AE Live 5.1: Practical Applications for Critical Thinking in English Language Teaching and Learning - Free Educational videos for Students in K-12

AE Live 5.1: Practical Applications for Critical Thinking in English Language Teaching and Learning - By

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00:01	Hello everyone and welcome to the first session and american
00:04	English Live Teacher Development series five . My name is
00:08	Lauren and I'll be with you today along with my
00:10	colleague behind the scenes heather who will be serving as
00:14	moderator to help answer your questions and respond to your
00:16	comments . During the session Today our host kate will
00:20	be talking with our presenter Lesley Ott Beckman , about
00:24	how to evaluate your existing LT materials for critical thinking
00:28	content and how to leave even more critical thinking into
00:32	your english language courses . So let's go ahead and
00:34	get started . Hello everyone and welcome to the first
00:40	session in American English live series five , we're so
00:43	happy to have you all here with us today to
00:46	talk about practical applications for critical thinking in English language
00:50	teaching and learning . Please let us know in the
00:54	chat box or the comments where you are from ,
00:56	where you're joining us from and how many webinars you've
01:00	joined us for in the past throughout the series .
01:03	Maybe there are so many that you've attended with us
01:05	that you can't even count , maybe give it a
01:07	shot and of course if it's your first time here
01:10	, um we're so very happy to see you and
01:13	look forward to learning and sharing with you today .
01:17	So let's start with these great photos featuring teachers from
01:21	Tunisia , Nepal and Mexico who participated in past american
01:26	English live events . We love to see teachers learning
01:30	and sharing ideas during the american English live series .
01:33	So please share your photos by emailing them to american
01:37	english webinars at e L programs dot org . For
01:40	by tagging us in social media . If you tag
01:43	us , make sure to use the handle or the
01:47	tag at american English for educators so that we can
01:50	see the great photos you post and we may feature
01:54	one of your photos during the next event We begin
01:58	series five today with a focus on critical thinking ,
02:02	a topic we will revisit later this series , we're
02:06	also during this series going to explore teaching english with
02:09	comics and graphic novels and learner motivation . We look
02:14	forward to learning with you and hope you will be
02:16	able to use the practical information and strategies that you
02:20	find in this series , in your classrooms . Which
02:23	topics are you most excited about ? Please share your
02:27	ideas in the chat box or comments . So here's
02:31	a little bit about what to expect . Each session
02:35	is approximately 60 minutes long and is often related to
02:38	an American English e teacher massive , open online course
02:42	or a teacher's corner theme on the American English website
02:47	. The presenter will present the material and I as
02:50	your host , will ask questions and make comments as
02:52	well . But we really hope to hear from you
02:55	our audience so that we can address your ideas and
02:58	experiences . Please do share your thoughts , questions and
03:02	comments throughout the session and we will try to address
03:06	as many of them as we can when our session
03:09	comes to a close in about an hour , you
03:12	will have an opportunity to receive a digital badge for
03:15	your participation . At the end of the session we
03:18	will share a link in the comments and at the
03:20	top of this post , click on that link and
03:23	complete a short quiz about today's session , You must
03:26	answer two out of three questions correctly . Once you've
03:29	successfully passed the quiz , you should expect to receive
03:32	a badge via email in about a week . And
03:36	one thing today about the digital badges is if you've
03:38	been with us before , our quiz looks a little
03:41	bit different , so don't worry , um it's the
03:44	same basic quiz and it's definitely from us but it
03:47	looks a little bit different . The format is different
03:50	. We're trying out a new platform so please give
03:53	us your feedback on it um and let us know
03:56	if you have any trouble with the link but we
03:58	certainly hope to issue all of you some great digital
04:01	badges using our new system , so it's not too
04:06	late to join the free self paced american english e
04:10	teacher mook teaching grammar communicative lee . And for those
04:14	of you who are new to this mook stands for
04:18	massive , open online course . So this free practice
04:22	oriented online course will help you to explore how to
04:26	adapt grammar instruction to better meet students needs , participants
04:31	will learn how to integrate grammar instruction with other language
04:35	skills , explore task based grammar learning approaches and evaluate
04:39	correction error correction techniques and strategies . Students study independently
04:46	without a facilitator in this course , but if you
04:48	want to join a group and do this move together
04:52	we think that's a great idea . Maybe get some
04:54	of your friends and colleagues to join the book with
04:56	you and you can learn and practice and study together
05:00	. Um So during the muck though the online portion
05:04	is not facilitated um but you can log in and
05:07	complete the course any time between the time frame listed
05:10	on the slide here , March 25th All the way
05:13	through June 17 . So you have from now until
05:16	June 17 to complete the course please visit the link
05:19	shown here for more information and to learn how to
05:23	enroll . Yeah and now for today's session practical applications
05:28	for critical thinking in english language teaching and learning .
05:32	Many educators understand the value of critical thinking or C
05:36	. T . And other 21st century skills but may
05:40	have limited time to create new materials few hours per
05:43	week to work with learners or a set curriculum which
05:46	they are required to follow . This session offers ways
05:50	to determine how much critical thinking content can already be
05:54	found in your existing materials as well as practical options
05:58	for weaving more critical thinking into your materials on a
06:01	regular basis . Today we will review some of the
06:06	key features of C . T . And it's important
06:09	as an element in any learning environment . Will also
06:12	discuss ways to analyze current materials for critical thinking content
06:18	and identify practical ways to apply critical thinking and language
06:22	teaching and learning . And now it's my pleasure to
06:26	introduce today's presenter Dr Leslie Off Beckman . Leslie is
06:31	a faculty member at the university of Oregon where she
06:33	serves as director of innovative programming for the American English
06:37	Institute and teaches in the Language teaching Studies Master's program
06:42	in the linguistics department . She also develops and teaches
06:46	courses for the American English E teacher program and has
06:49	served as a U . S . Department of State
06:51	english language specialist in over 40 countries . Her research
06:56	interests in the field of T cell include online and
06:59	hybrid learning environments , curriculum and program development , the
07:04	use of open educational resources and accessible practice and practices
07:08	in teaching and teacher training for everything from camps for
07:13	youth to specialist english for post secondary levels . Welcome
07:17	Leslie . We're so happy to have you here with
07:19	us today . Thanks for joining us . Thank you
07:22	Kate for that . Beautiful welcome . I've been following
07:25	the comments in the chatroom and I see that we
07:28	have some alumni with us today from previous courses .
