TEACHING

CRITICAL THINKING WITH

PUBLIC SERVICE ANNOUNCEMENTS
Vanessa Armand, Lecturer & Global Teaching Fellow
The Global Teaching Institute, Tokyo International University
Presented at
The Debate and Critical Thinking Conference

JALT Critical Thinking & Speech, Drama, & Debate SIGs

Nagoya, Japan--July 31, 2016

OVERVIEW
1.
2.
3.
4.
5.
6.
7.

Key Concepts
CT & CLT in Japanese Higher Ed. EFL
Classroom issues
Rationale for use of PSAs for CT & CLT
The PSA class project
Ideas for adaptation
Q&A
Vanessa Armand 2016

KEY CONCEPTS

Authentic language: any language or material produced for native speakers

of a given language, not for language-teaching purposes (Erkaya, 2005)

Autonomous learners: learners who are active and independent in learning
process; who can identify, formulate, modify own goals according to own
needs/interests; who can use learning strategies & monitor own learning (Dickenson,
1995)

Critical thinking: skilled, active interpretation and evaluation of

observations, communications, information, and argumentation as a guide to

thought and action (Fisher & Scriven, 1997, p. 20)
Culture: beliefs, values, attitudes and traditions shared by members of a
community (Erkaya, 2005, p. 4)
Media Literacy: awareness of print, audio, video, electronic medias influence
on public beliefs, thought-processes, feelings, and a metacognitive strategy to
increase ones individual and social empowerment (Hobbs et al., 2015, p. 152)
Vanessa Armand 2016

THE IMPORTANCE OF
CT AND CLT IN JAPANESE EFL
The knowledge society & 21st century skillsCT & CL (Voogt & Pareja Roblin, 2012)
University context:
Implementation of MEXT CT & CLT guidelines=slow process
Onus is on Ts familiar with CT/CLT (often EFL teachers already teaching CL)
SS arrive w/limited communicative & CT skills (Dunn, 2014) ; expected to leave w/both (MEXT 2011, 2012)

Simultaneously leisure-land (Ushioda, 2013) & time of inquiry (McKinley & Thompson, 2011)
Last stand before the competitive, globalizing job market (Amano & Poole, 2005; MEXT, 2011, 2012)

CT & CLT in EFL to help students to:

be autonomous learners with individuality & zest for life (MEXT 2013)
think/communicate in English in studying/working with non-Japanese (Davidson, 1998)
be active, reflective local/global citizens (Davidson, 1998; Kubota, 1999; Long, 2003; McKinley & Thompson, 2011)
be competitive workers & future leaders for themselves/Japan (Amano & Poole, 2005, MEXT, 2011)
have meaningful, enjoyable, motivational experiences in class (Halvorsen, 2005)
Vanessa Armand 2016

Unfamiliar/
overwhelming
textbook
topics; require
supplementation

Minimal
approachable,
authentic
language
input in
textbook

Input is too
long,
complex
cognitive
overload

Students
limited
experience
with
CT/discussion
in English

Traditional
discussion
formats = too
academic
demotivating

PCT as result
of focus on
language in
output
CT prompts =
minimal thoughprocess
structuring +
theoretical
outcome
difficult to grasp

Observed
Classroom
Issues

Need for tasks based in short, linguistically simple, engaging input

with structured analytical processes, minimized emphasis
on academic language, and a tangible outcome
Vanessa Armand 2016

BENEFITS OF USING ADVERTISEMENTS IN TESOL

Ads in general
Video Ads

Short, focused, accessible

Thematic
Authentic
Culturally-coded; rich in symbolism

Engaging & motivating active learning

Persuasive w/distinct purpose CT about

audience, persuasion, timing & political,
social, economic, historical contexts
impacting strategy & audience
Connect classroom to everyday life
attentive citizens/consumers; media literacy

Visual/written/
verbal/aural
combo aid
understanding
Video use connects L & R brains
& activates 3 layers of triune brain
content/message embedded in
long-term memory
Improves listening skills

(See Berk, 2009; Davis, 1997; Erkaya, 2005; Hobbs, 2004; Hobbs et al. 2015; Lee, 1994; McGee & Fujita, 2000; Smith & Rawley, 1997; Tuzi et al., 2010; Picken, 1999)
Vanessa Armand 2016

