In his video, Stephen
Krashen Talk 1, Stephen has made some new claims that are often talked about in
the academia. Krashen has talked upon phonemical error. He defines phonemical
error as an activity to take a word and break it into its sounds. He says that
this type of activity has been used by kids ten years ago. Learning will take
place only when we become able to spell whatever we see. Stephen Krashen has
also referred to Yatvin who has given some behavioural psychological theories.
According to these theories, phonemical learning will never improve childrens’
reading ability as well as spelling ability. A minute distinction between
training and education has been made by National Reading Panel. It has
considered phonemical learning as a training.
Thursday, 13 March 2014
The article What’s The
BIG IDEA, written by Dee Broughton, gives us a brief information on how
academic writing becomes academic discourse. New ideas must be presented
according to the principles of rational academic argument as well as they must
be supported with evidence. This becomes possible with the use of academic
genres such as summary, synthesis, analysis and evaluation.
Bloom’s Taxonomy:
Bloom’s Taxonomy is an essential element within educational community. Its original domain was comprised of cognitive aspect, affective aspect and psychomotor aspect. All these three aspects were loosely known as head, heart and doing respectively.
Cognitive Domain: In a cognitive domain, learner recalls the information. S/he interprets the meaning of the data or the information that s/he has received. He uses concept and applies it to the information. He analyzes the concept and distinguishes between fact and inference. He reorganizes the concept and gives it a new meaning. He judges the ideas and materials.
Affective Domain: It deals with feelings of the learner. Learner receives the phenomena and he responds to it. He organizes the values for behavior and creates a system to control his behavior.
Psychomotor Domain: This domain is concerned with physical movements of learner. He becomes aware with certain perceptions and set himself ready to act according to those perceptions.
Original Domain:
Original domain was introduced in 1956. Its main levels were…
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
Learner gains knowledge with the help of basic concept. Based on this knowledge, he understands, classifies and interprets the main ideas. He applies this knowledge to solve problems. He examines, correlates and distinguishes information to support the generalizations. He constructs and designs information by combining elements in a new pattern. He evaluates validity of ideas.
Revised Version:
Revised version of Bloom’s Taxonomy was contributed by J. Anderson in 2001.
• Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating
In revised version, nouns were replaced by verbs. Knowledge and remembering were renamed in order to create the better understanding of learner’s thinking. Synthesis and comprehension were re-titled. Evaluating and creating were re-organized. Learner retrieves knowledge from long term memory. He constructs the meaning from communication. He applies knowledge to whatever task is given to him. He breaks material into parts and relates them. He makes judgments based on standards. He puts and re-organizes these parts into a new pattern or structure.
Summing up, Bloom’s Taxonomy provides motivation to educators to focus on all the three domains and thus helping create essential form of education. It also helps to equally assess student’s learning. In educational sphere, it is a source of inspiration to develop new teaching strategies.
Bloom’s Taxonomy is an essential element within educational community. Its original domain was comprised of cognitive aspect, affective aspect and psychomotor aspect. All these three aspects were loosely known as head, heart and doing respectively.
Cognitive Domain: In a cognitive domain, learner recalls the information. S/he interprets the meaning of the data or the information that s/he has received. He uses concept and applies it to the information. He analyzes the concept and distinguishes between fact and inference. He reorganizes the concept and gives it a new meaning. He judges the ideas and materials.
Affective Domain: It deals with feelings of the learner. Learner receives the phenomena and he responds to it. He organizes the values for behavior and creates a system to control his behavior.
Psychomotor Domain: This domain is concerned with physical movements of learner. He becomes aware with certain perceptions and set himself ready to act according to those perceptions.
Original Domain:
Original domain was introduced in 1956. Its main levels were…
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
Learner gains knowledge with the help of basic concept. Based on this knowledge, he understands, classifies and interprets the main ideas. He applies this knowledge to solve problems. He examines, correlates and distinguishes information to support the generalizations. He constructs and designs information by combining elements in a new pattern. He evaluates validity of ideas.
