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Critical thinking
through Internet
resources
Voloshina Julia
Adapted from “Critical thinking” by
D. Shaw, D. Healey
Workshop goal
workshop participants will learn how to
teach oral skills (listening, speaking and
pronunciation) through critical thinking
Workshop objectives
By the end of the workshop
participants will
пѓјidentify what critical thinking is;
пѓјbe able to explain how their
students can enhance this skill in
their classes.
пѓјDo some activities for critical
thinking
Quotes
“Thinking is the hardest work there is,
which is probably why so few engage in it.”
(Henry Ford)
“We can’t solve problem by using the same
kind of thinking we used when we created
them.”
(Albert Einstein)
Discuss in a small groups:
How do we define critical thinking?
Critical thinking
How can we apply it in our daily life?
How can we use it for teaching English?
What critical thinking is?
• Critical thinking is:
– the intellectually disciplines process of
actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or
evaluating information gathered from,
or
generated
by,
observation,
experience, reflection, reasoning, or
communication, as a guide to belief and
action.
(Center for Critical Thinking)
More definitions in Handouts #1
Why should English
teachers develop critical
thinking in their
students?
How teachers can develop
critical thinking for themselves
and their students?
Bloom’s taxonomy
Questions
1. Knowledge
• “What is the biggest city in Japan?”
• “Who wrote War and Peace?”
• “How many ounces in a pound?”
•
your examples.
2.Comprehension
• “How would you illustrate the water cycle?”
• “What is the main idea of this story?”
• “If I put these three blocks together,
what shape do they form?”
•
your examples
3.Application
• “How would you use your knowledge of
latitude and longitude to locate
Greenland?”
• “What happens when you multiply each of
these numbers by nine?”
• “If you had eight inches of water in your
basement and a hose, how would you use
the hose to get the water out?”
•
your examples
•
4. Analysis
• “What are some of the factors that
cause rust?”
• “Why did the United States go to
war with England?”
• “Why do we call all these animals
mammals?”
•
your examples
5. Evaluation
• “What do you think about your work
so far?”
• “What story did you like the best?”
• “Why do you think Benjamin Franklin
is so famous?”
•
your example
6. Creation
• “How would you assemble these items
to create a windmill?”
• “Construct a tower one foot tall using
only four blocks.”
• “Put these words together to form a
complete sentence.”
•
your examples
Activity
• See handout # 4
• Write your own 6 questions. One for
each category in handout. Don’t show
them to each other.
• One by one read your questions in
small groups and identify the level of
the question.
Examples of activities
•
•
•
•
•
•
Discussions
Debates
Interviews
Presentations
WebQuests
Group work or group project
Video activity
BRAINSTORMING
(pre-watching activity)
Look at the pictures and write down
three or more words which spring to
your mind.
• Discuss your notes in pairs.
• And now watch the video
• What’s the main idea of this video?
While-watching activity
True/false statements:
1. The young man doesn’t like the idea of using
outdated devices.
2. Everybody listen to young man’s ideas with
interest.
3. A young woman suggested to send e-mails
instead of paper letters.
4. Everybody thinks that it takes much time to go
through changes.
5. All things that young man mentioned cost money.
SEEI approach
пѓјState
пѓјElaborate
пѓјExemplify
пѓјIllustrate
Example of SEEI:
Learning
пѓј State
пѓј Elaborate
пѓј Exemplify
пѓј Illustrate
SEEI activity
GENERATION GAP
State
Elaborate
Exemplify
Illustrate
Thank you!
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