Казырбаева Н.Ю.
Plan of the session
 Warm-up
 Activity 1
 Reflection
 Theoretical input
 Activity 2
 Action plan
Associations
children
holidays
playground
cold hands
winter
ice
stiff
melting
fun
freezing cold
imagination
chill
carrot
Christmas
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
Portrait
 Is 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 activity
 Would 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?
The art of thinking about your thinking, while
you’re thinking, so as to make your thinking
more clear, precise, accurate, relevant,
consistent, and fair; the art of constructive
skepticism; the art of identifying and removing
bias…and one-sidedness of thought; the art of
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)
Higher order
Lower order
Knowledge
Comprehension
Application
Analysis
Synthethis
Evaluation
Higher and Lower Order Thinking
Lower Order
 observation and recall of information
Knowledge  knowledge of dates, events, places
 knowledge of major ideas
(information
gathering)  mastery of subject matter
Higher and Lower Order Thinking
Lower Order
 understanding information
grasping meaning
 interpreting facts, comparing,
contrasting
Comprehension
 ordering, grouping, inferring
(confirming)
causes
 predicting consequences
Higher and Lower Order Thinking
Lower 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 Thinking
Higher Order
 seeing patterns
Analysis
(taking apart)
 organization of parts
 recognition of hidden meanings
 identification of components
Higher and Lower Order Thinking
Higher Order
 using old ideas to create new ones
Synthesis
 generalizing from given facts
(putting
together)
 relating knowledge from several areas
 predicting, drawing conclusions
Higher and Lower Order Thinking
Higher Order
 assessing value of theories, presentations
 making choices based on reasoned argument
Evaluation
 verifying value of evidence
(judging
the outcome)
 comparing and discriminating between
ideas
 recognizing subjectivity
Bloom’s Taxonomy of Thinking Skills
 Knowledge – факты и информация
 Comprehension – понимание значения
информации
 Application – применение знания на
практике
 Analysis – знание разбивается на части
 Synthesis – знание добавляется к другому
знанию для создания нового знания
 Evaluation – оценка знания
Activity 2
 Read 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