07:31	Um Any teacher so welcome alumni . It's lovely to
07:34	see you again and welcome to new participants . I
07:37	look forward to working with you all during this next
07:40	hour . So we're going to talk about practical applications
07:45	for critical thinking and language learning and teaching . And
07:47	our topics today will fall along these four main areas
07:52	. So what is critical thinking for C . T
07:56	. And I will use those two terms interchangeably .
08:00	Why is C . T . Important in today's world
08:03	? How do I know if it's critical thinking ?
08:06	What are some easy ways to make critical thinking part
08:09	of my language learning and teaching ? So we'll be
08:12	exploring these topics together . Sounds good . Cool .
08:16	So let's start with what is critical thinking . So
08:19	first of all we really want to hear what you
08:21	think . What does critical thinking mean to you ?
08:24	What are some examples of critical thinking you may already
08:27	know about ? Or perhaps even be using in your
08:30	classes ? So please use your chat room to tell
08:35	us what's going on with you and critical thinking .
08:38	Yeah . Let us know what does critical thinking mean
08:40	to you ? How would you define critical thinking ?
08:43	And also share some examples of critical thinking ? Maybe
08:47	examples from your daily life or examples from your classroom
08:51	or from what your students do . What do you
08:54	think ? Let's see , Julia says it's looking at
08:58	an issue from various perspectives . Excellent thinking out of
09:02	the box from Usman problem solving from yussef Wonderful answers
09:08	. New ideas from Ahmed Anita says , critical thinking
09:12	is analyzing and evaluating an idea . Independent thinking .
09:17	Great top thoughts . Everybody giving an opinion is an
09:21	example . Wonderful , Excellent ideas . What do you
09:24	think ? Leslie wow . I think we're off to
09:27	a great start . They have a lot of knowledge
09:29	already that they're going to bring to today's webinar .
09:32	So these are fabulous ways to get started . Let's
09:36	look a little more deeply at what we've got as
09:38	a definition . So next slide bloom's taxonomy . So
09:44	many of you may be familiar with this already .
09:46	Um bloom was a very famous philosopher and educator researcher
09:53	and he came up with a theory that said um
09:57	that when we're learning a language or learning any new
09:59	information , we start with what he called lower order
10:04	thinking skills and lower did not mean less important .
10:07	Lower is very important . It simply means that they
10:10	are the foundation or the basis for which we build
10:14	our knowledge . So examples of lower order thinking skills
10:18	are things like remembering . So when you're first learning
10:22	a language , whether it's english or something else ,
10:24	you have to remember , you have to memorize um
10:27	mounds and verbs and lots of information and then you
10:31	also have to understand or make sense out of what
10:34	you're remembering . Eventually as you learn more and more
10:38	you are able to apply your english or apply that
10:41	new knowledge in new ways . And then finally as
10:45	we move up the chart and complexity , we get
10:48	into higher order thinking skills . You're using english to
10:52	create new information to invent to design or build .
10:58	Um You may be using language to evaluate to make
11:01	judgments or defend or negotiate things . You may also
11:07	be involved in analysis . So analyzing information , synthesizing
11:12	it . Um I see examples around um comparing or
11:17	contrasting and this is really where critical thinking resides .
11:21	It's up in this hot or higher order thinking category
11:27	. Right Okay . So what is critical thinking ?
11:34	Critical thinking was traditionally um separate from or not incorporated
11:40	into what we call the traditional three R's . And
11:43	the three Rs . And education were reading writing which
11:48	starts with the sound are but has a sneaky w
11:51	in the front there and then arithmetic or mathematics .
11:55	So when we went to school we started reading writing
11:57	and arithmetic . And that was considered to be a
12:00	full education . How is that different from today Today
12:06	when we think of education whether it's english or any
12:10	other topic or field we think in terms of 21st
12:14	century skills and one way to think about those 21st
12:18	century skills is the framework called the four C's .
12:21	So the foresees our communication , collaboration , creativity and
12:29	our topic today . Critical thinking . Okay . Mhm
12:37	. We also talk about why critical thinking is important
12:41	in today's world . What is your opinion ? What
12:44	are some ways that critical thinking can benefit your students
12:47	? Why study critical thinking in english ? Let's see
12:51	what folks have to say . Great yeah let's hear
12:53	from you everyone . What is your opinion ? We
12:56	saw those great examples of um lots and lots with
13:01	bloom's taxonomy and we also saw how education is changing
13:05	a little bit . We use we sort of in
13:07	the past or more traditionally have only focused on the
13:10	important skills of reading , writing and arithmetic and now
13:13	we're focusing on on others which include critical thinking .
13:17	What do you think ? Um why is it important
13:20	in today's world ? And what are some ways that
13:22	developing critical thinking skills can benefit our students ? Let's
13:26	see . Carlos says it helps students to be more
13:29	independent learners . Great . I'm Jacob says to solve
13:33	problems . Um These are some of the ways that
13:35	it can help benefit students . Um Freddie says it
13:39	make critical thinking makes learning more meaningful and memorable ,
13:44	juan . Alberto says those soft skills are getting remarkably
13:48	important . Very good point . Let's see um Hina
13:54	says critical thinking not only includes one field like english
13:58	, but it benefits all the fields and subjects that
14:00	such an excellent point . Um Wonderful . So many
14:06	great ideas just keep flowing in . Um logical ,
14:10	helps students with logic and help students to tackle the
14:13	problem and solve it from Shaquille . Wonderful really ,
14:18	tons of great responses coming in . I can't even
14:20	read all of them . Great great responses , everybody
14:24	. Yeah . Okay . And I'm seeing some related
14:26	to work as well in a marco says in a
14:28	country in which minimum wage is not enough defeated family
14:31	one needs to be competitive through critical thinking to get
14:34	better paying work . That's very true . Good point
14:37	. Yeah . So let's see how that maps onto
14:39	what we're talking about today in our next slide .
14:42	Yeah . So many of you mentioned these things already
14:46	. So why is critical thinking important in today's world
14:49	? Um Our students need to have excellent problem solving
14:53	skills . Um The jobs and the work that they
14:56	do , their studies that they do , um the
14:59	raising of their families , whatever they may be doing
15:01	, is going to inevitably involve lifelong learning . So
15:05	it's not enough to get an education in primary or
15:08	secondary school , we are going to be constantly moving
15:11	and learning to keep pace with today's world all through
15:15	our lives . Our students need to have autonomy or
15:19	the ability to work independently , but they also need
15:23	to be able to be collaborative collaboration . Is that
15:26	ability to work in groups are on teams effectively .
