Author: Dr Sayyada Aiman Hashmi 1
Index S. No. Content Page 1. No. 2. Foreword 3-3 3. Biography 4-5 4. Summary 6-7 Project: Thinking Outside the Blank; Critical Literacy 5. 8-8 6. a. Genesis 8-8 b. Statement of Problem 9-9 c. Objective 9-9 d. Hypothesis 9-10 e. Related Literature 10-10 f. Sample Selection 10-10 g. Preparatory Work 11-13 h. Execution of the Project 14-15 i. Questionnaire Design, Interpretation of Data 16-16 16-17 and Findings 18-19 j. Educational Implications of the Findings k. Limitations / Challenges 19-19 l. Conclusion: 20-20 i. Reflection on Intervention ii. Suggestions for Further Studies 21-40 m. References 41-54 Annexures a. Annexure I Appendices a. Activities Reports and Samples b. Questionnaire ********************* 2
Foreword “I believe that all education proceeds by the participation of the individual in the social consciousness of the race.” John Dewey (1897) It’s heartening to share the project “Thinking Outside the Blank: Critical Literacy”, taken up at Kendriya Vidyalaya, Pragati Vihar, New Delhi in the session 2018-19. The project highlights the need of pacing with one of the world’s emerging and evolving skill i.e. critical literacy. As we know that teaching is a dynamic endeavor to reach out and shape young minds. We need to adjust with the rising expectations and information inflow in the everchanging and dynamic world. This project will go a long way in equipping and enabling the students and teachers to hone their skills and competencies. They would make the optimum utilization of the knowledge they possess to tackle the challenges of present world. It would remove any gray areas and lingering cobwebs related to the textual treatment and understanding. I extent my heartiest gratitude to Mrs Mamta Sharma, Principal Kendriya Vidyalaya, Pragati Vihar, New Delhi for giving me the permission to undertake this project. My special thanks to my students of class XII session 2018-19 for their commitment and sincerity. Dr. Sayyada Aiman Hashmi, (PGT of English) 3
Biography Dr Sayyada Aiman Hashmi PGT of English at Kendriya Vidyalaya, Pragati Vihar, New Delhi has wide experience in teaching assigned subjects in senior secondary Vidyalaya, sound knowledge of instructional techniques, familiarity with web technologies and 21st century learning skills used for teaching purposes, ability to teach students from diverse backgrounds and ability to guide and counsel students. As a concerned teacher she has worked for the techno-phobia of teachers by giving them hands on training of basic operations of computer, how could they use computers at initial level in their classrooms, how can they use students as a partner in handling technical issues and making them aware of benefits of technology since 2008 till date in various national level in- service courses and workshops organised by KVS. She has have collaborated at international level through thinkquest.org platform provided by OEF to find out the solution to various problems related to teaching from 2008 to 2012. Recently, she was resource person in the ongoing ‘Content Enrichment and Pedagogical Training’ being organised by KVS from 8th June 2019 till 17th June 2019 for the PGTs of English promoted through LDE. Achievements • Selected for Fulbright Teacher Excellence and Achievement Program 2019 and will visit U.S. in the month of January and February 2020. • Received Appreciation Letter from REC, India for undertaking the project “Cleanliness in my Neighborhood” (2019) • Bagged SKOTCH Order of Merit Award for Smart Education Projects in India on 10th March 2018, awarded by SKOTCH Group, India • Received ‘International Felicitation’ for Girl Centric Education & Training on 8th March 2018 during World Women Summit organized by WAGE. • Bagged scholarship in 2014 to attend 3 months online course ‘Introduction to Pedagogy and Practices for Teaching English to Speakers of Other Languages’ (TESOL Methods) with the University of Oregon’s American English Institute, a program of the Department of Linguistics. (Only teacher from South-East Asia) 4
• Successfully organised the visit of Mr. Ahamad Alhendawi, UN General’s Envoy on Youth to Kendriya Vidyalaya Pragati Vihar on 28.08.2015 under Adolescent Education Programme. The school represented India at UNESCO. • Blogs: *The educational blog for class 11thand 12thfor subject English Core (CBSE) www.studentsniche.wordpress.com and www.edudemic.blogspot.com has got appreciation at international level. *The blog www.teachersgazebo.wordpress.com is helping teachers to update themselves with the latest techniques in education. • Judge for various national and international website/ narrative/ essay, etc. organised by OEF and KVS. • Qualified German Language A2 Exam and visited Germany for two months October and November 2010 to pursue B1 at Goethe Institute, Dresden, Germany under KVS German Language Programme, sponsored by Max Muller Bhawan, New Delhi. • The paper “Learning English Without Burden” was selected and presented at the ‘Conference on Best Teaching Practices using ICET 2008’ (BTPC) organised by NIIT on 22nd and 23rd Dec. 2008. • Invited along with two students by Oracle Education Foundation for the launch of India Development Gateway Multi-lingual Project on July 4, 2008 at Vigyan Bhawan, New Delhi, inaugurated by the Hon’ble President of India, Mrs Pratibha Patil to best represent the programmes of Oracle Education Foundation through their work, experience and participation in think.com and think quest. • She with a team of four students was invited by think quest.org to participate in exhibition at International Conference on e-Content and Sustainability organized by Digital Development Foundation on the occasion of Manthan Awards 2008 South Asia on 16th & 17th October 2008. • Received certificate for best question under Student Space Scientists Research Programme 2009 organised by think.com and ISRO. Her performance and professional approach to teaching and learning are duly acknowledged as she is training teachers since 2008 and has won accolades at national and international level in the pursuit of teaching, learning and social service, and facilitating the students of 21st Century and Critical Literacy so that they can stand up to the world. *************************************************************************** 5
Summary Thinking Outside the Blank: Critical Literacy The experimentation on critical literacy suggests that language classes are the most appropriate for promoting critical literacy and critical thinking by the virtue of abundance of material in the form of text and use of interactive approach in teaching. Hence, in teaching of English developing students’ critical literacy can be fixated along with the language. Critical Literacy is not an innate skill. However, it is acquired overtime through conscious deliberations and practice. It enables the students to thrive in the everchanging world. Moreover, it is crucial for our nation’s well-being, as it promotes good citizenship. This paper presents the findings of experimentation on critical literacy in English Class of Kendriya Vidyalaya, Pragati Vihar, New Delhi. Moreover, it explains the challenges faced by the teacher and its future implication in other Kendriya Vidyalayas. The experimentation was done on 50 Class XII students. Three months were invested in introducing critical literacy through various activities. Later, it was made a part of the regular classroom for the year 2018-19. The teacher devised three phases for introducing critical literacy and gradually made it constituent of regular classroom teaching. In the first phase, the teacher prepared herself by taking ‘Teacher Talk Time’ check and making a ‘Parking Lot’ in the classroom. In the ‘Parking Lot’ activity students were made to park their queries and eventually, they became partners in learning process. Next, she organised activities like Fact v/s Opinion, P.I. E. check, Diamante Poem, Snake Story, Website Evaluation, Web Quest, etc. in the English classroom to familiarize the students with critical literacy. The second phase allowed students to speak without labelling them as right or wrong. Eventually, it trained them to ‘produce knowledge not to reproduce’. It allowed them to share their ideas, feelings, and experiences after reading the text and provided opportunities to use logic and evidence while prioritizing and classifying information. 6
