I think you have a marvelous lesson in critical thinking for Beginning ESL -
and that is quite a feat.
Ann Beck
LV Coconino County
Flagstaff, AZ 

-----Original Message-----
From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Barbara
Caballero
Sent: Tuesday, July 08, 2008 1:41 PM
To: professionaldevelopment at nifl.gov
Subject: [ProfessionalDevelopment 2215] Critical thinking in the
BeginningESL classroom

Subject: Critical thinking in the Beginning ESL classroom Good morning, I
just read a lot, but not all, of the recommended articles on teaching
critical thinking authored by Stephen Brookfield.  Thank you very much for
the links to these articles.  I think I get it.

I believe that I have unknowingly ventured into this type of teaching in my
very Beginning ESL classroom.  I'll describe what I did.

You probably need to know that I'm a 58-year-old white woman and I've been
teaching ESL for about 15 years, as a volunteer tutor or paid classroom
teacher.  I'm currently a part-time instructor at Austin Community College
in Texas.

Before the lesson in question, my students have learned to say "I'm from
___" and to ask "Where are you from?"  I also have taught my students that
I'm from Pennsylvania and I'm an American.  We use maps and lots of
repetition.  Now for my critical thinking lesson.

I have 10 or 15 colorful photos that I have cut out of magazines.  Each
photo is of an individual.  Some of the individuals have characteristics in
common, some are very different.  For example, there are different ages,
races, genders, income-levels, abilities, emotions, etc.  I'll start out
with a few photos of white people who appear to be healthy and wealthy.  I
display one photo and I ask my students: "Is this an American?"  They
usually say yes.   We continue by looking at photos of people who look
different from the first people.  I ask my question "Is this an
American?".   If there is disagreement, I'll ask, "Is it POSSIBLE?" 
Sometimes we communicate by "I-don't-know" shrugging, and using "so-so"
gestures, etc.  Eventually we all agree and repeat the phrase, "It's
POSSIBLE."  Some of my pictures are of individuals whose clothing and
surroundings seem to indicate that they are not Americans.  If the students
insist that it's not an  American, I'll ask "It's NOT possible?  Why?"  They
point out the clues in the photo that tell them that this is not an
American.  Usually there is spirited side-talking in L1.  All comments and
opinions are acknowledged and are OK by me.  My focus is on teaching the
phrase "It's POSSIBLE", plus at least the students hearing the phrase "It's
NOT possible".  But I also want them to loosen up any pre-conceived notions
about Americans.  The other goal is to get my students used to looking for
clues.

I would be interested in feeback from the listserv.  Am I on the right
track, or  am I doing some unintended damage?
Thanks again,
Barbara Rotolo-Caballero
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