LA303ECB: CRITICAL THINKING FOR THE LANGUAGE ARTS
TEACHER
Year 2025-2026 - Semester 1
Coursework 100%
Assignment 1 - Workshop Presentation – Small group [30 marks]
Your group has been invited to participate in a workshop for new Language Arts teachers. The
purpose of this workshop is to explore the importance and application of critical thinking during
Language Arts instruction. Your group is to prepare and participate in a live or recorded panel
discussion covering the following points:
1. Present TWO referenced definitions of critical thinking.
2. Discuss THREE reasons critical thinking should be a focus for Language Arts teachers.
Support your points with research evidence and provide practical examples specific to the
Jamaican early childhood classroom context.
3. Describe TWO critical thinking skills essential to Language Arts learning and provide
practical examples illustrating these skills in classroom settings.
4. Briefly describe THREE effective strategies for fostering critical thinking in the
Language Arts classroom. In each description, state the purpose, steps in implementing
the strategy, and specify the target grade level for each strategy. Justify how each strategy
supports the development of critical thinking in learners.
5. Select one of the strategies. Using a specific language arts topic from the NSC,
demonstrate the use of the critical thinking strategy for the selected EC grade.
6. Submit the written aspect of the assignment as evidence of the research.
Each presenter should be assigned specific topics to discuss and should engage with other
members’ contributions.
Rubric for Assignment #1
Group Members: ___________________________________________________________________________________________
Criteria Excellent Good Satisfactory Needs Improvement Marks
1. Definitions of 4 3 2 1
critical thinking
Presents two well-referenced, Presents two referenced Provides two definitions but No definitions are presented
clear, and comprehensive definitions with clear with limited explanation or OR Definitions are /4
definitions. References are explanations and good minor reference issues OR incomplete, unclear,
cited. Extended explanations understanding. presents only one definition inaccurate, or lacking
of definitions are provided. references.
2. Reasons for 10-12 8-9 6-7 0-5
focusing on critical
thinking
Discusses three well- Discusses three reasons Provides three reasons but Reasons poorly explained, /12
developed, insightful reasons with adequate practical examples are vague or only irrelevant examples, or
with strong practical examples related to the somewhat related; limited little/no research evidence.
examples tailored to the Jamaican context and some research use.
Jamaican classroom. Uses research support.
relevant research evidence
effectively.
3. Critical thinking 7-8 5-6 4 0-3
skills
Clearly describes two critical Describes three skills with Describes three skills with Skills are unclear or /8
thinking skills with detailed, some clear examples limited examples or some lack incomplete; examples
relevant examples of relating to classroom of clarity OR describes two missing or inappropriate.
application in Language Arts practice. skills with detailed examples
classrooms.
4. Critical thinking 10-12 8-9 6-7 0-5
strategies
Briefly describes three Three strategies with grade Provides three strategies but Strategies unclear,
appropriate and effective levels and reasonable lacks clarity on grade level or inappropriate, or lacks /12
strategies clearly linked to justification is weak.
specific grade levels. justification of their justification; grade levels not
Provides strong, logical effectiveness. specified.
justification for how each
strategy promotes critical
thinking.
5. Demonstrate use 10-12 8-9 6-7 0-5
of the strategy
Demonstrates the use of Demonstrates the use of Attempts to demonstrate Shows little to no evidence /12
critical thinking strategy with critical thinking strategy; critical thinking strategy but of understanding the critical
clarity and depth; effectively shows analysis of ideas and application is limited; analysis thinking strategy;
analyzes ideas, evaluates evaluation of evidence, is surface level, with minimal presentation relies on
evidence, and connects connections with NSC are evaluation of evidence or description or opinion
concepts with NSC to support present; conclusions may weak connections to the NSC. without analysis, evaluation,
well-reasoned conclusions. lack full depth or or reasoning; No connections
consistency. made with NSC.
6. Creativity and 2 1.5 1 0-0.5
engagement /2
Presentation is highly Presentation shows some Presentation has limited The presentation is dull or
engaging, creative, and creativity and engagement; engagement or creativity; disengaged; little to no
interactive; panelists panelists maintain good panelists show minimal audience interaction evident.
demonstrate enthusiasm and interaction. interaction.
effectively involve the
audience.
7. Use of language 4 3 2 1
Language is clear, Language is mostly clear Language is generally Language is unclear or
professional, engaging, and with minor errors that do understandable but contains contains frequent errors that /4
free of errors; vocabulary is not impede understanding. noticeable errors or awkward hinder communication.
appropriate to the audience phrasing.
and topic.
