Vocabulary and Grammar: Critical Content for Critical Thinking

2001 ◽  
Vol 13 (2) ◽  
pp. 60-66 ◽  
Author(s):  
Michael Clay Thompson
Keyword(s):  
Critical Thinking ◽  
Language Arts ◽  
Direct Instruction ◽  
Whole Language ◽  
Gifted Children ◽  
Teaching Skills ◽  
Language Philosophy ◽  
Critical Content ◽  
Arts Programs ◽  
The Status

The status of direct instruction in grammar and vocabulary has fallen into decline during an era of whole-language philosophy that rejects teaching “skills in isolation.” Grammar has been misunderstood and stereotyped as tedious, remedial, unteachable, and useless. These areas of knowledge must be restored to their necessary place in language arts programs for gifted children, who need educated vocabularies and grammar competence of exceptional quality.

A Comparative Study of Two First-Grade Language Arts Programs

1966 ◽  
Vol 2 (1) ◽  
pp. 83 ◽  
Author(s):  
William M. Kendrick ◽  
Clayton L. Bennett
Keyword(s):  
Comparative Study ◽  
Language Arts ◽  
First Grade ◽  
Arts Programs

scholarly journals A posthumanist pedagogy using digital text analysis to enhance critical thinking in higher education

2019 ◽  
Vol 35 (4) ◽  
pp. 845-880
Author(s):  
Kieran O'Halloran
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Text Analysis ◽  
Status Quo ◽  
Analysis Software ◽  
Education Students ◽  
Digital Text ◽  
The Status ◽  
Project Assignment ◽  
Independent Thinking

Abstract I model a critical posthumanist pedagogy that uses text analysis software and is aimed at higher education students. A key purpose of the pedagogy is to help students enhance empathetic, critical and independent thinking. For their project assignment, the student chooses an unfamiliar campaign seeking to eliminate suffering and extend rights. They gather all texts from the campaign website into a corpus, which thus represents the campaign writ large. Then they use appropriate software to ascertain, efficiently and rigorously, common campaign concerns across this corpus. This puts students in a position to discern any significant concerns in the campaign corpus that are not addressed in text(s) supporting the status quo which the campaign opposes. Should significant omissions be found, students critically evaluate the status quo text(s) from the campaign’s perspective. Since this perspective derives from the student identifying (at least temporarily) with software generated data, it is a posthuman subjectivity. Engaging digitally and empathetically with a campaign’s data at scale for creation of a posthuman subjectivity can broaden awareness of disadvantage, discrimination, and suffering as well as expand horizons. Moreover, at the end of the assignment, the student is expected to formulate their own position vis-à-vis the previously unfamiliar campaign. Conditions have been created then for the student to enhance independent thinking too.

scholarly journals “Such Tweet Sorrow”: The Explosive Impact of New Literacies on Adolescent Responses to Live Theatre

2011 ◽  
Vol 13 (1) ◽  
pp. 98
Author(s):  
John M. Richardson
Keyword(s):  
High School ◽  
Language Arts ◽  
New Literacies ◽  
English Teacher ◽  
Growing Up ◽  
Regular Feature ◽  
Audience Studies ◽  
Arts Programs ◽  
Definition Of ◽  
New London

Trips to the theatre are a regular feature of many high school language arts programs, and yet the experience of watching a play is often significantly different for a teacher than it is for a student. Placing “theatre literacy” within the context of the New London Group’s definition of multiliteracies, and drawing on the work of Lankshear and Knobel as well as audience studies theorists, this article compares how a 17 year-old girl and a 43 year-old English teacher respond to a series of plays, and considers how growing up in a wireless world shapes adolescents’ understanding of live theatre.

scholarly journals Conversations on Critical Thinking: Can Critical Thinking Find Its Way Forward as the Skill Set and Mindset of the Century?

2018 ◽  
Vol 8 (4) ◽  
pp. 205 ◽  
Author(s):  
Maura Sellars ◽  
Razia Fakirmohammad ◽  
Linh Bui ◽  
John Fishetti ◽  
Sarfaroz Niyozov ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Student Development ◽  
Thinking Skills ◽  
Academic Experiences ◽  
Critical Thinking Skills ◽  
Making Meaning ◽  
Global Citizens ◽  
Potential Development ◽  
The Status ◽  
Evaluative Thinking

The capacity to successfully, positively engage with the cognitive capacities of critical thinking has become the benchmark of employability for many diverse industries across the globe and is considered critical for the development of informed, decisive global citizenship. Despite this, education systems in several countries have developed policies and practices that limit the opportunities for students to authentically participate in the discussions, debates, and evaluative thinking that serve to develop the skill set and mindset of critical thinkers. This writing examines the status of critical thinking in four different contexts across the globe as reflected in educational policies and academic experiences as a preface to investigating actual classroom practices and possible impacts the support of critical thinking skills may have on the potential development of the global citizens of the future. Each vignette reflects the contextualized difficulties that are presented by social and cultural concerns and traditions of making meaning. These stories of education also illustrate the various ways in which the skills and capacities of critical thinking are interpreted in different contexts and address the negative nuances with which thinking critically has become associated. Finally, a pedagogical model of teaching, which may support student development of the skill set of critical thinking within the boundaries of social and cultural mindsets, has been developed.

Two Continuing Education Models for Preparing Teachers to use Whole Language

1993 ◽  
Vol 73 (3_part_1) ◽  
pp. 745-746
Author(s):  
Maribeth Henney ◽  
Mary Strong
Keyword(s):  
Continuing Education ◽  
Whole Language ◽  
Favorable Attitude ◽  
School Systems ◽  
Initial Training ◽  
Language Philosophy ◽  
Training Time ◽  
School Year ◽  
Service Training

For teachers in two school systems, a longer initial in-service training time with four follow-up meetings throughout the school year was more effective in increasing knowledge and applications of whole language philosophy than a shorter initial training time with follow-up meetings twice a month for two semesters. A shorter initial training with more frequent follow-up meetings resulted in a more favorable attitude toward whole language.

Providing for the Young Academically Talented: A Pilot Program for Teachers and Children

1978 ◽  
Vol 1 (1) ◽  
pp. 70-76
Author(s):  
Jack Cassidy ◽  
Carol Vukelich
Keyword(s):  
Language Arts ◽  
Reading Skills ◽  
Preschool Teachers ◽  
First Grade ◽  
Gifted Children ◽  
Pilot Program ◽  
Academically Talented ◽  
Program Instruction ◽  
Development Of Language

A special summer pilot program for gifted pre-first grade children and teachers is described. Twenty-nine gifted children participated in the three-week program. Instruction focused on the development of language arts, reading, skills. A course on the identification and education of gifted children was offered to kindergarten and preschool teachers. Both teachers and children benefited greatly from participation in their respective programs.

Sign in / Sign up

Export Citation Format

Share Document