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The document discusses critical thinking skills in the EFL classroom, defining critical thinking as the ability to question, analyze, interpret, evaluate, and make judgments. It outlines key methods for developing these skills, including questioning techniques, problem-based learning, debates, text analysis, peer collaboration, and reflective activities. Additionally, it references Bloom's Taxonomy, highlighting its relevance in promoting higher-order thinking within the cognitive domain.

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9 views

Presentation

The document discusses critical thinking skills in the EFL classroom, defining critical thinking as the ability to question, analyze, interpret, evaluate, and make judgments. It outlines key methods for developing these skills, including questioning techniques, problem-based learning, debates, text analysis, peer collaboration, and reflective activities. Additionally, it references Bloom's Taxonomy, highlighting its relevance in promoting higher-order thinking within the cognitive domain.

Uploaded by

sbemily30j7
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Critical thinking

skills in the EFL


classroom
Critical Thinking Skills in the EFL Classroom
Definition of Critical Thinking for Teachers:
Critical thinking is the ability to question, analyze, interpret, evaluate, and make
judgments about information. Teachers can use these skills to help students
understand concepts deeply, make informed decisions, and solve problems
effectively.
- key methods for develop critical thinking in the
EFL classroom:

1. Questioning Techniques
Ask questions that encourage students to think critically and explore
different perspectives.

2. Problem-Based Learning
Use real-world problems to help students apply critical thinking and find solutions.

Example: Ask students to plan a trip to an English-speaking country, considering


costs, travel routes, and local customs.
3. Debates and Discussions
Organize debates on topics relevant to students’ lives.

Example: Have students discuss, “Should social media be allowed in schools?”

4. Analyzing Texts
Teach students to evaluate and interpret texts for meaning.

Example: Analyze a news article for tone and credibility.


5. Peer Collaboration

Encourage students to work together, exchange ideas, and give constructive feedback to improve
understanding and learning.

Example: Students work in groups to create a presentation on how technology


has changed education.

6. Reflective Activities
● Encourage students to reflect on their learning processes and decisions.
Bloom’s Taxonomy of the Cognitive
Domain
Introduction:

Bloom’s Taxonomy, developed by Benjamin Bloom and his colleagues in


1956, is a framework for categorizing educational objectives.

It divides human thinking skills into six hierarchical levels within the
Cognitive Domain.

These levels guide educators in designing lessons and activities that


promote both foundational knowledge and higher-order thinking.
Three Domains of Learning:

Bloom identified three domains of educational objectives:

1. Cognitive Domain - Focuses on intellectual skills and knowledge acquisition.

2. Affective Domain - Involves emotions, attitudes, and values.

3. Psychomotor Domain - Deals with physical skills and coordination.

This presentation focuses on the Cognitive Domain, which is widely used to


cultivate critical thinking skills.
Original Cognitive Domain (1956):

The original taxonomy includes six levels of thinking, starting from


basic recall to advanced evaluation:

1. Knowledge - Recall of previously learned facts or material.

2. Comprehension - Understanding the meaning of the material.

3. Application - Using learned knowledge in new or hypothetical situations.

4. Analysis - Breaking material into parts to understand its structure.

5. Synthesis - Combining parts of material to create a new whole.

6. Evaluation - Making judgments based on criteria and evidence.


Revised Cognitive Domain (2001):

The revised taxonomy modernized terminology to better


reflect active learning processes:

1. Remember (formerly Knowledge) - Recalling information.

2. Understand (formerly Comprehension) - Explaining concepts.

3. Apply - Using knowledge in real-world scenarios.

4. Analyze - Examining components and relationships.

5. Evaluate - Judging based on criteria and evidence.

6. Create (formerly Synthesis) - Producing original work or ideas.

Key Change: “Create” is now at the top, reflecting its status as the
highest level of cognitive complexity.
Thank
You
For listening

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