In the third phase, the students were able to reshape the original texts, to reach to a solution through mutual understanding, to apply logic and share ideas with others, to explain their assumptions with reasons, to transfer critical thinking skills to another context, to apply judgement and solve problems. Moreover, it helped them to predict, reflect and give evidence. It also allowed them to practice interpretation, inference and self-regulation skills The challenges faced by the lecturer in developing students’ critical literacy were students’ low level of critical literacy, lack of self-confidence, low English proficiency and dependence on guidance. Moreover, the mammoth task of syllabus completion along with understanding and good performance of students always beeped like an alarm clock. Hence, the teacher adapted coursebook to promote critical literacy. Developing critical literacy has become indispensable as present world is the world of ‘knowledge revolution’. The students interact with media of information and percolate available information online. Hence, by attaining it they can choose the information useful to them. Students trained in critical literacy, have an ability to clarify issues, decipher points of views of a text, identify an author’s bias and, compare and contrast information. Moreover, they can interrogate the messages hidden in the text (MC Laughlin & De-Voogd, 2004). The project was a success as data received through observation, administering test through questionnaire and interviews with the stake holders, clearly showed that the students were really benefitted from the project. The success of the project may also be seen in the high- performance index in CBSE class XII exam 2018-19. ************************************************************************* 7
THINKING OUTSIDE THE BLANK: CRITICAL LITERACY Genesis: While attending a webinar on 21st century learning skills organised by American English Centre, RELO Pakistan, it ignited to the teacher’s mind that in school emphasis is laid on grades and not on learning for life. The students are good in theoretical knowledge but application of the learning in the due course of life is often missing. Due to much emphasis laid on the use of technology, a certain level has been achieved in the field of information literacy, media literacy, and technology literacy, and a little is achieved in collaboration & communication. But, at present the most neglected skill, is one of the most important 21st Century Learning Skills, i.e., ‘Critical Literacy’. Critical Literacy is not an innate skill. However, it is acquired overtime through conscious deliberations and practice. Critical thinking means correct thinking in the pursuit of relevant and reliable knowledge about the world (Schaferman). It enables the students to thrive in the everchanging worlds. Moreover, it is crucial for our nation’s well-being, as it promotes the quality of good citizenship i.e. engaging in civic activities, employing critical thinking, being effective communicator, rising above the biases and prejudices, being digitally literate and globally aware. There were many constraints to help the students in becoming critically literate. Therefore, the teacher used the coursebooks to promote critical literacy through adaptations. She tried to make her students view reading as a thinking activity and to use it for different purposes, utilize background knowledge and constructing meaning socially. Statement of Problem Critical Literacy is not an intrinsic skill. However, it is acquired overtime through conscious thoughts and practice. Unfortunately, the teachers invest extreme stress on grades, but not on the life skills. The concenter of educational setup at school is on theoretical knowledge and not on the application of that knowledge into the real-life situations. Hence, the critical literacy intervention is required to make our students the literate of 21st century and to be a self- motivated learner. 8
Objectives The main objective of the project is • to find out if critical literacy plays a vital role as a methodology when teaching languages • to make future generation well informed and not to believe everything blind-folded. • to develop a good and concerned citizen in democracy, • to make them understand what a good and responsible citizenship is (direst need of present India), • to raise them above prejudices and biases to an extent, • to make them never to be misled, misinformed or manipulated. • the most important to be trained into “how to think” instead of “what to think.” Hypothesis If our students are not trained for critical literacy, then they may be misled, misinformed or manipulated anytime in their life. They would hardly rise above their biases and prejudices. It may be doubted that they will become a concerned citizen. Hence, they must be trained for “how to think”, instead of “what to think.” Related Literature Since 1980, critical literacy has been investigated greatly in the developed countries i.e. New Zealand, USA, UK, Canada and Australia. However, in the developing countries where English is not the native English, are still at the start line to study and implement critical literacy. Critical literacy practices are generally narrated as investigating reading roles and practices, interrogating ‘textual ideologies’ (Luke & Freebody, 1997), critically addressing or examining issues around us (P. Green, 2001), showing to change social conditions (A. M. A. Freire & Macedo, 1998), unveiling the social purposes related to the benefitted class served (Baynham,1995; Luke & Freebody, 1997), recreating the texts for the improvement of the world we live in (Bomer, 2004; Christensen 2003), scrutinizing the commonly held beliefs with new glasses (Van Sluys, 2005), etc. These theories are supported and further elaborated by many researchers. However, the focus of almost all frameworks, models and theories is laid on taking up alternative reading, questioning the available text to promote critical literacy skills, changing social conditions, critically examining the issues around us, and with hope working for the world one wishes to live in and to shape present classroom literacy practices deliberating to evolving understandings. 9
