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Higher order thinking skills and language learning: Presenting a model for incorporating creativity and critical thinking into classroom activities and language tasks
Sean Grant
2015
Source PublicationTESOLANZ Journal
ISSN1172-9694
Volume23Pages:1-16
Abstract

The education literature often extols the importance of skills that can be transferred to other fields of study or that can assist students for life-long learning and career development (Assiter, 1995; Fallows & Steven, 2013). Higher order thinking such as creativity and critical thinking are one particular area of these generic or transferrable skills. Especially in educational settings where language classes are positioned within general education or foundation studies, there could even be an institutional requirement that these skills be included within the curriculum. Because of this, teachers may wish to incorporate higher order thinking skills as a basis for language tasks; however, there seems to be little literature on exactly how teachers can achieve this. In this article, I will present a model for incorporating higher order thinking skills into language classrooms, provide some examples based on the first portion of the model, and exemplify how this model can be adapted to suit a task-based language teaching approach.

Language英语
PublisherTESOLANZ
Fulltext Access
Document TypeJournal article
CollectionFaculty of Arts and Humanities
ENGLISH LANGUAGE CENTRE
AffiliationUniversity of Macau
First Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Sean Grant. Higher order thinking skills and language learning: Presenting a model for incorporating creativity and critical thinking into classroom activities and language tasks[J]. TESOLANZ Journal,2015,23:1-16.
APA Sean Grant.(2015).Higher order thinking skills and language learning: Presenting a model for incorporating creativity and critical thinking into classroom activities and language tasks.TESOLANZ Journal,23,1-16.
MLA Sean Grant."Higher order thinking skills and language learning: Presenting a model for incorporating creativity and critical thinking into classroom activities and language tasks".TESOLANZ Journal 23(2015):1-16.
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