Developing Teaching Materials Based on Critical Thinking In Teaching Explanatory Text Writing for Grade Vii Students at Smp Perguruan Islam Amalia Medan (Published)
This study aims to find out: (1) the process of preparing teaching materials based on critical thinking in learning to write explanatory text; (2) the feasibility of teaching materials based on critical thinking in learning to write explanatory text; and (3) the effectiveness of teaching materials based on critical thinking in learning to write explanatory text. This type of research was research and development (R & D) based on Borg and Gall development model adapted from Sanjaya. Data collection techniques carried out included observations, interviews, questionnaires, and tests regarding explanatory text material. The subjects of the trial consisted of individual trials (3 students), small group trials (9 students) and large-scale trials (30 students). The results of the study showed that: (1) material expert validation as a whole reached an average of 85.20% on very good criteria; (2) the validation of learning design experts as a whole reached an average of 84.58% on very good criteria; (3) teacher response with an average of 89.84% on very good criteria; (4) students’ responses to individual trials with an average of 85.48% on very good criteria, small group trials with an average of 90.42% on very good criteria and large scale trials with an average of 93.76 % on very good criteria; (5) the effectiveness of teaching materials is shown from the learning outcomes of the written test, the explanation of the students before using the module was 66.5%, while the learning outcomes of the students’ expedition text writing test after using the module increased by 82.17%. The difference obtained was 15.67% from before to after. The results showed that teaching materials based on critical thinking in explanatory text writing learning are feasible and effective to be used as learning resources.
Teaching and Learning Creativity in Fashion. A Case Study of the Fashion Department of Takoradi Technical University (Published)
Ghanaian fashion products are generally described as “unattractive’ or “unimaginative” due mainly to poor creative designs. As a result, many Ghanaian fashion designers who are largely tertiary education graduates have been unable to compete favourably in both the local and international fashion markets. With increasing complaints about the lack of creativity in Ghanaian clothing designs, it became imperative to research into the reasons for the poor creative skills of the fashion design graduates of the Technical Universities. Several factors could account for the poor creative skills of the fashion graduates; one critical factor being the method of teaching and learning creative design skills. The main thrust of this research is to examine the professionalism of the lecturers, the attitude of students to learning and the effectiveness of the teaching and learning methods and models used in the Technical University to promote student learning and development. The study briefly outlined existing theoretical frameworks on teaching and learning in colleges and their application to achieve effective student learning and acquisition of creative skills. The study employed the descriptive survey method; using Questionnaires, structured Interview and Observation instruments to gather primary data from professional fashion designers, lecturers and students on how to enhance the teaching and learning of creative fashion design. This research confirmed the use of the traditional methods (lectures and textbooks) of teaching and learning at the Takoradi Technical University which according to existing research findings did not support the effective development and training of students to become life-long learners or critical thinkers. The study therefore recommended the use of more of the evidenced- based models like critical thinking and problem solving skills in the teaching and learning of creativity than the much fancied traditional methods of lecture, Hand-outs and textbook. The research concluded by encouraging lecturers to use alternative instructional models in teaching creativity and urging students to acquire innovative and critical thinking skills to become successful fashion designers.
A Comparative Study of Critical Thinking Skills in High School and Simulated IELTS Reading Comprehension Questions (Published)
The importance of critical thinking in formal schooling and specially higher education has been recognized for some time. The number of books and papers that encourage teaching, learning, and testing high levels of thinking have become increasingly common. However, there is evidence that the use of higher order thinking skills (analyzing, evaluating, and creating) still has not become widespread in a number of ELT situations. This study focused on the cognitive levels of reading comprehension questions in simulated tests of IELTS and Iranian high-school English text books. 640 Questions were categorized based on the cognitive level and each question was targeting in light of Anderson, et. Al’s (2001) taxonomy. The results of this study showed that in both Iranian high school English text books and IELTS tests, there is a significant tendency to low order questions (remembering, understanding, applying). And although this inclination is more in the case of high school textbooks, there is no significant difference between high school text books and IELTS reading comprehension questions regarding their tendency to low level questions. The possible reasons for the bent towards this level of questioning in such ambitious language tests of international repute and high school text books were classified into the restriction provided by the question types, culture independency of tests, the publishers’ sales policy, the readiness of universities to win more applicants, and also the impact of target objectives on test objectives.The discussion focuses on the impact of the low-level questions tendency on the neglect of critical thinking.