The teacher, while experimenting on critical literacy in the Kendriya Vidyalaya, evolved her model to practice and promote critical literacy, tailoring to the needs and conditions of the classes because no available model could fit into the present conditions and educational framework of the Vidyalaya. Hence, acknowledging the pressure of 12th class CBSE, syllabus completion and achieving quantitative and qualitative results, the above-mentioned synthesis was done and the action given below was taken. Sample Selection The subjects of this experimentation were two samples comprising 50 students each of class XII in Kendriya Vidyalaya, Pragati Vihar, New Delhi. The first sample, the treatment group (TG) was selected by random sampling of two sections including boys and girls who were given critical literacy interventions and the second sample, non-treatment group (NTG) was also selected by random sampling method and was not given any type of interventions. Preparatory Work Previous researches revealed that students are passive learners in teacher-controlled classes because they are hardly given the opportunity to apply any thinking or participate in the class. Hence, first of all, the teacher tried “Teacher Talk Time” activity for self-introspection and to give ‘breathing space to practice English’ to the students. In the activity the lesson was recorded and the teaching style was analyzed. On listening the recorded lesson, it was found, first, the teacher was speaking in almost 70% of the recorded part. Second, the speed while speaking was higher than expected. To overcome these problems, the teacher referred to many models of ‘Critical literacy’ and devised her model comprised of three phases namely: Preparation, Practice/ Training and Transformed Practices to promote the skill. Secondly, so as to empower the learner’s voices in the class and to make them partners in learning, a ‘Parking Lot’ was established in the classroom to make them partner in learning and tailor teaching methodology according to their needs. Students were asked to write their suggestions, problems, and ideas on a specific (Coloured) sticky note. They were told not to write their names as they were reluctant, in giving a vent to their mind on paper because of the fear of being identified. It improved their confidence and no one felt neglected in any learning class. Thirdly, the teacher also made a Work and Time Chart to carry out the project. 10
Execution of the Project Steps Interventions Used by the Teacher Interventions Purpose/ Objective For Teacher * For self-introspection and to give ‘breathing space • Teacher Talk Time to practice English’ to the students • Parking Lot (Appx. 1) *Preparing students for critical literacy, moving gradually from General to Specific material and discussion. 1st PHASE: Preparation For Students *To improve self-awareness possessed by learners. • Fact & Opinion (Appx. 2) • P.I.E. Check (Appx. 3) *To allow them to exhibit their understanding of themselves and their surroundings. Other Activities i.e. *More activities to bring students at home and give • “What if & Diamante Poem” them fortuity to practice language (Appx. 9) *To make them understand that every information • “Snake Story” (Appx. 7) online is not authentic to trust or rely upon. • “Website Evaluation, Web *To give them a vision to plan their own learning. Quest” (Appx. 8) • “Plan your Learning Outcome” (by Students) Using various readings methods: *To make them think differently, outside the blank Jigsaw Reading for Critical Thinking and also to incorporate critical thinking to the text (Flamingo Chapter: Lost Spring by book. Anees Jung) (Appx. 4) 2nd PHASE: Practice / Training Student Generated Quizzes on the lesson *Full concentration exercise aimed at improving the ‘The Tiger King’ (Book: Vistas) skill, engaging in increasingly difficult exercise as (Appx. 6) easier ones are mastered, guidance and feedback Complete the Phrase (Based on the *To maim prejudices and biases Chapters done) (Appx. 5) Reading Between the Lines *Focus on getting students think more and not on Asking Critical Questions (Appx.17) arriving at a correct answer *Allow them to ‘produce knowledge not to reproduce’ (Rose and Nicholl 1997) Connection with Real Life experiences *To make them practice language and think about the many possible solutions/ results/ effect/ meaning, etc. 11
Discussing questions collaboratively *To make them reach to a solution through mutual understanding, logic and sharing ideas with others Think, Pair and Share *While reading students are allowed to connect their previous knowledge and experience, to make out the author’s purpose and may guess the next step. “T-Chart” of Pros and Cons (Appx.10) *Providing opportunities to use logic and evidence while prioritizing and classifying information. Who’s Talking (A Personalized Picture *Allow them to share their ideas, feelings, and of a Telephone Conversation based on experiences after reading the text. Story) (Appx.11) 3rd PHASE: Transformed Practices Brainstorm, Map & Debate, etc. *Transferring critical thinking skills to another context AFAN (Appx.16) *Asking students to read a text, explain their (Assumption -For - Against -Now What) assumptions with reasons. *To make them aware of actual idea of critical thinking Argument Map (Appx.12) *To allow them to find relationship between and Mind Map (Appx.13) different learned items. Moreover, making them to apply judgment and solve problems. Mind Mirror (Worksheet) (Appx.14) *To practice interpretation, inference and self- regulation skills By Matthew M Tully Inquiry-Based Classroom *To guide them towards self-motivated learning Environment (Appx.15) *To make them predict, reflect and give evidence KWLE Chart * To allow them to understand, analyze and evaluate What do I Know? What do I Want to know? What have I Learned? Which Examples I found? & then Self-evaluation (my assumptions before reading the text) NOTE: All the activities focused upon allowing them to speak without labelling right or wrong. 12
First Phase: Preparatory ‘Fact & Opinion’ and ‘P.I.E. Check’ activities were used to sensitise the students towards the need of critical literacy. Furthermore, to make them not to be misled or misguided by anyone. These activities enabled the teacher to arrest their interest and eventually, convinced them about the benefits of the project. Furthermore, it improved their self-awareness and allowed them to have and exhibit their understanding of themselves and their surroundings. Moreover, many other activities (mentioned in the table above) were also tried with the students to bring them home, understand the value of the project undertaken and its lifelong benefits. It provided opportunities to use logic and evidence while prioritizing and classifying information. Furthermore, it allowed them to find link between different learned items and made them to apply judgement and solve problems. Second Phase: Practice / Training In the Second Phase, the students were given practice and eventually trained into critical literacy. Through various activities, which were based on the text, students were made to think differently, outside the blank. The activities required full concentration and aimed at improving the skill. It engaged students in increasingly difficult exercise as easier ones are mastered along with guidance and feedback. The focus was laid on to allow students think more and not to arrive at a correct answer. Hence, to allow them to ‘produce knowledge and not to reproduce’ it. (Rose and Nicholl 1997) Third Phase: Transformed Practices The third phase as its name suggest enabled students reshaping the original texts, reaching to a solution through mutual understanding, applying logic and sharing ideas with others, explaining their assumptions with reasons, transferring critical thinking skills to another context, applying judgement and solve problems. Moreover, guiding them towards self- motivated learning and to find relationship between different learned items The teacher allowed them to speak without labelling right or wrong. Eventually, they became aware of actual idea of critical thinking. It also encouraged understanding, analyzing and evaluating an idea or a point in the text. Moreover, it helped them to predict, reflect and give evidence. It also allowed them to practice interpretation, inference and self-regulation skills 13
