AE Live 5.1: Practical Applications for Critical Thinking in English Language Teaching and Learning - By
Transcript
| 00:01 | Hello everyone and welcome to the first session and american | |
| 00:04 | English Live Teacher Development series five . My name is | |
| 00:08 | Lauren and I'll be with you today along with my | |
| 00:10 | colleague behind the scenes heather who will be serving as | |
| 00:14 | moderator to help answer your questions and respond to your | |
| 00:16 | comments . During the session Today our host kate will | |
| 00:20 | be talking with our presenter Lesley Ott Beckman , about | |
| 00:24 | how to evaluate your existing LT materials for critical thinking | |
| 00:28 | content and how to leave even more critical thinking into | |
| 00:32 | your english language courses . So let's go ahead and | |
| 00:34 | get started . Hello everyone and welcome to the first | |
| 00:40 | session in American English live series five , we're so | |
| 00:43 | happy to have you all here with us today to | |
| 00:46 | talk about practical applications for critical thinking in English language | |
| 00:50 | teaching and learning . Please let us know in the | |
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| 01:54 | one of your photos during the next event We begin | |
| 01:58 | series five today with a focus on critical thinking , | |
| 02:02 | a topic we will revisit later this series , we're | |
| 02:06 | also during this series going to explore teaching english with | |
| 02:09 | comics and graphic novels and learner motivation . We look | |
| 02:14 | forward to learning with you and hope you will be | |
| 02:16 | able to use the practical information and strategies that you | |
| 02:20 | find in this series , in your classrooms . Which | |
| 02:23 | topics are you most excited about ? Please share your | |
| 02:27 | ideas in the chat box or comments . So here's | |
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| 05:19 | shown here for more information and to learn how to | |
| 05:23 | enroll . Yeah and now for today's session practical applications | |
| 05:28 | for critical thinking in english language teaching and learning . | |
| 05:32 | Many educators understand the value of critical thinking or C | |
| 05:36 | . T . And other 21st century skills but may | |
| 05:40 | have limited time to create new materials few hours per | |
| 05:43 | week to work with learners or a set curriculum which | |
| 05:46 | they are required to follow . This session offers ways | |
| 05:50 | to determine how much critical thinking content can already be | |
| 05:54 | found in your existing materials as well as practical options | |
| 05:58 | for weaving more critical thinking into your materials on a | |
| 06:01 | regular basis . Today we will review some of the | |
| 06:06 | key features of C . T . And it's important | |
| 06:09 | as an element in any learning environment . Will also | |
| 06:12 | discuss ways to analyze current materials for critical thinking content | |
| 06:18 | and identify practical ways to apply critical thinking and language | |
| 06:22 | teaching and learning . And now it's my pleasure to | |
| 06:26 | introduce today's presenter Dr Leslie Off Beckman . Leslie is | |
| 06:31 | a faculty member at the university of Oregon where she | |
| 06:33 | serves as director of innovative programming for the American English | |
| 06:37 | Institute and teaches in the Language teaching Studies Master's program | |
| 06:42 | in the linguistics department . She also develops and teaches | |
| 06:46 | courses for the American English E teacher program and has | |
| 06:49 | served as a U . S . Department of State | |
| 06:51 | english language specialist in over 40 countries . Her research | |
| 06:56 | interests in the field of T cell include online and | |
| 06:59 | hybrid learning environments , curriculum and program development , the | |
| 07:04 | use of open educational resources and accessible practice and practices | |
| 07:08 | in teaching and teacher training for everything from camps for | |
| 07:13 | youth to specialist english for post secondary levels . Welcome | |
| 07:17 | Leslie . We're so happy to have you here with | |
| 07:19 | us today . Thanks for joining us . Thank you | |
| 07:22 | Kate for that . Beautiful welcome . I've been following | |
| 07:25 | the comments in the chatroom and I see that we | |
| 07:28 | have some alumni with us today from previous courses . | |
| 07:31 | Um Any teacher so welcome alumni . It's lovely to | |
| 07:34 | see you again and welcome to new participants . I | |
| 07:37 | look forward to working with you all during this next | |
| 07:40 | hour . So we're going to talk about practical applications | |
| 07:45 | for critical thinking and language learning and teaching . And | |
| 07:47 | our topics today will fall along these four main areas | |
| 07:52 | . So what is critical thinking for C . T | |
| 07:56 | . And I will use those two terms interchangeably . | |
| 08:00 | Why is C . T . Important in today's world | |
| 08:03 | ? How do I know if it's critical thinking ? | |
| 08:06 | What are some easy ways to make critical thinking part | |
| 08:09 | of my language learning and teaching ? So we'll be | |
| 08:12 | exploring these topics together . Sounds good . Cool . | |
| 08:16 | So let's start with what is critical thinking . So | |
| 08:19 | first of all we really want to hear what you | |
| 08:21 | think . What does critical thinking mean to you ? | |
| 08:24 | What are some examples of critical thinking you may already | |
| 08:27 | know about ? Or perhaps even be using in your | |
| 08:30 | classes ? So please use your chat room to tell | |
| 08:35 | us what's going on with you and critical thinking . | |
| 08:38 | Yeah . Let us know what does critical thinking mean | |
| 08:40 | to you ? How would you define critical thinking ? | |
| 08:43 | And also share some examples of critical thinking ? Maybe | |
| 08:47 | examples from your daily life or examples from your classroom | |
| 08:51 | or from what your students do . What do you | |
| 08:54 | think ? Let's see , Julia says it's looking at | |
| 08:58 | an issue from various perspectives . Excellent thinking out of | |
| 09:02 | the box from Usman problem solving from yussef Wonderful answers | |
| 09:08 | . New ideas from Ahmed Anita says , critical thinking | |
| 09:12 | is analyzing and evaluating an idea . Independent thinking . | |
| 09:17 | Great top thoughts . Everybody giving an opinion is an | |
| 09:21 | example . Wonderful , Excellent ideas . What do you | |
| 09:24 | think ? Leslie wow . I think we're off to | |
| 09:27 | a great start . They have a lot of knowledge | |
| 09:29 | already that they're going to bring to today's webinar . | |
| 09:32 | So these are fabulous ways to get started . Let's | |
| 09:36 | look a little more deeply at what we've got as | |
| 09:38 | a definition . So next slide bloom's taxonomy . So | |
| 09:44 | many of you may be familiar with this already . | |
| 09:46 | Um bloom was a very famous philosopher and educator researcher | |
| 09:53 | and he came up with a theory that said um | |
| 09:57 | that when we're learning a language or learning any new | |
| 09:59 | information , we start with what he called lower order | |
| 10:04 | thinking skills and lower did not mean less important . | |
| 10:07 | Lower is very important . It simply means that they | |
| 10:10 | are the foundation or the basis for which we build | |
| 10:14 | our knowledge . So examples of lower order thinking skills | |
| 10:18 | are things like remembering . So when you're first learning | |
| 10:22 | a language , whether it's english or something else , | |
| 10:24 | you have to remember , you have to memorize um | |
| 10:27 | mounds and verbs and lots of information and then you | |
