Chowdhury Khaled Arafat Chowdhury

I use a critical thinking approach to English Skills mastery. A critical thinking approach demands that students explicitly recognize the cognitive weight of learning. Grounded in Bloom’s Taxonomy, the curriculum moves learners from foundational recall toward evaluation and creation, building lasting metacognitive habits. To sharpen core English skills, I integrate the Feynman Technique—forcing students to simplify and articulate complex concepts in plain language—alongside the 5W1H framework (Who, What, When, Where, Why, How) to drive deep analysis, precise questioning, and refined communication across every task.

By actively engaging with these structured methods, students move beyond passive absorption to become independent, analytical thinkers. When applying the Feynman Technique, learners identify their own knowledge gaps by attempting to teach abstract concepts simply, which inherently improves their descriptive writing, vocabulary precision, and structural clarity. Concurrently, using the 5W1H strategy trains students to systematically dissect complex texts, evaluate arguments, and construct well-supported essays. This deliberate combination ensures that reading comprehension, analytical writing, and verbal expression are not taught as isolated mechanical exercises, but rather as interconnected intellectual habits that foster lifelong academic confidence and intellectual independence.

AI-augmented sociocogntive learning shall be ubiquitous, but humans in the loop is the pre-requisite. Such a pre-requisite is impossible without critical thinking skills informing English Skills mastery. English grammar produce correct English sentences. Students, however, shall always be grappling with text with more than one sentence! From argument diagramming to causal-loop ones, we challenged with the need to have the metacognitive habits, or thinking about thinking, to be successful