Questionnaire Design, Interpretation of Data and Findings A test was administered on the treatment group (TG) and non-treatment group (NTG) to check the impact of the project on the students. A questionnaire (Appx. 18) having questions related to eight skills i.e. interpretation, analysis, evaluation, inference, explanation, reasoning, understanding biases and self-motivation was taken by the students. The data received was interpreted through comparative analysis of the students’ answers, skill wise on four level scale i.e. 0 % - 40% Poor, 40-60% Below Satisfactory, 60- 80% Good, above 80% Excellent. The table given below panoplies the variation between the students’ critical literacy competence in the group given intervention and the group not given the interventions. Table Level 1 Level 2 Level 3 Level 4 Skills Poor Below Satisfactory Good Excellent Interpretation Analysis NTG TG NTG TG NTG TG NTG TG Evaluation Inference 13 0 25 13 12 16 0 21 Explanation Self- motivation 17 1 27 4 6 20 0 25 Reasoning Understanding Biases 12 0 34 2 2 25 2 23 20 0 19 7 9 19 2 24 50 26 10 16 23 3 17 11 1 28 6 10 23 1 20 20 2 18 14 9 18 3 16 19 0 15 6 13 17 3 27 The data received is diagrammatically displayed below: NON-TREATMENT GROUP V/S TREATMENT GROUP Interpretation analysis evaluation inference explanation self motivation Reasoning Understanding biases 40 35 30 25 20 15 10 5 0 TG NTG TG NTG TG NTG TG NTG Level 2 Level 3 Level 4 Level 1 14
Based on the responses the following conclusions can be made: • The non-treatment group (NTG) performed between poor to below satisfactory level on the questions based of critical literacy whereas in the treatment group (TG) the majority landed in good to excellent level on the scale. However, no student in any of the group could reach the level of 100% of excellence. • The non-treatment group (NTG) performed really poor on the skills i.e. analysis, inference, reasoning and understanding biases whereas treatment group (TG) performed better in these skills. After intervention, very few students in the treatment group (TG) performed at below satisfactory level whereas the majority landed in good and excellent levels. • It indicated that the students who received critical literacy intervention performed better than those who didn’t received it. • The experiment group was found to be keen to learn and participate in classroom activities actively. • Critical literacy intervention purveyed more learning space and opportunities. Hence, the students who received the intervention performed better. CBSE Board Result Performance Index CBSE Class XII Performance Index 78 76 74 72 70 68 66 64 62 60 2017-18 2018-19 A jump of 10 points in the CBSE class XII result from the session 2017-18 and 2018-19 may also be taken as an assessment to reflect the benefits of critical literacy interventions. 15
Educational Implications of the Findings This project has great educational implications not only for teachers, educators, students but also for parents and society. Firstly, the cost effectiveness of this project is ‘ZERO’. We need not to have anything to execute this project. Everything is in the book, only the teacher has to work on his/her critical literacy to impart it to the students. Secondly, the main objective of the project is to “Nurture Lifelong Learners”. In the words of Schafersman, “Teach so that students think their ideas matter. Ask them to make connections and recognise patterns. They will experience a responsibility for their own education and think about what they learn and read. Students will be involved with their own learning, will feel deeply about it, and learn to value and trust their own thoughts and ideas.” (1991, Pg-8 summarising ideas from Dr Dennis Hutton) Thirdly, the society will be benefitted as the future generation would not be blind fold, rather an army of well informed and concerned citizen who would be raised above prejudices and biases to an extent and above all, cannot be misled, misinformed or manipulated as the project will guide them to “how to think”, instead of “what to think” (Clement and Lochhead, 1980, Cognitive Process Instruction / An Introduction to Critical Thinking by Steven D Schafersman, January 1991) Fourthly, the session on ‘21st Century Learning Skills and Critical Literacy’ was liked and appreciated by trainee teachers at CEPT Programme for Post Graduate Teachers promoted through LDE from 8th June 2019 to 27th June 2019 at R K Puram, Sector 8, New Delhi. The teachers expressed their desire to have it their respective schools and classes too. Limitations / Challenges Various challenges were encountered while undertaking this project. The major challenge faced is the students’ low capability of critical literacy. Moreover, they lacked self-confidence and lack of knowledge. 16
However, it has been observed that the lack of English proficiency made it difficult for some students to comprehend the text. Moreover, there was no response from some of the students when they were required to answer in verbal form, but the same students could answer in written form. Apart from the above-mentioned problem, another major problem was the difficulty in connecting the classroom learning to real life situation. Moreover, the students found problem in discussing questions which need self-regulation, interpretation and evaluation. For example: Example 1 (Self-regulation) Teacher: Discuss the different ways in which you may possess a thing even if you don’t have money to buy it? Student 1: by stealing Student 2: by borrowing Student 3: on credit Student 4: in instalment Student 5: using friend’s Student 6: by borrowing money from others However, nobody could say that we can also possess things if someone has gifted it to us. Example 2a: (Interpretation and Evaluation) Teacher: Who is longing to mend the relationship in the poem ‘Father to Son’ & Why? Chorus answer: Father (Supported by various examples given in the poem) However, nobody could say that the poem is expressing the point of view of father only, we couldn’t find son’s opinion and hence, cannot jump to the conclusion/ brand the son as bad. Example 2b: Mr M. Hamel says, “French is the most beautiful language in the world”. What does it reflect? Chorus answer: He is a patriot. He loves his country and language. However, nobody said that it also reflects linguistic chauvinism. 17
