Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.

1. Saima Abedi

2. OVERVIEW OF THE PRESENTATION
Definition of Critical
Thinking
Traits of Critical Thinkers
Bloom's Taxonomy
ABCD of Learning Objectives
Tool to Cultivate Critical
Thinking Skills

3. WHAT IS
CRITICAL
THINKING?

4. CRITICAL THINKING
DEFINITIONS:
Critical thinking means correct thinking
in the pursuit of relevant and reliable
knowledge about the world.
(By Steven D. 1991)
Reasonable ResponsibleReflective

5. gathers relevant
information, efficiently
sorts through this
informationreasons logically by
determining what are the
factscomes to reliable and
trustworthy
conclusions
A PERSON WHO THINKS
CRITICALLY

6. TRAITS OF CRITICAL THINKER
Self-disciplined
Self-guided
Inquisitive
Fair-minded
Creative
Self-Confident
Intellectual
Well-informed
Courageous
Flexible

7. MISCONCEPTION CHECK
1. Critical thinking should be limited to one group
of students.
2. It is difficult to change a person’s perception of
why things happen the way they do.
3. Teachers need to practise critical thinking skills
with their students once a week.

8. I agree with this
because
………………
I disagree with
this because
………………
I think that
……………
HIT IT!

9. TO BLOOM THINKING…………
“GOOD TEACHING ”
“Challenges the
students’ fixed beliefs
and getting them to
discuss issues .”

10. BLOOM’S TAXONOMY: NEW VERSION
http://www.learnnc.org/lp/pages/4719
LOTS
HOTS

11. Lead your students up the ladder

12. Example: Reading an article Questioning by Level
What other arguments might
support the author’s position?
Is the supporting evidence
sufficient and adequate?
Can you identify four different
arguments in the article?
How might you apply the
information to your experience?
Can you explain the author’s
main point in this article?
Who? What? Where? When?

13. BLOOM’S
TAXONOMY
Question
Stems

14. Column A Column B
A. Remembering 1. How might you use this story to
teach
children about safe behavior?
B. Understanding 2. What is the value of teaching this
story to young children?
C. Applying 3. How might the bears tell this
story?
D. Analyzing 4. What did Goldilocks do when
she got to the bears’ cottage?
E. Evaluating 5. What’s another possible ending
for this story?
F. Creating 6. How might you compare this
fairy tale to a fairy tale from your
culture?
Think, Pair and Share

15. 3-Minute Pause
Making connections to prior knowledge or experience,
and seeking clarification.
• I changed my attitude about…
• I was surprised to know that…
• I felt…..
• I related it to…..

16. The Red
Wheelbarro
w
William Carlos Williams
So much depends
Upon
A red wheel barrow
Glazed with rain
Water
Beside the white
Chickens.

17. Tic-Tac-Toe
What is the color of
the wheelbarrow?
Is the wheelbarrow
clean or dirty? How do
you know?
Are the chickens clean
or dirty? How do you
know?
What is a wheelbarrow
used for?
Look at the first line of
the poem. Why does
so much depend upon
these two objects after
a rain?
What did the water do
to the wheelbarrow?
Can you choose two
objects that “so much
depends upon”?
What does this poem
mean to you?
If you were to create a
short video about this
poem, what would it
be like?

18. • What are objectives and why
do we write objectives?
• What information do
critical thinking
objectives contain?

20. ehavior
What do you
expect them to
be able to do?
ondition
How? Under what
circumstances or
context will the
learning occur?
egree
How much will be
accomplished
(minimum acceptable
response)?
ABCD of Learning Objectives

21. Audience
• Students
• Teachers
• Workshop participants
Behaviour
Observable behavior
• State
• Discuss
• Compare
• Compose
Condition
• Given a list of words
• Without the aid of
dictionary
• Equipment utilized in
completion of the
behavior
• Environmental conditions
may also be included
Degree
• Time limit (in 20 minutes)
• Accuracy (7 out of 10 or
with 80% accuracy or
measured by a checklist,
without error)
• Word Limit

22. SAMPLE INSTRUCTIONAL OBJECTIVE WRITTEN
ACCORDING TO THE ABCD METHOD
2) Given the ABCD method of objective writing, the
workshop participants will be able to compose 2-3
clear and measurable objectives for a recently taught
lesson.
Bloomʼs: Cognitive (Analysis & Understanding)
1) Given two articles about social issues, the students will be
able to deconstruct (analyse) the author's points of view,
and summarize them in no more than 100 words, free of
grammar errors.
Bloomʼs: Cognitive (Analysis & Understanding)

23. READ THE FOLLOWING OBJECTIVES
AND LABEL THE PARTS:
A, audience; B, behavior ; C, condition; and D, degree
Given a practical problem, the student will be able to
generate several (3-5) feasible solutions.
Working with peers from different nations, the
student will be able to demonstrate growing cultural
sensitivity as measured by a checklist.

24. THINK PAIR SHARE
What’s wrong here? Make necessary changes.
1) Students will identify parts of speech, classify
them accurately in a graphic organizer.
2) After reading several articles on a course topic,
students should summarize the main ideas well.

25. Tools for Developing Critical
Thinking
Misconception
Check
Hit it!
Tic-Tac-Toe
Think Pair &
Share
Inside-Outside Circle
K-W-L
Gallery Walk
ReQuest/ Reciprocal
Questioning
Talk a Mile a Minute

26. Exit Card
“Critical thinking is a desire to seek, patience to doubt,
fondness to meditate, slowness to assert, readiness to
consider, carefulness to dispose and set in order; and hatred
for every kind of imposture.”
~ Francis Bacon (1605)
How far do you agree to this statement? Justify your answer
with logical reasoning and supporting details.

28. REFERENCES:
• Critical Thinking and English Language Teaching by DEANNA GAMEL HOCHSTEIN AGNIESZKA
ALBOSZTA. Retrieved
fromhttp://educapes.capes.gov.br/bitstream/capes/62888/1/Critical%20Thinking%20and%20English
%20Language%20Teaching.pdf
• LEADING YOUR CLASS TO ENGLISH LANGUAGE AWARENESS THROUGH QUESTIONING Presented
by Christina Chandler and Kelli Odhuu