Revised Version:
Revised version of Bloom’s Taxonomy was contributed by J. Anderson in 2001.
• Remembering
• Understanding
• Applying
• Analyzing
• Evaluating
• Creating
In revised version, nouns were replaced by verbs. Knowledge and remembering were renamed in order to create the better understanding of learner’s thinking. Synthesis and comprehension were re-titled. Evaluating and creating were re-organized. Learner retrieves knowledge from long term memory. He constructs the meaning from communication. He applies knowledge to whatever task is given to him. He breaks material into parts and relates them. He makes judgments based on standards. He puts and re-organizes these parts into a new pattern or structure.
Summing up, Bloom’s Taxonomy provides motivation to educators to focus on all the three domains and thus helping create essential form of education. It also helps to equally assess student’s learning. In educational sphere, it is a source of inspiration to develop new teaching strategies.
Critical Thinking Theory : Closing
Original Text:
An Article by Linda Elder and Richard Paul
It is crucial that we as teachers and educators discover our own “thinking”, the thinking we do in the classroom and outside the classroom , the thinking that gets us into trouble and the thinking that enables us to grow. As educators we must treat thinking – quality thinking – as our highest priority. It is the fundamental determinant of the quality of our lives.
Paraphrase:
As teachers and educators we must discover our own way of thinking. This type of thinking may include the thinking that we proceed inside the classroom as well as outside the classroom, the thinking that may lead us towards trouble and the thinking that pushes us forward towards our growth. As educators, our prime preference should be a qualitative thinking. Thinking is the only feature that distinguishes our lives from the lives of other species of universe.
Response:
The present paragraph , about closing of Critical Thinking reveals the importance of thinking in human life. It is necessary that we as teachers and educators should have our own way of thinking. Thinking has a great deal of influence on both inside and outside the classroom. Educators should have a thinking that carries some sort of quality with it. Besides language, thinking is another element that differentiates us from animals
Original Text:
An Article by Linda Elder and Richard Paul
It is crucial that we as teachers and educators discover our own “thinking”, the thinking we do in the classroom and outside the classroom , the thinking that gets us into trouble and the thinking that enables us to grow. As educators we must treat thinking – quality thinking – as our highest priority. It is the fundamental determinant of the quality of our lives.
Paraphrase:
As teachers and educators we must discover our own way of thinking. This type of thinking may include the thinking that we proceed inside the classroom as well as outside the classroom, the thinking that may lead us towards trouble and the thinking that pushes us forward towards our growth. As educators, our prime preference should be a qualitative thinking. Thinking is the only feature that distinguishes our lives from the lives of other species of universe.
Response:
The present paragraph , about closing of Critical Thinking reveals the importance of thinking in human life. It is necessary that we as teachers and educators should have our own way of thinking. Thinking has a great deal of influence on both inside and outside the classroom. Educators should have a thinking that carries some sort of quality with it. Besides language, thinking is another element that differentiates us from animals
Summary of Article 2:
When we fail to understand why some people behave in strange way or why do they think in some other way, we have to focus on certain aspects of that behavior or that thinking. Basically, the present article reflects what the thinking is, distinguishing points between thinking and reflective thinking, role of both the teacher and the learner and various aspects of thinking.
Dewey ( 1933 ), in his book “ How We Think “, has given overviews of different senses in which the term thinking is used. Some of them are as follow:
• Thinking as a stream of consciousness
• Thinking as an imagination which is restricted to the things which we do not perceive directly
• Reflective thinking as a chain of thought leading, through enquiry to a conclusion.
Dewey attempts to define and recommend reflective thinking as the basis of both rationality and action.
In educational reference, thinking is a goal-directed process that involves remembering, forming concepts, reasoning, solving problems, considering opinions, making decisions and judgments and generating new perspectives. When we want to achieve something but we get fuss whether we will be able to achieve it or not, thinking becomes much more important at that time.
