Exploring motivation and critical thinking through visual literacy in language classes. (c2009)

The article attempts to reveal the essence of the concept«critical thinking» and to consider the development of this kindof thinking in higher school students at foreign languageclasses. It is noted that the ability to acquire skills independentlyand use them in practical activities, and not only the amount ofacquired knowledge, has an essential role to play in the adaptationof a graduate to the realities of modern society. Therefore, thecritical thinking technology applying, as well as the traditionalforms of activity in higher education in the process of foreignlanguage teaching, is seen as a clear necessity. The articlenotes that the main purpose of critical thinking development ofstudents who do not have the developed skills to think criticallyis to extend the mental competence to solve social, scientific andpractical problems effectively. Students of higher educationalestablishments have a range of considerable knowledge andsufficient social experience. They are able to transform theexisting knowledge and skills into competencies, provided thatthey are highly motivated and there are active cognitive activities.Thus, the task of teaching critical thinking skills is to developthe cognitive activity of students based on logical, research andcritical thinking. On the basis of the analysis of the practicalexperience of a foreign language course teaching in a higherschool, the development opportunities are revealed andstrategies of the critical thinking development of students inforeign language classes are considered (annotation, preview,contextualization, self-questioning, reflexion, evaluative judgment,comparison and contrasting). Certain methods, promoting criticalthinking at different stages of learning have been proposedin the paper (Basket of ideas, concepts; Cluster; Margin notes;Сinquain making; Training brainstorming; Essay writing). It hasbeen concluded that the critical thinking technology applied atforeign language classes at higher schools significantly increasesthe time of language practice for each student, helps to facilitatetheir learning acquisition, addresses a wide range of educationaland developmental tasks. The teacher becomes an organizerof students' independent educational, communicative andcreative activities and has the opportunity to improve the learningprocess, develop students' communicative skills and developtheir personality comprehensively.

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Designing Lesson Plan Based on Critical Thinking for Language Classes

Register Journal ◽

10.18326/rgt.v4i2.459 ◽

2016 ◽

Vol 4 (2) ◽

pp. 163

Author(s):

Norwanto Norwanto

Keyword(s):

Critical Thinking ◽

Lesson Plan ◽

Bloom's Taxonomy ◽

Learning Objectives ◽

Working Definition ◽

Assessment Of Learning ◽

Bloom’S Taxonomy ◽

Language Classes ◽

Thinking Strategies ◽

Universal Standard

Critical thinking includes a process of reasoning in thinking as stated by some scholars. In the process, there is universal standard to follow: clarity, accuracy, precision, relevance, depth, breadth, logic, and fairness. In language classes, critical thinking creates active classes. To bring critical thinking to classes, Bloom’s Taxonomy and critical thinking strategies can be working definition in order critical thinking to be applied to pedagogical materials in a practical way. Steps for critical thinking teaching includes five steps: (1) determining learning objectives, (2) teaching through questioning, (3) practicing before assessing, (4) reviewing, refining, and improving, and (5) providing feedback and assessment of learning. A lesson plan should reflect these five steps.Keywords: Critical Thinking; Language Teaching; Lesson Plan; Bloom’s Taxonomy; Critical Thinking Strategies

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Visual Literacy Intervention for Improving Undergraduate Student Critical Thinking of Global Sustainability Issues

Sustainability ◽

10.3390/su122310209 ◽

2020 ◽

Vol 12 (23) ◽

pp. 10209

Author(s):

Sarah E. Krejci ◽

Shirma Ramroop-Butts ◽

Hector N. Torres ◽

Raphael D. Isokpehi

Keyword(s):

Critical Thinking ◽

Academic Success ◽

Visual Literacy ◽

Environmental Science ◽

Literacy Intervention ◽

Face To Face ◽

Science Courses ◽

Global Sustainability ◽

Significant Difference ◽

The Face

The promotion of global sustainability within environmental science courses requires a paradigm switch from knowledge-based teaching to teaching that stimulates higher-order cognitive skills. Non-major undergraduate science courses, such as environmental science, promote critical thinking in students in order to improve the uptake of scientific information and develop the rational decision making used to make more informed decisions. Science, engineering, technology and mathematics (STEM) courses rely extensively on visuals in lectures, readings and homework to improve knowledge. However, undergraduate students do not automatically acquire visual literacy and a lack of intervention from instructors could be limiting academic success. In this study, a visual literacy intervention was developed and tested in the face-to-face (FTF) and online sections of an undergraduate non-major Introduction to Environmental Science course. The intervention was designed to test and improve visual literacy at three levels: (1) elementary—identifying values; (2) intermediate—identifying trends; and (3) advanced—using the data to make projections or conclusions. Students demonstrated a significant difference in their ability to answer elementary and advanced visual literacy questions in both course sections in the pre-test and post-test. Students in the face-to-face course had significantly higher exam scores and higher median assessment scores compared to sections without a visual literacy intervention. The online section did not show significant improvements in visual literacy or academic success due to a lack of reinforcement of visual literacy following the initial intervention. The visual literacy intervention shows promising results in improving student academic success and should be considered for implementation in other general education STEM courses.

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Technology of Critical Thinking Development as a Factor of Achieving Personal Results in a Foreign Language Training

Bulletin of Science and Practice ◽

10.33619/2414-2948/53/53 ◽

2020 ◽

Vol 6 (4) ◽

pp. 453-459

Author(s):

M. Brattsev

Keyword(s):

Critical Thinking ◽

Foreign Language ◽

Educational Process ◽

Ethical Orientation ◽

School Students ◽

Normative Documents ◽

Personal Learning ◽

Technology In Teaching ◽

Language Classes ◽

Development Technology

The article discusses the issue of achieving secondary school students’ personal learning outcomes using pedagogical technology of critical thinking development in foreign language classes. They are determined the advantages of this technology in comparison with traditional training. Analyze of the requirements of normative documents in relation to the personal results of the educational process, they are summarized in three groups: self-determination, semantic formation and moral and ethical orientation. The prerequisites and personal qualities of students necessary for the development of critical thinking are established. It is presented a three-stage model for the implementation of the critical thinking development technology in teaching foreign languages which includes the stages of challenge, comprehension and reflection.

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Peculiarities Of Developing Critical Thinking In Primary School Students In The Process Of English Language Teaching

The American Journal of Social Science and Education Innovations ◽

10.37547/tajssei/volume02issue12-40 ◽

2020 ◽

Vol 02 (12) ◽

pp. 223-229

Author(s):

Mamadjanova Nozima Adhamovna ◽

Keyword(s):

Critical Thinking ◽

Foreign Language ◽

English Language ◽

Thinking Skills ◽

Learning Technologies ◽

Critical Thinking Skills ◽

English Language Teaching ◽

School Students ◽

Language Classes ◽

Development And Management

This article discusses that the ability to think critically does not develop spontaneously. On the contrary, teachers play a major role in the development and management of the learning process. Foreign language classes help to develop critical thinking through a variety of materials and interactive learning technologies. Exploring the essence of critical thinking allowed him to move on to taking into account his abilities. As a result of studying this problem, it can be said that the foreign literature pays special attention to critical thinking skills.

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