At the beginning Stephen Krashen talks about NCLB that means No Corporation Left Behind. he focuses that phonemical awareness and Second Language Acquisition and also National Reading Panel. Phonetical awareness is the take over and break it into its sound.There are two types of Phonemical awareness:1)Devide the words into Segmentation and 2) To put the words into together. Krashen says that phonemical awareness is not the pre-cursival reading but his claim is very difficult, not the phonemical awareness it's a very shorts to have reading anything entire phonemical awareness range is based in entirely misguided.he says that "Training is different from Education". At last he says that if we had more studies may be the research would be different.
Thursday, 13 March 2014
summary writing
What's Big IDEA!
This article, “what’s the BIG Idea” by Dee Broughton, gives us a brief information about how academic writing becomes academic discourse. She talks about academic genre. By following genres like summary, synthesis, analysis, and evaluation are used to build up valid and rational academic arguments. Ideas which are to be used that should have academic evidence to support to main idea and then they become the structures and conventions of Academic writing.
This article, “what’s the BIG Idea” by Dee Broughton, gives us a brief information about how academic writing becomes academic discourse. She talks about academic genre. By following genres like summary, synthesis, analysis, and evaluation are used to build up valid and rational academic arguments. Ideas which are to be used that should have academic evidence to support to main idea and then they become the structures and conventions of Academic writing.
Week 1 Introduction
Introduction;
Hello sir,
And
Hello friends,
I would like to introduce myself, I am Bhumika Patel , from Virpur (Gujarat). My hobby is painting and reading story books. I am a student of MA (ELT). I want to become a good lecturer. I would like to online activity and I am going to learn the course named, “critical thinking and language study” which is very important for English learner. I expect from this course that it aware me about how to use English language in any situation. This course is an important for anybody to understand English language in order to convey ideas.
Hello sir,
And
Hello friends,
I would like to introduce myself, I am Bhumika Patel , from Virpur (Gujarat). My hobby is painting and reading story books. I am a student of MA (ELT). I want to become a good lecturer. I would like to online activity and I am going to learn the course named, “critical thinking and language study” which is very important for English learner. I expect from this course that it aware me about how to use English language in any situation. This course is an important for anybody to understand English language in order to convey ideas.
Week 2 Critical Thinking for Language Studies
• Original text of Critical thinking:
"Critical thinking is the use of those cognitive skills or strategies that increase the probability of a desirable outcome. It is used to describe thinking that is purposeful, reasoned and goal directed - the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task. Critical thinking also involves evaluating the thinking process - the reasoning that went into the conclusion we've arrived at the kinds of factors considered in making a decision. Critical thinking is sometimes called directed thinking because it focuses on a desired outcome."
Halpern, Diane F. Thought and Knowledge: An Introduction to Critical Thinking. 1996.
• Paraphrasing of the original text:
Critical thinking is cognitive process. It increases desirable outcome. Critical thinking describes purposeful reason. It is goal directional process. Critical thinking is a skill of solving problems, s=formulating inferences, calculating and decision making. Critical thinking is way to evaluating something new. Critical thinking is careful and deliberate determination of whether to accept, reject, or suspend judgment.
• Personal Response
Critical thinking skills: understanding the meaning of a statement, judging ambiguity, judging whether an inductive conclusion is warranted, and judging whether statements made by authorities are acceptable. Critical thinking enables us to recognize a wide range of subjective analyses of otherwise objective data, and to evaluate how well each analysis might meet our
Needs. Facts may be facts, but how we interpret them may vary.
"Critical thinking is the use of those cognitive skills or strategies that increase the probability of a desirable outcome. It is used to describe thinking that is purposeful, reasoned and goal directed - the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions when the thinker is using skills that are thoughtful and effective for the particular context and type of thinking task. Critical thinking also involves evaluating the thinking process - the reasoning that went into the conclusion we've arrived at the kinds of factors considered in making a decision. Critical thinking is sometimes called directed thinking because it focuses on a desired outcome."
Halpern, Diane F. Thought and Knowledge: An Introduction to Critical Thinking. 1996.
• Paraphrasing of the original text:
Critical thinking is cognitive process. It increases desirable outcome. Critical thinking describes purposeful reason. It is goal directional process. Critical thinking is a skill of solving problems, s=formulating inferences, calculating and decision making. Critical thinking is way to evaluating something new. Critical thinking is careful and deliberate determination of whether to accept, reject, or suspend judgment.
• Personal Response
Critical thinking skills: understanding the meaning of a statement, judging ambiguity, judging whether an inductive conclusion is warranted, and judging whether statements made by authorities are acceptable. Critical thinking enables us to recognize a wide range of subjective analyses of otherwise objective data, and to evaluate how well each analysis might meet our
Needs. Facts may be facts, but how we interpret them may vary.
Week 3 Bloom taxonomy
What is Bloom Taxonomy?
Bloom’s Taxonomy is a multi- tiered model of classifying thinking according to six cognitive levels of complexity. Throughout the years the levels have often been depicted as a stairway, leading many teachers to encourage their students to “climb to a higher thought”. The lowest three levels are: - 1) Knowledge 2) Comprehension and 3) Application
The highest three levels are: - 1) Analysis 2) Synthesis and 3) Evaluation.
The Taxonomy is hierarchical; each level is subsumed by the higher levels. In other words, a student functioning at the “application” level has also mastered the material at the “Knowledge” and “Comprehension” levels.