Conclusion: Reflection on Intervention Language classes are the most appropriate for promoting critical literacy and critical thinking by the virtue of abundance of material in the form of text and use of interactive approach in teaching. Critical literacy takes the reader beyond the normal understanding of the information promulgated in a text. Moreover, learners are motivated to get involved with the sources of information and cross examine the viable effect of social context, purposes, biases and prejudices on their lives. A critically literate person not only picks up the information but investigates it at different facets i.e. self and others viewpoints on reality, socio-politics, assumptions, speculations, ideologies, etc. In order to make the students critically literate, the teachers themselves need to maturate their own understanding of language and its different purpose. Suggestions for Further Studies The project can be extended to various Kendriya Vidyalayas as it based on the normal and existing teaching learning situations. The practice of critical literacy can be given to the students by adapting the course books. Moreover, it would not hamper either with the completion of syllabus or with the performance of students in the formative and summative tests. In fact, it will enhance academic result because it allows a lot of language practice. Eventually, language practice improves the expression which is crucial for scoring good grades in exams. After practicing this skill, our students and we would no longer be the ‘Illiterate of 21st Century”. The development of critical literacy will send more informed, alert and 18
concerned citizens in the society, who would be dedicated to take the country ahead and would use the learning in the socio-cultural context without biases and prejudices. Reference: 1. Clement and Lochhead, 1980, Cognitive Process Instruction / An Introduction to Critical Thinking by Steven D Schaferman, January 1991. 2. Measuring the Effectiveness of Critical Literacy as an Instructional Method, Publications and Research Bronx Community College, Summer 7-1-2017. 3. A review of critical literacy beliefs and practices of English language learners and teachers, MARGARITA FELIPE FAJARDO, University of Wollongong. 4. Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse Article in Journal of Literacy Research September 2006. 5. Webinar organised by RELO Pakistan on ““Top Tips for 21st Century Critical Literacy”. 19
ANNEXURE I Citation by the Principal Dr. Sayyada Aiman Hashmi is an innovative teacher striving to help students develop not only intellectually, but also in all aspects of life. Moreover, she promotes self-learning through her blog, various applications and smartboard. The project ‘Thinking Outside the Blank’ aims at developing critical literacy which is an indispensable skill for our nation’s well-being. She adapted the coursebook to promote critical literacy. She tried to make her students view reading as a thinking activity and to use it for different purposes. The project made the students never to be misled, misinformed or manipulated as they were trained into “how to think” instead of “what to think.” The students were very satisfied and happy as they were shown the direction which they have never seen earlier. According to them, the project undertaken is an eye opener and extremely useful. The success of the project is reflected through the results of questionnaire administered on Treatment and Non-treatment Group Sample, which clearly portray the difference in the understanding and thinking of both the groups. Moreover, the increase of ten points in CBSE class XII P.I. may also be taken as a scale to measure the success of the project. Mrs Mamta Sharma (Principal) KV Pragati Vihar, Lodhi Road, New Delhi - 110003 20
APPENDICES Record Sheets 1. Parking Lot I tried to empower learner’s voices in my class to make them partners in learning through creating a ‘Parking Lot’ in my classroom. I set up a ‘Parking Lot’ in the class. Students were asked to write their suggestions, problems and ideas on a specific (Coloured) sticky note. They were asked to not to write their names as they were reluctant in giving vent to their mind on paper. ‘Parking Lots’ allowed the students to park certain questions ie. “What is going well?” “What can we improve?” “What are the issues and ideas?” and “What are the questions?” Aim & Purpose: To make the students partner in learning and tailor teaching methodology according to their need. Handling of the responses received: I took up the notes on everyday basis. I talked about the issues, ideas and questions the next day before beginning the lessons. I felt good about “What is going well?” section as it gave me the spur to carry on. The section “What can we improve?” gave me an insight to improve my unknown areas which have scope for improvement. I laughed a lot at the response given by five students saying that I should smile in the class while teaching. The next day onwards, I was mindful about it and found that I really smile less. One of the other interesting response suggested that I should bridle my speed as it is hard for some of the students to understand the instructions. I have started taking care of it. Some responded that students should be punctual in completing their work and 21
some demanded for replaying of videos on chapters. There were many comments but I have mentioned some of them for the reference. The sections “What are the issues and ideas?” and “What are the questions?” were also handled with care as most of them were lesson specific. Impact: • It improved the confidence of the students • They have autonomy to discuss their problems without any apprehension. • The students who were uncomfortable about asking questions in front of others could write and paste it in the relevant section. • The question/s are taken up at the beginning of the next class. I also had space to reflect on my teaching style and methodology and tailor it according to the need of the students. *********** 22
2. Activity: “Fact & Opinion” Observation: In both the activities, some students were confused in deciding whether some statements are fact or opinion / which statement is to persuade, inform or entertain. The students could easily find out that some whatsapp and facebook messages were fact or opinion after the activity and could apply PIE check to them. Everyone enjoyed the activities and didn’t report any challenge. Future Implication: I tried to alter the activity in the coming classes by picking some statements from the text while teaching and made my students decide whether the statement is fact or an opinion. These two activities not only provided but also developed the interest of the students. These activities enabled me to arrest their attention and convince them the benefits of the project. Source: www.medialit.com 23
3. Activity: P.I.E. Check Source: RELO Pakistan ****************** 24
4. Jigsaw Reading for Critical Thinking (Flamingo Chapter: Lost Spring by Anees Jung) Information about the activity: I divided a chapter of the main course book into four parts. Then, I typed the meanings of difficult words below the paragraphs. Also, I pasted them on coloured papers; pink, yellow, green and blue. Four copies of each part were made. Then, I divided the class in group of four with four students in each group (one has 5). The class was briefed about the steps and the meaning of expert and home group. After the distribution of the colour coded sheets, the students were asked to move to their ‘expert group’. The members of expert group have same colour of sheets. Every student was given a ‘Jigsaw Puzzle Graphic Oragniser’ sheet where they were supposed to write their findings of expert and home groups after or while discussion. Once the discussion in the expert group was over (12-15 min.), the students returned to their home group. In the home group they were given a set of 4 questions which they have to complete in the graphical sheets provided to them. Questions: a. What is the irony in the name of Saheb? b. What is the meaning of garbage for children and adults? c. What does the writer tell about Seemapuri? d. Compare and contrast ‘plastic bag’ and ‘steel canister’. 25