15:31	They also need to be able to engage in multi
15:34	perspective thinking , being able to see the world through
15:38	somebody else's eyes and have respect for different opinions or
15:42	different ways of thinking . Many of you mentioned that
15:46	this is an attribute that can help our students get
15:49	better jobs and ultimately we all hope that by being
15:52	stronger and more aware and better thinkers , we can
15:56	help make the world a better place . Absolutely .
16:00	And and on , on a similar point , tits
16:02	or gray says that it will help students to be
16:05	globally competitive and hopefully also to um to be competitive
16:10	in ways that help to innovate and make the world
16:12	a better place . Very nice . I see lots
16:15	of comments around uh making better decisions , being able
16:20	to focus on the core content and not the background
16:23	noise , um getting better results um through your better
16:27	thinking process . So wow , we've got some great
16:30	critical thinkers out there today , definitely . Okay ,
16:36	so what do we got on our next slide ?
16:38	I think we have an activity coming up . Yes
16:41	, let's play a game . Would you like to
16:42	play a game ? Sounds good to me . Okay
16:45	, so kate , the topic for our game today
16:48	is food . This is a topic that you find
16:50	in lots of english language textbooks and lessons . And
16:54	our task today is to introduce yourself . So in
16:57	our traditional three R's reading , writing arithmetic in class
17:03	we would do something like this , we would say
17:05	my name is Leslie , I like english came in
17:10	. My name is kate . I like english to
17:13	you know , we might learn each other's names but
17:16	we might not get to know a whole lot about
17:19	each other at a deeper level . In this activity
17:22	activity , you will see three pairs of food related
17:26	words . So these will be announced . And for
17:29	each pair , your job is to choose one word
17:33	to describe yourself and then explain how the chosen word
17:38	relates to you . So the structure we're going to
17:41	use for that is to get ready to introduce yourself
17:44	using this sentence . So I'm a I choose a
17:48	piece of food because I and then you give a
17:51	reason . Shall we try one together ? That sounds
17:55	good . Yeah , let's give it a shot .
17:57	Let's try one together first . Okay , so our
18:01	next slide shows the opportunity for you to choose one
18:08	word from this pair of now towns to describe yourself
18:12	. So audience . Are you a salad or a
18:17	candy bar interesting . Why ? So we'd we'd love
18:23	to see in the chat box is an introduction of
18:27	yourself , telling us if you're a salad or a
18:30	candy bar and why ? Okay , everyone , let's
18:34	hear from you . What do you think ? Are
18:36	you a salad or a candy bar ? And please
18:39	explain why . Let's see . De la Cruz says
18:43	I'm a candy bar . Um , good . Lots
18:47	of people choosing , let's say mango and watermelon ,
18:50	things like that , which is also great . Let's
18:52	think about between salad and candy bar . What do
18:55	you think ? Let's see ? Um Saadia says I
18:58	am a candy bar because I am sweet , very
19:01	nice . Oh , Diana says that she'll try this
19:04	tomorrow with her students . That's great . Tell us
19:06	how it goes . Um Mackell says I'm a salad
19:10	because my education is mixed in its nature . That's
19:13	such a nice , It's a nice way of thinking
19:16	of it . I love it . Good one .
19:18	Um , Ana says I'm a candy bar because I'm
19:21	a little nutty at times . Good pun . Um
19:27	um , let's see , I am a salad because
19:32	I am healthy active and fresh from Alma's wonderful .
19:37	I'm a salad because I have a variety of skills
19:40	from Tijuana . Wonderful . Excellent . These are great
19:44	. Yeah , here's what I really like from Marco
19:47	. I'm a candy bar because I can transmit happiness
19:50	when you talk to me , wow , that sounds
19:53	great . Yeah , good one . Okay , so
19:57	great practice session . I think everybody's got it .
19:59	Let's go on to the actual game and look at
20:02	our next slide where you choose one word from each
20:05	pair to describe yourself . So are you a cup
20:09	of coffee or a glass of orange juice ? Are
20:13	you a chocolate cake or an ice cream cone ?
20:16	Are you Ebola soup or a sandwich ? And why
20:21	? So think about your choices , choose your favorite
20:24	one and let's have one more round of introductions with
20:27	reasons we can get some . I need a little
20:30	bit more about our audience out there . What are
20:32	they all about ? Okay , let's see . What
20:37	do you think everyone so choose between one of each
20:40	of the pairs and tell us um which type of
20:43	food you are and why ? Let's see . Scalia
20:48	says she's a cup of coffee , a glass of
20:51	orange juice from china because she's fresh and energetic .
20:56	Very nice . Um Let's see I'm a bowl of
21:03	soup because I love soup . Good one from me
21:06	now . Uh Let's see . I am super because
21:13	I am very warm . That's nice . What else
21:17	? What about you Leslie ? Do you have one
21:19	that you want to choose and tell us about ?
21:22	That's a hard question . I mean thinking about everyone
21:26	else . Um I think I'm a chocolate cake because
21:34	um I have layers , different layers um layer is
21:39	slightly different and does something else for your dining or
21:46	teaching experience . Oh I like it . Very nice
21:51	. Okay . Uh I see one more . I
21:54	am a cup of coffee because I can make my
21:58	class more energized . Very nice . Yeah . And
22:01	patty also says I'm a cup of coffee because I'm
22:04	energetic . Excellent . Everybody really great responses . Okay
22:09	so let's let's look at them . Oh let's look
22:13	at how this relates them to critical thinking and bloom's
22:18	taxonomy . So thinking about this activity that we just
22:21	did and introducing ourselves to each other in a non
22:24	traditional way . Um Does this require ? Does this
22:28	activity require critical thinking ? Why are why not ?
22:32	Very good ? What do you think ? Everyone about
22:34	this activity that we just did ? Where we named
22:37	a food that we identified with ? And and said
22:40	, why does this activity require critical thinking ? And
22:43	then let us know why or why not ? What
22:45	reasons do you have ? Um Let's see you Elder
22:49	says that really makes us think . Mhm . Let's
22:55	see one from the morning session . Was that a
22:58	good reason ? Was that there's no right or wrong
23:02	answer which I really like . Uh what else ?
