all classes of
people in all walks of life and all
ages.” (Paul & Elder, 2012)

Standards of Thinking
◉Clear
◉Accurate
◉Precise
◉Relevant
◉Deep
◉Broad
◉Logical

Factors that Influence Thinking
◉Time of birth
◉Place of birth
◉Culture
◉Upbringing
◉Various association

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

3. The Beginning thinker
- Higher level of
awareness
- Evaluative stage
- Motivated thinker
- Has confidence in
reasoning

The Beginning thinker must be
cautious of these traps:
◉Dogmatic Absolutism –
believing that truth is acquired
through some predetermined
nonintellectual faith and knowledge
and not through reasoning and
inquiry
◉Subjective relativism –
believing that there are no
intellectual standards by which to
judge anything as true or false

4. Practicing thinker
- Active stage
“Development of the human mind is parallel to the development of
the human body. Good theory, good practice and good feedback
are essential”

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 lectures…
Students’ Common Studying Strategies
1. Taking random, but disconnected notes during the lecture
2. Cramming 1 or 2 days before the test

A. Bloom’s Taxonomy (Bloom
et. Al, 1956)
Level: Grade 5 – onwards

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?

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

Sample Course: Philippine
History, Spanish Colonization
period
Purpose
◉To know Philippines’ status
during the Spanish colonization
period
3.How did those historical
events affect Filipinos’ 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
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)

Sample Topic: Philippine
period
Purpose
◉To know Philippines’ status
during the Spanish colonization
period
3.How did those historical
events affect Filipinos’ lives
during Spanish colonization
period?
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
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)

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 country’s history has a huge impact on its present and future.

period
Implications
(Students’ 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 Filipinos’ points of view during the period by reviewing the
objectives of the people involved in the historical events.)

3. Debating (Vargo, 2012)
“… 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.27” (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. )

MULTIMODAL TEXT
◉IMAGE
◉TEXT
◉SOUND

Learning
Teaching Multimodal Literacy
From Examples, Practices, and
Reflection
Clark Dominic L. Alipasa

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.

Literacy Checklist (Abrams, 2015): Today did you?
◉Compose an email or text? To whom?
◉Read an email or text? From whom?
◉Go onto a website? What websites did you visit?
◉Read a book? Which book(s)?
◉Read a magazine? Which magazine?
◉Take a picture? What did you photograph?
◉Record a video clip? What did you record?
◉Play a video game? What video game(s) did you play?
◉Listen to music and/or music? What songs(s)?
◉Read a street sign? Where?
◉Read directions in a bottle or box? When?
◉Post to a social networking site? Which site(s)?

Walsh, 2010:
RESOURCES
Print-based
Digital
Multimedia
Spoken
Students:
Read
Respond
Write
Produce

Teaching Reading
Comprehension
MAKING INFERENCES AND OTHER COMPETENCIES
(ANIMATIONS)

Making Predictions (DRTA)
DIGITAL STORY BOOKS
“THE STORY OF AN
HOUR“ (Kate Chopin)

Teaching
Points of View
(Literature)
Game-supported, -
based, or -inspired
learning

Teaching One’s Connection to Text
Game-based Learning (Gee, 2007)
REAL
IDENTITY
PROJECT
ED
IDENTITY
VIRTUAL
IDENTITY

Multimodal Literacy and
Performance-based
Learning

Modernized Film Version of a
Book

Add: film festival with parade, exhibits, film
bills, press cons, etc.

Teaching Journalism
(Multimodal Literacy in
Delivering Information)
◉Photoalbum or
Photomagazine
◉Live Feeds
◉TV Broadcast
◉Cartoons
◉Collaborative
Wiki Article
◉Google
Document
◉Blog or Vlog
◉Documentary
◉Website
◉Infographics
◉Informercials
◉Tutorial
videos

Last Minute
Book Reports
MULTIMODAL SUMMATIVE ASSESSMENT
https://youtu.be/ijI8NtgUfeU

Multimodal Literacy in Fulfilling
Performance Tasks
Make the
recommended
performance tasks
multimodal.

MULTIMODAL LITERACY AND AUTHENTIC TASKS
(McTighe, 2015)
G - GOAL Speak for the soldiers…
R - ROLE As a blogger…
A - AUDIENCE
Citizens of the country,
especially netizens,
government officials,
soldiers’ families and friends,
your followers, critics, etc.
S – SITUATION/SETTING After the Mamasapano clash
P – PRODUCT or
PERFORMANCE
Video recording of your
advocacy speech
S - STANDARDS
Truthfulness, accuracy,
objectivity, impartiality,
fairness, and accountability

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

Sample
Recorded
Speech with
Graphic Aids
Evaluate how graphics enhanced the
speech: “The Girl Who Silenced the
World in 5 minutes”.

“
“Every student can learn not just
on the same day or in the same
way” (

A Multidisciplinary Creative Output
TRAVEL VLOG with subtitle
Contents
◉Historical Background
and Issues (SS)
◉Environmental
Campaign (Science)
◉Problem-Solution
(Math)
◉Groupie Slideshows
(TLE)
◉Interview Questions and

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

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)

Ways to learn
◉Visual 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.