School Leadership’s Relation to Teachers’ Use of Critical Thinking as An Instructional Strategy (Published)
The purpose of this case study is to investigate the educational practices that school leadership, more specifically teacher leadership in a Colorado high-achieving elementary school, utilized to promote student talk as an active learning strategy. Sampling process was based primarily on three criteria: 1. An elementary school sustained high academic achievement; 2. The student population in the elementary school has high low socioeconomic status (SES); and 3. The teachers in the elementary school utilized different form of critical thinking as an instructional strategy to promote teaching and learning effectiveness. The researchers used the report from the Colorado Department of Education (CDE), which indicated five the high-achieving schools with high low SES population in the state of Colorado. Eventually, one school accepted the invitation for this research and the researchers arranged one-on-one interviews with seven teacher leaders. The results from this case study indicated that “student talk” is an effective instructional strategy used in the classroom to increase student engagement in the learning process and eventually promote student school success. This study provided some implications for policy makers, administrators, and educators to assist in the implementation of critical thinking as an instructional strategy that supports student achievement.
Towards A Critical Thinking-Based Curricular and Pedagogical Innovations for Sustaining Democracy in Nigeria (Published)
Democracy, in addition to being a political system is also a way of life that is so admired that it has become a global model. Unfortunately those ingredients and flavour that make democracy the global ideal are terribly lacking in Nigeria, in addition to democracy not having any stronghold in Nigeria. Using the philosophical method, the paper raises sign posts on how critical thinking based curricular and pedagogical innovations can be a relief in reinventing and sustaining democracy in Nigeria. The position of the paper is that there is no substitute to positive thinking and positive thinking especially at the evaluative, insightful and critical thinking levels, can proffer solutions for resolving the pessimism that surrounds democracy in Nigeria. The paper makes recommendations, part of which include developing learners’ curiosity for participation in the democratic processes, the development of learners autonomous moral thinking as well as identifying live problems that threaten democracy and making such the subjects of arguments, dialogues and deliberations
The Effectiveness of Marzano’s Dimensions of Learning Model in the Tenth Grade Students Acquisition of Scientific concepts in science and the Development of critical Thinking skills and their Attitude towards Science (Published)
The purpose of this study is to design the light module for the tenth grade students is Jordan depending on Marzano’s Dimensions of Learning Model. It also aimed at identifying the effectiveness of Marzano’s Dimensions of Learning Model in teaching the light module in the development of scientific concepts acquisition with the tenth grade students as well as identifying the effectiveness of Marzano’s Dimensions of Learning Model in teaching the light module in the development of critical thinking skill among the tenth grade students. The researcher selected the study sample from the tenth grade female students in Mafraq Directorate of Education. The study produced a number of results and recommendations the most prominent of which are: There is a statistically significant effect for Marzano’s Dimensions of Learning Model in the acquisition of the tenth grade students to scientific concepts in the subject of science, and that there is a statistically significant effect for Marzano’s Dimensions of Learning Model in the development of critical thinking skills and the students’ attitudes toward science. In addition, the researcher recommends the necessity of holding training and educational courses for the basic stage teachers that explain the importance of Marzano’s learning model and how to stimulate the students to learn through the available strategies that suit the surrounding environment of their schools.
The Effect of Critical Thinking Strategies Instruction on Iranian EFL Learners’ Writing Performance across Genders (Review Completed - Accepted)
– The present study has tried to find out whether critical thinking strategies instructions affect Iranian EFL male and female students’ writing performance. After administering Oxford Quick Placement Test (2001) to 120 participants in Shokuhe Iran Language Center in Tabriz Iran, 80 participants were chosen, 40 male and 40 female. Then All 80 participants were divided into control and experimental groups. 40 in control group including 20 males and 20 females and 40 in experimental group including 20 males and 20 females. Control group did not receive treatment about critical thinking strategies, only CLT was the main method in control group. But experimental group received eight weeks of instruction about critical thinking strategies within their learning syllabus. T-test was conducted to compare the subjects’ means and to determine the effect of gender. The results showed that critical thinking strategies had a significant effect on improving Iranian EFL students’ writings across genders, (p<.05). Both male and female performance improved after the instruction of critical thinking strategies.
Teaching Strategies on Global Language (Review Completed - Accepted)
In this article, I will discuss some advantages and disadvantages of Teaching and learning are the two sides of a coin. The most accepted criterion for Measuring good teaching is the amount of student learning that occurs. There are consistently high correlations between students’ ratings of the “amount learned” in the Course and their overall ratings of the teacher and the course.
Skills and knowledge are not separate, however, but intertwined. In some cases, knowledge helps us recognize the underlying structure of a problem. For example, even young children understand the logical implications of a rule like “If you finish your vegetables, you will get a cookie after dinner.” They can draw the logical conclusion that a child who is denied a cookie after dinner must not have finished her vegetables. Without this familiar context, however, the same child will probably find it difficult to understand of which the cookie rule is an example. Thus, it’s inaccurate to conceive of logical thinking as a separate skill that can be applied across a variety of situations. Sometimes we fail to recognize that we have a particular thinking unless it comes in the form of known content.