critical and creative thinking in the english language classroom

Toni HullMarch 2010

English Language Fellowth.in.tesol@hotmail.com

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FACT

OPINION

NOT SURE

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exploring questions about and solutions for issues which are not clearly defined and for which there are no clear-cut answers.

exploring = process

not clearly defined = ambiguity no clear-cut answers = no one right answer

aaahq.org/aecc/intent/glossary.htm

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identifies, analyzes, and evaluates issues collects relevant data looks at questions and answers from multiple

view-points recognizes and moves beyond assumptions and

personal biases formulates and presents persuasive reasons in

support of conclusions makes reasonable decisions about what to

believe and what to do thinks for himself / herself

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Read each pair of words. Circle the word in each pair that best

describes you. Share your choices with your group and

explain why you chose them.

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1. rock feather 2. city country 3. breakfast dinner 4. plastic cotton 5. yes no 6. river pond 7. drums flute 8. yellow blue 9. motorcycle bike 10. mountainsvalley

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(Anderson & Krathwohl, 2001)http://en.wikipedia.org/wiki/File:BloomsCognitiveDomain.svg

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Lower Order Thinking:

Knowledge = recalling pieces of information◦ tell, list, choose, arrange, find, match, name, spell

Comprehension = understanding meaning◦ translate, reword, define, explain, outline

Application = using what you know◦ solve, use, develop, design, operate, demonstrate

adapted from http://www.learnnc.org/lp/pages/778?style=print

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Higher Order Thinking:

Analysis = answering why and seeing relationships◦ break down, take apart, examine, simplify, compare

Synthesis = assembling pieces into a new whole and creating new insight◦ create, combine, predict, generate, invent, compose

Evaluation = judging the value of information for a specific purpose ◦ judge, rate, rank, critique, grade, assess, decide

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When designing class activities and assessment questions, think about which level of B.T. you are activating.

Handout Task: What critical thinking skills are being targeted in the questions and activities?

NOTE: There may be more than one right answer!

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1. Do you think this is a good or bad thing?2. Can you explain what must have happened then?3. What were the events that happened, according to

the text.4. What was the main idea in this text?5. Can you see a possible solution to this problem?6. Can you provide an example of what you mean?7. Is this statement true or false?8. From the information given, can you develop a set

of instructions?

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EV 1. Do you think this is a good or bad thing?SYN 2. Can you explain what must have happened

then?KN 3. What were the events that happened,

according to the text.CO 4. What was the main idea in this text?SYN 5. Can you see a possible solution to this

problem?AN 6. Can you provide an example of what you

mean?CO 7. Is this statement true or false?AP 8. From the information given, can you develop a

set of instructions?

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1. Recite a poem by heart2. Make a list of the main events3. Conduct a debate about an issue of special interest4. Write a biography of the person we are studying.5. Prepare a list of criteria to judge a show. 6. Create a new product. Name it and plan a

marketing campaign.7. Design a questionnaire to gather information.8. Retell the story in your own words.

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K N 1. Recite a poem by heartKN/CO 2. Make a list of the main eventsAN/SYN 3. Conduct a debate about an issue of special

interestK/C/AP 4.Write a biography of the person we are studying.SYN 5. Prepare a list of criteria to judge a show. AP/SYN 6. Create a new product. Name it and plan a

marketing campaign.AP/AN/SYN 7. Design a questionnaire to gather

information.CO 8. Retell the story in your own words.

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How are the two dancers similar? How are the two dancers different? Think about their style, their ability, their training,

their preparation.

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PLAY

How is dancing similar to /different from learning and speaking a foreign language – like English?

This is an ad for Nike brand athletic sportswear. Do you know the Nike slogan?

Just do it!18

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What words would you associate with this picture?

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“The more you look at the world the more you recognize that people have different ideas about what’s important.”

fate fear fairy tale

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What image would you use to illustrate the word

ACCOMPLISHMENT

“I would use an image / a picture of ________.”

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1 picture – 3 words

1 word – 3 images

The word is

DANGEROUS Think of 3 different

images that express 3 different points of view about the word

Think of 3 words that express 3 different points of view about this picture. The words should all belong to the same word class.

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D = Describe

I = Interpret

E = Evaluate

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Visual – What do you see/hear?◦ only observed / objective facts

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Ask a variety of “wh-“ questions about the subject. ◦ Who?◦ What?◦ When?◦ Where?◦ Why ?◦ How?

Asking the questions is more important than actually knowing the answers.

Be sure you don’t evaluate at this stage!

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Judgment based on describe and interpret ◦ What do you feel/think about the subject?

No right or wrong answers as long as they are supported

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Try it again!

Describe

Interpret

Evaluate

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Watch the first 10 minutes of WALL-E. After watching, go through the DIE process with

your group.◦ First, describe what you observed? Do not interpret

(don’t talk about causes or how you feel about what you saw).

◦ Second, interpret what you observed using your question words (still don’t talk about how you feel about what you saw).

◦ Third, evaluate what you observed. Now you can judge what you saw. How did the film make you feel? Do you think the film succeeded in its purpose?

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1. People wear nametags all the time, everywhere.

2. A pill is invented that makes it possible for humans to live to age 150.

3. Another pill is invented that makes it unnecessary for humans to sleep.

4. One more pill is invented that provides all the nutrients needed to sustain life: no more food!

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Toni Hullth.in.tesol@hotmail.com

Workshop PowerPoint and materials are available at:www.italldepends.pbworks.com

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Both of them are/have/can …Neither of them are/have/can …

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A girl who was just learning to drive went down a one-way street in the wrong direction, but didn't break the law. How come?

How can you throw a ball as hard as you can and have it come back to you, even if it doesn't hit anything, there is nothing attached to it, and no one else catches or throws it?

Two students are sitting on opposite sides of the same desk. There is nothing in between them but the desk. Why can't they see each other?

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