According to Dewey, reflective thinking enables us to take control of and responsibility for our own thinking in order to be an effective participant of democratic society. But the only contradiction is that the teacher has to develop reflective thinking for various frameworks for thinking. S/he has to ensure more effective planning and assessment of the curriculum without engaging learners actively. In this assessment or delivery of curriculum, learners are in center place. For thinking, meta-cognition is essential because unless and until we do not recognize the things, we cannot think. Flavell ( 1976 ) points out that meat-cogniton is one’s knowledge concerning one’s own cognitive processes and products or anything related to them…
Three perspectives of Thinking are as follow:
• Psychological Perspectives
• Sociological Perspectives
• Philosophical Perspectives
Psychological Perspectives include prime work of Bloom and his associates. The work was about cognitive process as a means of teaching, learning and assessment. But it was only during the past decade that the huge interest in the teaching of thinking has seen such work growing rapidly in everyday education practices. Interest in cognitive enhancement has become a worldwide phenomenon. South Africa sees the teaching of thinking as a valuable means of raising educational levels and developing social inclusion. China and Singapore believe that such approaches may address students’ limited creative and problem solving abilities in order to develop better productivity in the global economy. Cognitive psychologist Thegard draws an analogy between mind and computer program where the mental representations in the mind are like the organization of the stored data and the algorithms that are then executed by the software correspond to the thinking procedures in the mind. When we are thinking, we are not aware of the thinking process itself.
Sociological Perspectives say, thinking takes place in a context that has social influence and interaction.
Philosophical Perspectives talks about issues that have become a bearing aspects of thinking and learning. Educational philosophy has tended to view these issues in terms of learning to know. Contemporary educational philosophy general aspects of thinking are identified in different contexts. Ennis argued that thinking can be applied across different contexts whereas Mcpeck argued that thinking is always context specific.
When we fail to understand why some people behave in strange way or why do they think in some other way, we have to focus on certain aspects of that behavior or that thinking. Basically, the present article reflects what the thinking is, distinguishing points between thinking and reflective thinking, role of both the teacher and the learner and various aspects of thinking.
Dewey ( 1933 ), in his book “ How We Think “, has given overviews of different senses in which the term thinking is used. Some of them are as follow:
• Thinking as a stream of consciousness
• Thinking as an imagination which is restricted to the things which we do not perceive directly
• Reflective thinking as a chain of thought leading, through enquiry to a conclusion.
Dewey attempts to define and recommend reflective thinking as the basis of both rationality and action.
In educational reference, thinking is a goal-directed process that involves remembering, forming concepts, reasoning, solving problems, considering opinions, making decisions and judgments and generating new perspectives. When we want to achieve something but we get fuss whether we will be able to achieve it or not, thinking becomes much more important at that time.
According to Dewey, reflective thinking enables us to take control of and responsibility for our own thinking in order to be an effective participant of democratic society. But the only contradiction is that the teacher has to develop reflective thinking for various frameworks for thinking. S/he has to ensure more effective planning and assessment of the curriculum without engaging learners actively. In this assessment or delivery of curriculum, learners are in center place. For thinking, meta-cognition is essential because unless and until we do not recognize the things, we cannot think. Flavell ( 1976 ) points out that meat-cogniton is one’s knowledge concerning one’s own cognitive processes and products or anything related to them…
Three perspectives of Thinking are as follow:
• Psychological Perspectives
• Sociological Perspectives
• Philosophical Perspectives
Psychological Perspectives include prime work of Bloom and his associates. The work was about cognitive process as a means of teaching, learning and assessment. But it was only during the past decade that the huge interest in the teaching of thinking has seen such work growing rapidly in everyday education practices. Interest in cognitive enhancement has become a worldwide phenomenon. South Africa sees the teaching of thinking as a valuable means of raising educational levels and developing social inclusion. China and Singapore believe that such approaches may address students’ limited creative and problem solving abilities in order to develop better productivity in the global economy. Cognitive psychologist Thegard draws an analogy between mind and computer program where the mental representations in the mind are like the organization of the stored data and the algorithms that are then executed by the software correspond to the thinking procedures in the mind. When we are thinking, we are not aware of the thinking process itself.