23:07	What do you think give us ? So I see
23:09	a lot of people saying , yes , this is
23:11	a great critical thinking activity . What is to the
23:14	rationale ? Why do you think , what kind of
23:15	critical thinking skills does this help us with ? And
23:18	Leslie has put a great um hint on our ,
23:23	on the slide here with bloom's taxonomy . Let's see
23:27	. Um it encourages students to make use of ordinary
23:30	words to create new relations with those words . And
23:33	use is very good . And Jesselyn says it makes
23:37	the students think more creatively great . And a lot
23:43	of people saying they're going to try this in the
23:45	classroom , like Dylan Bruce and sharing the reasons for
23:50	our choice from john Gwynne ? Very good . Great
23:54	. Okay , so let's look at our next question
23:56	. Um if you're thinking about using an activity like
23:59	this in class , and I know many of you
24:01	have very limited time in the classes and your time
24:04	with your students , How much time do you think
24:06	this would take in your class ? How are you
24:09	? Good . Yeah . What do you think ?
24:11	Everyone , how much time would this take ? Maybe
24:16	20 minutes ? five minutes , 10 minutes or maybe
24:19	a percentage of time in the classroom ? What do
24:21	you think ? How how long will this take to
24:23	implement in your class ? We were talking a little
24:26	bit earlier in the session description about how often it
24:30	can be a challenge for students are for teachers to
24:32	incorporate critical thinking skills because you have to really focus
24:35	on the curriculum that you're using . Um and there
24:39	might not be enough time but this was a great
24:41	activity . What how much time do you think ?
24:43	Let's see Mina says 10 minutes , Let's see five
24:47	minutes from Sana . See a couple of others saying
24:51	10 minutes . And um one person says I think
24:54	this could be a warm up so maybe 10 minutes
24:57	. There you go . There you go . I
25:00	see Marco says it depends on the number of students
25:04	. Which is true if you're doing it as a
25:05	whole class activity , if students are broken into groups
25:09	and they're doing it , I'm in smaller numbers um
25:13	you may be able to cut down the time and
25:15	and and get people to be able to do more
25:17	speaking to . Yeah . Yeah it looks like between
25:21	five and 10:15 minutes is what a lot of people
25:24	are saying . So hopefully yeah maybe maybe we can
25:28	incorporate this in some of our lessons . Great .
25:32	Let's look at a couple more questions related to this
25:34	activity . Question # three . What are some ways
25:37	to use this activity in a lesson ? So one
25:39	person mentioned as a warm up . What are some
25:42	other ways that you might use this ? Great .
25:46	Yeah . How could you use this activity in a
25:48	lesson ? Let's see . You could have students listen
26:01	to some and allow the other students to write their
26:04	answers on a paper and then share it with the
26:06	whole class later . That's a great idea . A
26:08	fabulous idea . Maybe a group could give one answer
26:13	together . That's another nice idea from my muna .
26:17	He says , to cut the boredom . So if
26:19	your students are getting a little sleepy while you're talking
26:22	food , just do a quick pick me up with
26:24	an activity like this in the middle of the way
26:29	used at the beginning of class , Eleanor says it
26:31	could be used as a reflection . Oh , good
26:35	idea . And has Mix says you can use it
26:37	to speak about characters in a story or book .
26:40	Maybe that's a great idea . Ooh , that's a
26:42	great send you into our fourth question . Which is
26:47	how can you change this activity for other topics for
26:51	lower versus higher level students and or for a shorter
26:55	or a longer period of time . So how might
26:58	you adapt it ? Yeah , great question . So
27:01	something that often comes up is asking the question about
27:04	what level is this appropriate for , But how can
27:07	you use this activity and may be adapted for your
27:10	learners ? Maybe they're at a little bit lower level
27:12	or a higher level . Um so how could you
27:15	adapt it for them ? Or how could you drag
27:18	this activity out or expand on it so that you're
27:21	using other skills or helping students to develop even more
27:25	for a longer period of time ? Or how could
27:27	you even cut it into a shorter amount of time
27:29	to ? And then what other topics could you use
27:33	? Let's see . Um , I see I start
27:38	a competition . Use it for self assessment . Use
27:42	it for review for words or phrases that they're already
27:45	familiar with . Reading comprehension from shaft cut . Let's
27:51	see . To encourage students to participate from Sameera .
27:56	See , Anita says she could use it to teach
27:59	vocabulary . Like the students could remember the words first
28:02	maybe and then um go into the activity . Great
28:06	. That's a good use of bloom's taxonomy , sort
28:09	of moving up that at scale . They're definitely controversial
28:14	topics . Patricia says we could use um let's see
28:18	maybe more difficult now . Higher level now means could
28:22	be used for higher level students . There you go
28:25	. And Amjad says we could take topics from their
28:28	personal lives , which is a great idea to incorporate
28:30	their life into the classroom . And I see Magali
28:35	says for Animal Day which was celebrated um this week
28:39	. Great , wonderful ideas . Yeah . Wonderful ideas
28:44	. Okay good . Well we've got one activity um
28:47	that we can adopt and use in lots of different
28:49	ways . What are some other easy ways to make
28:52	critical thinking part of language teaching and learning ? So
28:56	one of the things that I like to recommend is
28:58	that you analyze the textbooks or other resources that you're
29:03	already using and try to identify gaps ? Do your
29:08	resources have critical thinking in them ? Where is critical
29:11	thinking ? Perhaps missing . So one of the techniques
29:14	I like to use is to take my book and
29:18	take some stickies like this or paper clips or any
29:21	other marking device . And I know this book because
29:24	I've been teaching this class for a long time and
29:26	I have these units practically memorized . Um and I
29:30	just flip through and every time I find a critical
29:33	thinking activity , maybe analysis maybe compare and contrast ,
29:38	maybe create something or invent something , I just put
29:41	a little sticky on the page and I just keep
29:44	skimming through the book and every time I find something
29:47	new I put in a new sticky and maybe as
29:50	I'm doing this I start to notice patterns . So
29:53	maybe I'm noticing at the end of every unit ,
29:55	there's a critical thinking or maybe I get all the
29:58	way through my book and I look at at the
30:00	end and I say , oh gosh , I only
30:02	have two stickies . There's not very much critical thinking
30:06	in my textbook at all . Um So I ask
30:10	myself where are the gaps ? And do I need
30:14	more critical thinking activities ? Do I need them ?
