First Project Report Title: CRITICAL THINKING THROUGH INTERNET RESOURCES Voloshina Julia Russia Introduction Nowadays it's really difficult to imagine modern students at schools without Internet and different gadgets. Students are so competent in hi-tech technologies, that's why using of Internet tools at the classes is a really big motivation for students to learn English. More over teachers should go with the times and not to be behind their students. Developing critical thinking is one of the priority tendencies. Because knowledge get by students must be applied. Students should think about their thinking. Critical thinking is very significant topic because in 2020 all Russian school students will have to pass their graduation exams in English. And they will write different essays and talk on different topics, expressing their ideas. Audience: The audience of this workshop will around 15-20 Russian Middle and High school teachers of English language. Most of the teachers are experienced in ELT. I believe that the topic of this project will be interesting for them because Russian teachers don't often use all Internet resources for developing Critical Thinking. Through these workshops teachers/participants will learn new things about teaching oral skills by developing CT. Timeline: Workshop 1 Oct 12- prepare handout for presentation and e-mail it to Donna Oct 14-complete first project report and put it into Dropbox Oct 15-16-project presentation according to schedule Oct 22 -coming back home Oct 27 - preparation for workshop 1 (permissions, handouts) Oct 29 - sending e-mails with pre-reading to participants Oct 31 - workshop 1 delivery Workshop 2 Nov 29- complete workshop 2 Nov 30 -final project report Dec 1 - preparation for workshop 2 (permissions, handouts) Dec 3 - sending e-mails with pre-reading to participants Dec 5 - workshop 2 delivery Goals: Workshop 1 Workshop participants will learn how to teach oral skills (listening, speaking and pronunciation) through critical thinking; Workshop 2 Workshop participants will learn how to apply Internet tools in teaching critical thinking Objectives: Workshop 1: By the end of the workshop 1 participants * will identify by themselves what critical thinking is, discussing the topic in groups. * will explain how their students can enhance this skill in their classes; * will complete some activities for critical thinking during the workshop. Workshop 2: By the end of the workshop 2 participants * will start their blogs in Voxopop, they will record message using Vocaroo, create Dropbox ; * will discuss in small groups how they can apply these Internet tools in their classes. Logistics The workshop will be held for Education and Methodics Association of English teachers in Nakhodka in computer room in school #7 'Edelweiss'. Some teachers will need permissions to miss class. Projector, access to the Internet, permissions, handouts . Anticipated obstacales/problems Sometimes it happens that we have no access to the Internet because of the slow connection. So in this case I will take and use my portable modem for showing video in case of bad Internet connection. Description These two workshops are created for Russian teachers of English language. It will be held for Education and Methodics Association of English teachers in Nakhodka in school #7 'Edelweiss". I believe that the topic of this project will be interesting for them because our teachers don't use all possible Internet resources for developing critical thinking. They will learn new things about teaching oral skills. It's really actual thing because since 2020 all Russian school students will pass their graduation exams in English. Workshop 1 In the first workshop participants will learn how to teach listening and speaking skills through critical thinking. After this workshop they will be able to clarify and identify by themselves what critical thinking is and explain how their students can enhance this skill in their classes. They also take part in some activities. Before the first workshop Ps will do pre-workshop theoretical reading ( "Creative and Critical Thinking in Language Classrooms" Muhammad Kamarul Kabilan http://iteslj.org/Techniques/Kabilan-CriticalThinking.html). At the beginning presenter will state the goal and objectives for the workshop. Ps will discuss reading and questions in small groups. During this discussion presenter will make her observation. After that presenter will give the introduction to the workshop and clarify the definition of critical thinking. Ps also will have some definitions of critical thinking in the handout#1. Then presenter will explain the SEEI approach and give an example with word "learning" (see handout#2). Then the presenter will ask the participants to complete SEEI activity with "learning foreign language" in small groups. The presenter will make her observation. Then Ps will choose one speaker from each group to present their ideas. After that the presenter will give two questions about developing critical thinking for discussion in the whole group. Next step is that the presenter will familiarize Ps with Bloom's taxonomy and approach to critical thinking (see handout #3). After that Ps will learn about lower and higher order thinking skills in questions. The presenter will give the explanations, examples of questions according Bloom's taxonomy. Then there will be an activity for making up questions and recognizing them. Ps will get handouts #4 where they can find Bloom's questions starters. They will write down six questions for each category. After that in small groups Ps will read aloud their questions one by one not in order, and the rest people from the group will guess about the type of question. After that Ps will give their reflexions about this activity to presenter and to each other. Next step of presentation is - to name some activities for critical thinking. And Ps will complete the activity "Elevator" (debates) in groups of 3-4 people (see handout #5). Ps will discuss a situation and negotiate the outcome. Each group will have to decide which eight of the fourteen people they will save, and why. Then each group will present its choice and explain it. During the discussion presenter will make the observations. After that Ps will analyze this type of activity, give their feedback and explain how they can apply these types of activities in their classes. One more activity is video activity (see handout#6). There will be three steps: pre-watching, while-watching and after-watching tasks. In the pre-watching activity participants (Ps) will look at pictures and predict the topic of video. After that they will watch video: http://www.youtube.com/watch?v=66pg4YQzlO8. Ps will define the main idea of this video. Then they will watch it again and will complete true/false list about this video. After watching video Ps will discuss their answers in pairs and then in a whole group. Then, Ps complete SEEI activity in small groups and will share with their ideas. Then participants will discuss this activity and decide how they can use it in their classes. At the end of workshop, presenter will review the main points of the presentation and answer the Ps' questions. Ps will fill evaluation form of workshop. Workshop 2 Before workshop they will do theoretical reading about these tools and discuss reading in whole group. Workshop participants will learn how to apply Internet tools in teaching critical thinking. The presenter will familiarize Ps with Internet tools for developing critical thinking (podcasts, blogs,etc.). Ps will make some activities. They will start their blogs in Voxopop, they will record message using Vocaroo, create Dropbox and then, they discuss in small groups how they can apply these Internet tools in their classes. At the end of workshop Ps will ask questions and fill in the evaluation form for this workshop.