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This study attempts to fill these gaps by exploring how currently practicing world language teachers define the term critical thinking. Definitions were gathered through a survey of K world language teachers from across the United States and through interviews with individual beginning level German instructors at a large, private university in the western United States.
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Findings revealed three primary ways in which teachers define critical thinking: first, by identifying characteristics of critical thinking; second, by discussing the thought processes and skills used in the action of critical thinking; and third, by describing the topics about which critical thinking takes place, either on the micro-level, dealing with language itself, or on the macro-level, dealing with real-world issues and themes.
Based on these three areas of definition, several pedagogical implications were identified. As critical thinking is integrated as a 21st century skill into the world language classroom, the traditional roles of the teacher may need to transform, the content used in the classroom may need to change, and the activities in which students are asked to engage may likewise need to shift.
The integration of these pedagogical implications into the world language classroom as a means to facilitate the development of advanced levels of language proficiency is also discussed. All Theses and Dissertations. Other Languages, Societies, and Cultures Commons.
Advanced Search. Privacy Copyright. As a teacher, you should construct questions that depend on information that can be found in the film. To promote critical thinking in any lesson, avoid display questions with only one right answer or that can be answered with a simple Yes or No.
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Instead, ask How do you know…, What tells you…, Why…? These questions allow students to demonstrate their understanding, rather than simply supply a one-word answer that can be found in a dialogue or text. Asking such questions can promote higher order thinking skills of analysis and interpretation as opposed to simple recall and reporting.anakomcc.com/components/dating-tips-for-social-anxiety.php
A concrete example of how to add a layer of 21st-century skills to lesson plans
The website is a collection of lesson ideas inspired by short films that can be used in the classroom. More specifically, he looks at how we can use short films to promote creativity, and both oral and written communication through activities based around a variety of short films.
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Each of these provides ample opportunities for the teacher to add their own layer of 21st-century skills to the lesson. For more ideas about how to enhance 21st-century skills in the classrooms :.
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Understanding 21st-century skills One of the goals of language learning is for individuals to communicate their ideas to others. Working with short films Short films are an excellent resource for language teachers. Students discuss which scenario they prefer in pairs. Tell them they will watch Jason working at his first job.
Ask them to watch the first couple of minutes and guess what his job is, and explain why? Watch the film in stages Ask students to make a list of all the things Jason does during the day. Encourage the students to write down the verbs e. Have the students compare with a partner or use dictionaries if required. Next, in open class, elicit and board the vocabulary in a random order.
Ensure the meaning of each phrase is understood by demonstrating the action, going back to the film, or asking another student to give a quick translation. Finally, you could watch the first part of the film again and ask students to put the activities in order as they occur. Move to groups and repeat.
Ask them, in groups, to predict what the change will be. Play the remainder of the film for them to check their predictions. He meets a girl at the office and falls in love. Allow them to watch the film again quickly and check. The minute short film is, in fact, an extended advertising commercial for Schweppes.
Students compare and describe what they found with a partner, taking note of the time and scene in which the product placement occurs. Students search for other clues that could help us determine that it is an advertisement e. Have students present their findings to another group. Students try to find another example of product placement in a youtube video to present to the rest of the class. Have a roundtable discussion and encourage students to think of other places you might find these types of advertising commercials online. Ask follow up questions such as: How do you know they are commercials?
Australia Discuss the type of working conditions and work culture they saw in the film. Get students to create a survey consisting of quantitative and qualitative questions about work culture and conditions. Then, have students interview their classmates who come from different countries around the world.
Use a digital survey platform, such as Google forms, for each student to collect their data quickly, interpret the results and then present their findings. Students could try to draw basic correlations between countries with similar work cultures.
Additional educational value It is during this final stage of the lesson that asking the right questions can lead learners to deeper thinking and analysis, as well as a better understanding of how to find evidence in a film or text. How does a Danish school teach 21st-century skills?