creativity & critical thinking in elt
TRANSCRIPT
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Creativity & Critical Thinking in ELT:asking questions & participating
Nguyen Dinh Thu (PhD)
January 16, 2010
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Outline of presentation
New emphases in ELT Developing creativity Developing critical thinking Developing questioning skills Developing intercultural
communication A multi-dimensional participation
model
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Changing Emphases in Vietnamese ELT
Transmission Teacher Structures/skills
Social construction Learner Contexts of use
Interaction Learning Contexts of learning
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Proposed ELT Development in Vietnam
Knowledge
vocabulary
grammar apply
Communication
use LSRW
Development in
thinking
creativity cultures
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Interaction as kinds of engagement
affectiveinvolving motivation, interestengaging one’s feelingsempathizing with othersexpressing feelings
personalopinions, attitudes, ideas, values, experience of the worldfinding and expressing identities
inter-culturalunderstanding & appreciating other culturesmediating cultures appropriate, effective & satisfying communication
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Cultivating a Creative Spirit
Creativity is the interaction between: K knowledge & relevant skills
‘It is impossible to have novel ideas about something if one knows nothing about it.’ (Sternberg, 1987, p.137)
R recognizing good ideas & solutions;generating original ideas and alternatives
E exploring ideas & possible alternativesA acting, being motivated to do something
different or difficultT taking risksE environment which is encouraging
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Developing Creativity
Exposure to creative examples
Teacher models creative approaches through activities
Encourage students to play with words & ideas
task, problem, challenge
Students draw on existing knowledge of world
Students draw on specific skills in English
outcome
Students’ evaluation
Meta-cognitive reflection on process
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Developing thinking through questioning
Why do I ask questions in teaching? What about students asking questions? Why are students’ questions important? What types of questions are there? What should we avoid in questioning? Is there a simple way to develop questioning? How can I follow up a question? Why is waiting in questioning a good idea? How does questioning develop language and thinking? What are some alternatives for direct questioning?
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Questioning is the door of knowledge.
It is not disgraceful to ask: it is disgraceful not to ask.
He that nothing questions, nothing learns.
He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever.
If you are ashamed to ask questions, you will only lose your way.
Where are these proverbs about questions from?
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Questioning, thinking & creating
Task 1: In pairs, discuss the meaning of this poem.
The Cold FiresideSitting by the cold fireside,Thinking back at life’s long day.When was it I lost my way?Was it when I lost my bride?Was it when I played and lied?Love’s light left; she refused to stay.Where she went, she wouldn’t say.On that day all meaning died.Sitting by the cold fireside, Wondering why I ever lied.
Task 2:
make questions about this poem. Try to ask different kinds of questions to help readers think about the poem and think about this kind of situation.
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Balancing Thinking Skills
generative evaluative
Creative Thinking
Critical Thinking
Imagining: alternatives, innovations, ideas, viewpoints, consequences Constructing mental representations
Judging: usefulness appropriateness in
contexts Interpreting applying
questioning
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Intercultural communication
Mindful awareness and skills
Culture 2 Behaviour Language Knowledge Expectations Interpretations
Culture 1
Behaviour Language Knowledge Expectations Interpretations
?
