critical thinking

1. Belyaeva Olga
BC regional trainer
Yekaterinburg
April 14, 2015

2.  To consider the need for developing critical
thinking skills
 To suggest ideas for practising these skills in
the language classroom

3. In 1956, Benjamin Bloom headed a group of
educational psychologists who developed a
classification of levels of intellectual behaviour
important in learning. During the 1990's a new
group of cognitive psychologists, led by Lorin
Anderson (a former student of Bloom), updated
the taxonomy to reflect relevance to 21st
century work. The two graphics show the
revised and original Taxonomy. Note the change
from nouns to verbs associated with each level.
from http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

6. Can the student recall or remember the
information?
 define,
 duplicate,
 list,
 memorize,
 recall,
 repeat,
 reproduce,
 state

7. Can the student explain ideas or concepts?
 classify,
 describe,
 discuss,
 explain,
 identify,
 locate,
 recognize,
 report,
 select,
 translate,
 paraphrase

8. Can the student use the information
in a new way?
 choose,
 demonstrate,
 dramatize,
 employ,
 illustrate,
 interpret,
 operate,
 schedule,
 sketch, solve, use and write.

9. Can the student distinguish
between the different parts?
 appraise,
 compare,
 contrast,
 criticize,
 differentiate,
 discriminate,
 distinguish,
 examine,
 experiment, question and test.

10. Can the student justify a stand or decision?
 appraise,
 argue,
 defend,
 judge,
 select,
 support,
 value,
 evaluate

11. Can the student create new product or
point of view?
 assemble,
 construct,
 create,
 design,
 develop,
 formulate,
 write.

13.  To what extent do you let the coursebook or
the syllabus drive you?
 Do your learners prefer ‘closed’ or ‘open’
exercise types? Do you seek to influence
them in any way?
 Do you and/or your learners always insist on
‘finishing’ a textbook unit within allotted
time?
From Rod Bolitho’s webinar on Thinking Skills

14.  To how many of the questions you ask do you
already know the answer?
 How much of the talk in your classroom is linked
to ‘lower order’ and how much to ‘higher order’
thinking skills?
 What does silence mean in your classes?
 How much talk about learning takes place in your
classroom?
From Rod Bolitho’s webinar on Thinking Skills

15.  Comparisons
 Categorising
 Sequencing
 Focusing attention
 Memorising
 Exploring space
 Exploring time
from Puchta/Williams 2012, Teaching Young Learners to Think

16.  Exploring numbers
 Creating associations
 Cause and effect
 Making decisions
 Solving problems
 Creative thinking
from Puchta/Williams 2012, Teaching Young Learners to Think

19.  A critical look at your coursebook and how
you use it
 A check on the balance between time spent
on LOTS and HOTS in your classes
 A review of your classroom practices focused
on the space you allow your learners to think
when answering questions, completing tasks
or reflecting on learning

20. is the analytical thinking which underlies all
rational discourse and enquiry. It is
categorised by a meticulous and rigorous
approach. As an academic discipline, it is
unique in that it explicitly focuses on the
processes involved in being rational.
http://www.cambridgeassessment.org.uk/

21. include
 analysing arguments
 judging the relevance and significance of
information
 evaluating claims, inferences, arguments and
explanations
 constructing clear and coherent arguments
 forming well-reasoned judgements and
decisions
http://www.cambridgeassessment.org.uk/

22. 1. Analysis
2. Evaluation
3. Inference
4. Synthesis / construction
5. Self-reflection and self-correction

23.  http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxon
omy.htm
 http://learningcommunity3250.wikispaces.com/HOTS+and
+LOTS
 Rod Bolitho’s webinar on thinking skills
http://www.teachingenglish.org.uk/webinars/thinking-
skills
 Puchta/Williams 2012, Teaching Young Learners to Think
 Herbert Puchta’s webinar ‘Towards developing critical
thinking skills with young learners’
http://www.cambridgeenglishteacher.org/resources
 http://www.cambridgeassessment.org.uk/insights/role-
value-and-impact%20of-critical-thinking-on-attainment/

24. Belyaeva Olga
BC Regional Trainer
olbelyaeva15@gmail.com
www.yartea.ru