FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING
•Download as PPT, PDF•
3 likes•1,198 views
Teaching students how to think critically is not easy. That's no secret. Here you will find the information that will help us to do this - teach students to think critically and creatively. We can do this...
Recommended
More Related Content
What's hot
What's hot (20)
Similar to FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING
Similar to FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING (20)
More from TESOL Chile
More from TESOL Chile (11)
Recently uploaded
Recently uploaded (20)
FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING
- 2. IATEFL-TESOL CHILE 2010 Critical and creative thinking and their implications for language pedagogy Fitzroy Kennedy, M.A. University of Alabama
- 3. I taught my dog how to speak!
- 4. I can’t hear him speaking!
- 5. I said I taught him, I didn’t say he learned!
- 7. There´s a sign on the wall but she wants to be sure `cause you know sometimes words have two meanings (Led Zeppelin, 1970)
- 8. The chicken is too hot to eat
- 9. We can´t eat it because it is burning hot
- 10. The chicken prefers to drink water instead
- 11. The chicken is too hot to eat
- 20. Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Fitzroy Kennedy M.A. University of Alabama
- 39. Application Openers Put yourself in the place of one of the characters and tell what you would have done….. ? What would result if….. ? Compare and contrast….. ? What questions would you to find out … ? How would the character solve the similar situation of….. ? Put the main character in another story setting, how would he act? If you had to plan a vacation for the main character, where would they go?
- 40. Analysis Openers What motive does ____ have…..? What conclusions can you draw about…..? What is the relationship between…..? How is ______ related to …..? What ideas support the fact that…..? What evidence can you find…..? What inferences can you make about…..? What generalizations can be made about …..? What assumptions do you make about …..? What is the theme of…..?
- 41. Synthesis Openers What would happen if…..? What advice would you give…..? What changes would you make to…..? Can you give an explanation for…..? How could you change the plot…..? Suppose you could _____, what would you do…..? How would you rewrite the section from _________’s point of view…..? How would you rewrite the ending of the story?
- 42. Evaluation Openers Compare two characters in the selection….which was a better person…why? Which character would you most like to spend the day with? Do you agree with the actions of…..? How could you determine…..? Why was it better that…..? What choice would you have made about…..? How would you explain…..? What data was used to make the conclusion…..? Would it be better if…..?
Editor's Notes
- I would like to start today’s session on a funny note by showing you this cartoon.
- Where has this boy gone wrong? Chances are, this boy is a very good teacher himself. He really wants his student to achieve, he might have tried really hard, put in hours and effort but for some reason his teaching practices are not so effective. Why not? Why isn’t the dog learning? There’s a simple answer: Because it can’t learn. The dog’s brain is not programmed for human language . So although the boy might be a fine teacher, he is not taking into account the natural processes of the dog’s brain. Human brains on the other hand are programmed for languages! Still we have all come across students, that no matter how much effort we make, they are still not progressing as much as we would like! So in order for us to take our students from point A to point B, we need to take a closer look in the natural processes of our students’ brains so we can make language learning more effective