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After this, one from each group made a presentation of the group work with the help of focus lamp and projector. Observation: I was thrilled to see that the students have come out with a new explanation. The members of one of the groups placed themselves in the shoe of the character (This was not given in questions), the other could give the geographical outline of the place mentioned, the next could think and explain more on the seriousness of the issue which was not mentioned in the story and another group has given a point which no other group has thought about. Overall, it was seen that every group has something new to add to the information, thought the questions were same for all groups. The students didn’t mention any challenge except one of the group leaders was a bit nervous while explaining the work to the class. Everyone enjoyed the activity very much. Future Implication: I am planning to break the activity in three parts. Day one, the expert group discussion. Day two, home group discussion and the last day demonstration by groups. This will help me get over with the time challenge. Keeping the strength of my class in view, I wish to add more groups, so that every child can be engaged. 27
5. ‘Complete the Phrase’ (Based on the Chapters done) Note: Shared language items were given to help them Observations: The students who were less fluent in English found it challenging to express their thoughts in both writing as well as in discussion. Some students were shy couldn’t give an expression to their real thoughts effectively. Some couldn’t contradict properly due to limited language. Some students were not ready to listen other students view because of lack of acceptance to contradictory comments and prejudices. The selection of group was done randomly. Hence, some students were reluctant to talk to the children with whom they converse rarely during school time. 28
6. ‘Student Generated Quizzes’ on the lesson ‘The Tiger King’ (Book: Vistas) Students were made to sit in pair. Each was made to read a different part of the chapter and frame questions. After it they gave the questions to their partner to write the answers after reading the part. It was followed by discussion which answers were wrong and why. Observation: My students could do the activity very well and enjoyed the activity very much as could be seen from expressions on their faces. The photographs clearly show that how much engraved they were in the activity. They reported that they were very much engaged and when their partner couldn’t answer they tried to simplify the particular question. Impact: They learnt many things like • the art of making question and reading question for the correct answer, • understanding the concept better, • modifying questions • explaining what is expected in answer • the importance of understanding question before answer. 29
7. Snake Story (Courtesy: American English Webinar Series2 & 3) (All spaces in between deleted and students were asked to break the snake into text) Observation: I didn’t find any challenge. I was confused whether it would be possible to use this activity in a class of 69 but I found it very useful and practical to use in the class. I was there just to watch them and could see all of them were trying hard to break the snake. (The passage was displayed on the smart board). In future, I would like to add some wrong spellings too as suggested in the activity. 30
8. Website Evaluation, Web Quest (Courtesy: American English Webinar Series 2 ) THE FIVE Ws OF WEBSITE EVALUATION Search Topic: A worksheet on clauses and figure of speech Webiste searched: http://englishlinx.com/ WHO: 1. Who wrote the pages and are they an It was not clear from the website who wrote the pages, expert? but through content it appears that the writer is an expert. 2. Is a biography of the author included? No, the biography of the author is not included. 3. How can I find more about the There is only one way i.e. sending an email to the author author? on the given address. WHAT : 1. What does the author say about the The author says that the purpose of the site is to give a purpose of the site? free resource for anyone interested in learning English. 2. What else might the author have in It is clear that nothing comes for free. He would be mind for the site? earning because of traffic on this site. 3. What makes the site easy to use? Topics section gives a list of English topics in alphabetical order, allowing the user quick and easy access to 4. What information is included and worksheets they are looking for. does this information differ from other The worksheets are arranged topic wise and pdf version is sites? available. This is not so systematically given on other WHEN : sites. 1.When was the site created? It was not clear that when was the site created. The facebook page shows March 28, 2013. 2. When was the site last upodated? The site was last updated on 5/30/2018, just a day before. WHERE : Not given 1.Where does the information come from? 2. Where can I look to find out more I could find more information on facebook page, google about the sponsor of the site? plus and pinterest WHY: 1.Why is the information useful to my The worksheets are clear and could be used with different purpose? types of learners i.e. for beginners, intermediate students, 2. Why should I use this infomation? etc. I think that the matter could be relied upon, is clear, free, 3.Why is this page better than others? easily downloadable and most important I need not to give any details or sign up for the site. The page gives links making it easy to download at one click. The matter could also be relied upon. 31
9. What If / Diamante Poems (Courtesy: American English Webinar Series 3) Observation: my students could do the activity very well and enjoyed the activity very much. The output (kindly see picture) is just amazing. I have never thought that my students could be so creative. In future, I would like to use it as it is but surely would give one topic to write upon, corresponding with the chapter taught. 32
SAMPLES 10. “T-Chart” of Pros and Cons (Courtesy: American English Webinar Series 2 ) 33
11. Who’s Talking? (A Personalized Picture of a Telephone Conversation based on Story) 34
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12. Argument Map ( Courtesy: http://www.jostwald.com/ArgumentMapping/ARGUMENT%20MAPPING.pdf) 36
13. Mind Map 37
14.Mind Mirror 38
15. KWLE Chart (Courtesy: American English Webinar Series 6) 39
16. AFAN (Assumption -For - Against -Now What) 40
17. 50 Questions to Help Students Think About What They Think (https://www.teachthought.com/critical-thinking/metacognition-50-questions-help-students-think-think/) Lisa Chesser Reflection & Collaboration 1. What do you think about what was said? 2. How would you agree or disagree with this? 3. Are there any other similar answers you can think of with alternative routes? 4. Does anyone in this class want to add something to the solution? 5. How might you convince us that your way is the best way? Self-Reflection 6. How did you determine this to be true? 7. Why didn’t you consider a different route to the problem? 8. Why does that answer make sense to you? 9. (in response to an answer) What if I said that’s not true? 10. Is there any way to show exactly what you mean by that? Reasoning 11. Why do you think this works? Does it always? why? 12. How do you think this is true? 13. Show how you might prove that? 14. Why assume this? 15. How might you argue against this? Analysis 16. How might you show the differences and similarities? 17. What patterns might lead you to an alternative answer? 18. How many possibilities can you think of and why? 19. Predict any number of results? Connections 20. How does this relate daily occurrences? 21. Which ideas make the most sense and why? 41
