Education: An Excellent Opportunity to Respect, Maintain and Promote Indigenous Children’s Cultural and Linguistic Richness

Education can provide the opportunity to affirm indigenous children’s cultural and linguistic identity by using their funds of knowledge as an essential tool in the teaching and learning process. This paper emphasizes the importance of using indigenous children’s voices, knowledge, and wisdom to continue to develop their talents and capacities to share, learn, inquire, analyze, and create. To do so, indigenous children should be given the opportunity to participate in meaningful activities that allow them to utilize their native language and culture which can be done through bilingual discussions, debates, artistic works, creation of poems, singing of songs, games and group activities related to their own indigenous culture while using both their native and second languages. Also, critical thinking skills can be developed through the use of this type of activities that can be artistic and also promote collaborative work since bringing the community together is fundamental in the indigenous cosmovision. In addition, the techniques that are suggested in this piece can help create a peaceful/harmonious environment in the classroom where students’ affective filters are open to welcome and practice the target language since enriching interactions that embrace diversity in all its dimensions are promoted. Thus, the purpose of this manuscript is to share some ideas to make the teaching and learning process more meaningful, respectful, harmonious, and enjoyable through artistic activities that promote indigenous children’s own language, culture and cosmovision. The ideas that will be discussed in this piece are based on a qualitative research study conducted at a Spanish-Indigenous Tsotsil bilingual school in Chiapas, Mexico.

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ELABORATING CRITICAL THINKING SKILLS IN TEFL METHODOLOGY SUBJECT

JEES Journal of English Educational Study ◽

10.31932/jees.v3i2.822 ◽

2020 ◽

Vol 3 (2) ◽

pp. 151-158

Author(s):

Yohanes Gatot Sutapa Yuliana

Keyword(s):

Critical Thinking ◽

Language Learning ◽

Learning Process ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Target Language ◽

Authentic Texts ◽

Learning Agents ◽

Language Courses ◽

Effective Use

Elaborating Critical Thinking Skills in TEFL Methodology subject has become one of the 21st century trends, prioritized in the pedagogic process of language courses. Lecturers as facilitators, motivators, boosters, co-learners and inspirational model are the foundation of innovative creativity to adapt and modify comprehensively, and integrate them in their teaching projects contextually; while, the learners themselves play as the active target of learning agents. This modern TEFL Methodology critically makes use of either authentic texts or real texts that are also confronted by the need to approach texts critically. This was revealed in this research, focused on the learners’ activities that enthusiastically engage critical thinking skills in their learning process. It runs actively, innovatively, creatively, dialogically, democratically and in a critical and interactive atmosphere. The importance of applying critical thinking skills in language learning process can empower learners to maximize the objective of TEFL Methodology learning target both oral and written in accordance with their social context. Learners enter in any task using the target language which contains the elements such as identification, investigation, analysis and problem solving then they must think critically. These kinds of communicative task are commonplace for they engage the learners in authentic communication settings. This is impressive and meaningful for the learners. Thus, recommending success in TEFL Methodology subject – as in life - requires effective use of language practically along with some measure of critical thinking.

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Barriers of Inculcating Critical Thinking Skills in Teaching and Learning Process

Advanced Science Letters ◽

10.1166/asl.2016.8151 ◽

2016 ◽

Vol 22 (12) ◽

pp. 4004-4006

Author(s):

Jamil Abd Baser ◽

Rasidayanty Saion ◽

Siti Salwa Ab Manap ◽

Azman Hasan ◽

Abdul Rasid Abdul Razzaq

Keyword(s):

Critical Thinking ◽

Learning Process ◽

Teaching And Learning ◽

Thinking Skills ◽

Critical Thinking Skills

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DEVELOPING CRITICAL THINKING SKILLS THROUGH MICROTEACHING

ETERNAL (English Teaching Learning and Research Journal) ◽

10.24252/eternal.v52.2019.a10 ◽

2019 ◽

Vol 5 (2) ◽

pp. 297

Author(s):

