SESSION 3.

FEEDBACK ON OBSERVATIONHOLISTIC APPROACH AND CRITICAL THINKING

BLENDED (INTEGRATIVE) LEARNING E-LEARNING

OBSERVATION

1. In general, how did you feel the class went? 2. How did you feel about the teaching during the

class? 3. Did students accomplish the goals T had planned

for that class? 4. Is there anything that worked well for the T/the Ss

in class that you particularly liked? 5. Is there anything that did not work well/that you

disliked about the way the class went? 6. What were the teaching strengths?7. Do you have any suggestions or strategies for

improvement?

SUMMARY

THE LEARNER – STYLESAUTONOMYAPPROACHES, METHODSEDUCATIONTEACHINGLEARNINGKNOWLEDGEPLANNINGINTELLIGENCETHE ROLES OF PSYCHOLOGY and SOCIOLOGYCULTURE

SUMMARY

SKILLS – reading e.g.LANGUAGE – instruction, questioning,grading, etc.,CONCEPT CHECKINGGROUP DYNAMICSRAPPORTMOTIVATIONENGAGING STUDENTSTEACHER’S/TRAINER’S ROLESCLASS MANAGEMENTTESTING and EVALUATION

NIQAB

WHAT IS IT? WHAT DO YOU KNOW ABOUT IT?

NIQAB

DISCUSSIONIs it a problem?Why?How does the society react to it?The role of the mediaPerceptionPrejudiceDiscriminationIntegration?

NIQAB

Let’s read the article.1. erupt2. conceivable 3. seething4. intimidating5. prompted6. imposed upon 7. weary 8. detrimental 9. conviction

1. start suddenly2. possible, credible3. annoying4. frightening5. induced6. forced7. tired8. harmful9. belief, opinion

NIQAB

Let’s watch the interview.

THE DEBATE

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?’

INTEGRATED SKILLS

• integrated-skill approach versus the purely segregated approach

• authentic language and challenges • interact naturally • the approach stresses that English/the language is

not an object of academic interest, but…• it becomes a real means of interaction/action• track progress in multiple skills at the same time• it promotes the learning of real content • the approach in content-based or task-based

instruction or some other form can be motivating• it prompts active/proactive participation

LET’S FOCUS ON:

• HOLISTIC APPROACH AND CRITICAL THINKING

• BLENDED (INTEGRATIVE) LEARNING

• E-LEARNING• AND MORE...

MEANING

HOLISTIC versus ‘ATOMISTIC’ "The whole is more than the sum of its parts." 

CRITICAL THINKINGthe ability to think clearly and rationally about what to do or what to believe

BLENDED LEARNINGthe practice of using both online and in-person learning experiences

CRITICAL THINKING

WHY IS IT NEEDED? THE PROBLEM

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 THINKING

”The unexamined life is not worth living”

Socrates

CRITICAL THINKING

• is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way. 

• is an attempt to live rationally, reasonably, empathically.

• is an attempt to improve the world and contribute to a more rational, civilized society.

• helps people consider the rights and needs of others. 

CRITICAL THINKINGSeven dimensions to be assessed:

1. Identifies and summarizes the problem/question at issue (and/or the source's position).

2. Identifies and presents the STUDENT'S OWN hypothesis, perspective and position 

3. Identifies and considers OTHER salient perspectives and positions. 

4. Identifies and assesses the key assumptions.5. Identifies and assesses the quality of supporting

data/evidence and provides additional data/evidence related to the issue.

6. Identifies and considers the influence of the context on the issue.

7. Identifies and assesses conclusions, implications and consequences.

CRITICAL THINKING

DEFINITIONS

The objective analysis and evaluation of an issue in order to form a judgement – Oxford Dictionary

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.

http://www.criticalthinking.org/pages/defining-critical-thinking/ 766

THE 5 WHYS

• The 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.

THE 5 WHYSTHE ROOT – CAUSE ANALYSIS

• Why #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 isn’t it important for women to be well educated?Answer: Because men make all the decisions and women are supposed to obey men.

THE 5 WHYS

• Why #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 girl’s 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.

CRITICAL THINKING

WHY IS IT IMPORTANT?

