მოდულ-ტრენინგის ავტორობა

ELCE   პროექტის დასრულების შემდეგ  ჩვენს მასწავლებლებშიETAG ის მიერ  დასახელდა ორი მასწალებელი, რომლებიც  გაგვაგზავნეს სტაჟირებაზე  ქ. ქობულეთში, სადაც საქართველოს მასშტაბით შეირჩა  15 მასწავლებელი, რომლებიც მოიაზრებოდნენ  ELCE კურსის  გაგრძელების შემქმნელებად. ასე, ქუთაისისდან ვიყავით წარმოდგენილები მირანდა ცხადაძე #30 საჯარო სკოლის ინგლისური ენის მასწავლებელი და მე. ჩვენ ერთობლივად დავწერეთ 2 საათიანი კურსი, რომელიც დავგეგმეთ ჩაგვეტარებინა სხვა დანარჩენ მოწოდებულ მასალასთან ერთად როგორც 10 საათიანი კურსი. ვაქვეყნებ  ჩვენს მიერ შექმნილ ტრენინგ-მოდულს.

CRITICAL THINKING

Trainee’s notes

2- hour workshop designed by

                                                             Nino Kandelaki

                                                             Miranda   Tskhadadze

                    

                                                                                     

Eliciting the topic. Look at the optic illusion pictures say what you see on them.                                                           

               

Warm-up activity Time: 10  minutes Aims In this activity teachers will ·         show the ability to overcome the restrictions of habit ·         Increase  their flexibility

The name of  what  colour  is concealed in the sentence given below. Work  in pairs. Write the  name of the  colour next to the sentence. The first two are given as examples.

 1.  Newspaper editors decided to go on strike.  Red

       2.  The cab lacked proper brakes to stop at the intersection. Black

       3.  A big, old, hungry dog appeared at our door every morning.

       4.  He let out a big yell, owing to the injuries he received when he fell.

       5.  La Jolla venders decided to cut their prices in half.

       6.  Long rayon fabrics were loaded on the truck.

       7. The Austrian physicist Wolfgang Pauli lacked the requisite documents to enter the U.S. 

        8. You shouldn't sell this fossil very cheaply because it is a rare specimen.

        9. The new law hit everybody's pocketbook pretty hard.                                                     

Activity 1 Time: 20 minutes Aim In this activity teachers  will ·         flex  their critical thinking skills with a unique writing activity.

                                                                                                                                            

. In groups of three you will write the description or explanation of some object (e.g. car, television, a mobile phone etc.)  Pretend you have never seen or heard of the object you’re describing. (e.g.-it is  of a rectangular shape. I can see people inside. It also makes noise…. The answer is TV) You are given three minutes for this. When time is up, each group reads the descriptions aloud and let  other group(s) guess the object.

 With the whole group discuss  the following:

How do you feel as a student?

How do you see this activity as a teacher?

How can you modify  the activity to your class needs?

             

                                                                                                                               

Activity 2 Time : 20 minutes In this activity teachers will ·         distinguish the fact and the opinion ·         develop the skill of critically analyzing the statement

What is a fact and what is an opinion? Read the description below and discuss it with the whole class.

 Facts are statements that are either backed up directly by evidence or where evidence can easily be retrieved to prove it. Opinions are statements that are based on feelings, past experiences, or emotions. It is similar to the fiction versus nonfiction argument.

A fact is something that is true or can be proved.

An opinion is knowledge based on feelings about a given topic.

Now read the sentences below and decide whether the statements are facts or opinion. One example is given.

Ex. opinion. Write the word fact or opinion beside the appropriate sentence.

1. _______ Deserts are not as beautiful as forests.

2. _______ St. Patrick’s Day is associated with the country of Ireland.

3. _______ Earth’s largest ocean is the Pacific Ocean.

4. _______ Abraham Lincoln was the greatest president.

5. _______ Madrid is the capital of Spain.

6. _______ Leftover spaghetti is delicious.

7. _______ Honeybees are insects.

8. _______ Baseball is much more interesting than football.

9. _______ Blue is an attractive color.                                                                                             

10. ______ Brazil is on the continent of South America.                                                                          

11. ______ My parents like classical music more than pop music.

12. ______ Lemons and limes look similar except for their color.

13. ______ Sunflowers are the prettiest flowers.

14. ______ We live in a brick house.                                                                                                 

15. ______ My aunt is the funniest person I know.

16. ______ I’m expecting a phone call in ten minutes.

17. ______ All dinosaurs are extinct.

18. ______ Horses are the most beautiful animals in the world.

19. ______ Alaska is one of the fifty United States.