8. References 5-6 4 3 0-2
At least six sources are used At least five sources are At least four sources are used Less than four sources are
in the presentation. All used in the presentation. in the presentation Some used. References missing, /6
references are correctly cited Most references are cited references are used but incorrect, or irrelevant.
and relevant; integrates correctly and relevant; some citation or relevance is
inconsistent.
sources smoothly to support minor errors in citation
discussion. style.
TOTAL /60
FINAL GRADE
(DIVIDE BY 2) /30
Comments:__________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
Assignment 2 - Micro-teaching [30 marks]
In pairs, design a 5E lesson plan on a topic or theme from the NSC Language Arts curriculum in
Language Arts for a grade of your choice (between grades 1-3).
Your lesson plan should explicitly incorporate objectives that are aligned to Webb’s DOK as
well as strategies and/or activities that promote critical thinking and approaches that are
particularly culturally relevant to the Jamaican primary classroom.
You will then demonstrate the lesson to a class.
Rubric for Assignment #2
Group Members: ______________________________________________________________
Assessment Instrument for Practicum 2 (Modified)
TEACHERS COLLEGES OF JAMAICA
PRACTICUM 2
Name of Student: ___________________________ Student Specialization: ________________
Grade: _________ Class Size:___________
Subject: ___________________________________ Lesson Topic: ________________________
Lesson Duration: ____________________________ Observation Period: __________________
Name of Supervisor__________________________ Date of Assessment___________________
Please assess the students’ performance in completing the tasks by ticking (√) the appropriate performance
indicator.
Key: unable to observe(U); No attempt to include( 0); Poor (1); Weak(2); Average (3); Good(4); Excellent (5)
DIMENSION A: Lesson Planning
Descriptors U 1 2 3 4 5 Comments
1 Objectives well written (based on Webb’s DOK)
2 Objectives arranged from simple to complex
3 Manageable number of objectives for lesson
duration
4 Lesson properly sequenced (activities stated
according to objectives)
5 Evidence of appropriate instructional approach
for subject and programme
6 Appropriate instructional material/equipment
that suits the lesson identified
7 Lesson introduction, development and
conclusion clearly and appropriately written
8 Meaningful learning opportunities for students
incorporated
9 Evidence of adequate research (reference list of
materials used in preparing and teaching the
lesson included)
10 Assessment interventions that aid instruction
and develop critical thinking skills included in
lesson
(Weighting: Total Score÷ 50x35 =__________ Score:_________/35
DIMENSION B: Evidence of Instructional Competence
Descriptors U 1 2 3 4 5 Comments
1 Lesson appropriately introduced
2 Content clearly illustrated/explained
3 Lesson guided in keeping with objectives
4 Mastery of the subject matter demonstrated
5 Students’ interest aroused and maintained
6 Creativity demonstrated in lesson delivery
7 Individual/Group participation encouraged
8 Student responses, ideas and experiences
incorporated into lesson
9 Student understanding/skills monitored and
appropriate feedback provided during lesson
10 Higher order critical thinking skills encouraged
among students at Webb’s DOK 3 and 4 levels
11 Questioning techniques appropriately used
(Weighting: Total Score÷ 55 x10 =__________ Score:_________/10
DIMENSION D: Communication Skills
Descriptors U 1 2 3 4 5 Comments
1 Good voice projection & modulation evident
2 Correct use of grammar and punctuation
throughout[ planning & delivery]
3 Eye contact with students maintained while
teaching
4 Appropriate nonverbal communication skills
utilized
(Weighting: Total Score÷ 20 x10 =__________ Score:_________/10
Lesson Planning: /35
Instruction: /10
Communication: /10
TOTAL /55
To convert the score out of 30 for the assignment:
Students’ score x 30
55
Assignment 3 – Individual Activity: Case-based scenario [40 marks]
The scenario below provides context and justification for the resource booklet:
Ms. Brown introduced a short story titled “The Lost Puppy” to her grade two class. The story
related to a young girl named Maya who found a stray puppy and tried to locate its owner.
Maya knocked on neighbours’ doors asking if they had lost a puppy.
After reading the story aloud, Ms. Brown asked students to answer a series of questions
designed to promote critical thinking.
i. How do you know the puppy was lost? Responses from the students included: “The
title of the story” and “The word stray in the story”
ii. Why do you think Maya decided to help the puppy? Many students responded,
“Because she found a stray puppy.” Even with promptings and guided clues, the
students kept repeating the same answer.
iii. Based on her actions, what type of person is Maya? Some students replied, “She likes
to knock on doors.” Other students said, “she too nosey and like people business”
while other students stated that “she is the type of person who wanted to tell her
neighbours ‘Hello’. Ms. Brown was surprised at the students’ responses.
iv. What would you have done differently and why? Most students said, “I would do the
same as Maya,” without justifying their answers.
