Critical Thinking Across the Language Curriculum

1. Critical Thinking Across the Language Curriculum Cynthia Kieffer University of Oregon American English Institute ckieffer@uoregon.edu

2. Introduction • Homework anyone? • Topic I: Overview • Activity I: Textbook Analysis, A • Topic 2: Bloom’s Taxonomy • Activity 2: Textbook Analysis, B • Wrap Up, Q & A

3. Topic One: Rationale for Teaching Critical Thinking • In the past, we memorized facts. • Today’s global world requires that a person learn and make sense of new information through …-- multiple sources-- analysis-- synthesis-- evaluation

4. Topic One: Critical Thinking is…. • Reflective and reasonable thinking. • Providing and requesting evidence. • Determining authenticity, accuracy, and worth of information or claims. • A frame of mind plus a number of mental operations (processes).

5. Topic One: The research shows that CT skills… • Are needed in today’s world • Can be taught • Can be infused into curriculum and need not be taught as separate skills.

6. Topic One: Cognitive Research, Bloom’s Taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

7. Activity One, Textbook Analysis • “Speed up to the World Outside”Intermediate level, Unit 1, Reading, page 12:Miguel Angel Corzo (mini-biography) • Sample fact-finding questions:-- Where did he study and work?-- Read the text. How many time expressions can you find?

8. Activity One: Bloom’s Question Cues, 1-2 • Knowledge: define, list, tell, describe, label • Comprehension: explain, give examples, differentiate • TASK: In groups, create knowledge and comprehension questions for a biographical figure (Miguel Angel Corzo or other).

9. Activity One: Debrief • Name of biographical figure • Age of the students • Question type (knowledge or comprehension) • Question or activity • Keep your biographical figures and questions. We will build on them in Activity Two.

10. Topic Two: Bloom’s Question Cues, 3-6 • Application: calculate, illustrate, classify • Analysis: compare, contrast, infer • Synthesis: substitute, what if?, reconstruct, design, invent • Evaluation: measure, recommend, convince, judge, defend, decide

11. Activity Two • TASK: Now go back to the biographical figure (Miguel Angel Corzo or other), and create additional questions or activities to elicit critical thinking in these categories.

12. Topic Two: Bloom’s Question Cues, 3-6 • Application: calculate, illustrate, classify • Analysis: compare, contrast, infer • Synthesis: substitute, what if?, reconstruct, design, invent • Evaluation: measure, recommend, convince, judge, defend, decide

13. Activity Two, Debrief • Name of biographical figure • Age of the students • Question type (application, analysis, synthesis, or evaluation) • Question or activity

14. Wrap Up: Teaching Implications • Analyze and adapt materials. • Develop activities that elicit higher order CT skills. • Include appropriate assessment (teach and test at comparable CT levels). • English + CT = meaningful communication across the curriculum.

15. Next Steps • Critical Thinking, Part II February:“Establishing and Maintaining a Climate in the Classroom for Critical Thinking Skills.” • See web site readings, especially --Taxonomy of Socratic Question--Strategy List: 35 Dimensions

16. Critical Thinking Across the Language Curriculum Cynthia Kieffer University of Oregon American English Institute ckieffer@uoregon.edu