20. ______ I lost my best friend’s book.

Discuss in the whole group:

 How can one distinguish between fact or opinion with the  students?

 What techniques can help the students to  know whether it is a fact or an opinion?

What is the main  idea in fact/opinion activity – asking detailed  questions or supporting on bias and stereotypes?

While  doing the activity were you guided by evidence or by knowledge?

Activity  3 Time: 20 minutes Aim: In this activity teachers will ·         make a prediction using the known facts

                                                                                                                                                          

                                                                                                                                                          

                                                                                                                                                      

Read the beginning of the 3 stories given below and using the information given in them write the continuation – the prediction what you think might happen. Work in pairs. Use the space given. When your ‘predictions’ are ready, read them to other members of the group.  

1. Jessie and Freddie put on their snow suits. They got their hats, boots, and scarves. They went outside and began to roll the snow in three large balls. They put the largest ball on the bottom and stacked the snow balls on top of each other. They went to look for two sticks.

MAKE A PREDICTION

_______________________________________________________________________

_______________________________________________________________________.

 _______________________________________________________________________

_______________________________________________________________________.

2. Sara and her Mother drove to the computer store. Sara had her own money she had received for Christmas. She felt excited as she had been waiting for that day for so long. Finally, her dream came true.  

MAKE A PREDICTION

_______________________________________________________________________

_______________________________________________________________________.

 _______________________________________________________________________

_______________________________________________________________________.

3. The storm began suddenly. The lightning lit up the sky and the thunder roared loudly. The electricity was blinking on and off quickly.

MAKE A PREDICTION:

_______________________________________________________________________

_______________________________________________________________________.

_______________________________________________________________________

_______________________________________________________________________.

 In the whole group  discuss the following:

How can making predictions help your students develop the skill of critical and logical thinking?

Does this activity develop the creative thinking? Why and how?

Did you analyze the beginning of the stories or just made snap conclusion? 

                  

                                                                                                                                         

      

Activity  4 Time: 20 minutes Aim: In this activity teachers will ·         test their mental sharpness

    

Work in pairs. Analyze the sentences and answer the questions given below. Compare your answers with the whole group.

1. Johnny’s mother had three children. The first child was named April. The second child was named May. What was the third child’s name?

2. What word in the English language is always spelled incorrectly?

3. If you were running a race and you passed the person in 2nd place, what place would you be in now?

4. An Arab sheikh tells his two sons to race their camels to a distant city to see who will inherit his fortune. The one whose camel is slower will win. The brothers, after wandering aimlessly for days, ask a wise man for advice. After hearing the advice they jump on the camels and race as fast as they can to the city. What does the wise man say?

5. You're riding a horse. To the right of you is a cliff and in front of you is an elephant moving at the same pace and you can't overtake it. To the left of you is a hippo running at the same speed and a lion is chasing you. How do you get to safety?                           

                                                                                                                                 

Activity    5

Power Point Presentation followed by feedback.

Time  limit:   30 minutes

Listen to the trainer’s  PP presentation and try to answer  the following questions:

Is critical thinking an acquired skill or something given for granted?

What leads your students to critical thinking ability- memorizing the information or evaluating the facts?

What are main critical thinking skills?

What are the most significant ideas of critical thinking?

What  have you learnt  in the workshop and how will you apply it to your teaching practice?

______________________________________________________________________________

References

Lisa Reed and Prof. Brad  Hokanson, Interactive Media (DHA 4384) School of Design, University of Minnesota;

Edward M. Glaser, An Experiment in the Development of Critical Thinking, Teacher’s College, Columbia University, 1941)

English Language through Civic Education, Centre for Language Education and Development,(2012),Module 10. Georgetown University

http://www.teach-nology.com/worksheets/critical_thinking/brain/

                                                                                                                                                    

                                                                                                                                                           

Critical  Thinking

                                                 

                                               Trainer’s   Notes

                                           2-hour  workshop designed  by

                                                Nino Kandelaki

                                                Miranda Tskhadadze

Optical Illusions

 Show the optic illusion and ask teachers to name the objects they see there.  By attentive observing and analysis trainees will  define the  images. Thus, they will elicit the topic  of the session :“Critical Thinking”.

Warm-up-activity

In this activity teachers will show their ability to avoid being  prejudiced and by means of   flexibility  find the concealed colours in each sentence , first examples are given. Let the trainees work in pairs.