Ms. Brown realized that while her students enjoyed listening to stories, their critical thinking
skills are underdeveloped.
Tasks:
Create a Resource Booklet that demonstrates your ability to identify issues related to limited
critical thinking skills as well as your ability to design and assess purposeful, developmentally
appropriate activities/strategies and an assessment instrument to address the underdeveloped
critical thinking in Ms. Brown’s students.
PART 1: Ability to Identify Issues Related to Limited Critical Thinking Skills – 12 marks
a) Summarize the key issues observed in Ms. Brown’s class by identifying at least THREE
specific critical thinking skills that appear underdeveloped. Use evidence(s) from the
scenario to justify your responses about each underdeveloped critical thinking skill.
For example, here is a scenario:
After reading the sentence “Liam came into the classroom with wet shoes and a dripping umbrella,"
Jason stated: Oh, it must have been raining cats and dogs outside. The teacher then remarked: “Very
good Jason!” Jason was pleased with himself.
Question: State one critical thinking skill that is reflected in the scenario.
Response:
One critical thinking skill that is reflected in the scenario is making inferences. This is evident in the
scenario when Jason guessed what was happening outside based on the description of Liam (i.e., that it
was raining heavily).
b) Referencing relevant educational theory, scholarly sources or frameworks (e.g., Webb’s
DOK), explain separately, why each skill is important for grade two learners.
Criteria Excellent Good Average Poor Marks
5-6 4 3 0-2
Clearly and insightfully Identifies THREE Identifies fewer Fails to identify
identifies at least critical thinking than THREE specific critical
THREE specific critical skills that are skills or thinking skills or
Identification thinking skills that are mostly relevant and identifies skills skills identified
of Critical underdeveloped appropriate. with limited are irrelevant. /6
Thinking Skills relevant to the scenario. Provides relevant relevance. Little or no
and use of Provides strong, evidence Provides some evidence
Evidence from specific, and well- supporting most evidence but provided, or
Scenario explained evidence skills, with connections to evidence is
from the scenario reasonably clear skills are weak irrelevant or
supporting each explanations or unclear inaccurate
identified skill
Explanation of Thoroughly explains Provides clear Provides a basic Explanations are
Importance for why each identified explanations for explanation missing, unclear,
Grade Two skill is important for why each skill is with limited or or not supported
Learners grade two learners, important, with unclear by any theory or /6
referencing appropriate some theoretical reference to scholarly sources
educational theory, support theory or
scholarly sources, or frameworks
frameworks (e.g.,
Webb’s DOK)
TOTAL for PART 1 /12
PART 2: Ability to Design an Appropriate Activity/Strategy – 20 marks
a) Select one of the underdeveloped critical thinking skills you identified in Part 1 of the
assignment from the scenario
b) Choose one Language Arts domain pair from the list below that best supports the
development of the selected critical thinking skill:
• Comprehension and Vocabulary
• Reading and Writing
• Listening and Speaking
• Viewing and Visually Representing
c) Design an activity or strategy to enhance the underdeveloped critical thinking skill within the
context of the selected pair of domains. The activity should:
i) Give the activity/strategy a name
ii) have a clear, measurable objective that states the skill to be developed, the context
(domain pair) and the expected outcome for the learners (for example: “Students will be
able to justify their opinions about a character’s actions using evidence from the text
(Comprehension and Vocabulary)
iii) List all resources (texts, visuals, graphic organisers, etc.).
iv) Provide a step-by-step sequence in using the activity/strategy including
v) Briefly explain how the activity can be adapted for varying ability levels
Criteria Excellent Good Average Poor Marks
2 1.5 1 0.5
Selects an Selects a relevant Selection of Fails to select or
Selection and underdeveloped critical skill and a skill and domain justify an
Justification of thinking skill clearly domain pair that pair is appropriate
Critical Thinking from Part 1 and chooses supports its somewhat critical thinking /2
Skill & Domain the most appropriate development unclear or only skill or domain
Pair Language Arts domain with reasonable partially pair
pair with strong, logical justification appropriate
justification
2 1.5 1 0.5
Provides a clear, Provides a clear Provides a name Activity lacks a
creative, and specific name and and an objective clear name or
Activity/Strategy name and a measurable objective that that is vague or objective, or
Name and objective that precisely states the skill, only partially objective is /3
Objective states the skill, context, context, and measurable unclear or
and expected learner expected unmeasurable
outcome outcome with
minor gaps
2 1 0.5
Lists all necessary and Lists some resources but omits key No resources, or
Resources Listed relevant resources or relevant materials resources are /2
comprehensively (texts, inappropriate or
visuals, graphic unclear
organizers, etc.)