| 10:31 | also have to understand or make sense out of what | |
| 10:34 | you're remembering . Eventually as you learn more and more | |
| 10:38 | you are able to apply your english or apply that | |
| 10:41 | new knowledge in new ways . And then finally as | |
| 10:45 | we move up the chart and complexity , we get | |
| 10:48 | into higher order thinking skills . You're using english to | |
| 10:52 | create new information to invent to design or build . | |
| 10:58 | Um You may be using language to evaluate to make | |
| 11:01 | judgments or defend or negotiate things . You may also | |
| 11:07 | be involved in analysis . So analyzing information , synthesizing | |
| 11:12 | it . Um I see examples around um comparing or | |
| 11:17 | contrasting and this is really where critical thinking resides . | |
| 11:21 | It's up in this hot or higher order thinking category | |
| 11:27 | . Right Okay . So what is critical thinking ? | |
| 11:34 | Critical thinking was traditionally um separate from or not incorporated | |
| 11:40 | into what we call the traditional three R's . And | |
| 11:43 | the three Rs . And education were reading writing which | |
| 11:48 | starts with the sound are but has a sneaky w | |
| 11:51 | in the front there and then arithmetic or mathematics . | |
| 11:55 | So when we went to school we started reading writing | |
| 11:57 | and arithmetic . And that was considered to be a | |
| 12:00 | full education . How is that different from today Today | |
| 12:06 | when we think of education whether it's english or any | |
| 12:10 | other topic or field we think in terms of 21st | |
| 12:14 | century skills and one way to think about those 21st | |
| 12:18 | century skills is the framework called the four C's . | |
| 12:21 | So the foresees our communication , collaboration , creativity and | |
| 12:29 | our topic today . Critical thinking . Okay . Mhm | |
| 12:37 | . We also talk about why critical thinking is important | |
| 12:41 | in today's world . What is your opinion ? What | |
| 12:44 | are some ways that critical thinking can benefit your students | |
| 12:47 | ? Why study critical thinking in english ? Let's see | |
| 12:51 | what folks have to say . Great yeah let's hear | |
| 12:53 | from you everyone . What is your opinion ? We | |
| 12:56 | saw those great examples of um lots and lots with | |
| 13:01 | bloom's taxonomy and we also saw how education is changing | |
| 13:05 | a little bit . We use we sort of in | |
| 13:07 | the past or more traditionally have only focused on the | |
| 13:10 | important skills of reading , writing and arithmetic and now | |
| 13:13 | we're focusing on on others which include critical thinking . | |
| 13:17 | What do you think ? Um why is it important | |
| 13:20 | in today's world ? And what are some ways that | |
| 13:22 | developing critical thinking skills can benefit our students ? Let's | |
| 13:26 | see . Carlos says it helps students to be more | |
| 13:29 | independent learners . Great . I'm Jacob says to solve | |
| 13:33 | problems . Um These are some of the ways that | |
| 13:35 | it can help benefit students . Um Freddie says it | |
| 13:39 | make critical thinking makes learning more meaningful and memorable , | |
| 13:44 | juan . Alberto says those soft skills are getting remarkably | |
| 13:48 | important . Very good point . Let's see um Hina | |
| 13:54 | says critical thinking not only includes one field like english | |
| 13:58 | , but it benefits all the fields and subjects that | |
| 14:00 | such an excellent point . Um Wonderful . So many | |
| 14:06 | great ideas just keep flowing in . Um logical , | |
| 14:10 | helps students with logic and help students to tackle the | |
| 14:13 | problem and solve it from Shaquille . Wonderful really , | |
| 14:18 | tons of great responses coming in . I can't even | |
| 14:20 | read all of them . Great great responses , everybody | |
| 14:24 | . Yeah . Okay . And I'm seeing some related | |
| 14:26 | to work as well in a marco says in a | |
| 14:28 | country in which minimum wage is not enough defeated family | |
| 14:31 | one needs to be competitive through critical thinking to get | |
| 14:34 | better paying work . That's very true . Good point | |
| 14:37 | . Yeah . So let's see how that maps onto | |
| 14:39 | what we're talking about today in our next slide . | |
| 14:42 | Yeah . So many of you mentioned these things already | |
| 14:46 | . So why is critical thinking important in today's world | |
| 14:49 | ? Um Our students need to have excellent problem solving | |
| 14:53 | skills . Um The jobs and the work that they | |
| 14:56 | do , their studies that they do , um the | |
| 14:59 | raising of their families , whatever they may be doing | |
| 15:01 | , is going to inevitably involve lifelong learning . So | |
| 15:05 | it's not enough to get an education in primary or | |
| 15:08 | secondary school , we are going to be constantly moving | |
| 15:11 | and learning to keep pace with today's world all through | |
| 15:15 | our lives . Our students need to have autonomy or | |
| 15:19 | the ability to work independently , but they also need | |
| 15:23 | to be able to be collaborative collaboration . Is that | |
| 15:26 | ability to work in groups are on teams effectively . | |
| 15:31 | They also need to be able to engage in multi | |
| 15:34 | perspective thinking , being able to see the world through | |
| 15:38 | somebody else's eyes and have respect for different opinions or | |
| 15:42 | different ways of thinking . Many of you mentioned that | |
| 15:46 | this is an attribute that can help our students get | |
| 15:49 | better jobs and ultimately we all hope that by being | |
| 15:52 | stronger and more aware and better thinkers , we can | |
| 15:56 | help make the world a better place . Absolutely . | |
| 16:00 | And and on , on a similar point , tits | |
| 16:02 | or gray says that it will help students to be | |
| 16:05 | globally competitive and hopefully also to um to be competitive | |
| 16:10 | in ways that help to innovate and make the world | |
| 16:12 | a better place . Very nice . I see lots | |
| 16:15 | of comments around uh making better decisions , being able | |
| 16:20 | to focus on the core content and not the background | |
| 16:23 | noise , um getting better results um through your better | |
| 16:27 | thinking process . So wow , we've got some great | |
| 16:30 | critical thinkers out there today , definitely . Okay , | |
| 16:36 | so what do we got on our next slide ? | |
| 16:38 | I think we have an activity coming up . Yes | |
| 16:41 | , let's play a game . Would you like to | |
| 16:42 | play a game ? Sounds good to me . Okay | |
| 16:45 | , so kate , the topic for our game today | |
| 16:48 | is food . This is a topic that you find | |
| 16:50 | in lots of english language textbooks and lessons . And | |
| 16:54 | our task today is to introduce yourself . So in | |
| 16:57 | our traditional three R's reading , writing arithmetic in class | |
| 17:03 | we would do something like this , we would say | |
| 17:05 | my name is Leslie , I like english came in | |
| 17:10 | . My name is kate . I like english to | |
| 17:13 | you know , we might learn each other's names but | |
| 17:16 | we might not get to know a whole lot about | |
| 17:19 | each other at a deeper level . In this activity | |
| 17:22 | activity , you will see three pairs of food related | |
| 17:26 | words . So these will be announced . And for | |
| 17:29 | each pair , your job is to choose one word | |
| 17:33 | to describe yourself and then explain how the chosen word | |
| 17:38 | relates to you . So the structure we're going to | |
| 17:41 | use for that is to get ready to introduce yourself | |
| 17:44 | using this sentence . So I'm a I choose a | |
| 17:48 | piece of food because I and then you give a | |
| 17:51 | reason . Shall we try one together ? That sounds | |
