The Infusion of Creative and Critical Thinking Skills (CCTS) in the Teaching of Short Stories.

Salina, Othman & Ghazali

Outline

Introduction Creative and Critical Thinking Skills Literature in Education

Levels of thought processes ESL teaching styles and procedures

RESEARCH BACKGROUND

LITERATURE REVIEW

Outline

EVALUATION

RESULTS

Objectives Participants Materials Methods

Frequency Levels of thought processes TESL Methodolo gies

Introduction
Physical Emotional

NATIONAL PHILOSOPHY OF EDUCATION

Intellectual

Spiritual

Introduction

The policies aiming towards this goal have been translated into various strategies and programs, one of which is the introduction of CCTS into the curriculum in 1993.

Literature in Education

Poems
LITERATURE IN EDUCATION

Short stories

Dramas

Novels

Literature in Education
The Malaysia Curriculum Development Centre indicates that the main concern of this subject is:
to develop in students a love for reading literary works and to develop attitudes and abilities that will enable students to respond to these literary works (Curriculum Development Centre, 1999)

Creative and Critical Thinking Skills (CCTS)

CCTS is aimed to develop the thinking skills among students through the application of thinking tools in classroom instruction. The students levels of thought processes are to be elevated from low-order literal operation to a higher order information processing skills.

Creative and Critical Thinking Skills (CCTS)

In Malaysian classroom, a minimal teacher-student interaction due to overcrowded classes, workload and time constraints. Hardly any due consideration is given to the levels of thought processes or the affective domain of the students.

Creative and Critical Thinking Skills (CCTS)

Low order questions will naturally receive the low order responses. Teacher always ask more display questions, not referential questions.

(Ghazali Mustapha, 1997; Long & Sato, 1983)

(Long & Sato, 1983)

Creative and Critical Thinking Skills (CCTS)

The function of the teachers questions is decreased to testing how much the students know and not to inculcate in them the desire to explore more.

ESL Teaching Styles and Procedures

The direct impact of the three learning theories of:

Grammar Translation Methods

AudioLingual Methods

Communic ative Approach

Research Objectives
To analyze the levels of thought processes in the questions posed by teacher in the teaching of short stories.

To examine different types of TESL methods employed in the teaching of short stories.

Participants
CLASSROOM A 13 year old students CLASSROOM B 13 year old students

Fairly proficient in English language

High interest in English language

Low proficient in English language

Interest to English language is near to non existence

Materials

Methods & Instrumentation

CoRT1 Thinking Tool COGAFF Taxonomy

GTM, ALM, CA

OBSERVATION

Findings & Discussion

SECTION 1
COGAFF Taxonomy

SECTION 2

CoRT1 Thinking Tool

SECTION 3

TESL Methodology

Findings & Discussion: COGAFF Taxonomy

45

40.9 40 35 30 25.8 25 C [A] 20 15 10 5 0 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7
8.19

38.7 32.7

C [B] 12.9 12.9

6.45 6.55 3.27 3.22 3.27 1.63

Findings & Discussion: CoRT1 Thinking Tool

70 66 60

50

40
33.3 33.3 C [A]

30

C [B]

20

16.7

16.7

10 0 0 PMI

6 0 CAF

8
4 4

8
4

0 C&F AGO FIP APC OPV

Findings & Discussion: TESL Methods

90 80
70

76.7

60 50

54.7

C [A]
40

C [B]

30 21.4 20
10

21.3

23.9

2.13 0 GTL ALM CA

Conclusion
The path towards a creative and critical thinking society is no more just a dream. Students will be able to practice their creative and critical thinking while learning all the subjects taught in schools.

Conclusion
The findings have answered the research questions and objectives of the study. It offers a considerable amount of discussion on the various aspects of the matter.

Conclusion
The process of reading is a process of meaning creation clearly relates that teaching and learning literature also requires the process of understanding and having own expectations, which is related to the process of teaching.

(Brumfit, 1985)