Key:  3.Gold   4.Yellow  5. Lavender   6.gray  7.lilac  8. Silver  9. white

Activity 1

 In  this writing activity the trainees will demonstrate their ability to assess  the  topic and by  the skill of  logical thinking  write the depiction of the   following objects without naming the object itself . Let  the whole group divide into three of four groups The objets to be written about are:

1.      Television

2.      Telephone

3.      Digital camera

4.      Computer

After the trainees write their scenarios they  read their scenario to another group  and the opposite group tries to recognize the object. In this activity the trainees analyze, interpret and create ,i.e., they develop all the main critical thinking skills. No answers can be specific.

Activity 2

This activity is designed to make the difference between the bias, prejudice and the evidence. Skilled students are thorough thinkers. They distinguish between opinion and fact. They ask powerful questions. They make detailed observations. They uncover assumptions and define their terms. They make assertions carefully, basing them on sound logic and solid evidence. Almost everything that we call knowledge is a result of these activities. This means that critical thinking and learning are intimately linked.

Key

1. ___O____ Deserts are not as beautiful as forests.

2. ___F____ St. Patrick’s Day is associated with the country of Ireland.

3. ___F____ Earth’s largest ocean is the Pacific Ocean.

4. ___O____ Abraham Lincoln was the greatest president.

5. ___F____ Madrid is the capital of Spain.

6. ___O____ Leftover spaghetti is delicious.

7. ___F____ Honeybees are insects.

8. ___O____ Baseball is much more interesting than football.

9. ___O____ Blue is an attractive color.

10. ___F___ Brazil is on the continent of South America.

11. ___F___ My parents like classical music more than pop music.

12. ___F___ Lemons and limes look similar except for their color.

13. ___O___ Sunflowers are the prettiest flowers.

14. ___F___ We live in a brick house.

15. ___F___ My aunt is the funniest person I know.

16. ___F___ I’m expecting a phone call in ten minutes.

17. ___F___ All dinosaurs are extinct.

18. ___O___ Horses are the most beautiful animals in the world.

19. ___F___ Alaska is one of the fifty United States.

20. ___F___ I lost my best friend’s book.

Activity 3

Making predictions by using the given  beginning makes learners develop logical and creative thinking. Tell the trainees that  any prediction can be made but one should always take into account the start.

Activity 4

One of the excellent ways of developing critical thinking skill is to do  the so-called brainteasers. They test mental sharpness and are thought-provoking. Trainees work in pairs.

Key

1.      Johnny

2.       the word “incorrectly”

3.      You would be in 2nd place. You passed the person in second place, not first.

4.      Exchange the camels

5.      Get off the merry-go-round

Activity 5

Trainer’s presentation and feedback. Trainees work in pairs to answer the questions. The trainer elicits their answers.

Time  for presentation:  15 minutes

Time for  questions: 15 minutes.

English Language through Civic Education (ELCE) follow on Plan

Nino Kandelaki and Miranda Tskhadadze. ETAG Kutaisi trainers

Under the initiative of and fully funded by the Embassy of the United States Georgia, PH International in Georgia, Georgetown University and its partner organization English Teachers Association of Georgia (ETAG), with its networking and training capacities developed an effective and creative project to improve English Language instruction and acquisition in Georgia. ELCE was organized and implemented throughout the country in 2012-2013, containing three cycles. 

The goal of ELCE program was to improve English-language teaching and learning in Georgian schools, in order to support Euro-Atlantic integration, promote democratic values, improve students’ capacity for higher and continuing education. The direct beneficiaries of this program were teachers of English for grades 1 - 12 and the students they taught.
The project was a tremendous success and impact, as the feedback of the beneficiaries was a lot promising. Facing this, ETAG officials decided to plan a new project that would become a logical continuation of ELCE. The meeting at Georgia Palace, Kobuleti, headed by Ms. Rusudan Tkemaladze, Tsisana Tsiskaridze and Lali Mdinaradze aimed at working over the follow on plan. It gathered ELCE teachers from six different regions of Georgia (two teachers from each). Having brainstormed all the acquisition ELCE brought to beneficiaries, the team summed up with six session topic for the further implementation.
A follow up to the English Language through Civic Education has been designed by the practising English language teachers-ELCE graduates . 10-hour seminars are currently implemented at the Kutaisi ETAG branch. The topics were selected in accordance with the concept of civic education and modern teaching strategies. The displayed photos/videos represent extracts from the sessions “Critical thinking” and “Assessment” The seminars are delivered by Nino Kandelaki and Miranda Tskhadadze. The trainees are English language teachers and inductees who were glad not to miss the wonderful chance of introducing the content of ELCE. So far two meetings have been organized. The course is planned so that sessions take place every other week to give teachers enough time to try out the workshops in practice.