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Standards, Skills &

Practices in a successful
classroom
Federico Arteaga C.
Centro Colombo Americano
Manizales
U.S. Embassy
2009
This presentation on the
web

www.esnips.com/web/Ishma
elia
Session objectives
• To celebrate language
• To explore the principles of critical
thinking in teacher training settings
with an emphasis on critical
moderation and reflective teaching.
• To look at a new method of planning
and evaluating classes in a prompt
way taking into consideration the
integrations of skills.
What Critical Thinking is
said to be
"Critical thinking is the intellectually
disciplined process of actively and skillfully
conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information
gathered from, or generated by,
observation, experience, reflection,
reasoning, or communication, as a guide to
belief and action. In its exemplary form, it
is based on universal intellectual values
that transcend subject matter divisions:
clarity, accuracy, precision, consistency,
relevance, sound evidence, good reasons,
depth, breadth, and fairness...“
(Michael Scriven & Richard Paul )
Critical thinking standards
 Clarity
 Accuracy
 Precision
 Relevance
 Depth
 Breadth
 Logic
 Significance
 Fairness
Moderatin critically
Moderating critically
SO…
THE STANDARDS must be
applied to THE ELEMENTS
OF THOUGHT as we learn
to develop INTELLECTUAL
TRAITS
And now…

DIE
- Describe
- Interpret
- Evaluate
A trial for critical
moderation tools

The man in the picture is someone


well-known as an intellectual
luminary and is trying to make a
very difficult decision. Now you
can analyse the photograph and
reach a hypothesis as to what
occupies this gentleman’s mind
Associated questions
 Precision
- Could you be more specific?
- Could you give me more details?
- Could you be more exact?

 Relevance
- How does that relate to the problem?
- How does that bear on the question?
- How does that help us with the issue?
Associated questions
• Clarity
- Could you elaborate further?
- Could you give me an example?
- Could you illustrate what you mean?

• Accuracy
- How could we check on that?
- How could we find out if that is true?
- How could we verify or test that?
Associated Questions
 Breadth
- Do we need to look at this from another
perspective?
- Do we need to consider another point of view?
- Do we need to look at this in other ways?

 Logic
- Does all this make sense together?
- Does your first paragraph fit in with your last?
- Does what you say follow from the evidence?
Associated Questions

• Depth
- What factors make this a
difficult problem?
- What are some of the
complexities of this question?
- What are some of the difficulties
we need to deal with?
Associated Questions
 Significance
- Is this the most important problem to
consider?
- Is this the central idea to focus on?
- Which of these facts are most important?

 Fairness
- Do I have any vested interest in this issue?
- Am I sympathetically representing the
viewpoints of others?
CAN SKILLS
BE
ISOLATED?
On skill integration
“There are many situations in which we use
more than one language skills to communicate
in our everyday life. Integrating the four skills
emphasizes the focus on realistic language
and can therefore lead to the students’ all-
round development of communicative
competence in English. Moreover, there are
other reasons why integration can benefit a
communicative classroom. Firstly, integrating
the skills allows a teacher to build in more
variety into the lesson because the range of
activities will be wider.” (WANG, 2000: 147)
On skill integration
“Integrating skills helps the students
to learn English willingly and
comfortably. As a matter of fact, a
vivid and effective communicative
class is supposed to be the integration
of the four language skills training, in
which the teacher needs to establish a
positive atmosphere, plan appropriate
activities, encourage learners and
deal with problems sensitively.”
(Davies & Pearse, 2002: 99)
Speakin
g

Readin Listening
g

THE SKILL
Writing
DIAMOND
First Halo (center)

Students repeat structures, drill, learn


by rote, produce after a model.

WH questions  Information

Individual
Speakin
g

Readin Listening
g

THE SKILL
Writing
DIAMOND
Second halo (mid-
section)
Students interact using target
structures, identify the parts of
language through class
dynamics, rely on partner rather
than on textbook.

Statements

Interpersonal
Speakin
g

Readin Listening
g

THE SKILL
Writing
DIAMOND
Third halo (external)
Students produce of their own accord,
mistakes reveal experimentation with
language, interaction becomes
spontaneous, student questions seem
to favor a hypothesis and thus
manifest theory on language.

YES/NO questions  confirmation

Social
Speakin
g

Readin Listening
g

THE SKILL
Writing
DIAMOND
A closing riddle…
A strange thing hangs by a man’s
thigh under its master’s clothes. It is
pierced in front, is stiff and hard,
has a good fixed place. When the
man lifts his own garment above the
knee, he wishes to visit with the
head of this hanging instrument the
familiar hole which when of equal
length, has often filled before.”

The Key
THANK YOU!!

Federico Arteaga C.
asmodeus.cama@gmail.com