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<p>SESSION 3.</p> <p>SESSION 3.FEEDBACK ON OBSERVATIONHOLISTIC APPROACH AND CRITICAL THINKINGBLENDED (INTEGRATIVE) LEARNING E-LEARNING</p> <p>OBSERVATIONIn general, how did you feel the class went? How did you feel about the teaching during the class? Did students accomplish the goals T had planned for that class? Is there anything that worked well for the T/the Ss in class that you particularly liked? Is there anything that did not work well/that you disliked about the way the class went? What were the teaching strengths?Do you have any suggestions or strategies for improvement? </p> <p>SUMMARYTHE LEARNER STYLESAUTONOMYAPPROACHES, METHODSEDUCATIONTEACHINGLEARNINGKNOWLEDGEPLANNINGINTELLIGENCETHE ROLES OF PSYCHOLOGY and SOCIOLOGYCULTURESUMMARYSKILLS reading e.g.LANGUAGE instruction, questioning,grading, etc.,CONCEPT CHECKINGGROUP DYNAMICSRAPPORTMOTIVATIONENGAGING STUDENTSTEACHERS/TRAINERS ROLESCLASS MANAGEMENTTESTING and EVALUATION</p> <p>NIQABWHAT IS IT? WHAT DO YOU KNOW ABOUT IT?</p> <p>NIQABDISCUSSIONIs it a problem?Why?How does the society react to it?The role of the mediaPerceptionPrejudiceDiscriminationIntegration?NIQABLets read the article.eruptconceivable seethingintimidatingpromptedimposed upon weary detrimental conviction</p> <p>start suddenlypossible, credibleannoyingfrighteninginducedforcedtiredharmfulbelief, opinion</p> <p>NIQABLets watch the interview.</p> <p>THE DEBATE</p> <p>TASK:What is the official stand in the UK now?What has changed?Why?WRITE A 300-WORD LONG ESSAY:Is the Niqab a political or a social issue?</p> <p> 8INTEGRATED SKILLSintegrated-skill approach versus the purely segregated approachauthentic language and challenges interact naturally the approach stresses that English/the language is not an object of academic interest, butit becomes a real means of interaction/actiontrack progress in multiple skills at the same timeit promotes the learning of real content the approach in content-based or task-based instruction or some other form can be motivatingit prompts active/proactive participationLETS FOCUS ON:HOLISTIC APPROACH AND CRITICAL THINKINGBLENDED (INTEGRATIVE) LEARNING E-LEARNINGAND MORE...</p> <p>MEANINGHOLISTIC versus ATOMISTIC"The whole is more than the sum of its parts."</p> <p>CRITICAL THINKINGthe ability to think clearly and rationally about what to do or what to believe</p> <p>BLENDED LEARNINGthe practice of using both online and in-person learning experiences</p> <p>CRITICAL THINKINGWHY IS IT NEEDED? THE PROBLEM</p> <p>Everyone thinks; it is our nature to do so. But much of our thinking, left to itself,is biased, distorted, partial, uninformed or prejudiced. CRITICAL THINKINGThe unexamined life is not worth living </p> <p>SocratesCRITICAL THINKINGis self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded an attempt to live rationally, reasonably, an attempt to improve the world and contribute to a more rational, civilized society. helps people consider the rights and needs of others.</p> <p>14CRITICAL THINKINGSeven dimensions to be assessed:</p> <p>Identifies and summarizes theproblem/questionat issue (and/or the source's position).Identifies and presents the STUDENT'S OWNhypothesis, perspective and positionIdentifies and considers OTHER salientperspectives and positions.</p> <p>4. Identifies and assesses the keyassumptions.5. Identifies and assesses the quality ofsupporting data/evidenceand provides additional data/evidence related to the issue.6. Identifies and considers the influence of thecontexton the issue.7. Identifies and assessesconclusions, implications and consequences.</p> <p></p> <p>15CRITICAL THINKINGDEFINITIONS</p> <p>The objective analysis and evaluation of an issue in order to form a judgement Oxford Dictionary</p> <p>Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them.</p> <p></p> <p>16THE 5 WHYSThe 5 Whys is a simple problem-solving technique that helps you to get to the root of a problem quickly. Very often, the answer to the first "why" will prompt another "why" and the answer to the second "why" will prompt another and so on; hence the name the 5 Whys strategy.Benefits of the 5 Whys include:It helps you to quickly determine the root cause of a problem.It's simple, and easy to learn and apply.</p> <p>THE 5 WHYSTHE ROOT CAUSE ANALYSISWhy #1: Why do parents hold negative attitudes towards girls education?Answer: Because they feel like education is wasted on girls.Why #2: Why do they feel education is wasted on girls?Answer: Because girls become wives and wives do not need to be educated.Why #3: Why do girls only become wives rather than also having jobs or professions?Answer: Because women are supposed to only be interested in getting married.Why #4: Even if they get married, why isnt it important for women to be well educated?Answer: Because men make all the decisions and women are supposed to obey men.