| 17:55 | good . Yeah , let's give it a shot . | |
| 17:57 | Let's try one together first . Okay , so our | |
| 18:01 | next slide shows the opportunity for you to choose one | |
| 18:08 | word from this pair of now towns to describe yourself | |
| 18:12 | . So audience . Are you a salad or a | |
| 18:17 | candy bar interesting . Why ? So we'd we'd love | |
| 18:23 | to see in the chat box is an introduction of | |
| 18:27 | yourself , telling us if you're a salad or a | |
| 18:30 | candy bar and why ? Okay , everyone , let's | |
| 18:34 | hear from you . What do you think ? Are | |
| 18:36 | you a salad or a candy bar ? And please | |
| 18:39 | explain why . Let's see . De la Cruz says | |
| 18:43 | I'm a candy bar . Um , good . Lots | |
| 18:47 | of people choosing , let's say mango and watermelon , | |
| 18:50 | things like that , which is also great . Let's | |
| 18:52 | think about between salad and candy bar . What do | |
| 18:55 | you think ? Let's see ? Um Saadia says I | |
| 18:58 | am a candy bar because I am sweet , very | |
| 19:01 | nice . Oh , Diana says that she'll try this | |
| 19:04 | tomorrow with her students . That's great . Tell us | |
| 19:06 | how it goes . Um Mackell says I'm a salad | |
| 19:10 | because my education is mixed in its nature . That's | |
| 19:13 | such a nice , It's a nice way of thinking | |
| 19:16 | of it . I love it . Good one . | |
| 19:18 | Um , Ana says I'm a candy bar because I'm | |
| 19:21 | a little nutty at times . Good pun . Um | |
| 19:27 | um , let's see , I am a salad because | |
| 19:32 | I am healthy active and fresh from Alma's wonderful . | |
| 19:37 | I'm a salad because I have a variety of skills | |
| 19:40 | from Tijuana . Wonderful . Excellent . These are great | |
| 19:44 | . Yeah , here's what I really like from Marco | |
| 19:47 | . I'm a candy bar because I can transmit happiness | |
| 19:50 | when you talk to me , wow , that sounds | |
| 19:53 | great . Yeah , good one . Okay , so | |
| 19:57 | great practice session . I think everybody's got it . | |
| 19:59 | Let's go on to the actual game and look at | |
| 20:02 | our next slide where you choose one word from each | |
| 20:05 | pair to describe yourself . So are you a cup | |
| 20:09 | of coffee or a glass of orange juice ? Are | |
| 20:13 | you a chocolate cake or an ice cream cone ? | |
| 20:16 | Are you Ebola soup or a sandwich ? And why | |
| 20:21 | ? So think about your choices , choose your favorite | |
| 20:24 | one and let's have one more round of introductions with | |
| 20:27 | reasons we can get some . I need a little | |
| 20:30 | bit more about our audience out there . What are | |
| 20:32 | they all about ? Okay , let's see . What | |
| 20:37 | do you think everyone so choose between one of each | |
| 20:40 | of the pairs and tell us um which type of | |
| 20:43 | food you are and why ? Let's see . Scalia | |
| 20:48 | says she's a cup of coffee , a glass of | |
| 20:51 | orange juice from china because she's fresh and energetic . | |
| 20:56 | Very nice . Um Let's see I'm a bowl of | |
| 21:03 | soup because I love soup . Good one from me | |
| 21:06 | now . Uh Let's see . I am super because | |
| 21:13 | I am very warm . That's nice . What else | |
| 21:17 | ? What about you Leslie ? Do you have one | |
| 21:19 | that you want to choose and tell us about ? | |
| 21:22 | That's a hard question . I mean thinking about everyone | |
| 21:26 | else . Um I think I'm a chocolate cake because | |
| 21:34 | um I have layers , different layers um layer is | |
| 21:39 | slightly different and does something else for your dining or | |
| 21:46 | teaching experience . Oh I like it . Very nice | |
| 21:51 | . Okay . Uh I see one more . I | |
| 21:54 | am a cup of coffee because I can make my | |
| 21:58 | class more energized . Very nice . Yeah . And | |
| 22:01 | patty also says I'm a cup of coffee because I'm | |
| 22:04 | energetic . Excellent . Everybody really great responses . Okay | |
| 22:09 | so let's let's look at them . Oh let's look | |
| 22:13 | at how this relates them to critical thinking and bloom's | |
| 22:18 | taxonomy . So thinking about this activity that we just | |
| 22:21 | did and introducing ourselves to each other in a non | |
| 22:24 | traditional way . Um Does this require ? Does this | |
| 22:28 | activity require critical thinking ? Why are why not ? | |
| 22:32 | Very good ? What do you think ? Everyone about | |
| 22:34 | this activity that we just did ? Where we named | |
| 22:37 | a food that we identified with ? And and said | |
| 22:40 | , why does this activity require critical thinking ? And | |
| 22:43 | then let us know why or why not ? What | |
| 22:45 | reasons do you have ? Um Let's see you Elder | |
| 22:49 | says that really makes us think . Mhm . Let's | |
| 22:55 | see one from the morning session . Was that a | |
| 22:58 | good reason ? Was that there's no right or wrong | |
| 23:02 | answer which I really like . Uh what else ? | |
| 23:07 | What do you think give us ? So I see | |
| 23:09 | a lot of people saying , yes , this is | |
| 23:11 | a great critical thinking activity . What is to the | |
| 23:14 | rationale ? Why do you think , what kind of | |
| 23:15 | critical thinking skills does this help us with ? And | |
| 23:18 | Leslie has put a great um hint on our , | |
| 23:23 | on the slide here with bloom's taxonomy . Let's see | |
| 23:27 | . Um it encourages students to make use of ordinary | |
| 23:30 | words to create new relations with those words . And | |
| 23:33 | use is very good . And Jesselyn says it makes | |
| 23:37 | the students think more creatively great . And a lot | |
| 23:43 | of people saying they're going to try this in the | |
| 23:45 | classroom , like Dylan Bruce and sharing the reasons for | |
| 23:50 | our choice from john Gwynne ? Very good . Great | |
| 23:54 | . Okay , so let's look at our next question | |
| 23:56 | . Um if you're thinking about using an activity like | |
| 23:59 | this in class , and I know many of you | |
| 24:01 | have very limited time in the classes and your time | |
| 24:04 | with your students , How much time do you think | |
| 24:06 | this would take in your class ? How are you | |
| 24:09 | ? Good . Yeah . What do you think ? | |
| 24:11 | Everyone , how much time would this take ? Maybe | |
| 24:16 | 20 minutes ? five minutes , 10 minutes or maybe | |
| 24:19 | a percentage of time in the classroom ? What do | |
| 24:21 | you think ? How how long will this take to | |
| 24:23 | implement in your class ? We were talking a little | |
| 24:26 | bit earlier in the session description about how often it | |
| 24:30 | can be a challenge for students are for teachers to | |
| 24:32 | incorporate critical thinking skills because you have to really focus | |
| 24:35 | on the curriculum that you're using . Um and there | |
| 24:39 | might not be enough time but this was a great | |
| 24:41 | activity . What how much time do you think ? | |
| 24:43 | Let's see Mina says 10 minutes , Let's see five | |
| 24:47 | minutes from Sana . See a couple of others saying | |
| 24:51 | 10 minutes . And um one person says I think | |
| 24:54 | this could be a warm up so maybe 10 minutes | |
| 24:57 | . There you go . There you go . I | |
| 25:00 | see Marco says it depends on the number of students | |
| 25:04 | . Which is true if you're doing it as a | |
| 25:05 | whole class activity , if students are broken into groups | |
| 25:09 | and they're doing it , I'm in smaller numbers um | |
| 25:13 | you may be able to cut down the time and | |
| 25:15 | and and get people to be able to do more | |
| 25:17 | speaking to . Yeah . Yeah it looks like between | |
| 25:21 | five and 10:15 minutes is what a lot of people | |
| 25:24 | are saying . So hopefully yeah maybe maybe we can | |
| 25:28 | incorporate this in some of our lessons . Great . | |