30:19	This is a great idea . Um yeah , let
30:21	us know if you have done something similar or if
30:24	this is something that you could possibly do . Yeah
30:26	. So often we have textbooks that maybe we're we
30:29	have to um incorporate in our classroom . And they
30:33	might they might be okay , they might have some
30:35	really great critical thinking activities . Or if we can
30:38	just go through and analyze as we're going through ,
30:40	we might even come up with some ideas that we
30:42	could do to supplement the things that are in our
30:44	textbooks . So um yeah , what do you think
30:48	is this , Would you like to use this idea
30:50	? And what other ideas do you have ? Lots
30:52	of people are saying this is a great idea ,
30:54	Angelina Shaquille , um do you love Bruce ? Uh
30:59	Titzer ? Yeah , lots of really good um good
31:05	uh feedback that this is a good idea that people
31:07	would like to do . You can do this while
31:11	you're having your coffee , while you're eating your lunch
31:13	, maybe you do part of your book and then
31:15	later you do the rest of it . Just kind
31:16	of flipping through and just tagging wherever you find it
31:19	or not . Tagging if nothing is there . Great
31:25	. All right . Shall we talk about another goal
31:30	? Yeah . Yeah . So another another tip is
31:35	once you've identified um what's in or not in your
31:39	book and decided if you want to add more critical
31:42	thinking , you can set goals for yourself . Um
31:45	And again , knowing that many of you um teach
31:49	lots and lots of students may be more than one
31:51	job . Maybe more than two jobs . You have
31:53	families , you have a lot of commitments , um
31:56	trying to make the most and best use of your
31:59	precious time . Um , So one of the strategies
32:03	that I've used in the past is for example ,
32:06	I may determine . I may see that all of
32:09	the units need more critical thinking , but I don't
32:12	have time to build one for every unit in the
32:14	book . So I'm going to work with kate ,
32:17	who's my fellow instructor and I'm going to do the
32:20	first half of the book and she's going to do
32:22	the second half of the book and we're going to
32:24	share our activity so we can put our ideas together
32:27	and that'll save me some time and her some time
32:30	to I love that . And it's such a great
32:32	way to sort of build in some mentorship and collaboration
32:36	a lot of times as teachers , we kind of
32:38	are just by ourselves doing our own thing . But
32:41	this is one way to really easily or very simply
32:44	um collaborate and share ideas between between teachers . Yeah
32:49	, I like this idea a lot . Yeah .
32:51	And if you and your partner having a really good
32:53	time after you've done that so successfully you could write
32:56	an article for english language teaching forum about it ,
32:59	like the articles that we have with our webinar today
33:01	. Absolutely , yeah . Um another , another kind
33:05	of situation I find myself in and I hear other
33:08	educators do too is um , my curriculum , my
33:12	syllabus is completely full . I am required to teach
33:16	those things . I only have a little free time
33:19	, but every once in a while I'll get five
33:21	minutes at the end of class where suddenly there's a
33:23	tiny pocket of time . And so rather than designing
33:27	something that's unit specific , I'll choose some creative critical
33:32	thinking activities and just keep them in my back pocket
33:35	. And then when I have a few extra minutes
33:37	take one out and we'll do it and it can
33:40	apply to any topic or fit anywhere . It could
33:44	even function as a reward after you do this with
33:46	your students and they tell you that they like them
33:49	. You can say wow , if we get through
33:51	our lesson really on time today we'll have five extra
33:54	minutes for a fun critical thinking game . Um so
33:58	logically not . Yeah . And what other goals do
34:02	you have out there participants ? What other goals could
34:05	you may be set for yourself in adding a little
34:07	bit more critical thinking . I like these two example
34:10	goals because you can see that there are two different
34:12	context . We have the one teacher who is going
34:15	to work with and collaborate and make a bunch of
34:17	activities for a textbook . Um like Leslie said ,
34:21	maybe she's really familiar already with all of the materials
34:24	in her book and so she can start adding some
34:27	new ideas and then the other one who has maybe
34:29	a little bit less time and it's just going to
34:31	look for some quick ideas that she or he can
34:34	throw into the classroom instruction maybe spontaneously or you know
34:39	, when they have the time . So what other
34:41	goals do you have ? Um And I have a
34:43	really great comment from kusa who says that they restructure
34:47	or incorporate activities to boost learners reflection and activity reflection
34:52	and creativity , which I think is similar to the
34:55	second goal here . Um trying to boost that as
34:58	much as they can . So Great comment . What
35:01	other goals do you have for incorporating ? Um New
35:06	critical thinking ? Let's see . Yousef says , use
35:08	at least one critical activity . Critical thinking , activity
35:11	per class . Very nice . Yeah . More collaborative
35:17	and peer learning from Chef kat . Great , excellent
35:21	goal . Let's see . I do a set a
35:24	day , especially for critical thinking . Very nice ,
35:27	seen a great idea . Right ? Wonderful , wonderful
35:31	, yep . Okay , let's move on to our
35:35	next activity um in which we're going to look at
35:40	some ways to add critical thinking through role plays and
35:44	verbal activities . I often hear from educators that they
35:48	wish their students had more time and more motivation and
35:51	more confidence . Less fear around verbal activity , speaking
35:55	and using english , so more confident about communicating in
36:00	english and not worrying so much about did I make
36:03	a mistake or is my english perfect . Um and
36:06	then we'll look at some examples to for problem solving
36:10	and puzzles , kinds of critical thinking activities . So
36:13	let's take a look at these . So activity number
36:18	one role place and verbal activities . Um some best
36:22	practices around using role place and verbal activities are to
36:26	maximize the amount of time that students get to use
36:29	english . So if I'm putting my students one by
36:32	one up in front of my classroom , only one
36:35	student is getting a chance to talk at a time
36:38	. If I put students into groups or pairs or
36:40	teams , it gets noisier in the classroom , but
36:43	that's okay because students are using english um and they're
36:47	getting more opportunities because they are in those smaller groups
36:50	and um working at the same time . Um I
36:53	want to be careful and sure that I vary the
36:56	tasks , so if my topic is food , I
37:00	want to give different food tasks , different activities to
37:04	different groups . Um that way , if they're presenting
37:07	or if they're reporting , not everyone is reporting on
37:10	the same thing . I am truly motivated to listen
37:14	and hear what is the other groups saying or what
37:16	is the other person doing ? Because it's different from
37:18	what I'm doing . We want to give students choices
37:22	earlier in our webinar today , some people mentioned the
37:26	importance of open ended answers , so not just one
37:29	right answer . The students are truly coming up with
37:32	their own answers and then making sure that students who
37:36	are not talking are not sitting just passively , making
37:40	sure they are engaged in what we call active listening
37:44	. So active listening means while kate is talking ,
37:47	I'm preparing to answer a quiz afterwards . I'm preparing
37:53	to ask kate questions . Um I'm preparing to ask
37:57	kate for clarification on things I don't understand . So
38:02	I have a job , a listening job to do
38:06	. So , would you like to try an activity
38:08	around our same topic of food and look at what
38:14	we might do to do these to implement these things
38:17	? Yeah , that sounds great . Okay , here
38:20	we are . We've got four cards . So in
38:22	my class I literally got four pieces of paper and
38:25	different groups , yet different tasks to do . So
38:29	group gets card . A and while you're listening to
38:32	this , what I'd like you to be doing is
38:34	thinking about choosing one of these so which one of
38:37	these would you like to work on ? So choice
38:40	number a plan a menu for a wedding dinner for
38:43	200 guests . But the only ingredients you have our
38:48	chicken , ice cream , carrots and bananas . Card
38:56	B . You are a famous person in the world
38:59	of sports . You are going to swim the 200
39:02	kilometer race in new york at Manhattan Island next month
39:07	. You need to gain weight because it's gonna be
39:09	really cold . But you also need to stay very
39:12	strong wet my foods where you eat every day .
