In the video of
Stephen Krashen talk 1, Krashen talks about concept of phonemic word and its
awareness in language acquisition. According to him, phonemic word is basically
to take word and break it into sound. Stephen claims that phonemic words cannot
be procured for reading. It is entirely mis- guided. Learners can increase
reading skill without noticing phonemic words. Then he gives two types of
activities of phonemic word. 1) To break the word e.g. split is a word and if
we remove‘s’, the word ‘plit’ lefts there. 2) To blend the word. Then he
mentions Yetkin who claims that phonemic are training and training is different
from education.
Thursday, 13 March 2014
Summary on an essay, “What’s the BIG IDEA?” by Dee Broughton
Summary on an essay, “What’s the BIG IDEA?” by Dee Broughton
In her essay, “What’s the BIG IDEA?” Dee Broughton, talks about How “Academic Writing” becomes “Academic Discourse”. According to her, the four genres of academic writing i.e. Summary, synthesis, analysis, evaluation build valid academic arguments. Academic arguments are supported by evidence. When it is followed, academic writing becomes academic discourse.
In her essay, “What’s the BIG IDEA?” Dee Broughton, talks about How “Academic Writing” becomes “Academic Discourse”. According to her, the four genres of academic writing i.e. Summary, synthesis, analysis, evaluation build valid academic arguments. Academic arguments are supported by evidence. When it is followed, academic writing becomes academic discourse.
Paraphrasing of Critical Thinking
Original Text: General Implications for Instruction
Teachers need to take students through stages of intellectual development. For example, in elementary school an essential objective would be that students become "beginning" thinkers, that is, that they will be taught so that they discover that they are thinkers and that their thinking, like a house, can be well or poorly constructed. This "discovery" stage--the coming to awareness that all of us are thinkers--needs to be given the highest priority.
Paraphrase:
In his article, Critical Thinking Development: A Stage Theory, Elder with Paul (1996) has noted that an elementary or primary school would aim at helping all students become “beginning thinkers”. At primary school, students thinking are like house which can be well or poorly constructed. Hence, teachers need to teach and given highest priority to the students on thinking and also need to take students through different stages of intellectual development so that students discover, they (students) are thinkers. In words of Elder and Paul, the stage ‘beginning thinkers’ is called ‘discovery stage’ which means ‘coming to awareness’ (p.4).
My Response to Paragraph:
I agree with Elder and Paul that the objective of the elementary school is to help students in becoming beginning thinkers because their thoughts may well constructed at primary level. So as we teachers should teach and take them through varies stages of intellectual development. e.g. Stage of the Beginning Thinkers, Stage of the Practicing Thinkers, stage of the advanced Thinkers etc. by gradually.
Teachers need to take students through stages of intellectual development. For example, in elementary school an essential objective would be that students become "beginning" thinkers, that is, that they will be taught so that they discover that they are thinkers and that their thinking, like a house, can be well or poorly constructed. This "discovery" stage--the coming to awareness that all of us are thinkers--needs to be given the highest priority.
Paraphrase:
In his article, Critical Thinking Development: A Stage Theory, Elder with Paul (1996) has noted that an elementary or primary school would aim at helping all students become “beginning thinkers”. At primary school, students thinking are like house which can be well or poorly constructed. Hence, teachers need to teach and given highest priority to the students on thinking and also need to take students through different stages of intellectual development so that students discover, they (students) are thinkers. In words of Elder and Paul, the stage ‘beginning thinkers’ is called ‘discovery stage’ which means ‘coming to awareness’ (p.4).
My Response to Paragraph:
I agree with Elder and Paul that the objective of the elementary school is to help students in becoming beginning thinkers because their thoughts may well constructed at primary level. So as we teachers should teach and take them through varies stages of intellectual development. e.g. Stage of the Beginning Thinkers, Stage of the Practicing Thinkers, stage of the advanced Thinkers etc. by gradually.
What is thinking and critical thinking? and Foundation of Critical thinking.
What is thinking?
In 1913, Dewey’s tries to explain the term ‘thinking’ and said that thinking is a ‘stream of consciousness’ but according to my opinion, thinking is not only stream of consciousness but also stream of unconsciousness because we always do not think consciously or our mind sometime thinks in unconsciousness. E.g. dream and reverie come at night and day respectively.
In educational context, the term thinking is used as a process for remembering, planning what to do and say, solving problems, making decisions and judgments etc.
There are three perspectives of thinking:
1) Psychological Perspectives:
In it, thinking is used as internal, mental process that constructs and operates on mental representations of information.
2) Sociological perspectives:
When a person begins to think for themselves, ask questions and generally experiment, he or she gradually becomes independent and develop his or her mind and begin to act back on the social. Here, thinking which can be applied in different contexts may be of benefit to learners who can see that aspects of their own experience may be relevant in a new situation.
3) Philosophical perspectives:
According to McPeck (1981), thinking is always context specific. Though, it is said that thinking is identified in different context.
What is critical thinking?
Generally, critical thinking is related to looking for evidences, being fair-minded and accurate. It is an originality of ideas.
Foundation of Critical thinking:
A Greek philosopher and thinker, Socratic, who found the method of questioning which is now known as ‘Socratic Questioning’ and it is the best known ‘critical thinking teaching strategy’. Socratic by his method of questioning said that people could not justify their confident claims to knowledge even if they have knowledge, high power and high position because of confused meaning, inadequate evidence or self-contradictory, deeply confused logical consistency, clarity etc. That’s why, he emphasizes on the importance of seeking evidence, closely examine reasoning and assumptions, analyzing basic concepts to justify the claims.
Plato and Aristotle, other Greek philosophers, followed Socratic practice and emphasize on the appearance of things which are looked at differently by only a trained mind. In a critical thinking, trained mind plays an important role to understand deeper realities, to think systematically, to trace implications broadly and deeply.