STRATEGIES FOR TEACHING CRITICAL THINKING

1. START FROM WHERE THE SS ARE2. SHOW WHERE THEY ARE GOING3. HABITUATE THE QUESTIONING4. GET SS TO DO THINGS WITH TEXTS,

COURSE MATERIAL

CRITICAL THINKING R.S. Nickerson 12 point scheme of creativity:

• Establishing purpose and intention• Building basic skills• Encouraging acquisitions of domain-specific knowledge• Stimulating and rewarding curiosity and exploration• Building motivation, especially internal motivation• Encouraging confidence and a willingness to take risks• Focusing on mastery and self-competition• Promoting supportable beliefs about creativity• Providing opportunities for choice and discovery• Developing self-management (metacognitive skills)• Teaching techniques and strategies for facilitating

creative performance• Providing balance

CRITICAL THINKING POSSIBLE TECHNIQUES

”Thinking is Driven by Questions”

1. Questions for clarification2. Questions that probe assumptions 3. Questions that probe reasons and evidence 4. Questions about Viewpoints and Perspectives 5. Questions that probe implications and

consequences 6. Questions about the question

Socratic questioning

CRITICAL THINKING

• CRITO (a step-by-step method for creating a critical analysis essay)

1.C - State a Conclusion or claim2.R - State Reasons or evidence meant to

convince the reader3. I - Test the Inference, or argument4.T - Test the Truth of the R5.O - Construct the strongest

imaginable Objections, and respond to them

INFERENCE

the 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.

MI

Howard GardnerMI Theory (Multiple Intelligence- Musical/Rhythmic, Verbal/Linguistic,Visual/Spatial,Bodily/Kinaesthetic,Logical/Mathematical, Intra- and Interpersonal)

MI

Relation between mind and language (NLP, Bandler & Grinder)

VAKOG

VisualAuditoryKinaestheticOlfactoryGustatory

CRITICAL THINKING

PROBLEM SOLVING

DECISION MAKING

SKILLS

SUMMARY

• STYLES - learner, teacher

• EMPOWER STUDENTS - motivation

• TEACHING IN GROUPS, GROUP DYNAMICS

• HOW TO TEACH AND DEVELOP THINKING – its importance

POSSIBLE ANSWERS: TRENDS

• SETTING A CLEAR, ACHIEVEABLE AIM• SETTING STRATEGIES• CRITICAL THINKING• BLENDED LEARNING, FLIPPED CLASSROOM• E-LEARNING – ONLINE COURSES• COLLABORATIVE LEARNING• JIT• CONSTRUCTIVE• NEED FOR A NEW PARADGM IN EDUCATION - SIR KEN

ROBINSON• SCHOOL IN THE CLOUD –SUGATA MITRA (SOLE - Self-

Organised Learning Environments)• DO NOT KILL STUDENTS IMAGINATION AND CREATIVITY

POSSIBLE ANSWERS: MOTIVATION

• BE A ROLE MODEL • GET TO KNOW YOUR

STUDENTS• GET THEM INVOLVED• USE OF EXAMPLES,

CONNECT TO REAL LIFE• HANDS ON ACTIVITIES• TESTING AND

EVALUATION• PRAISE AND USE OF

CONSTRUCTIVE CRITICISM

• PROVIDE MONITORING

• BE A MENTOR/TUTOR• PERSONAL VALUE AND

MEANING IN THE MATERIAL

• PROVIDE CHOICES• SENSE OF BELONGING• SUPPORT• CHALLENGE• COMPETENCE• INCLUSION – LET

STUDENTS IDENTIFY WITH THE AIMS OF THE COURSE

LET US BE REFLECTIVE AND REFLEXIVE

• WHAT CHANGES WOULD YOU HAVE IN YOUR TEACHING?

• WHY?• HOW?• WHAT ABOUT THE AIM? – Would you change

it/adjust it/leave it unchanged

BLENDED TEACHINGflipped classroom

• http://successfulteacher.wikispaces.com/

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

FUNNOW LET US TRY IT TOGETHER

TEACHING

• CONTENT-BASED – contexualized meaning, stimulating, realistic, useful language

• TASK-BASED – skills, realistic, meaningful, communicative purpose

• PROJECT BASED – realistic, creative, engaging

• CASE STUDY APPROACH – deeper insight, research, field trips

EXAMPLES

• ARTS IN HUNGARY

• HOW TO ORGANISE AN EVENT

• HOW TO PREPARE A PRESENTATION

• HOW TO TEACH SALES TECHNIQUES

TEACHING/CONCLUSION

• Motivating• Involvement• Extra activities• Achievement• Hands on experience• Contribution• Thinking – critical• All learner styles