Ika Wahyuni Lestari

Keyword(s):

Qualitative Research ◽

Preservice Teachers ◽

Critical Thinking ◽

Learning Process ◽

Teaching And Learning ◽

Peer Feedback ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Teacher Feedback ◽

Young Learners

This study aimed to explore how microteaching improved the students’ critical thinking skills. The method used was qualitative research. The procedure of collecting the data was assigning 20-minute microteaching to nine groups of preservice teachers over nine weeks of teaching and learning process. In a group of two to three, they were asked to demonstrate their understanding on how to teach English to young learners based on a given topic. Peer feedback and teacher feedback were also given as a post-activity. Two preservice teachers were interviewed to explore their views on how the microteaching model influenced their critical thinking. The results showed that all stages of the microteaching model - the preparation and planning, the 20 minutes microteaching, peer feedback, and teacher feedback - enhanced their critical thinking skills.

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PENERAPAN E-LEARNING SEBAGAI INOVASI PENDIDIKAN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA

JURNAL KALACAKRA: Ilmu Sosial dan Pendidikan ◽

10.31002/kalacakra.v2i2.4003 ◽

2021 ◽

Vol 2 (2) ◽

pp. 50

Author(s):

Ine Rahayu Purnamaningsih ◽

Azalia Zalfa Miranda

Keyword(s):

Critical Thinking ◽

Learning Process ◽

Random Sampling ◽

Teaching And Learning ◽

Sampling Technique ◽

Simple Random Sampling ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning System ◽

E Learning

AbstrakE-learning mampu memberikan kemudahan bagi siswa dalam mengakses dan mengambil informasi dengan cepat dan efektif. Oleh karena itu, lembaga pendidikan harus mampu mengantisipasi perkembangan tersebut dengan terus menerus mengupayakan suatu program yang sesuai dengan kebutuhan peserta didik. Maka dalam penerapannya perlu melakukan inovasi pendidikan, salah satu inovasi pendidikan dengan menerapkan e-learning (Elektronic Learning) merupakan cara baru dalam proses belajar mengajar yang menggunakan media elektronik, khususnya internet sebagai sistem pembelajarannya. Tujuan penelitian ini adalah untuk mengetahui penerapan e-learning yang dapat meningkatkan kempuan berpikir kritis siswa. Pengambilan sampel dengan teknik simple random sampling. Data penelitian berupa kemampuan berpikir kritis siswa diambil dengan teknik diskusi dan tes. Diskusi dinilai secara khusus berdasarkan keaktifan siswa dalam proses belajar dalam e-learning, sedangkan tes merupakan hasil dari pengguanaan e-learning siswa. Hasil tes diperoleh hasil 75% siswa memiliki kemampuan berpikir kritis dan 7,5% memiliki kemampuan sangat kritis. Simpulan penelitian ini yaitu bahwa penerapan e-learning dalam pembelajaran dapat meningkatkan berpikir kritis siswa secara efektif dan cepat.Kata Kunci: E-learning, Inovasi Pendidikan, Berpikir Kritis AbstractE-learning is able to make it easier for students to access and retrieve information quickly and effectively. Therefore, educational institutions must be able to anticipate these developments by continuously seeking a program that suits the needs of students. So in its application it is necessary to innovate education, one of the educational innovations by implementing e-learning (Electronic Learning) is a new way in the teaching and learning process that uses electronic media, especially the internet as a learning system. The purpose of this study was to determine the application of e-learning that can improve students' critical thinking skills. Sampling with simple random sampling technique. Research data in the form of students' critical thinking skills were taken with discussion and test techniques. The discussion is assessed specifically based on the activeness of students in the learning process in e-learning, while the test is the result of the students' use of e-learning. The test results showed that 75% of students had critical thinking skills and 7.5% had very critical abilities. The conclusion of this research is that the application of e-learning in learning can improve students' critical thinking effectively and quickly.Keywords: E-learning, Educational Innovation, Critical Thinking

