Learn how to implement critical thinking and problem solving in foreign language classrooms using 21st Century tools!

1. 21st Century Skills with
21st Century Tools:
Critical Thinking &
Problem Solving
Why is it essential in foreign language classrooms?
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2. What is critical thinking?
Learning how to answer and ask questions of evaluation,
analysis, and synthesis
Puts learners in the role of problem solvers
Students reflect on their own thinking processes
Expands the learning experience and makes language
learning more meaningful
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3. Benefits of Second Language Learning on
Critical Thinking and Problem Solving
More Creative
Better at solving complex problems
Have greater cognitive flexibility
Better at higher order thinking skills
Better at understanding how language works and can be
manipulated
Students become:
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4. How to foster these skills
Encourage all students to think
Use a variety of methods and strategies
Set the scene for thinking
Give adequate thinking time
Build background knowledge & cover topic in depth
Model thinking process
Support and explain solutions
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5. Types of questions to ask to
promote Critical Thinking
and Problem Solving skills
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6. Higher
Order
Thinking
Skills
Critical
thinking is
inherent in
the higher-
order
thinking
skills of
Bloom’s
Taxonomy
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7. Tools to cultivate Critical
Thinking and Problem
Solving
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8. Thursday, April 3, 2014

9. Thursday, April 3, 2014

10. Make activities that...
Combine cooperative, creative, and critical thinking
Make learners collaborate
Relate to the real world
Identify relationship between second language and first
language
Draw inferences
Use language creatively
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11. ACTFL Definition and Sample Activities
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12. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org Publication date: 03/11 9
Critical Thinking and Problem Solving
Students as inquirers frame, analyze, and synthesize information as well as negotiate meaning across language and culture in order to explore problems and issues
from their own and different perspectives.
EXAMPLE: Students develop a
survey to investigate the eating
habits of the class, interview
students, analyze the data in terms
of good nutritional habits, synthesize
it into a graph, and create a document to share the
results with others.
EXAMPLE: With the job title
omitted, students read various
job/career ads and then match
the appropriate job title to the ad.
Students are divided into groups. Each
group is asked to investigate 3-5 different career/
job sites and identify the jobs and careers that
are in high demand in a particular city, region, or
country. Students present their findings to the
class.
EXAMPLE: Using a word cloud generator, present
students with a graphic visualization of a text
(poem, song, rhyme, fable) and have them predict
(whole class, groups or pairs) the main theme, idea
or key concepts.
EXAMPLE: Students explore an environmental
issue in a target language country with a group of
peers from that country.Together they propose
solutions that are environmentally safe.
EXAMPLE: Students examine a variety of
resumes from Internet sites.They then identify
possible jobs/careers that the resume writer(s)
might seek. Using an Internet resume site,
students complete a template for a job/career
they might have at some time in the future,
and write a cover letter in which they "apply
for" a prospective job. Students organize a class
job/career fair, alternately playing the roles of
interviewer and interviewee.
EXAMPLE: Students investigate an
immigration issue in the US and a target-
language country, analyze and synthesize the
information, and propose a solution in the form
of a letter to the editor.
• Exercising sound
reasoning in
understanding
• Making complex choices
and decisions
• Understanding the
interconnections among
systems
• Identifying and asking
significant questions that
clarify various points of
view and lead to better
solutions
• Framing, analyzing and
synthesizing information
in order to solve problems
and answer questions
INFORMATION, MEDIA AND TECHNOLOGY SKILLS
Novice Range Intermediate Range Advanced Range
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13. More Activities!
Students research topics given to them using Spicynodes to
organize information and support and explain solutions to hold
debates in class.
Students use Google Maps to follow directions to unknown
destinations and find alternate routes due to “closed” roads.
Students in groups use Google Maps and local real estate websites in
a target country and synthesize the information to find an apartment
for their made-up families.
Before class begins, encourage all students to think and brainstorm a
cultural topic as a class using Padlet as your medium to express
ideas.Thursday, April 3, 2014

14. More Activities!
Place students in groups and give each group a different question
on Tricider comparing two solutions to a problem. Have the
students analyze the pros and cons of each solution and then
present their work. The rest of the class will then vote on which
solution is the best.
Have students collaborate on mindmeister to organize and
plan information and work for group projects.
Students will use lino to share ideas and discuss what was
presented during class time to continue building their schema on
the topic.
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15. Tell me what you think and share more
ideas!
https://todaysmeet.com/CriticalThinking21
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16. Further Resources
Do you know the true benefits of learning a foreign language?
How Global Language Learning Gives Students the Edge
The Benefits of Second Language Study
ACTFL 21st Century Skills Map
Developing Critical Thinking through Cooperative Learning
Future Foreign Language Teachers' Social and Cognitive Collaboration In an Online Environment
Exploring the Relationship Between Critical Thinking, Reading Comprehension and Reading Strategies of English University Students
Enhancing critical thinking in foreign language learners
Newmann, F.M. (1990). Qualities of thoughtful social studies classrooms: An empirical profile. Journal of Curriculum Studies, 22,
253-275.
Turouskaya, Faina A., and Iryna S. Turouskaya. "Teaching Critical Thinking in a Foreign Language." Education Et Sociétés Plurilingues,
N° (2001): n. pag. Web.
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