SPRE Critical Thinking Framework

(Situation-Problem-Response-Evaluation)

There is a growing realization that language instruction is perhaps most effective when it calls upon learners to perform meaningful tasks or solve real-world problems in the target language. So-called task- and problem- based approaches to language acquisition signal movement away from English as “an end in itself” and toward it as “a means of achieving ends greater than itself”. At the heart of these approaches are critical thinking frameworks such as SPRE (Situation-Problem-Response-Evaluation) that serve to not only structure but propel cognition. In other words, what these dynamic approaches promote is the “synergistic co-evolution” so to speak of linguistic and cognitive competencies, or the development of critical, independent, and creative thinking skills en route to native-like proficiency thought vital to 21^st century academic, professional, and interpersonal success.

SPRE Implementation

In practice, the whole project is carried out in teams of three students. The teams agree about the roles inside the group- there must be a problem person, a response person and an evaluation person. These roles are valid for one Unit only, and later on there will be a rotation, where a problem person will become a response person, etc.

PRE Rotation

Example.

http://www.youtube.com/watch?v=hfVxrtF8C88 –

Panel discussion about bullying in schools ( Week1. Introduction).

Situation.

Bullying affects all of kids and can’t be ignored. Adults either want to keep everything under control or they don’t want to do anything claiming that it is ‘a way of life’.

However, introduction of social norms and providing support and protection can reduce bullying by 50%.

Problem.

Is bullying a serious problem for schoolchildren? Should some measures be taken or as children grow up, it disappears? Isn’t it just a way of life? Are there any really effective ways to prevent bullying?

Response.

1. A victim should learn how to stand for him/herself.

2. Extracurricular activities like clubs, drama help kids to feel more confident and make friends. The more friends you have, the fewer people will try to make fun of you.

3. Schools should teach more rules about ethical behavior, discipline and respect.

4. School teachers should take a course on conflict resolution as part of their accreditation.

5. Kids should be kept busy all the time. Then they won’t have time to plot against others.

Evaluation.

1. If you respect yourself, you won’t be bullied. Can you teach yourself to stand up for yourself? You need to have some type of guidance.

2. Yes, if a school has a range organizations, it really helps kids.

3. Children tend to listen more to their parents than to strangers at school. If they have hard family life, it greatly affects them.

4. Teachers could take a special course, but they are biased anyway and they never go against the most popular crowd.

8^th semester timetable

Unit Schedule

The focus of the first week of each module is on introducing its problem through both

• academic videos/podcasts (www.ted.com; www.youtube.com; www.bbc.com/news/technology) and academic lectures (www.ocw.mit.edu; www.doitpoms.ac.uk).

• and scientific journal articles . The video/podcast will be reinforced with tailor-made listening comprehension (gist/details) and vocabulary exercises/activities. Time will also be devoted to article “busting” , with foci on reading comprehension (gist/details) and close reading, or discourse analyses of standard sections.

* Basic videos and articles with exercises are available in www.dropbox.com rossog@rambler.ru; password ESP2015) sorted by units. You can also find extra materials there and feel free to use them and supplement with exercises of your own. Please send the materials to rossog@rambler.ru and gaerlachsenior@gmail.com.

A major focus of the second week of each module will be on preparing oral arguments, in the form of “expert” panel discussions, in response to the MP. The panel discussions, scheduled to occur in class the following week, will serve not only as the primary speaking assessment but as a pre-writing activity for all written assignments. Another goal of the second week is working with target grammar extracted from the module articles and the “What?” and “How?” of scientific figure (graphs, tables, charts, etc.), formatting and research documentation.

The third week of each module aims to synthesize and actualize the listening and reading comprehension, vocabulary, grammar, discourse analyses, and panel discussion preparation of the previous two weeks by inviting students to (1) provide your “expert” opinion on the Unit problem via a panel discussion (speaking assessment) , and then begin to (2) set your verbalized – and therefore well-processed – thoughts to paper in an organized and coherent fashion (SPRE-based written assessment).

8^th semester assessment

IELTS (Mark) + Critical thinking project (Pass/Fail) assessment scheme

Critical Thinking Project Assessment ( Pass : 7 done “ⱱs” out of 9)

Course Materials.

Date: 2016-03-03; view: 1204