PUBLIC SERVICE ANNOUNCEMENTS

Definition: Any announcement for which no charge is made and

which promotes programs, activities, or services of federal, state, or local

governments [or] non-profit organizations and other announcements
regarded as serving community interests. -- The US Federal Communication Commission

Steps/Components:
1. Identify a problem & target audience
2. Gather information to present about the problem
3. Write a script for specific media & limited timeframe, incl.:
a)
b)
c)
d)

captivating hook
concise info about the who/what/where/when/why/how of problem
emotional appeal & persuasive language to invoke action
instructions for how to take action

4. Launch PSA (& measure success)

Vanessa Armand 2016

CONSIDER THESE QUESTIONS

(LANGUAGE LEARNING-ORIENTED)

Given the definition and components of PSAs, what

benefits might PSAs provide as a supplement to an ELL

Speaking/Listening course in terms of the following?
Input authenticity / level (i+1)
Vocabulary / grammar
Student output
Student fluency / accuracy
Student interest / confidence / motivation
Vanessa Armand 2016

NECESSARY LANGUAGE SKILLS

POSSIBLE RESPONSES

Input authenticity / level (i-1/i+1)

Exposure to native speech; to various accents/dialects of the L2

Listening fluency-building
Confidence-building for listening/understanding
Exposure to reductions in speech

Vocabulary / grammar

Focused attention w/thematic, real vocabulary use

Use of simplified language used to reach the masses; easy for NNES to understand
Real-world use of specific grammatical forms (imperatives, question formations, future tenses, present vs. present perfect use)
Exposure to slang, idioms, wordplay

Student output

Accessible length/complexity adaptable to various proficiency levels

Student fluency / accuracy

Off-line processing time for linguistic constructions more practice for fluency & accuracy

Student interest / confidence / motivation

Engaging, fun motivating

Personalized, relateable motivating
Permanence of student PSA recordings confidence-building through self-assessment of improvement

Vanessa Armand 2016

CONSIDER THESE QUESTIONS (CT-ORIENTED)

The following are guiding questions to consider when making a PSA1 :
Is your message of significant interest or importance to the community?
Can your message be told in 30 seconds or less?
Are other groups already promoting it? How?
Is your message most important to a certain audience based on age, gender, or other demographics?
Why is this message important to them?
What are your resources? What is your medium? What is your timeframe for production?
1

Adapted from: https://www.acep.org/ACEP-Taxonomy-of-Subject-Matterews-/All-About-Public-Service-Announcements/

1.

2.
3.

What tasks would a PSA writer/producer need to execute to

respond to these questions?
What higher-order thinking skills would this person need in
order to do these tasks well?
What language skills / tools would NNES students need in
order to successfully produce a PSA?
Vanessa Armand 2016

NECESSARY THINKING SKILLS

POSSIBLE RESPONSES

1.

What tasks would a PSA writer/producer need to execute to respond to

these questions?

2.

Identify a problem, whether it can be solved, causes/effects, if it is simple enough for PSA time limit
Do research into background of problem; possible solutions
Do market research to determine target audience
Determine best solution to market in PSA based on target audience

What higher-order thinking skills would this person need in order to do

these tasks well?
Ability to identify problems, investigate & understand causes/effects, evaluate sources to cite, synthesize
information, develop creative/attractive strategy to reach target audience

3.

What language skills / tools would NNES students need in order to

successfully produce a PSA?
Ability to understand NES input to understand examples
Ability to convey meaning of message in comprehensible language (grammar, vocabulary, pronunciation)
Knowledge of key thematic vocabulary
...

Vanessa Armand 2016

PSA AS INPUT

BENEFITS FOR USE IN EFL

Short input (10 seconds-1min)

Clear, digestible message in basic language
Real English/Englishes (English in the wild)

visual (video/picture) and/or audio

set structure ; problem/solution-oriented

Tangible, emotionally-charged purpose

culturally coded w/target audience, locally &
internationally used
Social/environmental issue addressed

Manageable length, complexity,

language lightened cognitive load
Exposure to real language use
unavailable to EFLLs
Multimodal for varied learning styles
Easier to analyze than debate input
w/complex arg. lower cognitive load
Meaningful, practical, relatable w/realworld purpose easier to grasp
more learner investment/ interest,
deeper CT interaction w/input, more
gen. awareness as [global] citizen; more
media literacy
Vanessa Armand 2016

PSA AS OUTPUT

BENEFITS FOR USE IN EFL

Short output (10 seconds-1min)

