Critical thinking is a 21st century skill that has been around for thousands of years. There are records of Socrates using critical thinking skills in his teaching in 4th century BC Greece. In recent years though, critical thinking has again become more prominent in education.
Critical thinking requires students to do more than remember and repeat information. Instead, it encourages them to analyze, examine, evaluate and use their problem-solving abilities through questioning, theorizing and rationalizing to have a deeper understanding of the world around them, both inside the classroom and beyond.
In the past, success in education was largely based on the ability to remember facts and figures. However, the skills which our students need today go further than memorization. With our rapidly evolving technology, the internet, and the bewildering amount of information online, it is essential that our students can use higher-order thinking skills to analyze and assess the information they are presented with.
We all know the importance of looking ahead and planning for the future. We can encourage this skill in our students and directly relate it to their learning.
At the start of the course, take a moment to chat with each student individually and ask them to identify an objective for the first part of the year. You may like to brainstorm possible objectives as a class first, but it’s important for students to determine their own personal objectives, rather than imposing objectives on them.
During the first half of the year you can talk to each student about their progress and ask them to assess to what extent they’re achieving their goals.
The key point comes at the end of the semester when students evaluate their progress and set a new objective for the following one.
The ability to analyze options, risks and opinions will help your students in the future in many situations, including when they decide which course to take at university or which job to take.
You can practice this skill by providing students with relatable situations and asking them to analyze and compare the options.
For example:
Imagine you are taking a trip with some friends this summer. You have a number of different options and want to discuss them before finalizing your plans. Talk to a partner about the different trips and decide which would be best:
Students also need to have an awareness of the consequences of their actions; this is a skill which is transferable to making business decisions, as well as being important in their everyday lives.
To practice this skill, put students into small groups and give them the first part of a conditional sentence. One student completes the sentence and then the next student adds a consequence to that statement.
For example:
Student A: If I don’t study for my English exam, I won’t pass.
Student B: If I don’t pass my English exam, my parents won’t let me go out this weekend.
Student C: If I can’t go out this weekend, I’ll miss the big football match.
Student D: My coach won’t let me play next year if I miss the big match.
By giving students more responsibility and having them feel invested in the development of the lesson, they will be much more motivated to participate in the class.
Occasionally, let students discuss the content of the day’s class. Give them a list of tasks for the day, including how long each will take and allow them to discuss the order in which they’ll complete them. For larger classes, first have them do it in pairs or small groups and then vote as a whole class.
Write on the board:
The following tasks can be done in the order you decide as a class. You have five minutes to discuss and arrange the tasks as you choose. Write them on the board in order when you’re ready.
Take this one step further by asking your students to rate each activity out of 10 at the end of the class. That way, you’ll easily see which tasks they enjoy, helping you plan more engaging lessons in the future.
Whether you're hiring new talent or upskilling your current team, understanding the level of English proficiency required for specific roles is crucial. In today's global business environment, effective communication is key to success, and that's where the Global Scale of English (GSE) comes into play.
Staying ahead requires not just talent but the right talent. For HR professionals, ensuring that employees are equipped with the necessary skills is crucial for maintaining a competitive edge. Enter the GSE Job Profiles—a game-changing tool designed to facilitate role-targeted upskilling by mapping English language skills to specific job roles. This blog post will explore how HR teams can leverage this innovative tool to enhance workforce capabilities efficiently and effectively.
The GSE Job Profiles utilizes ɫèAV’s Global Scale of English and the Faethm by ɫèAV skills ontology to provide a detailed analysis of the language requirements for nearly 1,400 job roles. This precise mapping allows HR professionals to make informed talent management decisions, including hiring, training and development, and ensuring that employees are adequately prepared for their roles now and in the future.
English is the international language of business and a foundational skill for many roles. The right level of English proficiency is key for individuals and businesses to excel.
But what is the “right” level?
English is not a one-size-fits-all skill. Customer Service Representatives need different English skills to IT Systems Managers. Senior staff will often need more advanced English skills than junior staff.