22. Which problems feel familiar? Why? 23. How does this relate to current events? 24. What kinds of examples make this problem workable? 25. What other problems fit this style or example? Literary Questions 26. How did any of the characters or events remind you of yourself? Why? 27. How did the character’s actions affect you? Explain. 28. If you were this character, how would the story change? 29. What surprised or confused you about the characters or events? Explain. 30. Why do you think the author wrote from this character’s view? 31. What do you think the author is trying to accomplish? 32. How is the author thinking about the world? 33. How would the story change from another character’s view? 34. Why do you think this story could actually happen, or not? 35. How can this story teach us something about our lives? 36. How do you think the characters resolved the major conflict in the story? 37. How would you have resolved it? 38. How would you change the end of the story and why? Science and Social Questions 39. What’s the purpose for this experiment or argument? 40. Would you elaborate on the purpose of this? 41. What issues or problems do you see here? 42. What evidence or data are given that help make this worthwhile? 43. What are some of the complexities we should consider? 44. What concepts help organize this data, these experiences? 45. How can you justify this information? 46. How can we verify or test that data? 47. What details can you add to make this information feel more complete? 48. Which set of data or information is most relevant or important? 49. How is all of this consistent or inconsistent? 50. How am I seeing or viewing this information? Objectively or subjectively? Should I then change my view? ****************************************************************************************** 42
18. Questionnaire The Test of Critical Literacy Courtesy: https://education.wm.edu/ Student Instructions Today, you are going to take a test called The Test of Critical Literacy. How well you do on this test will not affect your grade in this class. During the next 40 minutes, you will read some short stories. After you read each story carefully, you will answer some questions. Think carefully about each possible answer and choose the best one and write in your sheet. Some questions ask you about what happened in the stories and some ask you what might happen. Read each story and the questions that go with it carefully. Mark the best answer to each question on your answer sheet. Please do not place any marks in the test booklet. STORY 1 Natalie and Robert are in the same gym class. Natalie was the fastest runner in the class. Robert did the most pull-ups. Each student claimed to be the best athlete in the class. David said neither one could be the best because both students are short, and tall people are usually better athletes. After a lot of talking, the students agreed to let their friend Simon decide who is the best. 1. Simon knew Natalie won second place in the pull-up contest, and Robert was fourth in running. Robert is taller than Natalie. Why did Simon MOST LIKELY choose Natalie as best athlete? a. Overall, Natalie did better than Robert. b. Simon likes Natalie better than Robert. c. Robert is too slow to be the best athlete. d. Overall, Simon thinks short people are better athletes. 2. What are Natalie and Robert disagreeing about? a. Is it better to be a tall or short athlete? b. Who should judge the best athlete? c. Can girls be better athletes than boys? d. What makes someone the best athlete? 43
3. What is LEAST likely to be true in this story? a. Natalie and Robert think short people are usually good athletes. b. Natalie and Robert think being the best athlete is important. c. Natalie and Robert think Simon will make a fair decision. d. Natalie and Robert think David is not a good judge of athletes STORY 2 Bill and Lee went camping with their parents at a local park one weekend. The park was very crowded. On Saturday afternoon, their father asked them to pick up some litter and then to go into the woods to cut branches for cooking hot dogs. The two brothers did as their father asked. As they stepped out of the woods, a park ranger stopped them. He looked at their sticks and asked, “Don’t you know that in the park you should take nothing but pictures and leave nothing but footprints?” The boys were puzzled by what the ranger had said. They told him that their father had asked them to cut the branches for cooking hot dogs. The ranger walked the boys back to their campsite and talked to their father alone. That evening, the ranger joined the family for dinner. Early the next morning, the family packed up and went home. 4. Why were the boys puzzled? a. The boys had only done what they were asked to do. b. The boys had taken only a few branches from the woods. c. The boys did not understand the ranger’s question. d. The boys thought it was okay to cook hot dogs. 5. What is the most likely reason the ranger talked to the father? a. To explain that the boys had cut too many branches b. To explain proper park behavior c. To explain why boys should not be alone in the woods d. To explain why people should take pictures in the woods 44
6. What was the MOST LIKELY reason the family went home the day after the ranger visited? a. The ranger had told the family to leave. b. The family had planned to leave that day. c. The ranger had upset the family. d. The family had no more sticks for cooking hot dogs. 7. What did the ranger think when he asked, “Don’t you know that in the park you should take nothing but pictures and leave nothing but footprints”? a. He thought the boys should have known how to behave in the park. b. He thought the boys should have been taking pictures. c. He thought the boys were going to make a fire in the woods. d. He thought the boys were afraid of getting in trouble. 8. Why might the ranger tell other children this story? a. To teach them to pick up litter in the park. b. To teach them to obey their parents while camping. c. To teach them to protect the trees in the park. d. To teach them to be honest with park rangers. 9. Why did the ranger talk to the boys’ father ALONE? a. To complain about the boys’ behavior b. To tell the father the family had to leave the park c. To find out if the boys were really brothers d. To discuss the situation without embarrassing the father STORY 3 Carla was nervous as she stood on the stage before her performance. As she sang, the students in the audience began to laugh. Carla heard the laughing and sang even louder. By the time she had finished her song, almost everyone was laughing. The music stopped, and Carla smiled and bowed. As the curtain closed, Carla’s teacher wiped away tears and gave Carla a big hug. Carla was glad her song was finished. When she got home, Carla told her parents that the audience had loved her song. 45
