Enhancing English Education through Critical Thinking GIST 2010 Indonesia and Vietnam

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Enhancing English Education through Critical Thinking

GIST 2010Indonesia and Vietnam

Jonathan StrahlUnited States-Indonesia SocietyAsia Pacific Leadership Program

Honolulu, Hawaiistrahlj@aplp.eastwestcenter.org

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The Problem• Pesantren IMMIM Makassar 2007.

– Learning is: Rote memorization. Assessment is: Repetition.

• Teacher-Student-Teacher (TST) cycle– Teachers teach the same way they were

taught as students.

• Teachers want to be better!– Often, they lack the resources.

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My Contribution

• A fresh perspective on education– B.A. Cognitive Psychology– Successful teaching experience in

Indonesia

• My project:– “Critical Thinking and Language Learning”

teacher training workshop

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The Project• Approximately 4-hour presentation to

secondary school teachers– critical thinking for language learners,

student interaction, new lesson plans, online resources

• Workshops conducted in:– Hanoi (Vietnam National University)– East Jakarta– Depok/Cinere– Bogor– Pati/Kajen (Central Java)– Denpasar/Ubud Bali (school visit)– Makassar (South Sulawesi)

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Teaching Models Palmer (1998)

Discussion-basedInteractiveNo objective “Truth”

Lecture-basedPassiveTruth is passed from teacher to student

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Think Pair Share

• How do you define critical thinking?

– On your own (3 mins writing)

– With a partner (3 mins speaking)

– As a group (4 mins volunteering)

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Critical Thinking

• Using cognitive skills and strategies that increase the probability of a desired outcome (Halpern, 2003)– Purposeful, reasoned, goal directed– Solving problems, formulating inferences,

calculating likelihoods, and making decisions

– Mindful of and pertinent to context

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Really…What is Critical Thinking?!

• In my workshop, a ‘critical thinking’ teaching style:– Is context-based (caters to student

interests)– Effectively mixes teaching models– Requires students to interact and form

opinions• Case studies, concept maps, role plays,

discussion

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Why CT?• Memorizing facts is not good enough

– Facts are easily accessible. Students should learn how to use information effectively

– Students must discern valid sources of information

• Why Critical Thinking and English?– Any content can be taught in a language

class.– Scholarships, study abroad

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My Workshop• Emphasize Student Interaction

– Exchange of ideas and opinions

• Critical thinking attitude– Healthy classroom environment

• Passive correction– Student motivation

• Incentives• Personal relationship with teachers

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My Workshop

• 4 skills– Determine causality – Inference– Analysis– Synthesis

• Using those skills in new contexts– Case studies, role play, ethics, multiple

solutions• Thinking about the process of

language learning (metacognition)

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Sample Lesson PlanChallenging Assumptions

• What is a hero?

• What is a villain?

• Examples?

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Heroes1 2 3

4 5 6

Villains1 2 3

4 5 6

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Villains1 2 3

4 5 6

Heroes1 2 3

4 5 6

G9 1. The giraffe is about to give birth.2. One of the lions has died.3. Small children are scared of the crocodiles as they walk into the zoo.4. The zoo has a new panda.5. Monkeys are very noisy, disturbing animals.6. The camel stinks.7. All enclosures must be filled.8. Harmless animals should not be placed next to predators. (In case there is an escape)9. The zoo wants to buy a new species. It can buy either two wolves or four flamingoes or a pair of small deer.

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The Result

• 5 Full workshops

• 10 School visits

• 122 Participants

• 51 schools

• 36,600 students potentially influenced!

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Feedback Data• 70 Participants• 7 Questions: Rate 1-7• I learned something useful from this workshop. • M = 6.414 SD = 0.999• My students will benefit from this workshop.• M = 6.243 SD = 0.875 • I plan to utilize critical thinking teaching styles and lesson plans in the future.• M = 6.171 SD = 0.932 • The lesson plans presented in the workshop are appropriate for my students.• M = 5.771 SD = 1.253 • I understood the content of the workshop.• M = 5.843 SD = 1.044 • I understood Mr. Jon as he was speaking throughout the workshop.• M = 5.985 SD = 0.985 • I plan to investigate the additional materials online.• M = 5.871 SD = 1.296 • I would recommend this workshop to fellow teachers.• M = 6.174 SD = 0.907

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Testimonials

• “Critical thinking influence me and give me spirit for my English class tomorrow. It helps me refresh my mind that teaching English can be more fun and at the same time more effective for the students (increase their abilities) and for the teacher (give positive atmosphere inside my heart).”

• “Do it regularly. I mean the workshop. Please.”

• “Thanks for your presentation. I've got something different which is very useful in appreciate the new method, model and technique in teaching English and I think this is what we call the 'new paradigm' to be a good teacher. I hope we will have another opportunity to have a workshop like this from Mr. Jonathan.”

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Indonesian Education SystemChallenges

• Low teacher expectations– Don’t use English in the classroom– Don’t know the names of their students

• Student motivation– 3-4 great students per class

• Lack of capital– Rooms, teacher pay

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Indonesian Education SystemChallenges

• Contextual variety– East Jakarta – under-resourced but high

motivation– Pati – under-resourced and low motivation– Bali – Sufficiently resourced and very high

motivation– Makassar – under-resourced and

moderate motivation• The ujian nasional (national exam)

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Indonesian Education SystemSolutions

• 5-year management plan: Pesantren IMMIM Putra Makassar– 1 teacher 1 school– Teachers need their own classroom

• Simplifies planning• Teacher’s domain

• Emphasize communication!– Internet is an asset– Motivated by scholarships

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Acknowledgements• A big thanks to the host organizations:

• Vietnam National University Hanoi • Yayasan Yasmin Jakarta• Cahaya Guru Jakarta• Lazuardi school Cinere• Mathali’ul Falah Pesantren Kajen• Taman Ramah school Denpasar• Teachers of SMA 2 Ubud• IMMIM Makassar

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Contact Information