| 25:32 | Let's look at a couple more questions related to this | |
| 25:34 | activity . Question # three . What are some ways | |
| 25:37 | to use this activity in a lesson ? So one | |
| 25:39 | person mentioned as a warm up . What are some | |
| 25:42 | other ways that you might use this ? Great . | |
| 25:46 | Yeah . How could you use this activity in a | |
| 25:48 | lesson ? Let's see . You could have students listen | |
| 26:01 | to some and allow the other students to write their | |
| 26:04 | answers on a paper and then share it with the | |
| 26:06 | whole class later . That's a great idea . A | |
| 26:08 | fabulous idea . Maybe a group could give one answer | |
| 26:13 | together . That's another nice idea from my muna . | |
| 26:17 | He says , to cut the boredom . So if | |
| 26:19 | your students are getting a little sleepy while you're talking | |
| 26:22 | food , just do a quick pick me up with | |
| 26:24 | an activity like this in the middle of the way | |
| 26:29 | used at the beginning of class , Eleanor says it | |
| 26:31 | could be used as a reflection . Oh , good | |
| 26:35 | idea . And has Mix says you can use it | |
| 26:37 | to speak about characters in a story or book . | |
| 26:40 | Maybe that's a great idea . Ooh , that's a | |
| 26:42 | great send you into our fourth question . Which is | |
| 26:47 | how can you change this activity for other topics for | |
| 26:51 | lower versus higher level students and or for a shorter | |
| 26:55 | or a longer period of time . So how might | |
| 26:58 | you adapt it ? Yeah , great question . So | |
| 27:01 | something that often comes up is asking the question about | |
| 27:04 | what level is this appropriate for , But how can | |
| 27:07 | you use this activity and may be adapted for your | |
| 27:10 | learners ? Maybe they're at a little bit lower level | |
| 27:12 | or a higher level . Um so how could you | |
| 27:15 | adapt it for them ? Or how could you drag | |
| 27:18 | this activity out or expand on it so that you're | |
| 27:21 | using other skills or helping students to develop even more | |
| 27:25 | for a longer period of time ? Or how could | |
| 27:27 | you even cut it into a shorter amount of time | |
| 27:29 | to ? And then what other topics could you use | |
| 27:33 | ? Let's see . Um , I see I start | |
| 27:38 | a competition . Use it for self assessment . Use | |
| 27:42 | it for review for words or phrases that they're already | |
| 27:45 | familiar with . Reading comprehension from shaft cut . Let's | |
| 27:51 | see . To encourage students to participate from Sameera . | |
| 27:56 | See , Anita says she could use it to teach | |
| 27:59 | vocabulary . Like the students could remember the words first | |
| 28:02 | maybe and then um go into the activity . Great | |
| 28:06 | . That's a good use of bloom's taxonomy , sort | |
| 28:09 | of moving up that at scale . They're definitely controversial | |
| 28:14 | topics . Patricia says we could use um let's see | |
| 28:18 | maybe more difficult now . Higher level now means could | |
| 28:22 | be used for higher level students . There you go | |
| 28:25 | . And Amjad says we could take topics from their | |
| 28:28 | personal lives , which is a great idea to incorporate | |
| 28:30 | their life into the classroom . And I see Magali | |
| 28:35 | says for Animal Day which was celebrated um this week | |
| 28:39 | . Great , wonderful ideas . Yeah . Wonderful ideas | |
| 28:44 | . Okay good . Well we've got one activity um | |
| 28:47 | that we can adopt and use in lots of different | |
| 28:49 | ways . What are some other easy ways to make | |
| 28:52 | critical thinking part of language teaching and learning ? So | |
| 28:56 | one of the things that I like to recommend is | |
| 28:58 | that you analyze the textbooks or other resources that you're | |
| 29:03 | already using and try to identify gaps ? Do your | |
| 29:08 | resources have critical thinking in them ? Where is critical | |
| 29:11 | thinking ? Perhaps missing . So one of the techniques | |
| 29:14 | I like to use is to take my book and | |
| 29:18 | take some stickies like this or paper clips or any | |
| 29:21 | other marking device . And I know this book because | |
| 29:24 | I've been teaching this class for a long time and | |
| 29:26 | I have these units practically memorized . Um and I | |
| 29:30 | just flip through and every time I find a critical | |
| 29:33 | thinking activity , maybe analysis maybe compare and contrast , | |
| 29:38 | maybe create something or invent something , I just put | |
| 29:41 | a little sticky on the page and I just keep | |
| 29:44 | skimming through the book and every time I find something | |
| 29:47 | new I put in a new sticky and maybe as | |
| 29:50 | I'm doing this I start to notice patterns . So | |
| 29:53 | maybe I'm noticing at the end of every unit , | |
| 29:55 | there's a critical thinking or maybe I get all the | |
| 29:58 | way through my book and I look at at the | |
| 30:00 | end and I say , oh gosh , I only | |
| 30:02 | have two stickies . There's not very much critical thinking | |
| 30:06 | in my textbook at all . Um So I ask | |
| 30:10 | myself where are the gaps ? And do I need | |
| 30:14 | more critical thinking activities ? Do I need them ? | |
| 30:19 | This is a great idea . Um yeah , let | |
| 30:21 | us know if you have done something similar or if | |
| 30:24 | this is something that you could possibly do . Yeah | |
| 30:26 | . So often we have textbooks that maybe we're we | |
| 30:29 | have to um incorporate in our classroom . And they | |
| 30:33 | might they might be okay , they might have some | |
| 30:35 | really great critical thinking activities . Or if we can | |
| 30:38 | just go through and analyze as we're going through , | |
| 30:40 | we might even come up with some ideas that we | |
| 30:42 | could do to supplement the things that are in our | |
| 30:44 | textbooks . So um yeah , what do you think | |
| 30:48 | is this , Would you like to use this idea | |
| 30:50 | ? And what other ideas do you have ? Lots | |
| 30:52 | of people are saying this is a great idea , | |
| 30:54 | Angelina Shaquille , um do you love Bruce ? Uh | |
| 30:59 | Titzer ? Yeah , lots of really good um good | |
| 31:05 | uh feedback that this is a good idea that people | |
| 31:07 | would like to do . You can do this while | |
| 31:11 | you're having your coffee , while you're eating your lunch | |
| 31:13 | , maybe you do part of your book and then | |
| 31:15 | later you do the rest of it . Just kind | |
| 31:16 | of flipping through and just tagging wherever you find it | |
| 31:19 | or not . Tagging if nothing is there . Great | |
| 31:25 | . All right . Shall we talk about another goal | |
| 31:30 | ? Yeah . Yeah . So another another tip is | |
| 31:35 | once you've identified um what's in or not in your | |
| 31:39 | book and decided if you want to add more critical | |
| 31:42 | thinking , you can set goals for yourself . Um | |
| 31:45 | And again , knowing that many of you um teach | |
| 31:49 | lots and lots of students may be more than one | |
| 31:51 | job . Maybe more than two jobs . You have | |
| 31:53 | families , you have a lot of commitments , um | |
| 31:56 | trying to make the most and best use of your | |
| 31:59 | precious time . Um , So one of the strategies | |
| 32:03 | that I've used in the past is for example , | |
| 32:06 | I may determine . I may see that all of | |
| 32:09 | the units need more critical thinking , but I don't | |
| 32:12 | have time to build one for every unit in the | |
| 32:14 | book . So I'm going to work with kate , | |
| 32:17 | who's my fellow instructor and I'm going to do the | |
| 32:20 | first half of the book and she's going to do | |
| 32:22 | the second half of the book and we're going to | |
