Thinkers’ Alchemy: Using “The Alchemist” to Stimulate Critical Thinking
Download as PPTX, PDF2 likes1,063 views
Monique Simpson discusses the integration of critical thinking skills in the ESL classroom using Paulo Coelho's novel 'The Alchemist'. She outlines six essential critical thinking skills and provides practical classroom activities to stimulate literary analysis and self-reflection among students. The presentation emphasizes the importance of fostering critical thinking abilities to enhance students' understanding and engagement with literature.
Thinkers’ Alchemy: Using “The Alchemist” to Stimulate Critical Thinking
- 1. Thinkers’ Alchemy Using “The Alchemist” to Stimulate Critical Thinking
- 2. Hello Everyone! Monique Simpson English & Writing Instructor Yachay University for Experimental Technology & Research Yachay, Ecuador MSimpson@yachaytech.edu.ec
- 3. My C.T. Research • 2008: Began teaching literature in EFL/ESL class because native teachers were doing this as supplement work at my university in Costa Rica. • 2009: “Deeply alarmed” feeling while teaching in Ecuador. My students were neither unintelligent nor unmotivated; they simply lacked the skills to critically think. • 2010: “Living Globally: Thinking Critically in the Universal Language” workshop at 18th PeruTESOL Convention & III English Seminar (Ecuador) • 2012: While teaching in South Korea, I reflected on how I taught “The Alchemist” in class. • 2013: Published “A Thinker’s Alchemy: Using ‘The Alchemist’ to Stimulate Critical Thinking.”
- 4. Today We Will: • Talk about critical thinking • Discuss literature in ESL classroom • Explore the novel, The Alchemist • Look reading activities to stimulate critical thinking • Have a raffle for a new copy of The Alchemist • Enjoy life a little bit more
- 5. Let’s talk about C.T. “What can the strong critical thinkers do (what mental abilities do they have), that the weak critical thinkers have trouble doing?” -Peter A. Facione
- 6. Critical Thinkers? What can they do well?
- 7. Critical Thinking & Humor in EFL Monik Vinueza 3rd EFL Convention Uni. Técnica del Norte Ibarra, Ecuador June 2015
- 8. Beyer (1985) ability to gather, evaluate and use information effectively. • It involves thinking skills: judging, posing and solving problems Smith (1990) reflecting , arguing, and proposing different alternatives of solution • It means … not taking everything for granted…… • Open your eyes • Develop skills • Activate your curiosity, motivation and mental skills
- 9. 6 Critical Thinking Skills Peter A. Facione 1. Interpretation - ability to comprehend and express the meaning or significance of a wide variety of material. 2. Analysis - identifying the intended and actual inferential relationships among forms of representation intended to express some type of information. 3. Evaluation - assessing the credibility of statements or other representations; and assessing the logical strength of the actual or intended inferential relationships among forms of representation.
- 10. 6 Critical Thinking Skills Peter A. Facione 4. Inference - identifying and securing elements needed to draw reasonable conclusions; forming conjectures and hypotheses; and to considering relevant information and educing the consequences flowing from various materials. 5. Explanation - ability to present in a cogent and coherent way the results of one’s reasoning. 6. Self-regulation (open-minded) - consciously monitoring one’s cognitive activities and the results educed; and evaluating one’s own inferential judgments with a skeptical eye in order to alter one’s reasoning if necessary.
- 11. These six skills provide a practical framework in which to shape literature study.
- 12. C.T. + Reading Books are our friends
- 13. Let’s talk about reading What reading material is the most beneficial for ESL/EFL students?