10.Based on the story, what is MOST LIKELY to be true? a. Carla’s teacher felt sorry for her. b. Carla’s parents were proud of her. c. Carla is a bad singer. d. Carla sang a funny song. 11.Based on the story, what BEST shows that Carla may have told her parents the truth? a. She was nervous about singing. b. Her song made the students laugh. c. She was glad when her song was over. d. Her teacher gave her a big hug after her song. 12.Based on the story, how did Carla’s teacher feel? a. She was proud of Carla. b. She was angry that the students laughed. c. She felt sorry for Carla. d. She was sad that Carla’s parents were not there. 13.What is the LEAST LIKELY reason why Carla sang louder? a. She wanted the students to be able to hear the song. b. She had reached the most important part of the song. c. She was ignoring the students who were making fun of her. d. She had become less nervous as she sang. 14.Which statement BEST shows that Carla was prepared for her performance? a. She kept singing while the students laughed. b. She was glad when she was done. c. She hugged her teacher to thank her. d. She smiled and bowed when she was done. 46
STORY 4 Paco and his mother were shopping at the mall. Paco wanted a new jeans jacket like the one many of the popular kids in his class were wearing. He asked his mother to buy one for him. She said she could not afford one right then because she needed to buy a new jacket for herself. She wanted a nice jacket to wear to a meeting about a new job. Paco told her that all his friends had jeans jackets. He was afraid that if he did not get one, no one would like him. His mother listened to Paco, but she disagreed with him. She bought the jacket for her meeting. Paco said, “You care more about your new job than about me.” 15.What did Paco and his mother both believe? a. Wearing the wrong clothes can make people dislike you. b. It is more important for adults to look good than children. c. What you wear affects what others think of you. d. Women’s jackets cost more than boys’ jackets. 16.Based on the story, what did Paco’s mother think? a. Her meeting was more important than Paco’s friendships. b. She needed a new jacket more than Paco did. c. A cheaper jeans jacket would be better for Paco. d. Paco’s friends should care more about him than about his clothes. 17. If all the popular kids in Paco’s class wear the same type of jeans jacket, what is MOST LIKELY true? a. The jacket they wear is the best type of jeans jacket. b. Popular kids like the jeans jacket. c. Wearing the jeans jacket makes kids popular. d. Paco will be unpopular unless he has the jeans jacket. STORY 5 Tanya works at a large summer camp. She is a counselor for ten campers who share a cabin. Many of Tanya’s campers were often late for dinner. Tanya told the campers she would take them to a movie if everyone came to dinner on time for a whole week. All of Tanya’s campers were on time 47
for dinner that week. Tanya took them to a movie. Tanya told Mrs. Greene, the camp owner, how well the reward had worked. Mrs. Greene disagreed. She reminded Tanya that she had made a new rule for the whole camp last week. The new rule said anyone late for dinner would not get dessert. Mrs. Greene said her new rule had caused Tanya’s campers to come to dinner on time. Tanya did not argue with Mrs. Greene. But she was sure that her reward, not the new rule, had gotten her campers to come to dinner on time. 18.What caused Tanya’s campers to come to dinner on time? a. Mrs. Greene’s rule b. Tanya’s reward c. Neither the rule nor the reward d. There is no way to know 19.What do Tanya and Mrs. Greene each believe? a. Punishments work better than rewards. b. Her own action changed the campers’ behavior. c. Campers who are late for dinner are rude. d. Campers who are on time for dinner should be rewarded. 20.What is the main question in this story? a. Does reward work better than punishment? b. Does Tanya know more about campers’ behavior than Mrs. Greene? c. What can be done to make campers come to dinner on time? d. Why did Tanya’s campers come to dinner on time? 21.What would Tanya MOST LIKELY tell her campers if they stopped making their beds? a. They should behave better. b. She would tell Mrs. Greene about their behavior. c. She would give them popcorn if they made their beds. d. She would send them to bed early if they did not make their beds. 48
STORY 6 Juan took apart an old wooden clock, piece by piece. Juan’s sister, Maria, was happy to sit and watch him. After taking apart the old clock, Juan looked closely at each piece. He wiped each wheel and gear with an oily cloth. He put all of the pieces on a table. Juan rubbed his hands together and looked at his watch with concern. He worked to put all of the small pieces back together. Much later, when Juan looked out the window, he saw his parents get out of their car. He looked at his watch and smiled. 22.Why did Juan look at his watch with concern? a. He wasn’t sure his watch was working. b. He was afraid his parents would be angry. c. He hoped to finish before his parents arrived. d. He found the job was taking longer than he had hoped. 23.Why did Juan take the clock apart? a. He wanted to fix a broken part. b. He wanted to clean the clock. c. He wanted to see inside the clock. d. He wanted to see how clocks work. 24.Why did Juan look at his watch and smile? a. He had finished the clock in time. b. His watch was working well. c. His parents had arrived on time. d. He had a surprise for his parents. 25.What would MOST LIKELY have happened if Juan had not finished the clock before his parents arrived? a. Maria would have been upset. b. Maria would have had to explain everything. c. Juan’s parents would have been angry. d. Juan would have been disappointed. 49
26.What BEST shows that Juan is careful? a. He checked to see how long his work was taking. b. He asked his sister to watch him work. c. He checked every part of the clock. d. He was proud when he finished the clock. 27. If you expect Juan to be punished if his parents see him with the clock, what are you assuming? a. Juan was supposed to have been watching Maria. b. Juan was supposed to fix the clock before his parents arrived. c. Maria and Juan were not supposed to make a mess. d. Juan was not supposed to touch the clock without permission. STORY 7 Mr. Kelso’s students were making paper models of the sun and planets to put on the classroom wall. They made Earth the size of a quarter and colored it blue and green. The students wanted the sun and the other planets to be just the right size compared to Earth. Mars was red and smaller than Earth. The bright yellow sun had to be nearly nine feet tall! Several students suggested that their planets and sun should be the right distance from each other, just as they are in space. One student, André, said that the planets and the sun could not fit in the same classroom. The other students didn’t believe André. He offered to explain. The students looked at Mr. Kelso, who smiled and nodded. The students decided to make the sun and planets smaller. 28.Why did André say the sun and planets would not fit in the same classroom? a. He wanted to make Mr. Kelso smile. b. He wanted to start an argument. c. He wanted to help the other students. d. He wanted the sun to be smaller. 29.What extra information did André use to make his conclusion? a. The sizes of all nine planets. b. The distance between the planets and the sun in space. c. The distance between Mars and Earth in space. d. The size of the sun. 50
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