Toni Hull March 2010 English Language Fellow [email protected]

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FACT OPINION NOT SURE

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  exploring questions about and solutions issues which are not clearly defined which there are no clear-cut answers.

for and for  exploring = process  not clearly defined = ambiguity no clear-cut answers = no one right answer  aaahq.org/aecc/intent/glossary.htm

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       identifies, analyzes, and evaluates issues collects relevant data looks at questions and answers from multiple view-points recognizes and moves beyond assumptions and personal biases formulates and presents persuasive reasons in support of conclusions makes reasonable decisions about what to believe and what to do thinks for himself / herself 4

   Read each pair of words . Circle the word in each pair that best describes you. Share your choices with your group and explain why you chose them.

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          1. 2. 3. 4. 5. 6. 7. 8. 9. 10. rock city breakfast plastic yes river drums yellow motorcycle mountains feather country dinner cotton no pond flute blue bike valley 6

Evaluation Synthesis Analysis Application Comprehension Knowledge 7

(Anderson & Krathwohl, 2001) http://en.wikipedia.org/wiki/File:BloomsCognitiveDomain.svg

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Lower Order Thinking:    Knowledge = recalling pieces of information ◦ tell, list, choose, arrange, find, match, name, spell Comprehension = understanding meaning ◦ ◦ translate, reword, define, explain, outline Application = using what you know solve, use, develop, design, operate, demonstrate  adapted from http://www.learnnc.org/lp/pages/778?style=print 9

Higher Order Thinking:    Analysis = answering relationships why and seeing ◦ ◦ break down, take apart, examine, simplify, compare Synthesis = assembling pieces into a new whole and creating new insight create, combine, predict, generate, invent, compose ◦ Evaluation for a = judging the value of information specific purpose judge, rate, rank, critique, grade, assess, decide 10

 When designing class activities and assessment questions, think about which level of B.T. you are activating.

 Handout Task: What critical thinking skills are being targeted in the questions and activities?

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NOTE: There may be more than one right answer!

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1. Do you think this is a good or bad thing?

2. Can you explain what must have happened then?

3. What were the events that happened, according to the text.

4. What was the main idea in this text?

5. Can you see a possible solution to this problem?

6. Can you provide an example of what you mean?

7. Is this statement true or false?

8. From the information given, can you develop a set of instructions?

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EV 1. Do you think this is a good or bad thing?

SYN then?

KN CO 2. Can you explain what must have happened 3. What were the events that happened, according to the text.

4. What was the main idea in this text?

SYN problem?

AN CO 5. Can you see a possible solution to this 6. Can you provide an example of what you mean?

7. Is this statement true or false?

AP 8. From the information given, can you develop a set of instructions?

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1. Recite a poem by heart 2. Make a list of the main events 3. Conduct a debate about an issue of special interest 4. Write a biography of the person we are studying.

5. Prepare a list of criteria to judge a show. 6. Create a new product. Name it and plan a marketing campaign.

7. Design a questionnaire to gather information.

8. Retell the story in your own words.

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K N 1. Recite a poem by heart KN/CO 2. Make a list of the main events AN/SYN special interest K/C/AP 3. Conduct a debate about an issue of 4.Write a biography of the person we are studying.

SYN 5. Prepare a list of criteria to judge a show. AP/SYN AP/AN/SYN CO 6. Create a new product. Name it and plan a marketing campaign.

7. Design a questionnaire to gather information.

8. Retell the story in your own words.

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   How are the two dancers similar?

How are the two dancers different? Think about their style, their ability, their training, their preparation.

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 How is dancing similar to /different from learning and speaking a foreign language – like English?  This is an ad for Nike brand athletic sportswear. Do you know the Nike slogan?

Just do it!

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What words would you associate with this picture?

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fate fear fairy tale

“The more you look at the world the more you recognize that people have different ideas about what’s important.”

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What image would you use to illustrate the word

ACCOMPLISHMENT

“I would use an image / a picture of ________.”

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1 picture – 3 words Think of 3 words that express 3 different points of view about this picture. The words should all belong to the same word class.

1 word – 3 images  The word is DANGEROUS  Think of 3 different images that express 3 different points of view about the word 25

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 D =

Describe

 I =

Interpret

 E =

Evaluate

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 Visual – What do you see/hear?

◦ only observed / objective facts 29

   Ask a variety of “wh-“ questions about the subject. ◦ ◦ ◦ ◦ Who?

What?

When?

Where?

Why ?

◦ ◦ How?

Asking the questions is more important than actually knowing the answers. Be sure you don’t evaluate at this stage! 30

 ◦ Judgment based on

describe

What do you feel/think and

interpret

about the subject?

 No right or wrong answers as long as they are

supported

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Try it again!

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Describe Interpret Evaluate

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  Watch the first 10 minutes of WALL-E. ◦ ◦ ◦ After watching, go through the DIE process with your group.

First,

describe

what you observed? Do not interpret (don’t talk about causes or how you feel about what you saw).

interpret

Second, question words (still don’t talk about how you feel about what you saw).

what you observed using your Third,

evaluate

judge what you saw. How did the film make you feel? Do you think the film succeeded in its purpose?

what you observed. Now you can 35

1. People wear nametags all the time, everywhere.

2. A pill is invented that makes it possible for humans to live to age 150.

3. Another pill is invented that makes it unnecessary for humans to sleep.

4. One more pill is invented that provides all the nutrients needed to sustain life: no more food!

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Toni Hull [email protected]

Workshop PowerPoint and materials are available at: www.italldepends.pbworks.com

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Both of them are/have/can … Neither of them are/have/can …

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 A girl who was just learning to drive went down a one-way street in the wrong direction, but didn't break the law. How come?

 How can you throw a ball as hard as you can and have it come back to you, even if it doesn't hit anything, there is nothing attached to it, and no one else catches or throws it?

 Two students are sitting on opposite sides of the same desk. There is nothing in between them but the desk. Why can't they see each other?

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