Use of basic language/ SSs own vocabulary

Visual (video or picture) and/or audio

Set structure
Culturally, emotionally coded w/target
audience

Personalized/localized tangible, emotionallycharged purpose

Social/environmental issue addressed

Manageable length, complexity, language

lightened cognitive load; SS can focus on
the task, use lang. spontaneously & build
confidence
Appeals to different lrn. styles/ strengths;
Promotes critical & creative processes
Provides easy-to-follow CT process &
persuasive formula
Meaningful, practical real-world purpose
related to SSs context/community
more motivation/ownership/investment
Might engage students in local/global
activism
Vanessa Armand 2016

THE PSA PROJECT

INPUT
(LISTENINGORIENTED)

OUTPUT
(CT-ORIENTED)

OUTPUT
(SPEAKINGORIENTED)

Step 1: Awareness-Raising
Step 2: Video input
Step 3: Brainstorming
Step 4: Choosing & Analyzing a Topic
Step 5: Formulating a PSA Plan
Step 6: Writing and Testing Out a Script
Step 7: Planning for & Executing Filming/Editing
Step 8: Launching the PSA (collecting
Analysis/Feedback)
Vanessa Armand 2016

Evaluate
effectiveness of
solution;
Determine new
problem

Identify the
problem;
determine that it
is solvable

Identify &
analyze context,
causes & effects
of problem

PROBLEM-SOLUTION
FORMULA FOR CT*
Implement the
solution

Adapted from recommended

strategy for CT in everyday life
(Paul & Elder 2001)

Evaluate
resources &
counterpoints to
hone solution or
choose between
solutions

Synthesize &
apply this
information &
analysis to
development of
solutions

Gather &
evaluate
information to
inform deeper
analysis

*Note

overlap of CT
skills across process
Vanessa Armand 2016

THE INPUT
Step 1: Awareness-Raising / Schema Activation
Explain of a PSA (definition, purpose) (T-SS)
Provide examples of static visual PSAs from abroad; infer meaning (T-SS)
Apply understanding to find static visual PSAs from native context (SS-T)

Vanessa Armand 2016

Step 2: Video input

THE INPUT

Basic analysis (discourage a bad behavior OR encourage good behavior) (T-SS)

Example PSA

Does this PSA want the audience to stop a bad behavior or encourage a good one?
Who is the audience? What is the message of this PSA?
Basic analysis of problem/solution (what, where, when, how/how fix it) (T-SS-SST)

What is the problem? Who is it affecting? What is the general solution?

Deeper inferencing/making connections about causes/effects of problem (T-SS)

What is causing the problem? What are the effects?

Ad strategy analysis (T-SS-SST)

What does the ad do/say in order to stop the causes?

Vanessa Armand 2016

 Vanessa Armand 2016

COOKIE MONSTER PSA EXAMPLE

Message: (encourages a good behavior) Eat healthy food!

Target Audience: children

Problem: Children are likely to eat junk food, which hurts their health in formative years.
Solution: Children should eat fruits and vegetables instead of junk food.
Causes

Effects

- Kids dont know the importance of eating non-sweets

- kids dont eat enough non-sweets;

dont get enough vitamins to be strong

- Kids role models (Cookie Monster) eat lots of sweets

- Kids think eating lots of sweets is OK/cool

- Junk food is brightly colored/attractive to kids

- Junk food is more exciting; kids want to

eat junk food more than healthy food

PSA Advertising Strategy that addresses these causes/effects:

Talk about the health benefits of non-junk food (e.g. fruits & veggies).
Show Cookie Monster eating (and enjoying eating) lots of fruits/veggies
Make eating fruits/veggies sound look fun, cool
Show fruits/veggies of many colors, sizes, and shapes (visually appealing)
Vanessa Armand 2016

THE OUTPUT (THINKING &

COMMUNICATING IDEAS)
Step 3: Brainstorming
Brainstorm health/social/environmental issues (TSS/SS/S)
Complete T-chart of behaviors to encourage/discourage (SS/S)
With your group, make a list of some possible ideas for a PSA.
How many ideas can your group come up with?
Stop a Bad Behavior
Ex. Dont smoke

Encourage a Good Behavior

Ex. Wash your hands

Vanessa Armand 2016

THE OUTPUT (THINKING /

COMMUNICATING IDEAS)

Step 4: Choosing & Analyzing a Topic

Identify a topic of interest (S); identify simple problem and solution (SS/S)
Analyze target audience (Who is causing the problem? Why are they causing it?) (SS/S)