39:15	So you can accomplish this task . Yeah . Card
39:20	. See it's your job to make lunch for everyone
39:23	at school Today . You and your group can cook
39:26	your four favorite foods . But you need to please
39:30	prepare a shopping list so we can get everything that
39:33	we need to do . The cooking Option # four
39:37	Cardi . Your poor family is very sick , one
39:41	person has a cold , one person has a broken
39:45	hand and one person has the hiccups , kate .
39:49	What are the hiccups like that ? You can't stop
39:55	. What will you need ? All of them ?
39:57	You have to feed all of them in one meal
40:00	so that they can all feel better . So please
40:03	choose one and tell us what you did . What's
40:07	your solution ? What's your solution to this interesting puzzle
40:12	? Yeah . So everyone participates , choose one of
40:14	the cards and let us know how you're going to
40:17	solve this problem . So you could use this as
40:20	a group activity or an individual activity . Right ?
40:23	Leslie . Yeah , that'd be great . That'd be
40:25	good to know . Yeah . Yeah . Great .
40:26	And so feel free . Everybody let us know which
40:30	cards are going to choose and how you're going to
40:32	solve the problem presented in the card . Let's see
40:36	, Jessel says , cardi hot porridge and medicine .
40:39	Very nice . And let us know . Let us
40:42	know you're the reason as well . Let's see soup
40:46	. I know Cardi just give everybody some soup .
40:50	Um Let's see uh what are the properties of soup
40:58	? Yes . And Rosanna says card . See ,
41:01	I want to make healthy food for as many people
41:03	as possible . But how are you going to do
41:05	that ? What foods are you going to purchase at
41:07	the supermarket or the grocery store ? How are you
41:11	going to make sure you have time to prepare ,
41:13	etcetera ? Let's see . Mhm . So this is
41:18	fun . This is a lot like working with our
41:20	own students are still it first be a little confused
41:23	by activities like this . And they're sort of looking
41:26	to you like k what's the right answer ? You
41:29	know , I don't , I don't know what the
41:30	right answer is here . Tell me the right answer
41:33	kate and you have to say there's no right answer
41:37	. Just let the answer . I really need to
41:39	hear from you . What's your answer ? Uh ,
41:42	okay . So here we have from china soup has
41:45	natural and light ingredients and helps people recover from sickness
41:49	in a short time . Excellent justification , excellent explanation
41:53	. Great . And tina says , I will go
41:56	with card . It will serve the milk with two
41:58	american honey . It will be a good remedy for
42:00	all of them because it soothes them very good athletes
42:06	, anybody card be who's like wanting to get super
42:09	strong like yeah , one person said for card be
42:13	, they would um , if I need to gain
42:15	weight but stay strong , I will eat chicken ,
42:17	broccoli , banana , rice , bananas , rice and
42:20	watermelon . That's from Anita . Very good , very
42:24	good . Um for card be Kooser says for Carby
42:28	, I'll eat the foods mentions in card a that's
42:32	a good one . Nice . And I see Marco
42:34	says , Marco says , I would like to get
42:36	my students to work on card see , so Card
42:39	C is very attractive to you . Um I think
42:42	um we can remind ourselves that one of the goals
42:46	in this kind of activity is for students to have
42:49	different cards and different choices . You might even let
42:52	them choose um and see which one they feel most
42:56	connected to and that their most inspired to use english
43:00	with very good Rossana says she's going to buy vegetables
43:04	, meat , fruit , beverages , and chocolate as
43:06	health and that as healthy as possible . The chocolate
43:08	will be as healthy as possible . That's good ,
43:11	Excellent food out there . Yes , definitely . Mhm
43:18	Food is a great topic cause everybody can talk about
43:20	food . So we just ran through which card did
43:24	you choose ? And you had some fabulous answers .
43:27	Um So let's let's step back from the activity for
43:30	just a minute and ask ourselves what lots what lower
43:34	order thinking skills are necessary for this activity . What
43:38	do students need to to know in order to be
43:41	successful using those cards ? Great . Look at the
43:45	bloom's taxonomy here and look at those lower order thinking
43:49	skills as a clue . And what kind of activities
43:52	are necessary for the students to be successful in this
43:55	activity . Let's see . What do you think ,
43:59	What lower order thinking skills are important for the students
44:03	to remember ? So what english didn't need to bring
44:07	to this task in order to be successful with it
44:13	. Great Ron just okay , Carlos says remembering and
44:17	understanding food , they have to recall the food vocabulary
44:20	from victoria . Majali also says remembering vocabulary . Excellent
44:27	. Nameless describe know the basic roots . Okay ,
44:31	excellent . So I think it's a nice reminder to
44:35	ourselves . We before we drop our students into these
44:38	critical thinking activities , we need to be sure they
44:41	are prepared and they have the tools and the knowledge
44:44	in order to have fun with them and feel successful
44:47	with them . Great . Okay , I got a
44:50	couple more questions . Um What higher order thinking skills
44:54	are part of this particular activity ? So moving up
44:58	the bloom's taxonomy , what kind of critical thinking skills
45:02	are they using as part of this activity ? Great
45:05	. Well what higher order . So we talked about
45:07	remembering and understanding as part of the lower order thinking
45:11	skills for this activity . But what higher order thinking
45:14	skills ? Titzer says sorting and comparing . Yeah ,
45:20	Rosanna says understanding . I'm sorry , understanding , analyzing
45:24	, evaluating , comparing lots of answers are coming through
45:26	. So I'm reading them very quickly . Let's see
45:29	. Um Gulnara says the topics of vocabulary are important
45:35	. Sorry . Um um Sandra says supplying and creating
45:42	. Hmm , see evaluating the situation they choose and
45:49	coming up with a creative solution . Great , wonderful
45:55	evaluating and analyzing from Jeong and Rosalynn says students should
46:00	analyze what foods are appropriate to eat in each situation
46:03	. Wonderful . Great ideas , everybody . Wonderful .
