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Learn, Think, Act: Using Movies to Develop Critical Thinking Skills Visara Ekahitanond Bangkok University Abstract This article deals with the use of movies as instructional tools for EFL students and explores various interpretations of critical thinking.
Figure 1: Old and new versions of Bloom’s Taxonomy (2011) Source: blooms_The hierarchy of Bloom’s taxonomy was revised by Anderson (1992) with some components being renamed and the last two levels repositioned.
This new version better enables teacher assessment, teacher self-assessment and student assessment.
The Paul-Elder framework proposes three components of critical thinking: 1. The intellectual standards that should be applied to the elements of reasoning. The intellectual traits associated with a cultivated critical thinker that result from the consistent and disciplined application of intellectual standards to the elements of thought.
Figure 2: Graphic Representation of Paul-Elder Critical Thinking Framework (2008) Source: As Paul and Elder note, students’ thinking skills can be mobilized after acquiring two important components of thinking; the ability to identify the “parts” of their thinking, and evaluate the use of these parts.
Attitude is regarded as the primary gateway to learning, as it determines attention, enthusiasm, and joy of learning or boredom (Burt 2000).
Movies provide a highly motivating atmosphere for classroom learning.
It investigates whether and how movies enhance students’ learning environment and their critical thinking skills.
The paper elaborates four approaches to movie selection and a three step model for presentation in the classroom, and illustrates how movies can be employed to develop critical thinking skills.