| 32:24 | share our activity so we can put our ideas together | |
| 32:27 | and that'll save me some time and her some time | |
| 32:30 | to I love that . And it's such a great | |
| 32:32 | way to sort of build in some mentorship and collaboration | |
| 32:36 | a lot of times as teachers , we kind of | |
| 32:38 | are just by ourselves doing our own thing . But | |
| 32:41 | this is one way to really easily or very simply | |
| 32:44 | um collaborate and share ideas between between teachers . Yeah | |
| 32:49 | , I like this idea a lot . Yeah . | |
| 32:51 | And if you and your partner having a really good | |
| 32:53 | time after you've done that so successfully you could write | |
| 32:56 | an article for english language teaching forum about it , | |
| 32:59 | like the articles that we have with our webinar today | |
| 33:01 | . Absolutely , yeah . Um another , another kind | |
| 33:05 | of situation I find myself in and I hear other | |
| 33:08 | educators do too is um , my curriculum , my | |
| 33:12 | syllabus is completely full . I am required to teach | |
| 33:16 | those things . I only have a little free time | |
| 33:19 | , but every once in a while I'll get five | |
| 33:21 | minutes at the end of class where suddenly there's a | |
| 33:23 | tiny pocket of time . And so rather than designing | |
| 33:27 | something that's unit specific , I'll choose some creative critical | |
| 33:32 | thinking activities and just keep them in my back pocket | |
| 33:35 | . And then when I have a few extra minutes | |
| 33:37 | take one out and we'll do it and it can | |
| 33:40 | apply to any topic or fit anywhere . It could | |
| 33:44 | even function as a reward after you do this with | |
| 33:46 | your students and they tell you that they like them | |
| 33:49 | . You can say wow , if we get through | |
| 33:51 | our lesson really on time today we'll have five extra | |
| 33:54 | minutes for a fun critical thinking game . Um so | |
| 33:58 | logically not . Yeah . And what other goals do | |
| 34:02 | you have out there participants ? What other goals could | |
| 34:05 | you may be set for yourself in adding a little | |
| 34:07 | bit more critical thinking . I like these two example | |
| 34:10 | goals because you can see that there are two different | |
| 34:12 | context . We have the one teacher who is going | |
| 34:15 | to work with and collaborate and make a bunch of | |
| 34:17 | activities for a textbook . Um like Leslie said , | |
| 34:21 | maybe she's really familiar already with all of the materials | |
| 34:24 | in her book and so she can start adding some | |
| 34:27 | new ideas and then the other one who has maybe | |
| 34:29 | a little bit less time and it's just going to | |
| 34:31 | look for some quick ideas that she or he can | |
| 34:34 | throw into the classroom instruction maybe spontaneously or you know | |
| 34:39 | , when they have the time . So what other | |
| 34:41 | goals do you have ? Um And I have a | |
| 34:43 | really great comment from kusa who says that they restructure | |
| 34:47 | or incorporate activities to boost learners reflection and activity reflection | |
| 34:52 | and creativity , which I think is similar to the | |
| 34:55 | second goal here . Um trying to boost that as | |
| 34:58 | much as they can . So Great comment . What | |
| 35:01 | other goals do you have for incorporating ? Um New | |
| 35:06 | critical thinking ? Let's see . Yousef says , use | |
| 35:08 | at least one critical activity . Critical thinking , activity | |
| 35:11 | per class . Very nice . Yeah . More collaborative | |
| 35:17 | and peer learning from Chef kat . Great , excellent | |
| 35:21 | goal . Let's see . I do a set a | |
| 35:24 | day , especially for critical thinking . Very nice , | |
| 35:27 | seen a great idea . Right ? Wonderful , wonderful | |
| 35:31 | , yep . Okay , let's move on to our | |
| 35:35 | next activity um in which we're going to look at | |
| 35:40 | some ways to add critical thinking through role plays and | |
| 35:44 | verbal activities . I often hear from educators that they | |
| 35:48 | wish their students had more time and more motivation and | |
| 35:51 | more confidence . Less fear around verbal activity , speaking | |
| 35:55 | and using english , so more confident about communicating in | |
| 36:00 | english and not worrying so much about did I make | |
| 36:03 | a mistake or is my english perfect . Um and | |
| 36:06 | then we'll look at some examples to for problem solving | |
| 36:10 | and puzzles , kinds of critical thinking activities . So | |
| 36:13 | let's take a look at these . So activity number | |
| 36:18 | one role place and verbal activities . Um some best | |
| 36:22 | practices around using role place and verbal activities are to | |
| 36:26 | maximize the amount of time that students get to use | |
| 36:29 | english . So if I'm putting my students one by | |
| 36:32 | one up in front of my classroom , only one | |
| 36:35 | student is getting a chance to talk at a time | |
| 36:38 | . If I put students into groups or pairs or | |
| 36:40 | teams , it gets noisier in the classroom , but | |
| 36:43 | that's okay because students are using english um and they're | |
| 36:47 | getting more opportunities because they are in those smaller groups | |
| 36:50 | and um working at the same time . Um I | |
| 36:53 | want to be careful and sure that I vary the | |
| 36:56 | tasks , so if my topic is food , I | |
| 37:00 | want to give different food tasks , different activities to | |
| 37:04 | different groups . Um that way , if they're presenting | |
| 37:07 | or if they're reporting , not everyone is reporting on | |
| 37:10 | the same thing . I am truly motivated to listen | |
| 37:14 | and hear what is the other groups saying or what | |
| 37:16 | is the other person doing ? Because it's different from | |
| 37:18 | what I'm doing . We want to give students choices | |
| 37:22 | earlier in our webinar today , some people mentioned the | |
| 37:26 | importance of open ended answers , so not just one | |
| 37:29 | right answer . The students are truly coming up with | |
| 37:32 | their own answers and then making sure that students who | |
| 37:36 | are not talking are not sitting just passively , making | |
| 37:40 | sure they are engaged in what we call active listening | |
| 37:44 | . So active listening means while kate is talking , | |
| 37:47 | I'm preparing to answer a quiz afterwards . I'm preparing | |
| 37:53 | to ask kate questions . Um I'm preparing to ask | |
| 37:57 | kate for clarification on things I don't understand . So | |
| 38:02 | I have a job , a listening job to do | |
| 38:06 | . So , would you like to try an activity | |
| 38:08 | around our same topic of food and look at what | |
| 38:14 | we might do to do these to implement these things | |
| 38:17 | ? Yeah , that sounds great . Okay , here | |
| 38:20 | we are . We've got four cards . So in | |
| 38:22 | my class I literally got four pieces of paper and | |
| 38:25 | different groups , yet different tasks to do . So | |
| 38:29 | group gets card . A and while you're listening to | |
| 38:32 | this , what I'd like you to be doing is | |
| 38:34 | thinking about choosing one of these so which one of | |
| 38:37 | these would you like to work on ? So choice | |
| 38:40 | number a plan a menu for a wedding dinner for | |
| 38:43 | 200 guests . But the only ingredients you have our | |
| 38:48 | chicken , ice cream , carrots and bananas . Card | |
| 38:56 | B . You are a famous person in the world | |
| 38:59 | of sports . You are going to swim the 200 | |
| 39:02 | kilometer race in new york at Manhattan Island next month | |
| 39:07 | . You need to gain weight because it's gonna be | |
| 39:09 | really cold . But you also need to stay very | |
| 39:12 | strong wet my foods where you eat every day . | |