</p> <p>THE 5 WHYSWhy #5: Why should women only obey men and why should women only be interested in getting married?Answer: Because that is the way boys and girls have been brought up but things are changing and need to change.Now it is clear that parental attitudes toward girls education come from very deep-rooted causes of how girls and boys are educated to behave, in other words, the gender roles in that culture.This idea could form the seed of what would eventually become a gender educational program for parents and young men and women.</p> <p>CRITICAL THINKINGWHY IS IT IMPORTANT?</p> <p>STRATEGIES FOR TEACHING CRITICAL THINKING</p> <p>START FROM WHERE THE SS ARESHOW WHERE THEY ARE GOINGHABITUATE THE QUESTIONINGGET SS TO DO THINGS WITH TEXTS, COURSE MATERIALCRITICAL THINKING R.S. Nickerson 12 point scheme of creativity:Establishing purpose and intentionBuilding basic skillsEncouraging acquisitions of domain-specific knowledgeStimulating and rewarding curiosity and explorationBuilding motivation, especially internal motivationEncouraging confidence and a willingness to take risksFocusing on mastery and self-competitionPromoting supportable beliefs about creativityProviding opportunities for choice and discoveryDeveloping self-management (metacognitive skills)Teaching techniques and strategies for facilitating creative performanceProviding balance</p> <p>CRITICAL THINKING POSSIBLE TECHNIQUESThinking is Driven by Questions</p> <p>Questions for clarificationQuestions that probe assumptions Questions that probe reasons and evidence Questions about Viewpoints and Perspectives Questions that probe implications and consequences Questions about the question Socratic questioning</p> <p>CRITICAL THINKING</p> <p>CRITO (a step-by-step method for creating a critical analysis essay)</p> <p>C- State aConclusion or claimR- StateReasons or evidence meant to convince the reader I- Test theInference, or argumentT- Test theTruth of the RO- Construct the strongest imaginableObjections, and respond to them</p> <p>INFERENCEthe act of drawing a conclusion by deductive reasoning from given facts. The conclusion drawn is also called an inference. It is closely related to logic. There are correct, incorrect, automatic logical inference types.- syllogism, a logical appeal, a logical argumentation:a. All men are mortal.b. Socrates is a man.c. Socrates is mortal.</p> <p>MIHoward GardnerMI Theory (Multiple Intelligence- Musical/Rhythmic, Verbal/Linguistic,Visual/Spatial,Bodily/Kinaesthetic,Logical/Mathematical, Intra- and Interpersonal)</p> <p>MIRelation between mind and language (NLP, Bandler &amp; Grinder)VAKOG</p> <p>VisualAuditoryKinaestheticOlfactoryGustatory</p> <p>CRITICAL THINKING</p> <p>PROBLEM SOLVING</p> <p>DECISION MAKINGSKILLSSUMMARYSTYLES - learner, teacher</p> <p>EMPOWER STUDENTS - motivation</p> <p>TEACHING IN GROUPS, GROUP DYNAMICS</p> <p>HOW TO TEACH AND DEVELOP THINKING its importance</p> <p>POSSIBLE ANSWERS: TRENDSSETTING A CLEAR, ACHIEVEABLE AIMSETTING STRATEGIESCRITICAL THINKINGBLENDED LEARNING, FLIPPED CLASSROOME-LEARNING ONLINE COURSESCOLLABORATIVE LEARNINGJITCONSTRUCTIVENEED FOR A NEW PARADGM IN EDUCATION - SIR KEN ROBINSONSCHOOL IN THE CLOUD SUGATA MITRA (SOLE - Self-Organised Learning Environments)DO NOT KILL STUDENTS IMAGINATION AND CREATIVITY</p> <p>POSSIBLE ANSWERS: MOTIVATIONBE A ROLE MODELGET TO KNOW YOUR STUDENTSGET THEM INVOLVEDUSE OF EXAMPLES, CONNECT TO REAL LIFEHANDS ON ACTIVITIESTESTING AND EVALUATIONPRAISE AND USE OF CONSTRUCTIVE CRITICISMPROVIDE MONITORING</p> <p>BE A MENTOR/TUTORPERSONAL VALUE AND MEANING IN THE MATERIALPROVIDE CHOICESSENSE OF BELONGINGSUPPORTCHALLENGECOMPETENCEINCLUSION LET STUDENTS IDENTIFY WITH THE AIMS OF THE COURSE</p> <p>LET US BE REFLECTIVE AND REFLEXIVEWHAT CHANGES WOULD YOU HAVE IN YOUR TEACHING?WHY?HOW?WHAT ABOUT THE AIM? Would you change it/adjust it/leave it unchanged</p> <p>BLENDED TEACHINGflipped classroom</p> <p>A reversal of traditional teaching where students familiarize with new material outside of class (reading, lecture video, etc.,), and then class time is used to do the work of incorporating that knowledge through strategies such as problem-solving, discussion or debate</p> <p>FUNNOW LET US TRY IT TOGETHERTEACHINGCONTENT-BASED contexualized meaning, stimulating, realistic, useful languageTASK-BASED skills, realistic, meaningful, communicative purposePROJECT BASED realistic, creative, engagingCASE STUDY APPROACH deeper insight, research, field trips</p> <p>EXAMPLES</p> <p>ARTS IN HUNGARY</p> <p>HOW TO ORGANISE AN EVENT</p> <p>HOW TO PREPARE A PRESENTATION</p> <p>HOW TO TEACH SALES TECHNIQUES</p> <p>TEACHING/CONCLUSIONMotivatingInvolvementExtra activitiesAchievementHands on experienceContributionThinking criticalAll learner styles </p>


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