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Critical Thinking at the Core: Fostering Communication and Engagement
Bethany Daniel & Cherice MontgomeryBrigham Young University
ACTFL, November 17, 2017
http://wlct.wikispaces.com/ Image: Geralt
The Case of the Missing
Priority:
Image: Alexas_Fotos
Critical Thinking
• I can identify key characteristics of critical thinking.
• I can explain common misconceptions of critical thinking in world language education.
• I can integrate critical thinking into existing language activitiesin ways that better develop proficiency and cultural competence.
Image: Geralt
The Lead Detectives
Image: 422737
The Investigative Team
READ ALOUD TALK LISTEN STAND IF YOU AGREE
1. Students need to think critically in order to learn grammar rules.
2. Students will naturally think critically when learning a language.
3. Students need a “minimum threshold” of language in order to engage in critical thinking.
4. Critical thinking is necessary in order to learn a language well.
Image: OpenClipart-Vectors
1. Write your definition of critical thinking.
2. Walk to a posted definition.
3. Read the posted definition.
4. Compare the posted definition to yours.
5. Write comparisons on your report.
STOP AND LISTEN
Critical Thinking
Image: Mhdhg
• Unwritten expectation
• Unclear definition
• Invisible
HIGH PRIORITY FOR PROFICIENCY
Impersonators
Image: OpenClipArt-Vectors
Ass
ess
me
nt
&
Teac
he
r E
valu
atio
n
Cu
rric
ulu
m
En
gag
em
en
t
Mat
eri
als
59 respondents 19 states
11 languages
Image: Stevepb
Interviews
Clues to Critical Thinking
• Characteristics
• Content
• ActionsImage: Geralt
Evidence Trail
What do learners think critically about?
Image: HNewberry
1. Find a partner.
2. Brainstorm at least 10 ideas.
3. Write the answers on your report.
Raise your hand if you listed any of the following or something similar.
• data
• evidence
• facts
• information
• input
• language structures
• grammar
• math problems
• old vocabulary
• verbs
• arguments
• assumptions
• challenges
• culture
• experiences
• ideas
• issues
• meanings
• perspectives
• possibilities
• problems
Image: HNewberry
Field Notes
Image: HNewberry
Last Known Activities
1. Find a partner.
2. Read the activity.
3. Decide if the activity:a. Definitely encourages critical thinkingb. Can encourage critical thinking.c. Does NOT encourage critical thinking.
4. Write the activity in the appropriate box on your notes.
5. Write a “justification” for how you sorted the activities into each category.
Image: StockSnap
What do learners do when they think critically?
• Debates
• Discussions
• Games and puzzles
• Grammar drills
• Information-gap activities
• Interviews
• Jigsaw activities
• Journal writing
• Lecture
• Projects
• Role plays
• Scenarios
• Service learning
• Small group work
• Summarizing a text
• Translation
• Worksheets
Image: StockSnap
See Also: Anderson & Krathwohl, (2001), pp. 67-68
Image: NEGRITO
Field Notes
Image: NEGRITO
Critical Thinking Associations Matched to RBT Levels
RBT Level Number of Survey Responses
Create 7
Evaluate 2
Analyze 26
Apply 8
Understand 20
Remember 0
Field Notes
Image: NEGRITO
Critical Thinking Definitions Matched to RBT Levels
RBT Level Number of Survey Responses
Critical Thinking Associations
Critical Thinking Definitions
Create 7 16
Evaluate 2 19
Analyze 26 17
Apply 8 17
Understand 20 19
Remember 0 4
Field Notes
Image: NEGRITO
Sources: Vanderbilt University Center for Teaching; Nesbit, Wikipedia.org; www.actfl.org
Field Notes
Image: NEGRITO
Sources: Vanderbilt University Center for Teaching; Nesbit, Wikipedia.org; www.actfl.org
Field Notes
Transforming Process: Making the Invisible Visible
Tools
Topic (Conceptual content)
Texts (Culturally Authentic)
Tasks (Critical Thinking)
Talk (Interpersonal)
Image: Bluebudgie
Eyewitness Reports: 1 (Word Level)
Image: GeraltActivity: Emily Overvliet
Video of 4th Grade Dual Language French Immersion
Students Deciding How to Classify Leaves Using Descriptive
Adjectives
avec des épinesavec des fleurs
lisselongue
multifeuillepointue
Eyewitness Reports: 2 (Sentence Level)
Image: GeraltActivity: Emily Overvliet
Video of 4th Grade Dual Language French Immersion
Students Explaining Their Classification Systems to
Another Group
Je pense que…parce que…
Eyewitness Reports: 3 (Strings of Sentences)
Image: GeraltActivity: Emily Overvliet
Video of 4th Grade Dual Language French Immersion
Students Explaining Their Classification Systems to
Another Group
Image: Geralt
Eyewitness Reports: 4 (Strings of Sentences)
Activity: Emily Overvliet
Video of 4th Grade Dual Language French Immersion Students Creating, Justifying, & Defending an Alternative Classification System for the
Same Set of Leaves
Transforming Process:Making the Invisible Visible
ToolsTopic: Leaves
Texts:PosterInfo.