| 39:15 | So you can accomplish this task . Yeah . Card | |
| 39:20 | . See it's your job to make lunch for everyone | |
| 39:23 | at school Today . You and your group can cook | |
| 39:26 | your four favorite foods . But you need to please | |
| 39:30 | prepare a shopping list so we can get everything that | |
| 39:33 | we need to do . The cooking Option # four | |
| 39:37 | Cardi . Your poor family is very sick , one | |
| 39:41 | person has a cold , one person has a broken | |
| 39:45 | hand and one person has the hiccups , kate . | |
| 39:49 | What are the hiccups like that ? You can't stop | |
| 39:55 | . What will you need ? All of them ? | |
| 39:57 | You have to feed all of them in one meal | |
| 40:00 | so that they can all feel better . So please | |
| 40:03 | choose one and tell us what you did . What's | |
| 40:07 | your solution ? What's your solution to this interesting puzzle | |
| 40:12 | ? Yeah . So everyone participates , choose one of | |
| 40:14 | the cards and let us know how you're going to | |
| 40:17 | solve this problem . So you could use this as | |
| 40:20 | a group activity or an individual activity . Right ? | |
| 40:23 | Leslie . Yeah , that'd be great . That'd be | |
| 40:25 | good to know . Yeah . Yeah . Great . | |
| 40:26 | And so feel free . Everybody let us know which | |
| 40:30 | cards are going to choose and how you're going to | |
| 40:32 | solve the problem presented in the card . Let's see | |
| 40:36 | , Jessel says , cardi hot porridge and medicine . | |
| 40:39 | Very nice . And let us know . Let us | |
| 40:42 | know you're the reason as well . Let's see soup | |
| 40:46 | . I know Cardi just give everybody some soup . | |
| 40:50 | Um Let's see uh what are the properties of soup | |
| 40:58 | ? Yes . And Rosanna says card . See , | |
| 41:01 | I want to make healthy food for as many people | |
| 41:03 | as possible . But how are you going to do | |
| 41:05 | that ? What foods are you going to purchase at | |
| 41:07 | the supermarket or the grocery store ? How are you | |
| 41:11 | going to make sure you have time to prepare , | |
| 41:13 | etcetera ? Let's see . Mhm . So this is | |
| 41:18 | fun . This is a lot like working with our | |
| 41:20 | own students are still it first be a little confused | |
| 41:23 | by activities like this . And they're sort of looking | |
| 41:26 | to you like k what's the right answer ? You | |
| 41:29 | know , I don't , I don't know what the | |
| 41:30 | right answer is here . Tell me the right answer | |
| 41:33 | kate and you have to say there's no right answer | |
| 41:37 | . Just let the answer . I really need to | |
| 41:39 | hear from you . What's your answer ? Uh , | |
| 41:42 | okay . So here we have from china soup has | |
| 41:45 | natural and light ingredients and helps people recover from sickness | |
| 41:49 | in a short time . Excellent justification , excellent explanation | |
| 41:53 | . Great . And tina says , I will go | |
| 41:56 | with card . It will serve the milk with two | |
| 41:58 | american honey . It will be a good remedy for | |
| 42:00 | all of them because it soothes them very good athletes | |
| 42:06 | , anybody card be who's like wanting to get super | |
| 42:09 | strong like yeah , one person said for card be | |
| 42:13 | , they would um , if I need to gain | |
| 42:15 | weight but stay strong , I will eat chicken , | |
| 42:17 | broccoli , banana , rice , bananas , rice and | |
| 42:20 | watermelon . That's from Anita . Very good , very | |
| 42:24 | good . Um for card be Kooser says for Carby | |
| 42:28 | , I'll eat the foods mentions in card a that's | |
| 42:32 | a good one . Nice . And I see Marco | |
| 42:34 | says , Marco says , I would like to get | |
| 42:36 | my students to work on card see , so Card | |
| 42:39 | C is very attractive to you . Um I think | |
| 42:42 | um we can remind ourselves that one of the goals | |
| 42:46 | in this kind of activity is for students to have | |
| 42:49 | different cards and different choices . You might even let | |
| 42:52 | them choose um and see which one they feel most | |
| 42:56 | connected to and that their most inspired to use english | |
| 43:00 | with very good Rossana says she's going to buy vegetables | |
| 43:04 | , meat , fruit , beverages , and chocolate as | |
| 43:06 | health and that as healthy as possible . The chocolate | |
| 43:08 | will be as healthy as possible . That's good , | |
| 43:11 | Excellent food out there . Yes , definitely . Mhm | |
| 43:18 | Food is a great topic cause everybody can talk about | |
| 43:20 | food . So we just ran through which card did | |
| 43:24 | you choose ? And you had some fabulous answers . | |
| 43:27 | Um So let's let's step back from the activity for | |
| 43:30 | just a minute and ask ourselves what lots what lower | |
| 43:34 | order thinking skills are necessary for this activity . What | |
| 43:38 | do students need to to know in order to be | |
| 43:41 | successful using those cards ? Great . Look at the | |
| 43:45 | bloom's taxonomy here and look at those lower order thinking | |
| 43:49 | skills as a clue . And what kind of activities | |
| 43:52 | are necessary for the students to be successful in this | |
| 43:55 | activity . Let's see . What do you think , | |
| 43:59 | What lower order thinking skills are important for the students | |
| 44:03 | to remember ? So what english didn't need to bring | |
| 44:07 | to this task in order to be successful with it | |
| 44:13 | . Great Ron just okay , Carlos says remembering and | |
| 44:17 | understanding food , they have to recall the food vocabulary | |
| 44:20 | from victoria . Majali also says remembering vocabulary . Excellent | |
| 44:27 | . Nameless describe know the basic roots . Okay , | |
| 44:31 | excellent . So I think it's a nice reminder to | |
| 44:35 | ourselves . We before we drop our students into these | |
| 44:38 | critical thinking activities , we need to be sure they | |
| 44:41 | are prepared and they have the tools and the knowledge | |
| 44:44 | in order to have fun with them and feel successful | |
| 44:47 | with them . Great . Okay , I got a | |
| 44:50 | couple more questions . Um What higher order thinking skills | |
| 44:54 | are part of this particular activity ? So moving up | |
| 44:58 | the bloom's taxonomy , what kind of critical thinking skills | |
| 45:02 | are they using as part of this activity ? Great | |
| 45:05 | . Well what higher order . So we talked about | |
| 45:07 | remembering and understanding as part of the lower order thinking | |
| 45:11 | skills for this activity . But what higher order thinking | |
| 45:14 | skills ? Titzer says sorting and comparing . Yeah , | |
| 45:20 | Rosanna says understanding . I'm sorry , understanding , analyzing | |
| 45:24 | , evaluating , comparing lots of answers are coming through | |
| 45:26 | . So I'm reading them very quickly . Let's see | |
| 45:29 | . Um Gulnara says the topics of vocabulary are important | |
| 45:35 | . Sorry . Um um Sandra says supplying and creating | |
| 45:42 | . Hmm , see evaluating the situation they choose and | |
| 45:49 | coming up with a creative solution . Great , wonderful | |
| 45:55 | evaluating and analyzing from Jeong and Rosalynn says students should | |
| 46:00 | analyze what foods are appropriate to eat in each situation | |
| 46:03 | . Wonderful . Great ideas , everybody . Wonderful . | |
| 46:06 | So some of you may at this point in our | |
| 46:08 | webinar be thinking to yourself , wow , these are | |
| 46:11 | some things I already do in my classes and in | |
| 46:13 | that case give yourself a pat on the back and | |
| 46:16 | congratulate yourself for doing a good job and having confirmation | |
| 46:21 | of like yes , I'm doing some good things . | |
| 46:23 | Um even more good things I already knew I was | |
| 46:25 | doing as a teacher . Okay , let's move on | |