Ways to learn
◉Auditory Learners
-prefer to access information through listening to stories,
information, music, and so forth.
–may benefit from reading notes aloud, recording
themselves and listening to it, and imagining themselves
teaching information to others.

◉Kinesthetic 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

◉Multimodal 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

(Lazear, 2008)
“reading, and writing,
and ‘rithmetic”
ways which are at the heart of most of the learning we did in school.

What is “multimodal”?
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.)

Multimodal Literacy“Many ways” “Competence or knowledge
in a specified area.”
- 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.

• 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?

What is multimodal literacy?
◉Multimodal 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.

“
Dr. Gardner's Multiple Intelligence
Theory (1985)

◉explores students’ background and present
knowledge by investigating semiotic systems
(O’Halloran & Lim, 2011) >> schema
◉Virtual culture is digital tools that allow
students to understand content (Shaffer & Kaput,
1999).

Multimodal Literacy = “meaning –making”
◉Refers 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).
◉It may include listening, talking, and
dramatising as well as the writing, designing and
producing of such texts.

Want big impact?
Use big image.

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.

Multimodality
◉Refers to the simultaneous reading, processing and/or
producing and interacting with various modes of print,
image, movement, graphics, animation, sound, music, and
gesture.
◉These modes, as well as language, are often referred to
as different semiotic resources (Kress & van Leeuwen,
2001) in that they each are “symbol systems for
communicating meaning.”

Multimodal Texts
◉ Texts that have more than one mode, such as print and
image or print, image, sound and movement.
◉often a digital text but can be a book, such as picture
book, information text or graphic text.
◉require the processing of more than one mode and the
recognition of the interconnections between modes.
◉This process is different from the linear reading of print-
based texts.

Multimodal Learning Environments
◉refer to classroom environments where teachers and
students are using and interacting with different types of
texts and tasks across a range of curriculum areas.
◉Literacy and learning may occur as cohesive processes
in the interchange between texts and learners.

Multimodality Assessment
◉Assessment is the process of gathering and discussing
information from multiple and diverse sources in order to develop
a deep understanding (Palomba & Banta, 1999).
◉ There are three dimensions of assessment
which include:
○Affective- students enjoyment
○Compositional- Students use of metalanguage
○Critical- how you speak to different age groups (Callow,
2008)

Why use multimodal assessment?
◉Keeps students on-task
◉Interests our students
◉It can be differentiated for students’ ability
◉Uses students creativity
◉It is authentic
◉Eliminates repetitive assessment tasks

Elements of multimodal assessment
◉ Composition and affect
◉ Structure and discourse
◉ Grammar and linguistic
◉ Design and repertoires of practice

Four elements of multimodal assessment
by Bourke and Roswell (2007)
◉Modes & Meaning
◉The mode is the way in which a person presents a task and the meaning is what
they personally gain from the activity.
◉Ideas and Organisation
◉The ideas that are presented in a task, and how they have organised the
information to form a coherent response.
◉Composition & Effect
◉The way in which you present the task and how it affects the students.
◉Structure & Discourse
◉The 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.

Examples of multimodal assessments
(Jewitt, 2003)
◉Websites
◉Radio segments
◉Interactive powerpoint
◉Song
◉Role play
◉Poems
◉Blogs
◉Youtube videos *

How to setup multimodal assessments?
◉Explain expectations, possibilities, excitement
and let the students know that you don’t know
everything (Angell, 2003).
◉Don’t limit the students.
◉There are many places you can find the
information you need.

Why should we embrace multimodality?
◉First, multimodality
is now deeply
ingrained in how our
society
communicates
(Tierney, Bond, &
Bresler 359)-
◉Second, 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
◉Third, it is an
alternative way to
sustain attention and
foster a new way of
learning.

Meaning Making: Mode
◉Mode 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)
◉In 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)

◉Kress (2010) says ‘The world of meaning has
always been multimodal. Now, for a variety of
reasons, that realization is once again moving
centre-stage.’
◉Different kinds of modes that we take in
information from other people (Mamiko, 2010)
Multimodality is understanding, how meaning is
constructed (Barney, 2010)

Materiality of Modes
Some modes are better suited for different
circumstances.
◉For example, you can do some things with
images that you find it very difficult or even
impossible to do with writing.
○A science class (Kress, 2000)
○My experience in teaching geometry words.

◉The written text – as
indeed the spoken – forces
the reader (and the listener)
to stick to its order: the
elements have to be read in
the sequence in which they
occur.
◉ the elements in certain
spatial relations
reconstitutes the meaning
largely up to the reader.
◉ The order of the written
text is fixed; the order of the
image text is (relatively)
open. (Kress 2000)

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)
‘Multimodality:Challenges to Thinking about language‘ TESOL Quarterly, 34(2),pp.337-340

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