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The Effectiveness of Blended Learning Model to Promote Physics Students’ Critical Thinking Skill

JPI (Jurnal Pendidikan Indonesia) ◽

10.23887/jpi-undiksha.v10i3.29619 ◽

2021 ◽

Vol 10 (3) ◽

pp. 441

Author(s):

Bahtiar Bahtiar

Keyword(s):

Critical Thinking ◽

Blended Learning ◽

Learning Process ◽

Teaching And Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Average Score ◽

Thinking Skill ◽

Critical Thinking Skill

Critical thinking skills that are claimed to be in the medium and low categories require special attention. Efforts that can be made to overcome these problems are to use an explicit learning model to develop students' critical thinking skills by considering the integration of technology in the learning process. This study aimed to describe the validity, practicality, and effectiveness of blended learning model in promoting critical thinking skill. This study garnered the data regarding the validity from three validators. The practicality of the learning model was based on the applicability of the learning model, students’ responses and challenges faced throughout the teaching and learning process; while the effectiveness of the learning model was based on the increase of the critical thinking skill. The empirical evidence showed that the average score given by the three validators was 3.7 with the percentage of 90% reliability, which falls into a very valid category. The blended learning model enabled the students to develop their critical thinking skill with the average achievement 0.83 for each indicator of critical thinking. This study concluded that the blended learning model was valid, practical, and effective to promote students’ critical thinking skill. The results of this study can be used as an alternative solution to improving students' critical thinking skills that are relevant to technological developments.

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Interdisciplinary Teaching and Learning: Two Heads Might Actually Be Better than One

Computational Thinking in Sound ◽

10.1093/oso/9780199826179.003.0008 ◽

2014 ◽

Author(s):

Gena R. Greher ◽

Jesse M. Heines

Keyword(s):

Critical Thinking ◽

Teaching And Learning ◽

Collaborative Work ◽

Computer Code ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Skill Sets ◽

Software Applications ◽

The Individual ◽

User Friendly

In this interconnected, socially networked, 24/7, multidimensional, media-centric culture, your students are doing just fine creating, performing, and making things without your help. Thanks to the proliferation of user-friendly, intuitive software applications to create, capture, and perform music, as well as websites that allow easy showing and sharing of these creations, your students can lead very productive, creative, and expressive lives without the baggage of learning traditional music notation and computer code. This realization sends shudders through some of our fellow professors, but nonetheless it is a reality of our times. You can choose to fight these trends and hold fast to the traditions of an educational system designed for another era and different priorities, or you can meet your students where they are. Much of education has been about the transmission of subject-specific content with a focus on the individual. This fosters competition for the teacher’s attention and top grades. Hierarchical classrooms perpetuate the notion of teachers as authority figures and decision makers while supplicant students wait for the teacher’s knowledge to be bestowed upon them. Socialization is rarely encouraged inside the classroom. On the other hand, the modern workplace is flattening its hierarchical structure and becoming ever more dependent upon critical thinking skills, collaboration, teamwork, and shared decision making. In fact, many corporate offices are being designed physically to foster collaboration through shared offices and informal small lounges where workers can gather to brainstorm. Learning to work with others is a lifelong endeavor. These skill sets don’t develop in a vacuum. They need to be nurtured through modeling and experience. As suggested by John-Steiner, students need to be socialized into the culture of collaborative work and the kinds of creative and critical thinking the new workplace requires. As you will discover, collaborative work yields processes and results that are far richer than any that a single person’s expertise can produce.

