000 04238nam a22005535i 4500
001 978-3-030-56711-8
003 DE-He213
005 20210227011307.0
007 cr nn 008mamaa
008 200911s2020 gw | s |||| 0|eng d
020 _a9783030567118
024 7 _a10.1007/978-3-030-56711-8
_2doi
040 _cМУБИС
050 4 _aLB1050.9-1091
072 7 _aJNC
_2bicssc
072 7 _aEDU009000
_2bisacsh
072 7 _aJNC
_2thema
082 0 4 _a370.15
_223
100 1 _aGhanizadeh, Afsaneh.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aHigher Order Thinking Skills in the Language Classroom: A Concise Guide
_h[electronic resource] /
_cby Afsaneh Ghanizadeh, Ali H. Al-Hoorie, Safoura Jahedizadeh.
250 _a1st ed. 2020.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2020.
300 _aIX, 195 p. 122 illus., 117 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSecond Language Learning and Teaching,
_x2193-7648
505 0 _a1. Introduction to critical and reflective thinking -- 2. Graphic organizers -- 3. Critical discourse analysis -- 4. Argumentation -- 5. Emotion regulation practices -- 6. Reflective journals. .
520 _aIn this book, we try to provide a practical, down-to-earth guide for those who are involved in language learning and teaching. We hope that this book will be a useful reading for those who would like to incorporate higher-order thinking skills (HOTS)-enhancing techniques in their teaching practice. We set out from the position that, although it is hardly doubtful that it is at the heart of education, critical thinking is in reality often not given its due attention in pedagogy, particularly in language education. This book offers readers some practical advice on how to implement HOTS in their own practice. It has been written to take the reader through each technique with the ultimate goal of promoting HOTS step-by-step. In the introductory chapter, we present an overview of the theory behind HOTS, its definition, its relation to Bloom’s Taxonomy, its two dimensions (critical thinking and reflective thinking), and the ideas of some influential thinkers in this area. The subsequent chapters present six HOTS-enhancing techniques that classroom teachers can draw from, namely graphic organizers, critical discourse analysis, argumentation, emotion regulation and emotional intelligence enhancing techniques, reflective journals, and mindfulness-based strategies. As the book draws on a wide-ranging review of literature with exercises for direct use with language learners, we hope that this provides both theoretical and practical support for the teaching process to help language learners become effective critical thinkers. The compilation of the ideas in this book took us a long time, over a decade. Something that takes such a long time requires much engagement and life experience; so did this book. .
650 0 _aEducational psychology.
650 0 _aEducation—Psychology.
650 0 _aApplied linguistics.
650 1 4 _aEducational Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O39000
650 2 4 _aApplied Linguistics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N13000
650 2 4 _aPedagogic Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y18003
700 1 _aAl-Hoorie, Ali H.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aJahedizadeh, Safoura.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030567101
776 0 8 _iPrinted edition:
_z9783030567125
776 0 8 _iPrinted edition:
_z9783030567132
830 0 _aSecond Language Learning and Teaching,
_x2193-7648
856 4 0 _uhttps://doi.org/10.1007/978-3-030-56711-8
942 _2ddc
_cEBOOK
999 _c102510
_d102510