RONA RELOJO-DELA ROSA

THE INFUSION

OF CRITICAL

THINKING IN

SECOND

LANGUAGE

TEACHING

6/27/2017 2

CRITICAL

THINKING

6/27/2017 3

6/27/2017 4

Critical thinking is

reasonable reflective

thinking that is focused

on deciding what to

believe or do

Ennis (1996)

DR.ROBERT

ENNIS

6/27/2017 5

6/27/2017 6

In 1951 Robert Ennis,

then a high school science

teacher in his first year of

teaching, tried to infuse

critical thinking into his

science instruction.

6/27/2017 7

The trouble was that he did

not know what critical

thinking was, how to teach it,

nor how to test for it. He has

worked on these problems

throughout his ensuing

academic career.

6/27/2017 8

Robert Ennis is Emeritus Professor

of Philosophy of Education at the

University of Illinois, and previously

was Professor of Philosophy of

Education at Cornell University after

having received his PhD from the

University of Illinois in 1958.

6/27/2017 9

He has written or co-

authored several books and

tests and more than 50

scholarly articles on critical

thinking, including:

6/27/2017 10

the "influential" 1962

article "A Concept of

Critical Thinking" in

the Harvard Educational

Review;

6/27/2017 11

an updated and expanded

definition/conception of critical

thinking in 1991 “Critical Thinking:

A Streamlined Conception”

in Teaching Philosophy;

a fully expanded textbook with

many examples from different

subject-matter areas, Critical Thinking,

in 1996, published by Prentice Hall;

6/27/2017 12

the two Cornell Critical Thinking tests

(with Jason Millman) in 1985 and 2005,

published by the Critical Thinking

Company; and “The Ennis-Weir Critical

Thinking Essay Test” (with Eric Weir),

which is no longer in print

but available with supplementary

information;

6/27/2017 13

a history of the critical

thinking movement and his role

in conceptualizing, assessing, and

teaching critical thinking,

“Critical Thinking: Reflection

and Perspective” in 2011

in Inquiry.

6/27/2017 14

Critical thinking can be

interpreted as a dimension of

thinking that is guided by

criteria and standards to arrive

at a discerning, thoughtful, and

skillful judgment on something.

(Lopez, 2014)

6/27/2017 15

THE CRITICAL THINKING

CONSISTS OF TWO MAIN

COMPONENTS:

DISPOSITIONS AND

ABILITIES.

THE ACQUISITION OF

DISPOSITION MOTIVATES

THE LEARNERS TO ACQUIRE

THE ABILITIES

(NORRIS & ENNIS, 1989)

6/27/2017 16

The Nature of Critical

Thinking: An Outline of

Critical Thinking

Dispositions

and Abilities

Robert H. Ennis

6/27/2017 17

IDEAL CRITICAL

THINKING

DISPOSITIONS:

6/27/2017 18

1. Care that their beliefs be

true, and that their decisions

be justified; that is, care to

"get it right“ to the extent

possible.

6/27/2017 19

2. Care to understand and

present a position honestly

and clearly, theirs as well as

others.

3. Care about every person.

6/27/2017 20

CRITICAL THINKING ABILITIES

6/27/2017 21

1. Focus on a question

2. Analyze arguments

3. Ask and answer

clarification and/or

challenge questions

6/27/2017 22

4. Judge the credibility of a

source.

5. Observe, and judge

observation reports.

6/27/2017 23

6. Deduce, and judge

deduction

7. Make material

inferences

8. Make and judge value

judgments

6/27/2017 24

9. Define terms and judge

definitions, using

appropriate criteria

10. Attribute unstated

assumptions

6/27/2017 25

11. Consider and reason from

premises, reasons, assumptions,

positions, and other propositions

with which they disagree or about

which they are in doubt, without

letting the disagreement or doubt

interfere with their thinking

("suppositional thinking")

6/27/2017 26

12. Integrate the

dispositions and other

abilities in making and

defending a decision

6/27/2017 27

13. Proceed in an orderly

manner appropriate to the

situation.

14. Be sensitive to the feelings,

level of knowledge, and degree

of sophistication of others

6/27/2017 28

15. Employ appropriate

rhetorical strategies in

discussion and

presentation

6/27/2017 29

THE INFUSION OF

CRITICAL THINKING

DISPOSITION INTO

COMMUNICATION

SKILLS USING

EVERYDAY SITUATIONS

Dr. Marcos Y. Lopez

6/27/2017 30

SEVEN-PART

STRUCTURE ON HOW

TO INFUSE CRITICAL

THINKING INTO

SUBJECT MATTER

6/27/2017 31

1. CRITICAL

THINKING OPENER

This is the introductory part

of the lesson in which the

prior knowledge of the

students regarding the

subject matter is activated.

6/27/2017 32

2. CRITICAL THINKING

ABOUT THE INPUT

This can be forms of text

(editorial, news, opinion, etc),

selection from textbooks, or

articles from internet that serve

as subject matter.

6/27/2017 33

3. CRITICAL THINKING

ABOUT

VOCABULARY Learners are asked to define

unfamiliar words by using different

types of context such as the

semantic clues, syntactic clues, and

presentation clues.

6/27/2017 34

4. CRITICAL

THINKING IN ACTION

This is the part of the

lesson in which subject

matter and critical thinking

aspect are interwoven.

6/27/2017 35

5. THINK CRITICALLY

ABOUT CRITICAL

THINKING

Learners think about their

thinking while they are thinking

to make their thinking better is

the main objective of this part of

lesson structure.

6/27/2017 36

6. APPLYING CRITICAL

THINKING This involves two kinds of

transfer as regards the application

of processes of certain critical

thinking aspect. These are near

transfer and far transfer.

6/27/2017 37

7. REINFORCEMENT

CRITICAL THINKING TASK

Students are asked for written

performance regarding the effective

use of the critical thinking

abilities/dispositions or cognitive

processes to content similar to the

topic of the lesson.

6/27/2017 38

Critical Thinking Map of

Critical Thinking

Disposition “CARE TO

GET IT RIGHT TO THE

EXTENT POSSIBLE”

6/27/2017 39

1. What are the alternatives available

before making a decision?

2. What are the points of view of

others about the situation to make

oneself well-informed?

3. Which alternative is best in the

light of possible consequences?

6/27/2017 40

4. How important are the

consequences?

5. Is the endorsed position

regarding the issue based on

credible and justified information?

6. Are you impulsive when you

make significant decision? Explain.

6/27/2017 41

6/27/2017 42

Critical thinking is a young

discipline and infusing it into

different content areas is a long-

term evolutionary goal in

education, but this is a project

that is worth the effort

(Lopez, 2010)