- 14. Thinkers’ Alchemy Using “The Alchemist” to Stimulate Critical Thinking
- 15. The Alchemist Author: Pablo Coelho (Brazil) Year Published: 1988 Genre: • Quest • Adventure • Drama • Fantasy Major Themes: • Self Discovery • Purpose in life • Coming of Age
- 18. 6 C.T. Skills + The Alchemist Practical activities that you can use in class on Monday morning
- 19. #1 Interpretation: Using Idioms “People from all over the world have passed through this village, son," said his father. "They come in search of new things, but when they leave they are basically the same people they were when they arrived. They climb the mountain to see the castle, and they wind up thinking that the past was better than what we have now. They have blond hair, or dark skin, but basically they're the same as the people who live right here.” "But I'd like to see the castles in the towns where they live," the boy explained. "Those people, when they see our land, say that they would like to live here forever," his father continued. "Well, I'd like to see their land, and see how they live," said his son. The Alchemist, p. 9
- 20. How does this picture relate to the previous passage?
- 21. #1 Interpretation: “ Using Idioms” activity 1. After reading the entire passage, the teacher writes the idiom on the classroom board and asks student to interpret the idiom. 2. If this is not possible, draw a picture of two houses with a fence separating them and then asks the students to interpret the passage in the framework of the idiom. 3. Lastly, students decide which character is correct, the father or the son. Students should be encouraged to use personal experiences to justify their decisions.
- 22. #2 Analysis: Recapping Events What has happened so far? (pgs 3-11) Number the events in the proper order in which they occurred in the story. __He is envious of his sheep because their only concerns are food and water. __Santiago arrives at an abandoned church at dusk. __He remembers the merchant’s daughter being surprised that he could read. __He realizes his heavy jacket has a purpose, and so does he have a purpose in life. __He remembers a conversation with his father about the grass being
- 23. #3 Evaluation: In-class Group Work • Students work in small groups, in class or in another area of the university campus. • They are given an hour to read a section and complete questions. • In answering the comprehension questions, students must assess specific ideas presented in the novel.
- 24. Evaluation questions (pgs 11-21) • Do you agree that “dreams are the language of God”? Why or why not? • What’s your opinion of the Gypsy’s interpretation of the dream? • Is the following statement true or false? “It’s the simple things in life that are the most extraordinary; only wise men are able to understand them.” Why? • ???????? What could be another question?
- 25. #4 Inference: Pre-Reading Task Pre-Reading Questions • What does an alchemist do? • Does the word have anything to do with chemistry? • If the word refers to a person, is the person the main character Coutant and Perchemlides (2005)
- 26. #5 Explanation: Open-ended Questions • What? To get students to intereact with the text, have them compare themselves with characters in the novel. • Why? Because students must present a logical reasoning for their similarities and differences. • How? Give questions about students’ personality/behavior in comparison to Santiago. Also, ask if the student would recommend the novel. 1. Are you similar to or different from Santiago? How? 2. Would you recommend this novel to a friend? Why or why not?
- 27. #6 Self-regulation: Building Skepticism Who is the old man in the plaza? Of all the critical thinking factors, this provided the biggest challenge. The teacher must present a character or piece of information in a manner that causes students to be skeptical. Students need to think about their overall opinion of the character and the character’s credibility, thereby using clear reasoning. • **This can be applied to any new character that is introduced. **
- 28. Who is the old man in the plaza? • 1st appearance: Students guess the true identity of the old man. • After reading: The old man identifies himself, so students must evaluate the validate of the man’s claim and reanalyze their initial impressions of the character • Final appearance: Students think about their overall opinion of the character and the character’s credibility, thereby using clear reasoning.
- 30. New activity? In a group think of another activity that could be applied using these six C.T. principles
- 31. What other novels/books can be used? World Literature
- 32. PPT available at SlideShare – Monique Senseii
- 33. Raffle!! Who will win The Alchemist? Write your name and one (1) sentence about what you learned during this presentation.
- 34. Thanks! Monique Simpson English & Writing Instructor Yachay University for Experimental Technology & Research Yachay, Ecuador MSimpson@yachaytech.edu.ec
Editor's Notes
- #2: Handout passage handout focus on one more skills, look at only 4 today bc of time, more on slideshare if you want material email me more time on the six activities activity among group
- #6: Talk with you neighbor about this statement/question.
- #14: Talk with you neighbor about this statement/question.
- #20: Look at your handout with a partner. Read the short passage and think what idiom can applied to this passage.