Revised Bloom’s Taxonomy:-
During the 1990’s ,a former student of Bloom’s , Lorin Anderson , led a new assembly which met for the purpose of updating the taxonomy , hoping to add relevance for 21st century students and teachers. This time “ representatives of three groups : - Cognitive Psychologists , Curriculum Theorists and instructional researchers, and Testing and assessment Specialists “.
Why the Revised Taxonomy?
- Historical link
- Two dimensions match the structure of all objectives- subject –verb- object
- Complete “ crossing “ of rows with colums makes knowledge and cognitive processes equally important
- The use of verbs is critical since the verbs represent the cognitive processes that students use on or with What is Bloom Taxonomy?
Bloom’s Taxonomy is a multi- tiered model of classifying thinking according to six cognitive levels of complexity. Throughout the years the levels have often been depicted as a stairway, leading many teachers to encourage their students to “climb to a higher thought”. The lowest three levels are: - 1) Knowledge 2) Comprehension and 3) Application
The highest three levels are: - 1) Analysis 2) Synthesis and 3) Evaluation.
The Taxonomy is hierarchical; each level is subsumed by the higher levels. In other words, a student functioning at the “application” level has also mastered the material at the “Knowledge” and “Comprehension” levels.
Revised Bloom’s Taxonomy:-
During the 1990’s ,a former student of Bloom’s , Lorin Anderson , led a new assembly which met for the purpose of updating the taxonomy , hoping to add relevance for 21st century students and teachers. This time “ representatives of three groups : - Cognitive Psychologists , Curriculum Theorists and instructional researchers, and Testing and assessment Specialists “.
Bloom’s Taxonomy is a multi- tiered model of classifying thinking according to six cognitive levels of complexity. Throughout the years the levels have often been depicted as a stairway, leading many teachers to encourage their students to “climb to a higher thought”. The lowest three levels are: - 1) Knowledge 2) Comprehension and 3) Application
The highest three levels are: - 1) Analysis 2) Synthesis and 3) Evaluation.
The Taxonomy is hierarchical; each level is subsumed by the higher levels. In other words, a student functioning at the “application” level has also mastered the material at the “Knowledge” and “Comprehension” levels.
Revised Bloom’s Taxonomy:-
During the 1990’s ,a former student of Bloom’s , Lorin Anderson , led a new assembly which met for the purpose of updating the taxonomy , hoping to add relevance for 21st century students and teachers. This time “ representatives of three groups : - Cognitive Psychologists , Curriculum Theorists and instructional researchers, and Testing and assessment Specialists “.
Why the Revised Taxonomy?
- Historical link
- Two dimensions match the structure of all objectives- subject –verb- object
- Complete “ crossing “ of rows with colums makes knowledge and cognitive processes equally important
- The use of verbs is critical since the verbs represent the cognitive processes that students use on or with What is Bloom Taxonomy?
Bloom’s Taxonomy is a multi- tiered model of classifying thinking according to six cognitive levels of complexity. Throughout the years the levels have often been depicted as a stairway, leading many teachers to encourage their students to “climb to a higher thought”. The lowest three levels are: - 1) Knowledge 2) Comprehension and 3) Application
The highest three levels are: - 1) Analysis 2) Synthesis and 3) Evaluation.
The Taxonomy is hierarchical; each level is subsumed by the higher levels. In other words, a student functioning at the “application” level has also mastered the material at the “Knowledge” and “Comprehension” levels.
Revised Bloom’s Taxonomy:-
During the 1990’s ,a former student of Bloom’s , Lorin Anderson , led a new assembly which met for the purpose of updating the taxonomy , hoping to add relevance for 21st century students and teachers. This time “ representatives of three groups : - Cognitive Psychologists , Curriculum Theorists and instructional researchers, and Testing and assessment Specialists “.
Week 4 What is Socratic questioning?
What is Socratic Questioning?
-> Socratic questioning is an offshot of the critical thinking
movement and is named after the teaching practice of the great philosopher, Socrates,
who lived about 24 centuries ago. Through the use of penetrating
(thought-provoking) questions, Socrates helped his pupils gain deeper insight
and understanding and develop coherent lines of reasoning on which to base
their thoughts and beliefs.
Socratic
questioning is disciplined questioning that can be used to explore
thought in many directions and for many purposes,
n
to
get to the truth of things
n
to
open up issues and problems
n
to
explore complex ideas
n
to
uncover assumptions
n
to
analyze concepts
n
to
distinguish what we know from what we don’t know, and
n
to
follow out logical implications of thought
->Socratic
questioning is – Raises basic issues
-Pursues problematic areas of thought
–
helps students to discover the structure of their own thought
– helps students
develop sensitively to clarity, accuracy, and relevance.
-helps students arrive
at judgment through their own reasoning.
– helps students note claims, evidence,
conclusions, questions , questions-at-issue, assumptions, implications,
consequences , concepts, interpretations , points of view-the elements of
thought.
Socratic
questioning helps students to think critically by focusing explicitly on the
process of thinking.
During
disciplined, carefully structured questioning, students must slow down and
examine their own
Thinking
processes (i.e., reflective thinking). Thoughtful, disciplined questioning in
the classroom can
Achieve
the following teaching and learning goals:
Model
scientific practices of inquiry
Support active, student-centered learning
Facilitate inquiry-based learning
Help
students to construct knowledge
Help
students to develop problem-solving skills
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