Казырбаева Н.Ю.

Plan of the sessionWarm-upActivity 1ReflectionTheoretical inputActivity 2Action plan

Associations

cold hands

winter

children

Christmascarrotchill

freezing cold

stiff

fun

imagination

melting

ice

playground

holidays

Read the poem and answer the questions:

What did the person steal?Was it difficult to steal? How do you know?What did the person do to the snowman

later?What other things did the person steal?What kind of things are they?What happened to the thief in the end?

Stolen things

PortraitIs the thief male or female? Why?How old do you think the person is?What kind of person is the thief? Explain your

ideas.Why does he steal? What does he actually

steal?Does this make him happier?How do you feel about the thief?

Complete the lines:The poem is …I feel …It made me think …The message of the poem is …

Reflection on the activityWould you use this poem in your classroom?

Why? Why not?What age is the poem suitable for?What strengths can you see in this activity?What potential difficulties/dangers can you

see in it?If you chose to use it, what goals would you

set?

“A man is but the product of his thoughts, what he thinks, he becomes.”Mahatma Ghandi

What is Critical Thinking?What is Critical Thinking? The art of thinking about your thinking, while The art of thinking about your thinking, while

you’re thinking, so as to make your thinking you’re thinking, so as to make your thinking

more clear, precise, accurate, relevant, more clear, precise, accurate, relevant,

consistent, and fair; the art of constructiveconsistent, and fair; the art of constructive

skepticism; the art of identifying and skepticism; the art of identifying and removing removing

bias…and one-sidedness of thought; the art of bias…and one-sidedness of thought; the art of

self-directed, in-depth thinking…self-directed, in-depth thinking… (Paul, 1990)

Why is Critical Thinking important?

It enables learners to educate themselves

It can be transferred to other areas of life

It makes learners more independent

Higher and Lower Order Thinking (Bloom,B.S. 1984 – Taxonomy of Educational

Objectives)

KnowledgeComprehensionApplication

Lower order

Higher order

AnalysisSynthethis Evaluation

Higher and Lower Order ThinkingLower Order

Knowledge

(informationgathering)

observation and recall of information

knowledge of dates, events, places

knowledge of major ideas

mastery of subject matter

Higher and Lower Order ThinkingLower Order

Comprehension(confirming)

understanding information grasping meaning

interpreting facts, comparing, contrasting

ordering, grouping, inferring causes

predicting consequences

Higher and Lower Order ThinkingLower Order

Application

(making use of knowledge)

using information

using methods, concepts, theories in new situations

solving problems using required skills or knowledge

Higher and Lower Order ThinkingHigher Order

Analysis

(taking apart)

seeing patterns

organization of parts

recognition of hidden meanings

identification of components

Higher and Lower Order ThinkingHigher Order

Synthesis

(puttingtogether)

using old ideas to create new ones

generalizing from given facts

relating knowledge from several areas

predicting, drawing conclusions

Higher and Lower Order ThinkingHigher Order

Evaluation

(judging the outcome)

assessing value of theories, presentations

making choices based on reasoned argument

verifying value of evidence

comparing and discriminating between ideas

recognizing subjectivity

Bloom’s Taxonomy of Thinking Skills

Knowledge – факты и информацияComprehension – понимание значения

информацииApplication – применение знания на

практикеAnalysis – знание разбивается на частиSynthesis – знание добавляется к

другому знанию для создания нового знания

Evaluation – оценка знания

Activity 2Read the poem Billy McBone by Allan

Ahlberg and design a set of questions from the lower level of thinking to the higher level.

Action plan Coimplete the sentence:

Thinking about my future classroom practice, I think I might …

Snowmen show