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iB

TT

i B

T

The easy way

i B

T

The right way

The easy way The right way

Mostly form and minimal

consideration to content

Mostly content and reasonable

consideration to form

•Is well organized and well developed, using clearly appropriate explanations and exemplifications and/or d t il

•Addresses the topic and task

details•Displays unity, progression and coherence •Displays, consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors

3 out of 4 descriptors require critical thinking abilities

“As we know, nowadays technological equipment is used widely all over world. High standard of computer can not only stimulate most

Amorphous Listing Disconnected Chunks

g p ytype of creatures, but also can calculate political changes in different countries. For this reason, a lot of people have trusted a sensational coverage that human’s thinking will deteriorate.” ( sample)

Memorised SentencesIrrelevant Information

Meaningless Sentences

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……

analyzing

applying

synthesizing

evaluatingunderstanding

pp y g

observing

reflecting

reasoning

Frager & Thompson’s (1985)

The writing section in tests prepares and introduces the students to the

t f

The writing section in tests attempts to assess

……

nature of academic writing in North American universities

prospectus students’ in using critical thinking skills.

Because many test takers never learn critical thinking in regular curricula, test preparation teachers are advised to deal with the resistance before addressing any other test preparation strategies

Listening R i

Sections and Skills

Listening

Reading

Writing

Speaking

Reasoning

Prioritizing

Outlining

Constructing arguments

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Test Course HW

……

bout

Book

Practice Teachers

Exercises Studying

Scores

Wha

t stu

den

ts t

hink

ab

Think Be Critical Language

……

o th

ink

abou

t

Be Independent

Support Be Open

Reasons Views

Organisation

Wha

t stu

den

ts

need

t

Over Coming Resistance

Keeley et al (1995),

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Multiplicity

Dualism

Pre resistance

During Resistance Stage

Relativism

Commitment

During Resistance Stage

Post Resistance Stage

Dualism

1. Dualism

……

1. Dualism

sociocentrismegocentrism

•What would make you

I believe so because I feel so•Why?•Do you think you may be wrong ? Why yes Why not?

I believe so because I was told so•Who told you?•Why do you believe them?•Are they always right?

change your mind?y y g

I believe so because everyone believes so•Why?•Do you think they may be wrong ? Why yes Why not?•What would make them change your mind?

I believe so because I read so•Where?•What did you read?•Why do you believe it is true?

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Multiplicity

During Resistance Stage Symptoms

2. Multiplicity

•This is my opinion because?

•My partner thinks this way because?

This helps students to easily construct arguments and counter arguments

http://life.familyeducation.com/communication/family-time/36021.html?page=3&detoured=1

3. Relativism

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3. Relativism

Timing the task at this stage is irrelevant because many students automatically regress under time pressure.

Commitment

4. Commitment

Spelling

Structure

More explanation required

Repetition

Ideas not clear

Usage

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GroupsSkype

Websites

References Frager, A. & Thompson, L. (1985). Conflict: The key to critical reading instruction. Journal of Reading, 28(8), 676-83.

Keeley, S. M., Shemberg, K. M., Cowell, B.S. & Zinnbauer, B. J. (1995). Coping with student resistance to critical thinking: What the psychotherapy literature can tell us. College Teaching, 43(4), 140-145.

Perry, W. G (1981). Cognitive and ethical growth: The making of meaning. In A. W. Chickering (Ed.), The Modern American College: Responding to the New Realities of Diverse Students and a Changing Society (76-116). San Francisco, CA: Jossey-Bass, Inc.

Schafersman, S. D. (1991, January). An introduction to critical thinking. Retrieved from smartcollegeplanning.org/wp-content/uploads/2010/03/Critical-Thinking.pdf

Sizer, T. R. (1984). The Dilemma of the American High School. Boston, MA: Houghton Mifflin.