8-10 6-7 5 0-4
Provides a detailed, Provides a clear Provides a basic Provides an
Step-by-Step logical, and easy-to- and mostly or incomplete incomplete,
Sequence follow sequence of logical sequence sequence, some illogical, or /10
steps to implement the of steps steps are unclear missing step
activity/strategy, or out of order sequence
suggested examples
included
3 2 1.5 1
Clearly and Provides Provides limited Little or no
Adaptation for thoughtfully explains reasonable or vague explanation of
Varying Ability multiple ways to adapt explanation of adaptations for adaptations or /3
Levels the activity/strategy for adaptations for ability levels none appropriate
different learner varying ability for different
abilities levels abilities
PART 3: Ability to Design an Appropriate Critical Thinking Assessment Tool - 20 marks
a) Based on the selected domain from Part 2 of the assignment, create a critical thinking
assessment instrument (e.g., rubric, checklist, rating scale, observation tool) that assesses
students’ ability to think beyond the recall level. Your instrument must be explicitly aligned
to Webb’s DOK levels and be suitable for use in a real classroom context.
b) The design should:
i) Identify the domain you are assessing (from Part 2)
ii) State the specific critical thinking skill the instrument will measure/assess
iii) Clearly state the purpose and intended learning outcomes (based on the domain)
iv) Include criteria and performance indicators mapped to specific DOK levels.
v) For each criterion in your instrument, indicate the DOK level it targets.
vi) Ensure your instrument includes a range of DOK levels, with emphasis on Levels 2–4
for critical thinking
vii) Write 3–5 sentences explaining how to administer the instrument.
viii) Include guidance on how to interpret results and how the data will inform instruction.
ix) Be formatted for practical classroom use.
Criteria Excellent Good Average Poor Marks
2 1.5 1 0.5
Domain and Skill Clearly and Identifies Identifies Fails to clearly
Identification accurately identifies domain and domain and identify or /2
the Language Arts skill with skill but with justify domain
domain from and adequate limited clarity and skill
the critical thinking explanation of or explanation
skill, with detailed relevance
explanation of
relevance
2 1.5 1 0.5
Purpose and Intended Explicitly states States purpose States purpose Purpose and
Learning Outcomes clear, measurable and outcomes and outcomes outcomes are
purpose and clearly with but lacks missing or /2
learning outcomes minor gaps in clarity or unclear
aligned to the connection to direct
domain and critical domain/skill alignment
thinking skill
2 1.5 1 0.5
Provides well- Provides Provides some Criteria and
Criteria and Performance defined criteria and criteria and criteria but indicators are
Indicators performance indicators DOK mapping vague, /2
indicators mapped mostly mapped is incomplete incomplete, or
explicitly to a range to appropriate or inaccurate not aligned with
of Webb’s DOK DOK levels DOK levels
levels (emphasis on
Levels 2–4)
2 1.5 1 0.5
Includes a coherent Shows Displays Does not
Alignment to Webb's DOK range of DOK awareness of limited demonstrate
Levels levels with clear DOK levels understanding understanding /2
emphasis on Levels with partial or uneven or application
2, 3, and 4 for emphasis on DOK level of DOK levels
critical thinking Levels 2–4 emphasis
2 1.5 1 0.5
Provides clear, Provides an Provides basic Provides little
Administration concise, and adequate guidance but or no guidance /2
Instructions practical steps for explanation of lacks detail or on
administering the administration clarity administration
instrument in a real steps
classroom context
5-7 3-4 1-2 0.5
Interpretation and Offers thorough, Provides Provides Provides no or
Instructional Use insightful guidance reasonable limited or unclear /7
on interpreting guidance on general guidance on
results, linking data interpreting guidance interpretation or
to instructional results and instructional
planning instructional use
use
2.5 - 3 2- 2.5 1 –1.5 0.5
Practical Format and Instrument is Formatting is Formatting is Formatting is /3
Usability clearly formatted, mostly clear somewhat unclear or not
user-friendly, and and suitable for unclear or usable in
suited for actual classroom use impractical in classroom
classroom parts contexts
implementation
Overall Portfolio Presentation
1. Table of Contents 1 mark
2. Introduction:
Provide an overview of Webb’s Depth of Knowledge framework, explaining 2 marks
its significance and relevance to the NSC Language Arts syllabus.
3. Three clearly labelled sections
Part 1: Issues Related to Limited Critical Thinking Skills 12 marks
Part 2: Designing Activity/Strategy to Enhance Critical Thinking 20 marks
Part 3: Critical Assessment Tool 20 marks
4. References 3 marks
Cite all sources and educational frameworks utilized in your booklet
according to APA requirements
5. Appendices: 2 marks
Reading passages, worksheets etc
60 marks
TOTAL (divided by 40)