Step 5: Formulating a PSA Plan

Research chosen problem; evaluate sources/info to find reliable & valid

statistics/facts for support; synthesize info; eliminate unimportant info (S)
Website Address:
1.________________________
2.________________________
3. ________________________

Statistics:
__________________________________________
__________________________________________
__________________________________________

Develop marketing strategy to appeal to their target audience (SS/S)

Vanessa Armand 2016

THE OUTPUT (SPEAKING)

Step 6: Writing and Testing Out a Script
1. Experiment with hooks, statistics, emotional appeal, call to action,
different grammar/vocab (S [-T/S])
2. Present/consult about content/methods (S-T / S-S)

Step 7: Planning for & Executing Filming/Editing

1.
2.
3.
4.

Determine/find/reserve a setting (S)

Make props (e.g. signs, physical props, etc.) (S/SS)
Solicit actors, assign roles, plan & direct film (S-SS)
Experiment with recording software (S/SS)
[e.g. iMovie app or VideoFX Music Video Maker app]

5. Film/edit (create), submit (understand & follow directions) (S/SS)

Vanessa Armand 2016

FEEDBACK
Step 8: Launching the PSA (collecting analysis/feedback)
Class launching of PSAwatch as a class (TSS)
Understand, differentiate info, record notes on Problem/Solution
of each PSA
PSA 1: Title_____________
(circle one) Stop a Bad Behavior / Encourage a Good Behavior
Message (Problem/Solution):
Target audience:
Effective? (circle one)
1
2
3
4
5
minimally effective

highly effective

Discuss/vote on most effective PSA

Vanessa Armand 2016

POTENTIAL
BENEFITS
OF THE PSA
PROJECT
The PSA project
engages all four
quadrants,
w/overlap across
various project
steps
Vanessa Armand 2016

POTENTIAL BENEFITS
OF THE PSA PROJECT
Overall: hones listening & speaking skills & is accessible & adaptable for
content/proficiency; active use of various overlapping CT skills throughout

Under-the-radar method of encouraging CT/communicative practice

engaging, motivational; lowers affective filter
Research into local issues students = more aware/engaged in community
Analysis of culture increased [cross-]cultural awareness
Production of language-progress artifact build self-expression [confidence,
fluency, accuracy]
Collaborative learning gap-noticing [linguistic/skill] & learner autonomy
Analysis of PSA persuasive formula media literacy

Vanessa Armand 2016

Concern

Options for adaptation

Content/ Cultural
Appropriateness

Tailor PSA input & output to course content/topics

Tailor PSA input & output to be culturally appropriate to teaching context

Language
Proficiency

Choose PSA input & output qualifications to match proficiency of learners (e.g.
shorter talk-time and/or simpler problems/solutions for lower-level learners)

Glocalization

Have students adapt a static PSA (image) from their culture into an English
version of the image or into a video in English
Have students market a local issue to foreigners (e.g. to make tourists coming
for intl. sporting event aware of local behavioral expectations)

Group dynamics /
skill variance

Group: Students work in groups to develop & execute one PSA as a group
Individual: 1 PSAs per student, but students work in groups of peer-consultants
and support throughout the development/writing/filming/editing process

Access to ICT

Students perform live instead of recording &/OR students create a poster PSA

Vocabulary &
Grammar

Choose PSAs that include target vocabulary or grammar points

Require students to use target vocabulary or grammar points in their PSA

Multicultural
Awareness

Focus analysis on cultural differences across PSAs from difference countries

(e.g. target issues, target audiences, marketing strategies/emotional appeals)
Vanessa Armand 2016

SUGGESTED RESOURCES
For photographic PSAs:
60 Powerful Social Issue Ads Thatll Make You Stop And Think compiled by Digital Synopsis.
http://digitalsynopsis.com/inspiration/60-public-service-announcements-social-issue-ads/

For PSA videos:

The Ad Counci, PSA Central with customizable search function: https://www.psacentral.org/home
The Ad Council YouTube Channel & Featured Channels https://www.youtube.com/user/adcouncil
Public Service Network PSA Bank: http://publicservicenetwork.com/psabank-downloads/
US Center for Disease Control [CDC] seasonal PSAs: http://www.cdc.gov/flu/freeresources/media-psa.htm
Substance Abuse and Mental Health Services Administration [SAMHSA] Talk. They hear you. videos of different
lengths: http://www.samhsa.gov/talk-they-hear-you/partner-resources/psas#tv

For PSA audio:

English PSA broadcasts from Nagoya International Center: http://www.nic-nagoya.or.jp/en/e/archives/5968

For PSA How-tos:

US Department of Agriculture [USDA] Public Service Announcements suggested steps of PSA production
http://www.fns.usda.gov/sites/default/files/psas.pdf
Vanessa Armand 2016

STUDENT PSA EXAMPLES

Exercise for energy!