46:06	So some of you may at this point in our
46:08	webinar be thinking to yourself , wow , these are
46:11	some things I already do in my classes and in
46:13	that case give yourself a pat on the back and
46:16	congratulate yourself for doing a good job and having confirmation
46:21	of like yes , I'm doing some good things .
46:23	Um even more good things I already knew I was
46:25	doing as a teacher . Okay , let's move on
46:29	. Um , and look at some resources for this
46:32	activity . So if you would like to go to
46:36	a couple of websites and look for some ideas that
46:38	you can adopt along these lines for your students and
46:42	your needs . Um , a couple of websites .
46:44	I can recommend our critical thinking activities for kids from
46:49	jump Start , um roughly ages primary and up .
46:52	Although almost any idea you can adapt to a different
46:56	level or a different age as we've seen from our
46:59	earlier practice in our webinar . Um and then I
47:02	also really like the critical thinking workbook from Kathy Schlabach
47:05	. It's a downloadable pdf file , you can use
47:09	it offline and it's aimed at teens or secondary and
47:12	adult . But again , you may be able to
47:14	adopt some ideas there to younger learners as well .
47:18	Great . I have a quick question from ahmed about
47:21	the last activity . Is that activity for all levels
47:25	? What do you think the activity that we just
47:29	did with the card ? Yes . Right . And
47:32	so I guess um I would turn that back to
47:35	you . How would you adopt that activity to make
47:38	it applicable for other levels ? So the language that
47:42	I used , the complexity and the number of cards
47:45	were targeted , I would say to an educator audience
47:49	to teens or adults with probably at least at least
47:52	an intermediate level proficiency . Um if you have younger
47:57	learners or lower level students , you would change the
48:01	language on the cards in order to match their level
48:05	and match their needs . So you might give fewer
48:07	choices , You might give simpler problems . You would
48:10	make sure that the language that you're using matches what
48:14	they've been studying in their texts and in your lessons
48:18	. Great . Yes , definitely . Yeah , lots
48:21	of great ideas out there and all of these resources
48:23	that Leslie is sharing here and that will also be
48:26	available on the naming and all the ideas in today's
48:28	webinar are all things that you can use as a
48:31	jump start to adapt and um use in your context
48:35	and with your level of learners . Um thanks for
48:37	that question . Okay , all right , let's go
48:40	into one more activity here . Um this one is
48:43	related to problem solving and puzzles and we've already been
48:46	doing some of that but this one really zones in
48:49	really focuses in on on a problem that needs to
48:52	be solved . So again , we're going to make
48:55	it our best intention , our best effort to give
48:59	different problems to different students so that we get different
49:02	outcomes . This keeps it interesting , it gets a
49:05	little boring if everyone is coming up with the same
49:08	answer and the same solution for everything . So we
49:11	try to mix it up and keep it interesting .
49:13	Again reminding ourselves that we are allowing for open ended
49:17	solutions and this can feel a little scary at times
49:20	. As a teacher , we may have a general
49:22	idea of what we think our students might say or
49:26	where we think they might be going , but they
49:28	can surprise us sometimes . So we kind of have
49:30	to be ready for a surprise because their idea of
49:33	a right answer , um , maybe different than ours
49:36	and that's okay . Um , and along those lines
49:40	we want for not only ourselves , but to help
49:42	our students respect other people's solutions and opinions and ideas
49:47	and ways of thinking . And then you may find
49:50	that after your students have done this with you for
49:52	a while , that they like to come up with
49:55	their own puzzles and problems too and create things for
49:59	other students to work on . So let's look at
50:02	an example . Are you ready for an example ?
50:03	Yeah , definitely . Okay , this one is lost
50:08	at sea . So you were on a beautiful vacation
50:12	, a big cruise ship , like the titanic and
50:15	your cruise along for the ocean and your boat sink
50:21	. Oh now you're in a small group . Lots
50:24	of small groups . Every group is on a lifeboat
50:28	and lost at sea . Each group has a book
50:32	of matches and different things that you pulled out of
50:36	the water as the ship was sinking . So group
50:39	A . You have a large water bottle , an
50:43	axe for chopping things . Mosquito repellent and repellent means
50:49	to push things away . So mosquito repellent is something
50:53	you maybe you spray on yourself to make the mosquitoes
50:57	stay away . You have a map and compass here
51:01	. We have it again , you have candy bars
51:04	and a fishing pole . Group B . B .
51:08	Thinking while I'm talking . Which group do you want
51:10	to join ? Group B . You've got a shovel
51:13	for digging . You've got some freeze dried food and
51:17	these nice plastic packages . You've got a satellite radio
51:21	for for calling . I don't know if anyone is
51:25	out there . I don't know if the radio has
51:28	batteries or not . Uh You have shark repellent .
51:32	You've got a rope and you have a plastic sheet
51:36	. Some . So let's get our flying down there
51:39	so we can see our task . Your job is
51:43	first by yourself . Rank the items in order of
51:47	importance , choose a group And then 1234 . What's
51:52	the most important ? And then share your answers .
51:55	And we're going to see what everyone says . If
51:58	we were doing this in groups after I did my
52:01	secret List , then I would talk to my group
52:05	numbers . And we have to negotiate . We have
52:08	to talk to each other and come up with one
52:10	list of what's the most important next ? Most important
52:15	345 . What have you got coming in ? All
52:18	right . Lots of people are saying , well we
52:20	got a mixed group A . And group B .
52:22	But let us know everyone . What group do you
52:25	want to join ? And what is the most important
52:27	item on your list ? And why ? So ?
52:30	Out of the items on your list ? What's the
52:31	most important item ? And why is that the most
52:35	important ? So let's see . Cash Epa says group
52:39	B . Has all the necessary things . Great .