Sociological Perspectives say, thinking takes place in a context that has social influence and interaction.
Philosophical Perspectives talks about issues that have become a bearing aspects of thinking and learning. Educational philosophy has tended to view these issues in terms of learning to know. Contemporary educational philosophy general aspects of thinking are identified in different contexts. Ennis argued that thinking can be applied across different contexts whereas Mcpeck argued that thinking is always context specific.
Summary of Article 1:
The present article is about critical thinking, its foundation and also about what various critics have said about critical thinking.
Socrates discovered the method of probing. The roots of critical thinking are ancient. According to Socrates, people cannot make any justifications for the claim that they make because they lack critical thinking and logical assumptions. Though the person is of high status and powerful, he has no any reasoning. So, in his method of questioning, he puts more emphasis on clarity of thinking and logical consistency. Aristotle and other Greek skeptics emphasized that things are very different from what they appear to be and this difference can be clearly distinguished only by the person who thinks critically. The Middle Age scholar, Thomas Aquinas also points out that critical thinkers do not always reject established beliefs but only those beliefs that lack adequate reasoning.
In England Hobbes and Locke who belonged to 16th and 17th century advocated the importance of critical thinking saying that it opens learning to the new perspectives. Hobbes said that everything in the world should be explained with evidences whereas Locke advocated a common sense analysis of everyday life. The French Enlightenments Bayle, Voltaire and Diderot favored significance of reason saying that it strenghthens and determines the thought.
According to the common denominators, critical thinking naturally requires…
• Systematic monitoring of thoughts
• Recognition of data, interpretation, concepts and basic inferences
The fundamental elements of critical thinking are thought and reasoning. If students have clarity in thought and consistency in logic, they can be taught critical thinking moves in any subject. They do not need to be taught a particular subject simply but it should have a touch of reasoning. Classes can be organized in a way that students learn to think with reference to subject and develop skills and abilities.
The present article is about critical thinking, its foundation and also about what various critics have said about critical thinking.
Socrates discovered the method of probing. The roots of critical thinking are ancient. According to Socrates, people cannot make any justifications for the claim that they make because they lack critical thinking and logical assumptions. Though the person is of high status and powerful, he has no any reasoning. So, in his method of questioning, he puts more emphasis on clarity of thinking and logical consistency. Aristotle and other Greek skeptics emphasized that things are very different from what they appear to be and this difference can be clearly distinguished only by the person who thinks critically. The Middle Age scholar, Thomas Aquinas also points out that critical thinkers do not always reject established beliefs but only those beliefs that lack adequate reasoning.
In England Hobbes and Locke who belonged to 16th and 17th century advocated the importance of critical thinking saying that it opens learning to the new perspectives. Hobbes said that everything in the world should be explained with evidences whereas Locke advocated a common sense analysis of everyday life. The French Enlightenments Bayle, Voltaire and Diderot favored significance of reason saying that it strenghthens and determines the thought.
According to the common denominators, critical thinking naturally requires…
• Systematic monitoring of thoughts
• Recognition of data, interpretation, concepts and basic inferences
The fundamental elements of critical thinking are thought and reasoning. If students have clarity in thought and consistency in logic, they can be taught critical thinking moves in any subject. They do not need to be taught a particular subject simply but it should have a touch of reasoning. Classes can be organized in a way that students learn to think with reference to subject and develop skills and abilities.
Hello Sunil Sir…
I am Himadri Raval. I am from Himatnagar,the hub of
Sabarkantha district. I have done my UG from North Gujarat University.
Currently, I am doing my PG at H.M.Patel Institute of English Training and
Research. My co-curricular interests are surfing various websites, listening
music , singing songs. My academic interests are both language and literature.
I expect the paper Critical Thinking for Language Studies to enable me think
over any language issue critically.
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