Tasks: Observe, sort,
explain to group, reclassify and
write
Talk: Je pense
que… parce que...
Image: Open Clipart-Vectors
Images: Cherice Montgomery
Progressive Learning
Formulas & Sentence Frames
Whole Class DiscussionActivity Idea: Heidi Mecham
Categorization: Four
Corners
Activity Idea: Heidi MechamActivity Idea: Heidi Mecham
Choose ONE color.
Lookforyourcolor
DECIDE:
el laloslas
MOVE to the correct
corner.
vestidofaldasblusazapatos
camisassombreropantalonesblusa
zapatoscamisachaquetasvestido
Categorization – Adjective Agreement
Activity Idea: Heidi Mecham
Missing Priority: Critical Thinking
How do we progressively increase the level of critical thinking in a
textbook?
1. chanter—to sing
2. danser—to dance
3. écouter de la musique—to listen to music
4. jouer au foot—to play soccer
5. manger—to eat
One Step Closer to Critical Thinking
1. chanter
2. danser
3. écouter de la musique
4. jouer au foot
5. manger
Images: rinfoto0, PublicDomainPictures, mokhtarakel, anaisfortuny, 4753994
a. b.
c.
d.
e.
J’aime ( ) Je n’aime pas ( X )
Two Steps Closer….
Images: rinfoto0, PublicDomainPictures, mokhtarakel, anaisfortuny, 4753994
Have we found critical thinking yet?
• Qu’est-ce qu’il/elle aime faire? Qu’est-ce qu’il/ellen’aime pas faire?
• Qui sont des ami(e)s? Pourquoi?
Images: ambroo, ellemclin, fabiennefrancis, philipneho
DESCRIBE ♦ PRESENT ♦ EVALUATE ♦ JUSTIFY
Debates (Human Graphing)
Image: Cherice Montgomery
Re
al-w
orl
d T
ask
: H
ou
se H
un
ters
Inte
rnat
ion
al
Topic: House (Needs v. Wants)
Activity Idea: Bethany Daniel
Texts: Real Estate Postings in FranceR
eal
-wo
rld
Tas
k:
Ho
use
Hu
nte
rs In
tern
atio
nal
Task 1: Research, Select, Describe
Activity Idea: Bethany Daniel
Task 2: Compare Possibilities to Wants/Needs
Re
al-w
orl
d T
ask
: H
ou
se H
un
ters
Inte
rnat
ion
al
Activity Idea: Bethany Daniel
Task 3: Make a Decision & Justify ItR
eal
-wo
rld
Tas
k:
Ho
use
Hu
nte
rs In
tern
atio
nal
Activity Idea: Bethany Daniel
Images: Amazon & OpenClipart-Vector
Pedagogical
Strategies
• Analysis
• Categorization
• Comparisons
• Debates (Human Graphing)
• Inductive Grammar Activities
• Inquiry-based Learning
• Logic Puzzles
• Metaphors
• Project-based Language Learning (PBLL)
• Sequencing
• Simulations
• Sorting
• Trials
• Webquests
Critical Thinking at the Core: Fostering Communication and Engagement
Bethany Daniel & Cherice MontgomeryBrigham Young University
ACTFL, November 17, 2017 Image: geralt
http://wlct.wikispaces.com/
Image: OpenClipart-Vector
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