Scaffolding Critical Thinking

A Process Approach to Teaching Writing

Webinar slides & recording will be available in the members-only section of our website. To get your login details, contact English Australia.

Presented by Mark Switzer, teacher at RMIT

Common Challenges

• Academic Writing Tasks

• IELTS Task 2

Common Strategies for Paragraphs

• Topic Sentence (which hopefully supports the thesis)

• Extend with an example or reason, using discourse markers such as: ‘…because…’, ‘For Example’, ‘In addition’, ‘Moreover’, etc…

Student Goals in Writing

• C1 (IELTS 7-8) Criteria

• expand and support points of view at some length with subsidiary points, reasons and relevant examples.

• develop an argument systematically, giving appropriate emphasis to significant points

• presenting relevant supporting detail

• controlled use of organizational patterns, connectors and cohesive devices.

What is Critical Thinking?

• “structures inherent in thinking, and imposing intellectual standards on them” (Paul et al 2004 p1)

• “using cognitive skills to increase the probability of a desirable outcome.. [and] is purposeful, reasoned, and goal directed” (Halpern 2013 p6).

The Value of Asking Questions

• “what is a new example of…?

• ... what would happen if...?

• ... how does … effect…?”

• How does that relate to the problem?

• Do we need to consider another point of view?

East Meets West

• Rigorously drill the structure…

…of critical thinking

Hit 3 Birds with 1 Stone

• Grammar

• Task achievement

• Cohesion

Codify, Consolidate, Simplify

• What can be applied?

• Can it be sequenced?

Enter the Flowchart

Flowchart Modification

Applications

Keys to Teaching

• Reps, reps, reps

• Respect the process, accept resubmissions

• Let them be confused

• Modify as necessary

• Make room for unintended outcomes

• Mitigate the risks

Benefits to the Student

• Easier to practise

• Clear goals

• Can learn grammar in immediately applicable context

• Complex grammar flows from the ideas

Benefits to the Teacher

• Easier to elicit ideas from students

• More predictable errors and paradigm for feedback

• Easier to teach grammar

References

• Halpern, D. F. (2013). Thought and Knowledge: An Introduction to Critical Thinking. New York: Psychology Press.

• Paul, R. and Elder, L. (2010). The Miniature Guide to Critical Thinking Concepts and Tools. Dillon Beach: Foundation for Critical Thinking Press.

Questions? sophieokeefe@englishaustralia.com.au

Thank you Mark!