Eat breakfast!

Vanessa Armand 2016

QUESTIONS?
Thank you!
For these PPT slides, related handouts
and similar multimedia projects,
visit: vanessaarmandtesol.weebly.com

REFERENCES (I)
Amano, I. & Poole, G. (2005). The Japanese University in Crisis. Higher Education, 50(4), 685-711.
Benesch, S. (1993). Critical Thinking: A Learning Process for Democracy. TESOL Quarterly, 27(3), 545-548.
Berk, R. (2009). Multimedia Teaching with Video Clips: TV, Movies, YouTube, and mtvU in the College Classroom. International Journal of
Technology in Teaching and Learning, 5(1), 1-21.

Clavel, T. (2014, Jan. 5). English fluency hopes rest on an education overhaul. The Japan Times. Retrieved from:
http://www.japantimes.co.jp/community/2014/01/05/issues/english-fluency-hopes-rest-on-an-education-overhaul/#.V0FNsvl97IU

Davidson, B.W. (1998). A Case for Critical Thinking in the English Language Classroom. TESOL Quarterly, 32(1), 119-123.
Davis, R. (1997). TV Commercial Messages: An Untapped Video Resource for Content-based Classes. The Language Teacher Online, 21(3).
Retrieved from: http://www.jaltpublications.org/tlt/files/97/mar/davis.html
Dickenson, L. (1995). Autonomy and Motivation: A Literature Review. System, 23(2): 165-174.
Dunn, J. (2014). Limited Critical Thinking Skills in Japanese EFL: Where Does the Responsibility Lie? Critical Thinking and Language Learning,
1(1), 1-7.

Dunn, J. (2015) Critical Thinking in Japanese Secondary Education: Student and Teacher Perspectives. Critical Thinking and Language Learning
2(1), 28-38.
Erkaya, O.R. (2005). TV Commercials as Authentic Materials to Teach Communication, Culture and Critical Thinking. MEXTESOL Journal,
29(1), 43-57.
Vanessa Armand 2016

REFERENCES (II)
Fisher, A. & Scriven, M. (1997). Critical Thinking: Its Definition and Assessment. Point Reyes, CA: Edgepress.
Halvorsen, A. (2005). Incorporating Critical Thinking Skills Development info ESL/EFL Courses. The Internet TESL Journal, 11(3). Retrieved
from http://iteslj.org/Techniques/Halvorsen-CriticalThinking.html
Hobbs, R., He, H., & Robbgrieco, M. (2015). Seeing, Believing, and Learning to Be Skeptical: Supporting Language Learning Through
Advertising Analysis Activities. TESOL Journal, 6(3): 447-475.

Kubota, R. (1999). Japanese Culture Constructed by Discourses: Implications for Applied Linguistics Research and ELT. TESOL Quarterly, 33(1),
9-35.
Lee, F. (1994). The effect on listening comprehension of using television commercials in a Chinese as a second language course. Research Report .
(ERIC Reproduction Service No. ED).

Long, C.J. (2003). Teaching Critical Thinking in Asian EFL Contexts: Theoretical Issues and Practical Applications. Paper presented at Proceedings
of the 8th Conference of Pan-Pacific Association of Applied Linguistics. (Japan) Okayawa. 229-234.
McGee, K. & Fujita, T. (2000). Playing the semiotic game: Analyzing and creating TV commercials in an ESL class. The Language Teacher, 24(6),
17-24.
McKinley, J. & Thompson, M. (2011). The Globalization of Japanese Higher Education and the FLA Core. Sophia International Review (33): 61-64.
Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2011). University Reform Action Plan. Retrieved May 28, 2016 from:
http://www.mext.go.jp/english/topics/1324314.htm
Vanessa Armand 2016