In the middle ages, critical thinking was embodied in the writing and teaching. Thomas Aquinas aware us that reasoning in critical thinking is to be systematically cultivated and “cross-examined” and rejects beliefs which does not have reasons.
In England, the book named, The Advancement of Learning by Francis Bacon and in France, the book called, Rules for the Direction of the Mind by Descartes focus on the agenda of critical thinking. Utopia by Sir Thomas Moore is also best example of it. In short, from ancient to 20th century, idea of critical thinking was founded by different thinkers.
The common denominators of critical thinking are the most important by-products of the history of critical thinking:
Critical thinking looks not only at what is said but also what is said and it must be analyzed and assessed not only on the appearance of thing but also on its clarity, accuracy, relevance, depth, breath and logicalness.
Hence, in critical thinking, thought and reasoning are now baselines which are focused by questioning.
In 1913, Dewey’s tries to explain the term ‘thinking’ and said that thinking is a ‘stream of consciousness’ but according to my opinion, thinking is not only stream of consciousness but also stream of unconsciousness because we always do not think consciously or our mind sometime thinks in unconsciousness. E.g. dream and reverie come at night and day respectively.
In educational context, the term thinking is used as a process for remembering, planning what to do and say, solving problems, making decisions and judgments etc.
There are three perspectives of thinking:
1) Psychological Perspectives:
In it, thinking is used as internal, mental process that constructs and operates on mental representations of information.
2) Sociological perspectives:
When a person begins to think for themselves, ask questions and generally experiment, he or she gradually becomes independent and develop his or her mind and begin to act back on the social. Here, thinking which can be applied in different contexts may be of benefit to learners who can see that aspects of their own experience may be relevant in a new situation.
3) Philosophical perspectives:
According to McPeck (1981), thinking is always context specific. Though, it is said that thinking is identified in different context.
What is critical thinking?
Generally, critical thinking is related to looking for evidences, being fair-minded and accurate. It is an originality of ideas.
Foundation of Critical thinking:
A Greek philosopher and thinker, Socratic, who found the method of questioning which is now known as ‘Socratic Questioning’ and it is the best known ‘critical thinking teaching strategy’. Socratic by his method of questioning said that people could not justify their confident claims to knowledge even if they have knowledge, high power and high position because of confused meaning, inadequate evidence or self-contradictory, deeply confused logical consistency, clarity etc. That’s why, he emphasizes on the importance of seeking evidence, closely examine reasoning and assumptions, analyzing basic concepts to justify the claims.
Plato and Aristotle, other Greek philosophers, followed Socratic practice and emphasize on the appearance of things which are looked at differently by only a trained mind. In a critical thinking, trained mind plays an important role to understand deeper realities, to think systematically, to trace implications broadly and deeply.
In the middle ages, critical thinking was embodied in the writing and teaching. Thomas Aquinas aware us that reasoning in critical thinking is to be systematically cultivated and “cross-examined” and rejects beliefs which does not have reasons.
In England, the book named, The Advancement of Learning by Francis Bacon and in France, the book called, Rules for the Direction of the Mind by Descartes focus on the agenda of critical thinking. Utopia by Sir Thomas Moore is also best example of it. In short, from ancient to 20th century, idea of critical thinking was founded by different thinkers.
The common denominators of critical thinking are the most important by-products of the history of critical thinking:
Critical thinking looks not only at what is said but also what is said and it must be analyzed and assessed not only on the appearance of thing but also on its clarity, accuracy, relevance, depth, breath and logicalness.
Hence, in critical thinking, thought and reasoning are now baselines which are focused by questioning.
My Introduction
Hello sir...
And
Hello Friends...
Good Morning to all
And
Welcome to all and enjoy in new online classroom teaching and learning.
I am Ankit Patel, from Modasa (Arvalli). I am studying in M.A (ELT) sem-4 at H.M.P.I.E.T.R. My hobby is reading, writing of poetry, an articles and research papers, acting, and playing cricket.
I expect from this course that it encourages me in learning a language. But indirectly, I can say that the course is important for me and it will helpful for me in learning a language in better way and will empower me how to use language in critical situation and any field.
And
Hello Friends...
Good Morning to all
And
Welcome to all and enjoy in new online classroom teaching and learning.
I am Ankit Patel, from Modasa (Arvalli). I am studying in M.A (ELT) sem-4 at H.M.P.I.E.T.R. My hobby is reading, writing of poetry, an articles and research papers, acting, and playing cricket.
I expect from this course that it encourages me in learning a language. But indirectly, I can say that the course is important for me and it will helpful for me in learning a language in better way and will empower me how to use language in critical situation and any field.
Socratic questioning and Paul's six types of Socratic questions
Socratic questioning is disciplined questioning that can be used to pursue thought in many directions and for
many purposes including ideas, truth of things, issues, problems, logical
implications of thought. Socratic questioning is systematic, disciplined, and
deep and usually focuses on fundamental concepts, principles, theories, issues
or problems. It is referred
to in teaching. When
teachers use Socratic questioning in teaching, their purpose may be to probe
student thinking.
In teaching,
teachers can use Socratic questioning for at least two purposes:
1). To deeply
probe student thinking and to help them develop intellectual humility in the
process
2). To foster
students' abilities to ask Socratic questions
Critical
thinking and Socratic questioning both seek meaning and truth. Socratic questioning
is an explicit focus on framing self-directed, disciplined questions to achieve
that goal. R.W. Paul's
gives six types of Socratic questions:
Questions for clarification
Questions that probe assumptions
Questions that probe reasons and evidence
Questions about Viewpoints and Perspectives
Questions that probe implications and consequences
Questions about the question
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