Sessions / Critical Thinking (CT)
This year’s Critical Thinking SIG Forum will focus on adapting critical thinking pedagogy to online and distance learning focused classrooms. Our situation with the COVID-19 pandemic has made everyone rethink their approach to teaching. This forum will share three strategies to help you introduce critical thinking in your classes whether they are in person or online.
This presentation will outline the materials, procedure, and results of research into a planning strategy for small group discussions. The effects of the strategy on critical thinking and metacognitive awareness will be described.
This workshop presents an approach to critical thinking instruction in the context of L2 English academic courses. During this workshop we will discuss how to define and position the concept of critical thinking. We will also review an example of how activities might be structured throughout the term and what materials might be useful. In addition, we will review examples of student work to discuss how teachers can identify evidence of critical thinking.
College students in six reading classes participated in a study that observed how they develop the habit of thinking critically using textbooks with activities based on Bloom’s taxonomy. Students’ reflective reports and the course-end questionnaire show that over 70% experienced the usefulness of critical thinking (CT) activities, and more than half of them claimed they recognized their elevated habit of thinking critically. Students in large classes suggested individual reflective writing is more meaningful than group activities.
Mastering the English tense-aspect system remains challenging for university EFL learners, namely given their writing needs in academic English and, eventually, for work-related purposes. We developed eight shortcuts that reflect the shared conceptualizations of the main tense-aspect grammar rules, based on ontological structures of time and happenings. These shortcuts have allowed students to efficiently understand the main workings of the entire system and facilitated their appropriate use of English tenses.
Textbooks allow teachers to introduce topics, activities, and practice, but they are not always perfect for your situation. This presentation will share activities related to the Cambridge University Press Unlock series to help push students further into higher order thinking and critical thinking skills. Attendees will leave with ideas and links to prints of materials to expand their textbook into a better, more complete, student experience.
This presentation sets out to share a practical response to the perceived crisis in critical thinking at the tertiary level in Japan. I demonstrate a possible response by the International Association of Japan Studies, which in late 2018 and 2019 held days devoted to presentations by undergraduates, academics, and activists. More than 300 people have attended the events.
This presentation will be useful for teachers interested in promoting student creativity in their classroom. It synthesises the latest research to understand a) why creative skills have become significant in education policy internationally and in Japan, b) how we can understand creativity as a phenomenon, and c) how to promote creativity, particularly collaborative creativity, in the language classroom. It is part of an ongoing research project into the role of creativity in Japanese education.
This presentation describes a study of the degree of critical thinking skills exhibited in a small-scale learner spoken corpus of a university English discussion class. Analysis found a strong correlation between the type of question being asked and the use of critical thinking skills. The presenters will use examples from the corpus to discuss formulaic language and question construction that may help teachers better illicit critical thinking in L2 learning.
The medical profession had for a long time a biological emphasis for looking at illness (for 200 years) and basically ignored people’s contributing psychologies and social behaviors. Engel’s BioPsychoSocial model (1977) argued that illness could also be caused by psycho-social reasons and that doctors needed more social “bedside manner”. Education can also benefit from understanding the biopsychosocial of students. The cognitive bias in SLA needs expanding for more ecological humanistic education.
Japanese learners’ anxieties regarding the enforced study of English is related to their cultural upbringing as well as the manner in which U.S. hegemony was established as a result of World War II. The U.S. has greatly influenced the type of educational system which has been installed via their significant influence on Japanese politics. A prominent example of this is the influence of standardized testing in the form of the TOEIC exam.
Student reticence can be a significant problem, especially with first-year students in large classes. Employing interactive presentations using critical thinking can increase both student agency and classroom participation. In addition, the activity creates a situation where classroom language interactivity is predominantly student-student in a whole class environment. The presenter will outline the steps to effectively implement such a system.