CRITICAL THINKING

Bringing the world to the classroom and the classroom to life

N G L . C E N G A G E . C O M / E LT
A PART OF CENGAGE
In the 21st century, why do I need
a teacher when I’ve got
_________?
In the 21st century, why do I need
a teacher when I’ve got
_________?
 Why 21st Century Skills?

What was needed to be a skilled person in

19th century agrarian society differs
dramatically from the expertise needed to
be a well-educated and capable 21st
century citizen.

21st Century Skills: Learning for Life in Our Times (2009)

What are 21st Century Skills?

21st Century Skills are the special abilities

children need to develop so that they can be
prepared for the challenges of work and life
in the 21st century.
“Are students graduating from school really
ready to work?”
“No, not really.”

Oral and written communication

Professionalism and work ethic
Teamwork and collaboration
Working in diverse teams
Applying technology
Leadership and project management
Critical thinking and problem solving

Survey of 400 HR Managers

What it means for education

❖ new and innovating approaches

❖ variety of techniques

❖ creativity and innovation

21st Century Skills: Learning for Life in Our Times (2009)

21st Century Skills Framework
 Core Subjects
& 21st Century Themes
Core subjects include: 21st century themes include:
 English, reading or language arts  Global awareness
 World languages  Financial, economic,
 Arts business and entrepreneurial
 Mathematics literacy
 Economics  Civic literacy
 Science  Health literacy
 Geography  Environmental literacy
 History
 Government and Civics
 Learning
& Innovation Skills

 Creativity and Innovation

 Critical Thinking and Problem Solving
 Communication and Collaboration
 Information, Media,
& Technology Skills

 Information Literacy
 Media Literacy
 ICT Literacy
 Life
& Career Skills

 Flexibility & Adaptability

 Initiative & Self-direction
 Social & Cross-cultural Skills
 Productivity & Accountability
 Leadership & Responsibility
 Individual Work

2-3 key words you remember for each of these

1. Core subjects and 21st century themes

2. Life and career skills
3. Learning and innovation skills
4. Information, media, and technology skills

Handout 3
21st Century Skills Materials

Unit 5, All Together 1, National Geographic Learning

21st Century Skills Materials

I have two eyes.

A snake has two eyes, too.

I have two ears.

A frog has two ears, too.

I have a nose.
A lizard has a nose, too.

I have a mouth.
All reptiles have a mouth, too.

Unit 6, All Together 1, National Geographic Learning

21st Century Skills Materials

Unit 6, All Together 1, National Geographic Learning

21st Century Skills Materials

Unit 6, All Together 1, National Geographic Learning

21st Century Skills Materials

Unit 1, All Together 4, National Geographic Learning

21st Century Skills Materials

Unit 2, All Together 4, National Geographic Learning

21st Century Skills Materials

Unit 4, All Together 4, National Geographic Learning

 Bloom’s Taxonomy

Bloom’s Taxonomy Anderson and Krathwohl’s Taxonomy

 Produce new or original work

Justify a stand or decision

Draw connections among ideas

Use information in new situations

Explain ideas or concepts

Recall facts and concepts

Handout 6
Higher order Create
LOTS & HOTS
Evaluate
Lower Order Thinking Skills
Analyze & Higher Order Thinking
Skills
Apply
Some types of learning
Lower order

require more cognitive

Understand processing than others,
but also have more
Remember generalized benefits.
 The lartey frimps krolacked
blinfly in the detchy shilbor.

▪ What kind of frimps were they?

▪ What did the frimps do?
▪ How did the frimps krolack?
▪ In what kind of Shilbor did they krolack?
▪ Which word is the subject of this sentence?
▪ Which is the verb?
 The lartey frimps krolacked
blinfly in the detchy shilbor.

• Why were the frimps krolacking? Justify

your answer.
• Imagine you had to krolack in the shilbor.
What one item would you choose to take
with you and why?
21st Century Skills Materials

Unit 1, All Together 6, National Geographic Learning

Higher order Create
Reflection
Evaluate
What LOTS and HOTS
Analyze have been used in all
these activities?
Apply
Lower order

Understand

Remember Handout 12
 From LOTS to HOTS
The central part of Australia is called the
outback. There aren’t many towns. People
live on big farms called stations.
There aren’t any schools near their homes. So
the children have classes at home. They talk to
the teachers and other students on the Internet
or on the radio. They have math, English,
music and other subjects. They do their
homework and e-mail it to the teacher.
Some students see their classmates only on
the Internet. But sometimes they travel to
school buildings in the towns. They stay there
for a week to take exams. Then they can meet
their teachers and classmates face to face for
the first time. They can play together, too.
Higher order Create Creative thinking

Evaluate
Critical thinking
Analyze

Apply
Lower order

Comprehension
Understand and use

Remember
Whole Group Discussion

What is thinking driven by?

 Socratic Questioning
disciplined questioning that can be used to pursue
thought in many directions and for many purposes

• To explore complex ideas

• To get the truth of things
• To open up issues and problems
• To uncover assumptions
• To analyze concepts
• To distinguish what we know from what we don’t
know
• To follow out logical implications of thought
• To control discussion
6 Types of Socratic Questioning

1. Clarify – Why do you say that?

2. Challenge – Is that always the case?
3. Evidence – What’s the evidence?
4. Viewpoints – Can you see this another way?
5. Consequences – If that happened, what would …?
6. Question – Why is this question important?
Detailed descriptors of supportive teacher-student talk:

• Extend teacher-student exchanges by asking follow-up

questions that can lead to active student participation and
negotiation of meaning.
• Give student time to think and hold back from immediately
providing the desired wording.
• Use the student’s wording as a basis for modeling and
reformulating new language to make his/her language more
complete and explicit.
• Have student explain orally how he/she solved a problem to
check on the reasoning process and recast what the student has
said.
• Listen to what the student is saying (not only for the ‘prescribed’
answers you have in your head) and respond accordingly.
• Keep a good balance between ‘open’ and ‘display’ questions.
 From LOTS to HOTS

Work in groups.

Try LOTS and HOTS Questions on your

materials
Characteristics of Critical Thinkers

Handout 14
What does that mean to teachers?
In the 21st century, why do I need
a teacher when I’ve got
_________?
 In the 21st century, I need a
teacher more than ever as a result
of _________!
 THANK YOU!

A PART OF CENGAGE