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Belyaeva Olga
BC regional trainer
Yekaterinburg
April 14, 2015
To consider the need for developing
critical thinking skills
To suggest ideas for practising these
skills in the language classroom
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
Can the student recall or remember the information?
define, duplicate, list, memorize, recall, repeat, reproduce, state
Can the student explain ideas or concepts?
classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Can the student use the information in a new way?
choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use and write.
Can the student distinguish between the different parts?
appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question and test.
Can the student justify a stand or decision?
appraise, argue, defend, judge, select, support, value, evaluate
Can the student create new product or point of view?
assemble, construct, create, design, develop, formulate, write.
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
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
Comparisons Categorising Sequencing Focusing attention Memorising Exploring space Exploring time
from Puchta/Williams 2012, Teaching Young Learners to Think
Exploring numbers Creating associations Cause and effect Making decisions Solving problems Creative thinking
from Puchta/Williams 2012, Teaching Young Learners to Think
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
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/
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/
1. Analysis2. Evaluation3. Inference4. Synthesis / construction5. Self-reflection and self-
correction
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.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/
