Презентация на тему "Critical Thinking in Language Classrooms"

the Pedagogical college after ZH.DOSMUKHAMEDOV

“ Critical Thinking in Language Classrooms”

Teacher:Sh.E.Mukhtarova

Uralsk 2017

The term ‘Critical Thinking’ increasingly appears in the world of education and language teaching. It’s considered to be one of key skills for any 21st century learner. Even presidents are talking about it: “…Don’t simply measure whether students can fill in a bubble on a test, but whether they possess 21st century skills like problem-solving and critical thinking.” – President Barack Obama

«Оқыту бағдарламаларын сыни ойлау қабілетін және өз бетімен іздену дағдыларын дамытуға бағыттау қажет.

Атап айтқанда, үш тілді оқуға кезең-кезеңмен көшу мәселесі бойынша ұсыныстар әзірленсін.»

Н.Назарбаев

So what is it, why do we need it and how do we integrate it into the classroom?

Bloom’s Taxonomy

• Origins of the term The term ‘Critical Thinking’ first started emerging in academic circles and literature in the midtwentieth century. In 1941, the academic Edward M. Glaser stressed that critical thinking referred to the search for evidence to support (or discredit) a belief or argument . In 1956, a committee of educators chaired by the educational psychologist Benjamin Bloom worked towards developing a system of thinking that would go beyond traditional rote learning in education and encourage ‘higher-order’ thinking. Although the taxonomy they devised is named after Bloom, it is a concept that has been refined and adapted over the years. However, at the core of Bloom’s Taxonomy is a series of skills that teachers should develop in their learners in order to make their students learn more effectively
• 1.Understanding
• When we read or listen to a text, we process it and then try to understand it. The teacher might need to ask questions such as ‘What kind of text is it? Is it from a newspaper? Where would you read it?’.

2. Applying. Having studied a text, we take the new information and apply it to something. In other words, it is about task completion with the new information that we have understood.

• 3. Analysing. The analysis stage is where we return to the text and start to question how the author’s information is presented. Often the task involves identifying how a text or its arguments are constructed.
• 4. Evaluating. Evaluating is one of the key ‘higher-order’ critical thinking skills. It’s the stage at which students have isolated the author’s arguments and views and start to evaluate the validity and relevance of the information.
• 5. Creating. This is the last of the five sub-skills. Having studied a topic by drawing on a number of texts, students need to apply their new knowledge and to create something of their own out of it. For example, perhaps they are writing an essay expressing their own opinion but based on the facts and evidence they have researched. Or perhaps they do a group presentation with other students in which they present all the arguments for and against a view before then presenting their own conclusions.

• True-False

• Thinking critically is one thing, but being able to teach it can be quite another.
• A key technique in critical thinking is to avoid lecturing your students.
• enables them to interpret news data, look for bias, and explore the ways in which the data is used to support a point that may or may not be true. Those skills are not just useful in their careers, but in their personal lives as well.
• Critical thinking is a crucial skill for living life. That’s why teaching critical thinking skills is a necessity with our students. 
• Every teacher isn’t looking for more ways to integrate it into classrooms.
• It’s more than just thinking clearly or rationally. It’s about thinking  independently
• Teaching critical thinking skills doesn’t require hours of lesson planning. You need special equipment or guest speakers. All you need are curious and open minds, along with a few strategies.

Six Thinking Hats

Six Thinking Hats is a simple, effective parallel thinking process that helps people be more productive, focused, and mindfully involved. A powerful tool set, which once learned can be applied immediately!

You and your team members can learn how to separate thinking into six clear functions and roles. Each thinking role is identified with a colored symbolic "thinking hat." By mentally wearing and switching "hats," you can easily focus or redirect thoughts, the conversation, or the meeting.