REFERENCES (III)
Ministry of Education, Culture, Sports, Science and Technology (MEXT). (2012). Higher Education in Japan. Retrieved from:
http://www.mext.go.jp/english/highered/__icsFiles/afieldfile/2012/06/19/1302653_1.pdf
Ministry of Education, Culture, Sports, Science, and Technology (MEXT) (2013). Special Feature 1: Toward Educational Rebuilding. Lifelong
Learning Policy Bureau Policy Planning and Coordination Division: Japan. Retrieved from:
http://www.mext.go.jp/b_menu/hakusho/html/hpab201201/detail/1344908.htm
Paul, R. & Elder, L. (2001). Critical Thinking in Everyday Life: 9 Strategies. Modified from the book by Paul, R. & Elder, L. (2001). Critical
Thinking: Tools for Taking Charge of Your Learning and Your Life. Retrieved July 16, 2016 from:
http://www.criticalthinking.org/pages/critical-thinking-in-everyday-life-9-strategies/512#top
Picken, J. (1999). State of the Ad: The Role of Advertisements in EFL Teaching. ELT Journal, 53(4): 249-255.
Tuzi, F., Mori, K., and Young, A. (2010) Go To Commercial: Using TV Commercials in Multilevel EFL Classrooms. In Multilevel and Diverse Classroom:
Classroom Practice Series. Baurain, B. & Le Ha, P. (Eds.). TESOL Publications. (69-80).
U.S. Federal Communications Commission. (1980). Petition to Institute a Notice of Inquiry and Proposed Rule Making on the Airing of Public
Service Announcements by Broadcast Licensees. BC Docket No. 78-251 RM-2712. Retrieved from:
https://apps.fcc.gov/edocs_public/attachmatch/FCC-80-557A1.pdf
Voogt, J. & Pareja Roblin, N. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national
curriculum policies. Journal of Curriculum Studies, 44(3): 299-321. DOI: 10.1080/00220272.2012.668938
Vanessa Armand 2016

IMAGE CREDITS
Slide 6:
Vector Illustration of Left and right brain [illustration]. Retrieved July 15, 2015 from: http://www.canstockphoto.com/vector-clipart/left.html#file_view.php?id=25369425

Slide 8:
[Illustration of thought to speech mental maze]. Retrieved July 15, 2016 from: http://accentadventure.com/slow-speech/

Slide 9:
[Illustration of mental gears of thinking]. Retrieved July 16, 2016 from: http://www.thinkingdimensions.com/download-root-cause-analysis-training-brochure

Slide 14:
Street beating: Ignore us, ignore human rights [photograph] (2010, May). Amnesty International. Retrieved July 10, 2016 from:
https://adsoftheworld.com/media/print/amnesty_international_street_beating
Nylon bags: What goes around comes around; keep the sea clean [photograph]. (2008, Feb.) Emirates Environmental Group. Retrieved July 16, 2016 from:
https://adsoftheworld.com/media/print/emirates_environmental_group_nylon_bags
Yorifuji , B. (2008, Apr.) Please do it at home: Please be careful of noise leaking from your headphones on the train. Tokyo Metro. Retrieved July 10, 2016 from:
https://illustrationage.com/2014/03/27/the-quirky-illustrations-of-bunpei-yorifuji/

Slide 16:
Cookie Monster PSA for the Ad Council (1974). Retrieved from: https://www.youtube.com/watch?v=uclriotpbz8
Slide 17:
[Photograph of Cookie Monster eating fruit] in Walker, D. (2005, Apr. 12). Do you want chips with that? BBC News. Retrieved July 16, 2016 from:
http://news.bbc.co.uk/2/hi/uk_news/magazine/4432739.stm

Slide 20:
[Illustration of clash of schemas] in Ray, L. (2015, June 30). Thinking differently? It might be a clash of schemas. NeuResource Group. Retrieved July 16, 2016 from:
http://www.neuresourcegroup.com.au/thinking-differently-it-might-be-a-clash-of-schemas/

Slide 22:
The Whole Brain [graphic] (2015). Hermann Global LLC. Retrieved July 16, 2016 from:
http://www.herrmannsolutions.com/blog/portfolio-item/creative-and-strategic-thinking-the-coming-competencies/

Vanessa Armand 2016

ACKNOWLEDGEMENTS
Claudia Kupiec
English Language Instructor
The English Language Academy at DePaul University (Chicago, IL USA)
This project and related (forthcoming) research was inspired by her ingenuity
in integrating student-made PSA video projects into the classroom as an
enjoyable alternative and supplement to standard lessons for academic skills
and language.

Vanessa Armand 2016