Critical Thinking Skills in Languages

1
Critical Thinking Skills in Languages

• The cognitive process dimension
• Adapted from Anderson, L.W Krathwohl, D.R
  (eds). (2001). A Taxonomy for Learning, Teaching
  and Assessing a Revision of Blooms Taxonomy of
  Educational Objectives. New York Longman

2

• Complete the table below to identify ways in
  which your language classes reflect each
  component. Give specific examples of what you and
  the students do. You can refer to the handout
  with to help you.

3

• . Remember retrieve relevant knowledge from
  long term memory
• 1.1 RecognizingIdentifying
• 1.2 RecallingRetrieving
• 2. Understand construct meaning from
  instructional messages, including oral, written
  and graphic communication
• 2.1 InterpretingClarifying, paraphrasing,
  translating
• 2.2 ExemplifyingIllustrating

4
Taxonomy

• 2.3 ClassifyingCategorizing, subsuming
• 2.4 SummarizingAbstracting, generalizing
• 2.5 InferringConcluding, extrapolating,
  interpolating, predicting
• 2.6 ComparingConstrasting, mapping, matching
• 2.7 ExplainingConstructing models

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• 3. Apply carry out or use a procedure in a
  given situation
• 3.1 ExecutingCarrying out
• 3.2 ImplementingUsing

6

• 4.1Differentiation
• Discriminating, distinguishing, focusing,
  selecting
• 4.2 Organizing Finding coherence, integrating
• 4.3 Attributing Deconstructing

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• 5, Evaluate- make judgments based on criteria and
  standards
• 5.1 Checking Co-ordinating, detecting monitoring,
  testing
• 5.2 Critiquingjudging

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• 6.1 Generating Hypothesizing
• 6.2 PlanningDesigning
• 6.3 Producing
• Constructing