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IB Thinkers in the classroom

Thinkers – Critical and Creative ThinkingDuring the week of September 10th to September 14th, the 1st year high school students from group B worked the attribute critical and creative thinking with the methodology Vier-Ecken-Spiel – also called Game of the four corners. The students all stay in the middle of the room. The teacher asks […]


In 21 of September of 2018

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Thinkers – Critical and Creative Thinking
During the week of September 10th to September 14th, the 1st year high school students from group B worked the attribute critical and creative thinking with the methodology Vier-Ecken-Spiel – also called Game of the four corners.

The students all stay in the middle of the room. The teacher asks a question and gives an answer alternative to each corner of the room. Students choose the option and make their decision. Soon, students move to the corner they picked for their answer. If the student chooses no alternative, he remains in the center of the room. When you arrive at the selected corner, you can exchange ideas with the others who desired the same alternative, explaining the reason for the choice.

The other version of the joke is for only four children at a time:

In each corner there is a child. A question is made and whoever responds fastest moves to the next corner. Once you pass through all four corners of the room, you win the game. For the player to move from one corner to the next, he must respond correctly.

With this methodology, students have the opportunity to reflect on their knowledge, as well as to act responsibly using their critical and creative thinking, sharing with their colleagues.

 

Thinkers in English class
To consciously apply the Thinkers attribute in class, we read what the IB says about it and note the following expressions: critical and creative thinking, problem-solving, responsible, initiative, informed and ethical decision making.

Then, applying the attribute in the unit we are studying in English class, we analyze different aspects of the theme tourism and between four topics, each student chooses the one that they would like to discuss with some of their colleagues. In these discussions, we are faced with the question of who is the biggest beneficiary of tourism, and also the issue of responsible, ecological or tourism linked to voluntary work. Finally, we share our ideas in small random groups.

 

Thinkers in German class
On September 12, 2nd-year high school students from German group C worked on the Thinkers attribute through the Vier-Ecken-Spiel methodology.

Each corner of the room received a different color: blue, yellow, green and red. The teacher asked the students who were in the center of the room a question and gave four choices. Each of the alternatives corresponded to one of the colors, that is, to one of the corners.

The students thought about the possibilities and went to the corner that best answered the question. Children who chose the same color had the opportunity to discuss their choice.

In addition to providing a moment of reflection, the methodology Vier-Ecken-Spiel ensured a lot of fun and interaction among children.

Thinkers “Vier Ecken Spiel” – 4º ano B
The Thinkers attribute is exercised throughout the year in 4B. This challenges students to exercise critical thinking to address problems and make decisions. Students need to be curious, ask questions, exchange ideas with colleagues, think about alternatives and make decisions.

What do you think about the subject? What do you know about the subject? What would you do in a given situation? What led you to make that decision? These are some routine questions that help students to reflect and make decisions.

In the activity of the Vier Ecken Spiel (The Four Corners Game) each student has the opportunity to think about the proposed answers and choose the one they believe is best.

Thinkers “Vier Ecken Spiel” – 7º ano
The 7th-grade German class B also applied the Thinkers IB  attribute through the four corners game.

In this game, the students stand in one of the four corners of the room, according to the answer that seems most appropriate. This is an enriching activity because students have to communicate increasingly, as they need to justify and/or give more details about their chosen answer. In other words, they must think about the best answer, and not just reproduce one.

Because topics used are related to the students` daily lives, they feel motivated and involved in the process. These exercises complement the content worked in the room in a more dynamic and fun way. At the same time, they prepare them for future tests, such as the oral part of the German A2 exam.