1. Казырбаева Н.Ю.

2. Plan of the session Warm-up Activity 1 Reflection Theoretical input Activity 2 Action plan

3. Associations cold hands winter children Christmas carrot chill freezing cold stiff fun imagination melting ice playground holidays

4. 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?

5. Stolen things

6. 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?

7. Complete the lines: The poem is … I feel … It made me think … The message of the poem is …

8. 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?

9. “A man is but the product of his thoughts, what he thinks, he becomes.” Mahatma Ghandi

10. 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)

11. 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

12. Higher and Lower Order Thinking ( Bloom,B.S. 1984 – Taxonomy of Educational Objectives) Knowledge Comprehension Application Lower order Higher order Analysis Synthethis Evaluation

13. Higher and Lower Order Thinking Lower Order Knowledge (information gathering) observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter

14. Higher and Lower Order Thinking Lower Order Comprehension (confirming) understanding information grasping meaning interpreting facts, comparing, contrasting ordering, grouping, inferring causes predicting consequences

15. 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

16. Higher and Lower Order Thinking Higher Order Analysis (taking apart) seeing patterns organization of parts recognition of hidden meanings identification of components

17. Higher and Lower Order Thinking Higher Order Synthesis (putting together) using old ideas to create new ones generalizing from given facts relating knowledge from several areas predicting, drawing conclusions

18. Higher and Lower Order Thinking Higher Order Evaluation (judging the outcome) assessing value of theories, presentations making choices based on reasoned argument verifying value of evidence comparing and discriminating between ideas recognizing subjectivity

19. 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

20. 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.

21. Action plan Coimplete the sentence: Thinking about my future classroom practice, I think I might …

22. Snowmen show