| 46:29 | . Um , and look at some resources for this | |
| 46:32 | activity . So if you would like to go to | |
| 46:36 | a couple of websites and look for some ideas that | |
| 46:38 | you can adopt along these lines for your students and | |
| 46:42 | your needs . Um , a couple of websites . | |
| 46:44 | I can recommend our critical thinking activities for kids from | |
| 46:49 | jump Start , um roughly ages primary and up . | |
| 46:52 | Although almost any idea you can adapt to a different | |
| 46:56 | level or a different age as we've seen from our | |
| 46:59 | earlier practice in our webinar . Um and then I | |
| 47:02 | also really like the critical thinking workbook from Kathy Schlabach | |
| 47:05 | . It's a downloadable pdf file , you can use | |
| 47:09 | it offline and it's aimed at teens or secondary and | |
| 47:12 | adult . But again , you may be able to | |
| 47:14 | adopt some ideas there to younger learners as well . | |
| 47:18 | Great . I have a quick question from ahmed about | |
| 47:21 | the last activity . Is that activity for all levels | |
| 47:25 | ? What do you think the activity that we just | |
| 47:29 | did with the card ? Yes . Right . And | |
| 47:32 | so I guess um I would turn that back to | |
| 47:35 | you . How would you adopt that activity to make | |
| 47:38 | it applicable for other levels ? So the language that | |
| 47:42 | I used , the complexity and the number of cards | |
| 47:45 | were targeted , I would say to an educator audience | |
| 47:49 | to teens or adults with probably at least at least | |
| 47:52 | an intermediate level proficiency . Um if you have younger | |
| 47:57 | learners or lower level students , you would change the | |
| 48:01 | language on the cards in order to match their level | |
| 48:05 | and match their needs . So you might give fewer | |
| 48:07 | choices , You might give simpler problems . You would | |
| 48:10 | make sure that the language that you're using matches what | |
| 48:14 | they've been studying in their texts and in your lessons | |
| 48:18 | . Great . Yes , definitely . Yeah , lots | |
| 48:21 | of great ideas out there and all of these resources | |
| 48:23 | that Leslie is sharing here and that will also be | |
| 48:26 | available on the naming and all the ideas in today's | |
| 48:28 | webinar are all things that you can use as a | |
| 48:31 | jump start to adapt and um use in your context | |
| 48:35 | and with your level of learners . Um thanks for | |
| 48:37 | that question . Okay , all right , let's go | |
| 48:40 | into one more activity here . Um this one is | |
| 48:43 | related to problem solving and puzzles and we've already been | |
| 48:46 | doing some of that but this one really zones in | |
| 48:49 | really focuses in on on a problem that needs to | |
| 48:52 | be solved . So again , we're going to make | |
| 48:55 | it our best intention , our best effort to give | |
| 48:59 | different problems to different students so that we get different | |
| 49:02 | outcomes . This keeps it interesting , it gets a | |
| 49:05 | little boring if everyone is coming up with the same | |
| 49:08 | answer and the same solution for everything . So we | |
| 49:11 | try to mix it up and keep it interesting . | |
| 49:13 | Again reminding ourselves that we are allowing for open ended | |
| 49:17 | solutions and this can feel a little scary at times | |
| 49:20 | . As a teacher , we may have a general | |
| 49:22 | idea of what we think our students might say or | |
| 49:26 | where we think they might be going , but they | |
| 49:28 | can surprise us sometimes . So we kind of have | |
| 49:30 | to be ready for a surprise because their idea of | |
| 49:33 | a right answer , um , maybe different than ours | |
| 49:36 | and that's okay . Um , and along those lines | |
| 49:40 | we want for not only ourselves , but to help | |
| 49:42 | our students respect other people's solutions and opinions and ideas | |
| 49:47 | and ways of thinking . And then you may find | |
| 49:50 | that after your students have done this with you for | |
| 49:52 | a while , that they like to come up with | |
| 49:55 | their own puzzles and problems too and create things for | |
| 49:59 | other students to work on . So let's look at | |
| 50:02 | an example . Are you ready for an example ? | |
| 50:03 | Yeah , definitely . Okay , this one is lost | |
| 50:08 | at sea . So you were on a beautiful vacation | |
| 50:12 | , a big cruise ship , like the titanic and | |
| 50:15 | your cruise along for the ocean and your boat sink | |
| 50:21 | . Oh now you're in a small group . Lots | |
| 50:24 | of small groups . Every group is on a lifeboat | |
| 50:28 | and lost at sea . Each group has a book | |
| 50:32 | of matches and different things that you pulled out of | |
| 50:36 | the water as the ship was sinking . So group | |
| 50:39 | A . You have a large water bottle , an | |
| 50:43 | axe for chopping things . Mosquito repellent and repellent means | |
| 50:49 | to push things away . So mosquito repellent is something | |
| 50:53 | you maybe you spray on yourself to make the mosquitoes | |
| 50:57 | stay away . You have a map and compass here | |
| 51:01 | . We have it again , you have candy bars | |
| 51:04 | and a fishing pole . Group B . B . | |
| 51:08 | Thinking while I'm talking . Which group do you want | |
| 51:10 | to join ? Group B . You've got a shovel | |
| 51:13 | for digging . You've got some freeze dried food and | |
| 51:17 | these nice plastic packages . You've got a satellite radio | |
| 51:21 | for for calling . I don't know if anyone is | |
| 51:25 | out there . I don't know if the radio has | |
| 51:28 | batteries or not . Uh You have shark repellent . | |
| 51:32 | You've got a rope and you have a plastic sheet | |
| 51:36 | . Some . So let's get our flying down there | |
| 51:39 | so we can see our task . Your job is | |
| 51:43 | first by yourself . Rank the items in order of | |
| 51:47 | importance , choose a group And then 1234 . What's | |
| 51:52 | the most important ? And then share your answers . | |
| 51:55 | And we're going to see what everyone says . If | |
| 51:58 | we were doing this in groups after I did my | |
| 52:01 | secret List , then I would talk to my group | |
| 52:05 | numbers . And we have to negotiate . We have | |
| 52:08 | to talk to each other and come up with one | |
| 52:10 | list of what's the most important next ? Most important | |
| 52:15 | 345 . What have you got coming in ? All | |
| 52:18 | right . Lots of people are saying , well we | |
| 52:20 | got a mixed group A . And group B . | |
| 52:22 | But let us know everyone . What group do you | |
| 52:25 | want to join ? And what is the most important | |
| 52:27 | item on your list ? And why ? So ? | |
| 52:30 | Out of the items on your list ? What's the | |
| 52:31 | most important item ? And why is that the most | |
| 52:35 | important ? So let's see . Cash Epa says group | |
| 52:39 | B . Has all the necessary things . Great . | |
| 52:41 | But let us know which of those things is the | |
| 52:44 | most important . Um jang Young says they would choose | |
| 52:48 | group A . And they would choose a map and | |
| 52:50 | compass . Why would you choose that ? Map and | |
| 52:52 | compass ? Why do you think that's the most important | |
| 52:56 | um item on your list ? Make sure to explain | |
| 52:58 | why you chose that . Um Let's see . Gulnara | |
| 53:03 | says group A compass and map because we need to | |
| 53:06 | find our way . Um Farook says that the shark | |
| 53:10 | repellent is important . Um Beneath says shark repellent , | |
| 53:16 | satellite radio rope in that order . Let's see , | |
| 53:19 | Julia says Group B fries uh freeze dried food because | |
| 53:24 | we cannot know how long we will be there . | |
| 53:26 | So it might be helpful to have some food that's | |