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Fostering Student’s Critical Thinking through a Virtual Reality Laboratory

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v14i08.13069 ◽

2020 ◽

Vol 14 (08) ◽

pp. 183

Author(s):

Jaslin Ikhsan ◽

Kristian Handoyo Sugiyarto ◽

Tiwi Nur Astuti

Keyword(s):

Virtual Reality ◽

Critical Thinking ◽

Learning Process ◽

Teaching And Learning ◽

3D Visualization ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Significant Difference ◽

Post Test ◽

Teaching Learning

Virtual reality (VR) laboratory is great potential for education. It is recognized as a technological advance that can facilitate a learning process through the development of highly realistic 3D visualization. Using VR laboratory in teaching and learning makes it possible to manipulate objects in the virtual scene in a manner similar to the real world. Virtual reality laboratory was developed to enhance the students’ critical thinking skills. A Research and Development (R & D) method with a post-test design was used in the research. The subjects included the students who were enrolled at Senior High School in Yogyakarta, Indonesia with a total of 96 grade 10th students. The samples divided into three classes, namely EC-1 with virtual reality laboratory, EC-2 with virtual reality and real laboratory, and CC with real laboratory while the quality VR was applied to chemistry teachers. The findings of this research reveal that the quality of VR laboratory integrated hybrid learning was in a very good category. The results of students' critical thinking skills were analyzed using ANOVA test and it was found that there is a significant difference on students’ critical thinking skills of the three classes. Students who took part in learning using VR laboratory both in the EC-1 and EC-2 classes had better critical thinking skills compared to the CC class. Thus, the VR laboratory is potentially used for further teaching-learning process.

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Promoting students’ critical thinking through reading strategy instruction in a reading class

Indonesian JELT ◽

10.25170/ijelt.v11i2.1494 ◽

2016 ◽

Vol 11 (2) ◽

pp. 133-151

Author(s):

K.R. Vinitha Rani

Keyword(s):

Critical Thinking ◽

Language Learners ◽

Second Language Learners ◽

Strategy Instruction ◽

Thinking Skills ◽

Reading Strategy ◽

Critical Thinking Skills ◽

Reading Strategy Instruction ◽

Two Stages ◽

Bilingual School

This study examined the application of Reading Strategy Instruction (RSI) in a reading class to promote the critical thinking skills of the second language learners. It aims to find out (1) the critical thinking elements in the questions formulated by the participants before the application of RSI, and (2) the critical thinking elements found in the (a) three selected questions, (b) answers, and (c) reflections written by the participants after the application of RSI. This study included sixteen grade 11 participants of a bilingual school in Jakarta, aged between 16 to 18 years old. The participants underwent two stages (1) before the application of RSI, and (2) after the application of RSI. The RSI applied in this study was a modification of Rothstein & Santana’s (2014) “Question Formulation Technique” and Alder’s (2001) comprehension strategies in answering questions. The collected data were analysed by using the modified critical thinking indicators proposed by Mason (1991) and Henri (1992). The results of the study revealed that applying RSI in the reading class was beneficial in promoting the participants’ critical thinking skills. RSI helped the participants to (i) think differently, (ii) use prior background knowledge, (iii) question the facts given in the text, (iv) identify the issues given in the text, (v) give valid solutions to the problem, (vi) connect themselves with the text and the world, and (vii) justify their arguments using valid examples.

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GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

Knowledge International Journal ◽

10.35120/kij28072245s ◽

2018 ◽

Vol 28 (7) ◽

pp. 2245-2249

Author(s):

Suzana Ejupi ◽

Lindita Skenderi

Keyword(s):

Foreign Language ◽

Learning Process ◽

English Learners ◽

Teaching And Learning ◽

English Language ◽

Target Language ◽

Part Of Speech ◽

Grammatical Categories ◽

Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

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A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

Political Science and Politics ◽

10.1017/s1049096521000457 ◽

2021 ◽

pp. 1-5

Author(s):

Andrew M. Wender ◽

Valerie J. D’Erman

Keyword(s):

Higher Education ◽

Critical Thinking ◽

Civic Engagement ◽

Political Science ◽

Cognitive Processes ◽

Teaching And Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Objective ◽

First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

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