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STIMULATINGCRITICALTHINKING
IN EFL CLASSES
Presenter: StellaGrama
EnglishTeacher
“Prometeu-Prim“Lyceum
TeachingDegreeI
CambridgeCELTACertified
E-mail:stellagrama9@gmail.com
Chisinau,2019

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Describethe picture:

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Facts
Sports&Nutrition
Economy
Biology
Chemistry
Geography
History
EnvironmentalProtection
ReligiousIssues,etc.
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• Use systems thinking
- analyze how parts of a whole interact with each other;
• Make judgements and decisions
- analyze and evaluate evidence, arguments, claims and beliefs;
- evaluate alternative points of view;
- make connections between information and arguments;
- interpret information and draw conclusions;
• Solve problems
- identify and ask questions that lead
to better solutions;
- solve unfamiliar problems in innovative
ways.
CRITICALTHINKING
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• Articulate thoughts and ideas effectively;
• Decode meaning including knowledge, values, attitudes
and intentions;
• Use communication for various purposes;
• Use multiple media and technologies and assess impact
and their effectiveness;
• Communicate effectively in multilingual and multicultural
environments.
COMMUNICATION
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COLLABORATION
• Demonstrate ability to work effectively and respectfully
with diverse teams;
• Exercise flexibility and willingness in making necessary
compromises to accomplish a common goal;
• Assume shared responsibility
for collaborative work,
and value the individual
contributions made
by each member.
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CREATIVITYAND INNOVATION
• Think creatively
- use various idea creation techniques;
- elaborate, refine, analyze and
evaluate ideas to improve creative
efforts;
• Work creatively with others
- develop, implement and
communicate new ideas to others
effectively;
- be open and responsive to new and
diverse perspectives;
• Implement Innovation
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TOP10 STRATEGIES
TO DEVELOPCRITICALTHINKING
1. Reading Images
2. Six Thinking Hats
3. Question Game/Cubing
4. Gallery Walk
5. 5 Why Technique
6. Graphic Organizers
7. Four Corners/Idea Line Up
8. Facts vs Opinions
9. Pros/Cons List
10.Group Projects (PBL)
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1a. ReadingImages
actively view the image (colours, layout, details,
purpose, emotions, reactions);
interpret the image (designer/creator, message,
medium, intended viewer, context);
 evaluate the image (quality, truthfulness, value).
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1b.ReadingImages
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2. Six Thinking Hats
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3. QuestionGame/Cubing
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• Questioning (who, what, when, where, what,
why?)
• Depth of knowledge (different directions or
prompts on each of the six sides. See Bloom’s
Taxonomy)
• Story elements (characters, plot,
conflict, rising action,
climax, resolution)

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Bloom’sTaxonomy
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4. GalleryWalk
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 addresses a variety of cognitive skills involving
analysis, evaluation, and synthesis promotes
higher order thinking skills
develops oral/written presentation skills, and
team building
serves as a discussion technique for active
engagement

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5. The 5 Why Technique
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Benefits:
• it helps identify the root cause of a problem.
• determines the relationship between different root
causes of a problem.
• one of the simplest tools; easy to complete without
statistical analysis.

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Venn’s Diagram KWL
Chart
Story Maps
Webs
Fishbone Strategy
Mind-Mapping
Concept-Maps
6. Graphic Organizers
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1. Spiders are interesting animals to observe.
2. You must go to university to become a teacher.
3. Dogs make better pets than cats.
4. Some dogs have saved their owners’ life.
5. Apples contain vitamin C.
6. This school has too many steps to walk up and
down.
7. The President of the US may serve two 4-year
terms.
8. Facts vs Opinions
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the decision-making process is less subjective or
influenced by emotions and personal biases.
students become aware of the potential
consequences of a course of action,
it helps opposing sides recognize and consider the
opinions of others, and can provide a new
perspective.
it can also highlight knowledge gaps where further
research is required.
9. Pros/ConsList
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1. Defining the problem or collaborative project;
2. Identifying project elements and components in detail.
3. Identifying resources;
4. Dividing the resources amongst the participants;
5. Clearly stating the goals of the task or problem
solution.
6. Identifying the problem, sorting out a strategy to
resolve the problem or complete the task.
7. Developing a means of keeping records of their
decisions and discussions.
10a.Project-BasedLearning
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10b.Roles in Group Projects
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Conclusions
By considering the 4 Cs framework and encouraging 21st
thinking and learning, students become more engaged
and interested, getting a deeper understanding of what
is being taught and retaining more information.
By thinking outside the box, learners develop problem
solving skills. They also are provided with the
opportunity to reflect upon their own strengths and
weaknesses.
They exercise teamwork skills like leadership,
compromise and willingness to be helpful.
Students feel proud about their products.
They develop crucial skills for the future. 23

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25Thank you for your attention!