What is Critical Thinking

  • View

  • Download

Embed Size (px)


Summary of Critical Thinking Seminar


The First Presentation by Prof.Dr. Gunadi H. Sulistyo,M.AWhat is Critical Thinking ? Critical Thinking is NOT criticizing others or even arguing someone. Critical Thinking is intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from or generated by observation, experience, reflection, and reasoning.The Bases of Critical Thinking Clarity Accuracy Precision Consistency Relevance Sound Evidence Good Reason Depth Breadth FairnessCritical Thinking Requires,Examine purpose, problem or question of issue, assumption, concept, empirical grounding, reasoning lending to conclusion, implications and consequences, objections from alternative view points and frame or reference.The Core of Critical Thinking Applying (The knowledge) Analyzing (The information) Synthesizing Evaluating Conceptualizing (Construct) Inference Explanation Interpretation Evaluation Self Regulation (What should I do next?) 1956 2001Noun Verb Form (HOTS)The Steps of Critical Thinking1. Understand logical connection between ideas2. Construct and evaluate arguments, detect the inconsistency or the common mistakes in reasoning3. Solve problems systematically4. Identifying the relevance or important of ideas5. Reflect on justification of ones own beliefs and valuesThe reason why Critical Thinking is important :I. Short-term Classroom Atmosphere Motivating and challenging classes Creating more meaningful learning atmosphere Familiarizing students with real life contextII. Mid-term Better Persona Enhancing verbal and analytical skills Augmenting self reflection and creativity, including dealing with problems and their way outIII. Long-term preparation of the third Millenium Critical Citizens Providing essential skills with competitive advantagesThrough Critical Thinking, we can gain ... To familirize students with open minded thinking To gather, evaluate, and interprete information effectively To gain knowledge of something better, to revise hypothesis (beliefs) to strengthen arguments To formulate clear and focused question To withdraw a conclusion and to offer solution to a problem based on a strong and reasoned ground To communicate ideas or opinions more clearlyThe way we apply Critical Thinking in Class (esp. Reading Classes) Start Small a. Raise questionb. Gain information from many sourcesc. Using integrated skillsd. All at once From you Do it again and again Make mistake ReflectThe guideline for teacher to develop Critical Thinking in Class :1. Know your students age level, background knowledge, and language proficiency2. Know students characteristic and interest3. Map the themes or topics across the curriculum (any other subject, ex. Social Science. Try to link)4. Utilize the SALTAS (Student Active Learning Teaching Active Scaffolding) mode of learning (Scientific Approach)*SALTAS : teacher can provide worksheet for students activity in groups

The Second Presentation by Dr.Sri Rachmajanti, M.Pd, Dip. TESLIf the first presentation is more to the theory, the second one is more on the practice. So, the presenter shows the audience about the product of the research like media to teach young learners. The presenter also ask any of the audiences to come forward to play the media and see if it is suitable and appropriate for young learners especially for grade 4 upto 6 elementary schools students. The main focus is in the reading context.

Older Learners Learning Styles :Audio Prefer listening to new inputVisual Read a lot of visual stimulusKinesthetic like to feel and touch things

The Third Presentation by Derek Irwin, Ph.DTeaching Language Through Literature to Promote Critical ThinkingA five-skills approach to ELTThe Thesis If we are serious about the notion of Critical Thinking, it must be embedded in our teaching of all subjects- including language The traditional 4 skills model of language learning, risk discouraging basic critical thinking in that it ends to be content-focused We can invert our classroom practice by way of concentrating on the fifth skill Processing, the development of mental integration skills in the target language and in language generally The presentation will argue that processing is a fundamentally creating actionMcRae (1991/1997), along with Widowson (1992) Referential Vs. Representational material We can distinguish these text by their function Because representational text is by its nature more ambiguous, it represents a unique opportunity to bring students into a language.How jokes can be included as material in ESL ClassroomExamples What is it that makes such a text ambiguous?How could we translatesuch a text ?Is it valuable forgive students ?How about Hillarious Phrase Translation ? Are you harboring fugitive ?Hu Yu Hai Ding Stupid man Dum Gai Small Horse Tai Ni Po Ni

Stuging How did you need How did you react How did you respond Even students who lack of mental languageThe magic question Would it be different if ... ? What we are trying to do is enpower students to take ownership of their interactionwith a text. The text is not artifact, preserve for high prestige are only McRaes words (from literature)Some others macro tools : Binaries (meaning-making) Movement of text (tease and make cohesion) Experience of the text insteadSome highlights : In Lexis : the problem of vocabulary anxiety How do we solve it In Syntax : one site of would it be different if ...? What are the benefits The notion of markedness Cohesion : the missreading of cohesion is the most likely cause of misunderstanding text Phonology : is this really an issue with written text Graphology : is more concrete Dialect : another form of markedness The importance in a class is that the range of English must be world wide Not only regional Register here takes into account the interpersonal Who is talking to who

SEMINARs RESUMEPROMOTING CRITICAL THINKING IN ESL CLASSon Wednesday, 5 October 2014byProf. Dr. Gunadi H. Sulistyo, M.ADr. Sri Rachmajanti, M.Pd, Dip. TESLDerek Irwin, Ph.D