| 53:29 | not going to expire . Very good . Group B | |
| 53:33 | . Sharp repellant . A lot of people like that | |
| 53:35 | shark repellent . But does it really work ? How | |
| 53:39 | many sharks are there exactly ? And look at Miquel | |
| 53:43 | says a plastic sheet to collect rainwater . Oh , | |
| 53:47 | Good one . Very good . And Russia says we | |
| 53:51 | won't stay alive without a water bottle . So that's | |
| 53:54 | um she's choosing group A . Okay . All right | |
| 53:58 | , wow , that's a creative answers . I love | |
| 54:00 | it . I and I see that Hannah says um | |
| 54:04 | using the rope with fried food to help with fishing | |
| 54:09 | . Yeah . Okay . Did you have fun with | |
| 54:15 | that ? Was it interesting ? Did you use a | |
| 54:17 | lot of english ? Did you use your critical thinking | |
| 54:20 | skills ? All right . Lots of answers . Yeah | |
| 54:24 | . Um So let's go into question too . Um | |
| 54:28 | What lower order thinking skills are necessary for this activity | |
| 54:35 | ? Good . So um looking again here at our | |
| 54:37 | clue for lower order thinking skills ? What lower order | |
| 54:40 | thinking skills are necessary ? Let's see . Um And | |
| 54:46 | lots of people saying they really like this activity and | |
| 54:49 | how much fun it was . Try it in your | |
| 54:52 | class , try it in your class , change the | |
| 54:53 | list . Do whatever you need to do . Um | |
| 54:56 | Let us know how it goes . Yes China says | |
| 55:00 | you need to understand the situation . Very good . | |
| 55:03 | Okay . What other what other lower order thinking skills | |
| 55:07 | do you need ? Um Shafqat says remembering and applying | |
| 55:12 | , Gulnara says you need to understand vocabulary and apply | |
| 55:16 | it in a discussion . Very good , very good | |
| 55:19 | understanding the situation from Rosslyn . Very good . Okay | |
| 55:23 | so we're seeing some parallels all throughout all of these | |
| 55:26 | activities . Before you can engage in those higher order | |
| 55:29 | thinking skills and the critical thinking . Again , your | |
| 55:31 | students need that foundation vocabulary . They need to be | |
| 55:35 | able to understand it and they need to be able | |
| 55:37 | to apply it whether it's say it or write it | |
| 55:40 | or demonstrate it through theater in some kind of way | |
| 55:45 | . All right , let's look at a couple more | |
| 55:46 | questions for this particular activity . Higher order thinking skills | |
| 55:52 | . So this this activity was a little different than | |
| 55:54 | the last one . What kinds of higher order thinking | |
| 55:57 | skills were you using as you chose your groups and | |
| 56:01 | ranked your items and you prepared your survival plan ? | |
| 56:06 | Great . What higher order thinking skills ? I've noticed | |
| 56:08 | someone right writing before on about analyzing very good . | |
| 56:13 | Magaly also said analyzing the situation in solving the problem | |
| 56:18 | . Miriam evaluating and analyzing Tina says making sense of | |
| 56:23 | the items and applying according to the situation . Very | |
| 56:27 | good loosen says problem solving reasoning , making decisions . | |
| 56:33 | Great , Excellent ideas , everybody good , creating wonderful | |
| 56:38 | . So there's an evaluating element to this one . | |
| 56:41 | You have to evaluate , you have to rank order | |
| 56:43 | . You also have to negotiate . So when you're | |
| 56:45 | in your group , like you make your own decision | |
| 56:48 | about the items , but then you have to come | |
| 56:49 | to your group and you have to decide and and | |
| 56:52 | make decisions around what's the most important and why ? | |
| 56:56 | So lots of in analyzing a couple of people noted | |
| 56:59 | on the connection to a simulated real life situation . | |
| 57:04 | So the more real it feels to your students , | |
| 57:06 | um , the more likely they are to engage as | |
| 57:09 | well . It's A Great one . Okay . Previous | |
| 57:12 | experience . Yes . Okay , Nice . Very nice | |
| 57:19 | . Well , would you like to find more of | |
| 57:21 | these ? Where can we look ? So I got | |
| 57:24 | a couple of ideas . One is from the website | |
| 57:28 | teach thought lots of good stuff there , including this | |
| 57:31 | one website on 10 team building games that promote critical | |
| 57:35 | thinking . Also from Carousel E50 activities for developing critical | |
| 57:41 | thinking skills . I think both of these sites offer | |
| 57:44 | activities that you can use with all ages and all | |
| 57:46 | levels . Again , using those adaptation skills to make | |
| 57:50 | it simpler , make it more complex . Make sure | |
| 57:53 | it's fitting the vocabulary that your students are ready and | |
| 57:56 | actively primed to be able to use . And then | |
| 58:00 | on our next slide we have a couple more ideas | |
| 58:02 | of websites on multiple perspectives , building critical thinking skills | |
| 58:07 | from rewrite think , lots of good stuff from read | |
| 58:10 | , write , think and from WABI SABI learning 10 | |
| 58:14 | great critical thinking activities . And again , uh these | |
| 58:17 | PowerPoint slides are going to be made available afterwards , | |
| 58:21 | so don't worry , you don't have to like take | |
| 58:22 | pictures and write all this down , it's going to | |
| 58:24 | be available to you to use and look at at | |
| 58:27 | your leisure . So in closing , I'd like to | |
| 58:32 | thank Kate and all of our 80 live team for | |
| 58:35 | bringing us all together today . It was really lovely | |
| 58:38 | to be with you . The time totally flew by | |
| 58:41 | if he'd like to know a little bit more about | |
| 58:44 | critical thinking . Um a couple of references I can | |
| 58:47 | recommend from the american english dot state dot gov website | |
| 58:51 | are the integrating critical thinking into the exploration of culture | |
| 58:56 | , which is in the teacher's corner . I love | |
| 58:58 | the teacher's corner , Lots of practical ideas there , | |
| 59:01 | very easy to implement . And then from one of | |
| 59:05 | our authors in Turkey language teaching through critical thinking and | |
| 59:09 | self awareness , which is available through english teaching forum | |
| 59:13 | , um english teaching forum goes back more than 50 | |
| 59:16 | years with lots of fabulous ideas um written by teachers | |
| 59:21 | for teachers . Wonderful ! Thank you so much Leslie | |
| 59:26 | for joining us today . What a great session . | |
| 59:29 | Thank you . It's my pleasure . Yeah , thank | |
| 59:32 | you so much . I think we just had a | |
| 59:34 | really excellent kick off to our american english live series | |
| 59:38 | five with our presenter today Leslie at Beckman . Again | |
| 59:41 | , thank you so much for sharing some really wonderful | |
| 59:44 | ideas um to help us incorporate more critical thinking into | |
| 59:47 | our daily lesson plans and activities and I think we're | |
| 59:51 | all better prepared to increase the amount of time our | |
| 59:54 | students spend Developing and using this important 21st century skills | |
| 59:58 | . So thank you . And of course we'd like | |
| 60:01 | to thank you our audience for your lively engagement and | |
| 60:04 | participation today . It was wonderful to see all of | |
| 60:07 | your ideas and um to see all of your enthusiasm | |
| 60:11 | for using some of these new ideas in your classroom | |
| 60:13 | soon . So please keep in touch on the ning | |
| 60:16 | and through facebook and through um your regional english language | |
| 60:19 | offices and share with us how you are using and | |
| 60:22 | incorporating these ideas in your classroom and now you . |
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