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Intercultural Communication
appropriate effective satisfying for everyone
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Participation activities
Teacher guidelines: points to consider & feedback on choices
Intercultural information and experience
Situations
choice 1
choice 2
choice 3
choice 4
Student discussion:
reasons interpretations consequences
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A multidimensional participation model for ELT
n
Multidimensional participation
Meta-cognitive engagement
Socio-cultural engagement
Cognitive engagement
Changing roles of teachers and learners
Creative engagement
Affective engagement
Developing new materials
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Student Participation
Developing willingness and confidence to interact and use in English
Be explicit about the focus, purpose and outcome of participation activities
Encouraging mental, social, affective, creative engagement in textbook content and activities
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Cognitive engagement Encourage students to:
support ideas with examples, reasons, evidence, sources
ask clarifying questions (to define terms, question relevance & basis of evidence)
judge basis of information (observations, reports, value judgements, assumptions, credibility of sources)
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Meta-cognitive aspects: Get students to discuss:
before activities (planning, procedures, strategies)
after activities (monitoring, summarizing content & process)
outcomes (reporting, evaluating, using criteria)
learning processes (reporting, evaluating, using criteria)
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Socio-cultural & affective emphasis Encourage students to:
express their individual opinions, ideas, experience
co-operate & collaborate in pairs, groups, whole class
support & encourage each other use English & feel how English speakers express
themselves gain insider vision of other communities &
cultures see commonalities & contrasts across cultures
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Creative engagement: Encourage students to:
express themselves in new ways, in new contexts, saying new things
take risks with their expression have something worth saying;
interesting ideas, alternatives
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Teachers’ roles
change participation practices gradually: start with brief focused activities, alter use longer or more complex ones
model thoughtfulness, creativity & socio-cultural awareness in own behaviour; given examples of them
encourage active participation & relevant uses of English; recognize thoughtful & creative contributions
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Autonomy in formal language learning
Three pedagogical principles:
Learner involvement: engaging learners to share responsibility for the learning process (the affective dimension)
Learner reflection: helping learners to think critically when they plan, monitor and evaluate their learning (the meta-cognitive dimension)
Appropriate target language use: Speaking can only be learnt by speaking (the communicative dimension)
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Note that these three principles are not hierarchically related: each implies the other two
Learner involvement(affective)
Learner reflection (metacognitive)
Target language use(communicative)
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What does the teacher do?
Use target language as the preferred medium of classroom communication and require the same of her learners.
Involve learners in a non-stop quest for good learning activities, which are shared, discussed, analysed and evaluated with the whole class – in the target language, to begin with in very simple terms.
Help learners to set their own learning targets and choose their own learning activities, subjecting them to discussion, analysis and evaluation – again, in the target language.
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What does the teacher do?
Require learners to identify individual goals but pursue them through collaborative work in small groups.
Require learners to keep written record of their learning – plans of lessons and projects, lists of useful vocabulary, whatever texts/videos etc. they produce.
Engage learners in regular evaluation of their progress as individual learners and as a class – in the target language.
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References:
Critical Thinking
Baron, J. B & Sternberg, R. J. (eds.) (1987) Teaching Thinking Skills, theory and practice, New York: WH Freeman
de Bono, E. (1993) Serious Creativity, London: Harper Collinsde Bono, E. (1996) Teach Yourself to Think, London: Penguin
BooksFisher, R. (1990) Teaching Children to Think, Oxford: BlackwellFisher, R. (1998) Teaching Thinking: philosophical enquiry in the
classroom, London: CassellHamers, J. M. H. & Overtoom, M. T. (eds.) (1997) Teaching
Thinking in Europe, Utrecht: SARDESLipman, M. (1991) Thinking in Education, Cambridge: Cambridge
University PressSternberg, R. J. & Zhang, L. F. (eds.) (2001) Perspectives on
Thinking, Learning and Cognitive Styles, Mahwah, NJ: Lawrence Erlbaum
Sternberg, R. J. & Speakr-Swerling, L. (1996) Teaching for Thinking, Washington, DC: American Psychological Association
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References:
CreativityBoden, M. A. (ed.) (1994) Dimensions of Creativity,
London: MIT PressCarter, R. (2004) Language and Creativity, the art of
common talk, London: RoutledgeDepartment for Education & Employment (1999) All
Our Future: creativity, culture & education, London: DFEE
Gardner, J. (1993) The Creators of the Modern Era, New York: Basic Books
Sternberg, R. J. (ed.) (1988) The Nature of Creativity, Cambridge: Cambridge University Press
Sternberg, R. J. (ed.) (1999) Handbook of Creativity, Cambridge: Cambridge University Press
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References:
CultureAlred, G; Byram, M. & Fleming, M. (eds.) Intercultural
Experience and Education, Clevedon: Multilingual Matters.
Corbett, J. (2003) An Intercultural Approach to English Language Teaching, Clevedon: Multilingual Matters.
Hall, J. K. (2002) Teaching and Researching language and culture, London: Longman.
Hinkel, E. (ed.) (1999) Culture in Second Language Teaching and Learning, Cambridge: Cambridge University Press.
Scollon, R. & Scollon, S. W. (2001) Intercultural Communication, a discourse approach, Oxford: Blackwell.
Ting-Toomey, S. (1999) Communicating across Cultures, New York: Guilford.