52:41	But let us know which of those things is the
52:44	most important . Um jang Young says they would choose
52:48	group A . And they would choose a map and
52:50	compass . Why would you choose that ? Map and
52:52	compass ? Why do you think that's the most important
52:56	um item on your list ? Make sure to explain
52:58	why you chose that . Um Let's see . Gulnara
53:03	says group A compass and map because we need to
53:06	find our way . Um Farook says that the shark
53:10	repellent is important . Um Beneath says shark repellent ,
53:16	satellite radio rope in that order . Let's see ,
53:19	Julia says Group B fries uh freeze dried food because
53:24	we cannot know how long we will be there .
53:26	So it might be helpful to have some food that's
53:29	not going to expire . Very good . Group B
53:33	. Sharp repellant . A lot of people like that
53:35	shark repellent . But does it really work ? How
53:39	many sharks are there exactly ? And look at Miquel
53:43	says a plastic sheet to collect rainwater . Oh ,
53:47	Good one . Very good . And Russia says we
53:51	won't stay alive without a water bottle . So that's
53:54	um she's choosing group A . Okay . All right
53:58	, wow , that's a creative answers . I love
54:00	it . I and I see that Hannah says um
54:04	using the rope with fried food to help with fishing
54:09	. Yeah . Okay . Did you have fun with
54:15	that ? Was it interesting ? Did you use a
54:17	lot of english ? Did you use your critical thinking
54:20	skills ? All right . Lots of answers . Yeah
54:24	. Um So let's go into question too . Um
54:28	What lower order thinking skills are necessary for this activity
54:35	? Good . So um looking again here at our
54:37	clue for lower order thinking skills ? What lower order
54:40	thinking skills are necessary ? Let's see . Um And
54:46	lots of people saying they really like this activity and
54:49	how much fun it was . Try it in your
54:52	class , try it in your class , change the
54:53	list . Do whatever you need to do . Um
54:56	Let us know how it goes . Yes China says
55:00	you need to understand the situation . Very good .
55:03	Okay . What other what other lower order thinking skills
55:07	do you need ? Um Shafqat says remembering and applying
55:12	, Gulnara says you need to understand vocabulary and apply
55:16	it in a discussion . Very good , very good
55:19	understanding the situation from Rosslyn . Very good . Okay
55:23	so we're seeing some parallels all throughout all of these
55:26	activities . Before you can engage in those higher order
55:29	thinking skills and the critical thinking . Again , your
55:31	students need that foundation vocabulary . They need to be
55:35	able to understand it and they need to be able
55:37	to apply it whether it's say it or write it
55:40	or demonstrate it through theater in some kind of way
55:45	. All right , let's look at a couple more
55:46	questions for this particular activity . Higher order thinking skills
55:52	. So this this activity was a little different than
55:54	the last one . What kinds of higher order thinking
55:57	skills were you using as you chose your groups and
56:01	ranked your items and you prepared your survival plan ?
56:06	Great . What higher order thinking skills ? I've noticed
56:08	someone right writing before on about analyzing very good .
56:13	Magaly also said analyzing the situation in solving the problem
56:18	. Miriam evaluating and analyzing Tina says making sense of
56:23	the items and applying according to the situation . Very
56:27	good loosen says problem solving reasoning , making decisions .
56:33	Great , Excellent ideas , everybody good , creating wonderful
56:38	. So there's an evaluating element to this one .
56:41	You have to evaluate , you have to rank order
56:43	. You also have to negotiate . So when you're
56:45	in your group , like you make your own decision
56:48	about the items , but then you have to come
56:49	to your group and you have to decide and and
56:52	make decisions around what's the most important and why ?
56:56	So lots of in analyzing a couple of people noted
56:59	on the connection to a simulated real life situation .
57:04	So the more real it feels to your students ,
57:06	um , the more likely they are to engage as
57:09	well . It's A Great one . Okay . Previous
57:12	experience . Yes . Okay , Nice . Very nice
57:19	. Well , would you like to find more of
57:21	these ? Where can we look ? So I got
57:24	a couple of ideas . One is from the website
57:28	teach thought lots of good stuff there , including this
57:31	one website on 10 team building games that promote critical
57:35	thinking . Also from Carousel E50 activities for developing critical
57:41	thinking skills . I think both of these sites offer
57:44	activities that you can use with all ages and all
57:46	levels . Again , using those adaptation skills to make
57:50	it simpler , make it more complex . Make sure
57:53	it's fitting the vocabulary that your students are ready and
57:56	actively primed to be able to use . And then
58:00	on our next slide we have a couple more ideas
58:02	of websites on multiple perspectives , building critical thinking skills
58:07	from rewrite think , lots of good stuff from read
58:10	, write , think and from WABI SABI learning 10
58:14	great critical thinking activities . And again , uh these
58:17	PowerPoint slides are going to be made available afterwards ,
58:21	so don't worry , you don't have to like take
58:22	pictures and write all this down , it's going to
58:24	be available to you to use and look at at
58:27	your leisure . So in closing , I'd like to
58:32	thank Kate and all of our 80 live team for
58:35	bringing us all together today . It was really lovely
58:38	to be with you . The time totally flew by
58:41	if he'd like to know a little bit more about
58:44	critical thinking . Um a couple of references I can
58:47	recommend from the american english dot state dot gov website
58:51	are the integrating critical thinking into the exploration of culture
58:56	, which is in the teacher's corner . I love
58:58	the teacher's corner , Lots of practical ideas there ,
59:01	very easy to implement . And then from one of
59:05	our authors in Turkey language teaching through critical thinking and
59:09	self awareness , which is available through english teaching forum
59:13	, um english teaching forum goes back more than 50
59:16	years with lots of fabulous ideas um written by teachers
59:21	for teachers . Wonderful ! Thank you so much Leslie
59:26	for joining us today . What a great session .
59:29	Thank you . It's my pleasure . Yeah , thank
59:32	you so much . I think we just had a
59:34	really excellent kick off to our american english live series
59:38	five with our presenter today Leslie at Beckman . Again
59:41	, thank you so much for sharing some really wonderful
59:44	ideas um to help us incorporate more critical thinking into
59:47	our daily lesson plans and activities and I think we're
59:51	all better prepared to increase the amount of time our
59:54	students spend Developing and using this important 21st century skills
59:58	. So thank you . And of course we'd like
60:01	to thank you our audience for your lively engagement and
60:04	participation today . It was wonderful to see all of
60:07	your ideas and um to see all of your enthusiasm
60:11	for using some of these new ideas in your classroom
60:13	soon . So please keep in touch on the ning
60:16	and through facebook and through um your regional english language
60:19	offices and share with us how you are using and
60:22	incorporating these ideas in your classroom and now you .

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