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IATEFL-TESOL CHILE 2010 Critical and creative thinking and their implications for language pedagogy Fitzroy Kennedy, M.A. University of Alabama
I taught my dog how to speak!
I can’t hear him speaking!
I said I taught him, I didn’t say he learned!
Duality of meaning
There´s a sign on the wall but she wants to be sure `cause you know sometimes words have  two meanings  (Led Zeppelin, 1970)
The chicken is too hot to eat
We can´t eat it because it is burning hot
The chicken prefers to drink water instead
The chicken is too hot to eat
Drops of Juppiter
 
 
 
 
 
 
 
Bloom’s Critical Thinking Questioning Strategies A Guide to  Higher Level Thinking Fitzroy Kennedy M.A. University of Alabama
Bloom’s Six Levels ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Knowledge ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Level 1 –  Recall Remembering previously learned material, recalling facts, terms, basic concepts from stated text
Comprehension ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Level 2 –  Understand Demonstrating understanding of  the stated meaning of facts and ideas
Inference ,[object Object],[object Object],[object Object],[object Object],[object Object],Level 2 1/2 –  Infer Demonstrating understanding of the unstated meaning of facts and ideas
Application ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Level 3 –  Put to Use Solving problems by applying acquired knowledge, facts, and techniques in a different situation
Analysis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Level 4 –  Break down Examining and breaking down information into parts
Synthesis ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Level 5 –  Put together Compiling information in a different way  by combining elements in a new pattern
Evaluation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Level 6 –  Judge Presenting and defending opinions by making judgments about information based on criteria
Applying Bloom’s ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Using the story  Goldilocks and the Three Bears
Your Turn to Guess . . . ,[object Object],[object Object],[object Object],Using the story,  Little Red Riding Hood :
Did you answer . . . ,[object Object],[object Object],[object Object]
Your Turn to Guess . . . ,[object Object],[object Object],[object Object],Using the story,  Little Red Riding Hood :
Did you answer . . . ,[object Object],[object Object],[object Object]
Your Turn to Guess . . . ,[object Object],[object Object],[object Object],Using the story,  The Three Little Pigs:
Did you answer . . . ,[object Object],[object Object],[object Object]
Your Turn to Guess . . . ,[object Object],[object Object],[object Object]
Did you answer . . . ,[object Object],[object Object],[object Object]
Well done! ,[object Object]
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?
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…..?
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?
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…..?
[object Object]
THANKS  FOR  COMING ,[object Object]

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FITZROY KENNEDY, MA - CRITICAL & CREATIVE THINKING

  • 1.  
  • 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
  • 13.  
  • 14.  
  • 15.  
  • 16.  
  • 17.  
  • 18.  
  • 19.  
  • 20. Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Fitzroy Kennedy M.A. University of Alabama
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  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
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  • 37.
  • 38.
  • 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…..?
  • 43.
  • 44.

Notas del editor

  1. I would like to start today’s session on a funny note by showing you this cartoon.
  2. 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