Critical Thinking includes many techniques and ideas on how to solve realistic problems; an essential skill in the modern world. The lessons include logical problem solving as this will help the learners think in a way that they are perhaps not used to; such ideas are not common in Japan. The learners also have the opportunity to be introduced to critical thinking; a challenging but very useful subject that has become a fundamental part of education in the UK and other western countries.
Critical Thinking: The RAVEN Method
N.B: RAVEN may be studied over 2 or 3 lessons. The final debate or “activation” phase is not included in the 2-lesson version.
Why choose this class?
It is important for students to develop and use critical thinking skills, especially nowadays when we have instant access to so much competing, often contradictory information. The “RAVEN” method (an acronym for Reputation, Ability to see, Vested interest, Expertise, Neutrality) gives students an easily identifiable criteria for assessing the sources of information.
What you will learn:
In the first two classes, students will be introduced to the RAVEN method, look at some basic examples for each point, and practice assessing a variety of written sources and a TV news item with the RAVEN criteria. In the third class, students will put RAVEN to use in a debate. As the emphasis in this class is on developing critical thinking itself, students are expected to be able to engage in reasonably advanced discussion, so a high level of reading comprehension and spoken English is a prerequisite.
Why choose this class?
It is important for students to develop and use critical thinking skills, especially nowadays when we have instant access to so much competing, often contradictory information. The “RAVEN” method (an acronym for Reputation, Ability to see, Vested interest, Expertise, Neutrality) gives students an easily identifiable criteria for assessing the sources of information.
What you will learn:
In the first two classes, students will be introduced to the RAVEN method, look at some basic examples for each point, and practice assessing a variety of written sources and a TV news item with the RAVEN criteria. In the third class, students will put RAVEN to use in a debate. As the emphasis in this class is on developing critical thinking itself, students are expected to be able to engage in reasonably advanced discussion, so a high level of reading comprehension and spoken English is a prerequisite.
Psychology
“Mysteries of the mind”
Why choose this class?
What is psychology? In this lesson students will study several interesting theories prominent in psychology today and take part in activities providing evidence for those theories, including:
What you will learn:
Throughout the lesson, students will be tasked to challenge themselves and to consider how they view the world and those around them. Students will leave the lesson having gained a new insight into how their behaviour and their thoughts can be affected by both internal and external factors.
What is psychology? In this lesson students will study several interesting theories prominent in psychology today and take part in activities providing evidence for those theories, including:
- Selective Attention Theory
- Stress Theory
- How preconceived ideas affect our judgement
- False Memory Theory
What you will learn:
Throughout the lesson, students will be tasked to challenge themselves and to consider how they view the world and those around them. Students will leave the lesson having gained a new insight into how their behaviour and their thoughts can be affected by both internal and external factors.
Statistics & Data
“The lies that data can tell”
Why choose this class?
Are you interested in learning more about the information that is often thrown at us? What is really shown in visual statistics such as pie charts or bar graphs? In this lesson, students will think critically about how and why statistics are made and learn how they can be misleading.
What you will learn:
In the class students will have access to informational posters and will need to make questions to get additional data from the teacher. Key vocabulary is made clear through context, and students will use this vocabulary to discuss one of four examples of misleading statistics before presenting their conclusions to the class. If time allows, they may also have the chance to fix the problems in the statistics they received.
Are you interested in learning more about the information that is often thrown at us? What is really shown in visual statistics such as pie charts or bar graphs? In this lesson, students will think critically about how and why statistics are made and learn how they can be misleading.
What you will learn:
In the class students will have access to informational posters and will need to make questions to get additional data from the teacher. Key vocabulary is made clear through context, and students will use this vocabulary to discuss one of four examples of misleading statistics before presenting their conclusions to the class. If time allows, they may also have the chance to fix the problems in the statistics they received.
