Download unit 9. clil thinking skills - clil

JSP 2011-2012
AIMS OF THE UNIT
 Describing what are “Thinking skills”
 Reviewing some theories about Thinking skills
 Analysing the relation between Cognitive Academic
Language Proficiency and Thinking Skills.
 Knowing how to use Thinking skills in CLIL lessons
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ACADEMIC LANGUAGE
PROFICIENCY (CALP)
 Type of language that allows for the transfer of academic
skills from one language to another.
 The aim of high quality bilingual education.
 BICS: Basic Interpersonal Communication Skills
 Promotion of language skills in combination with subjectrelated tasks.
 Work with texts, documents, pictures, graphs, films.
 Develop language skills more than in traditional foreign
language lessons.
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THINKING SKILLS
 The particular ways in which people apply their minds
to solving problems.
 The human capacity to think in conscious ways to
achieve certain purposes.
 Habits of intelligent behaviour learned through
practice.
 Mental capacities we use to investigate the world, to
solve problems and make judgements.
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THINKING SKILLS
 Essential to effective learning
 Include processes such as:
 Remembering
 Planning
 Reasoning
 Imagining
 Solving problems
 Making decisions and judgements
 Translating thoughts into words
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THINKING SKILLS
 John Clegg: “The truth is that schools don’t often teach
these skills explicitly. Instead, teachers hope that their
learners will pick them up.”
 Today’s
education is more than just learning
knowledge and thinking; it also involves learners’
feelings, beliefs and the cultural environment of the
classroom.
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THINKING SKILLS
 Learners must develop awarenwess of themselves as
thinkers and learners, practise strategies for effective
thinking and to develop the habits of intelligent
behaviour, not only store knowledge in their memories
for future use.
 Good
teaching: not just achieving particular
curriculum objectives but also developing general
thinking skills and learning behaviours.
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BLOOM’S TAXONOMY
Higher
order skills
Lower
order skills
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Evaluation
Synthesis
Analysis
Application
• Comprehension
• Knowledge
BLOOM’S REVISED TAXONOMY
(ANDERSON, 2001)
CREATING
EVALUATING
ANALYSING
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• Making, designing, constructing,
planning, producing, inventing.
• Checking, hypothesing, experimenting,
judging, testing, monitoring.
• Comparing, organising, outlining,
finding, structuring, integrating.
BLOOM’S REVISED TAXONOMY
(ANDERSON, 2001)
APPLYING
• Implementing, carrying out, using.
UNDERSTANDING
• Comparing, explaining, classifying,
exemplifying, summarising.
REMEMBERING
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• Recognising, listing, describing,
identifying, retrieving, naming, finding,
defining.
COMPARISON OF TAXONOMIES
 Bloom’s taxonomy
 Evaluation
 Synthesis
 Analysis
 Application
 Comprehension
 Knowledge
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 Anderson’s taxonomy
 Creating
 Evaluating
 Analysing
 Applying
 Understanding
 Remembering
MARZANO’S TAXONOMY (2000)
 Based on the Knowledge Domain: information, mental
procedures and physical procedures.
 Three systems:
 Cognitive:
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Knowledge retrieval (remembering and understanding)
Comprehension (graphic organizers)
Analysis (matching, classifying, generalizing, specifying)
Knowledge use (investigating, projecting, web questing)
 Self: learner’s attitudes, beliefs, feelings, motivation.
 Metacognitive: learning to learn.
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TEACHING THINKING SKILLS
 CLIL lessons: great cognitive challenges.
 Thinking skills are developed through:
 Cognitive challenge
 Collaborative work
 Metacognitive discussion
 Teaching thinking skills and language is needed.
 Association of language to speech acts needed in the
classroom.
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THINKING SKILLS AND LANGUAGE
Thinking skills
Language needed
remembering
Questions using “who, what, where, when, which,
how, how much/many”
Tasks using “describe, choose, define, find, label,
colour, match, underline”
Structures as “That’s a…”, “This is a kind of…”, “This
is for…”, etc.
understanding
Questions using “Is this the same as…?”, “What’s
the difference…?”
Tasks using “classify, explain, show, give an
example, use a diagram”
Structures as “This is …. but that one …”, “This
has…. but that one….”, “This causes…”, “This goes
here because….”
applying
Questions using “What would happen if…?”, “How
much change is there if you…?”
Tasks using “explain, show the results”
Structures as “What shall we do first…?”, “This
must be…. because….”, “It can’t be…”
Using surveys, web quests, information records,….
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CRITICAL THINKING
 Taking a hard look at things to see what they really
mean.
 Analyzing something.
 Breaking a subject down to its various parts to
understand them.
 Exercising or involving careful judgement or
evaluation.
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CRITICAL THINKERS
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Open minded about new ideas.
Intellectually independent.
Know when there is a need for more information.
Ask questions.
Base their judgements on evidence.
Look for connections between subjects.
Analyze and understand concepts, information and behaviour.
Break things down and separate fact from opinion.
Question everything that doesn’t make sense.
Try to avoid common mistakes in reasoning.
Are honest with themselves.
Overcome confusion.
Try to separate emotional thinking from logical thinking.
Do not argue about something they don’t know.
Make their ideas clear to others.
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CREATIVE THINKING
 Inventing something new.
 Thinking up something from scratch.
 Putting things together in a new way.
 Having unusual ideas and innovative thoughts.
 “Thinking outside of the box”.
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CREATIVE THINKERS
 Don’t get hooked on finding the right answer.
 Aren’t always logical.
 Break the rules of thinking sometimes.
 Are impractical.
 Are playful.
 Are a little foolish.
 Fail.
 Never say “We cannot do it”.
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MAP THINKING or CONCEPT
MAPPING
 Information-processing technique
 Concept map: web diagram for explaining knowledge,
gathering and sharing information.
 Help students to :
 Make abstract ideas visible and concrete.
 Clarify thoughts.
 Organize and analyze information.
 Remember better.
 Think critically.
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LISTENING and WRITING
 IATEFL 2009 CLIL Debate Peeter Mehisto.wmv
 Write an essay on Peeter Mehisto’s ideas.
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SEE YOU NEXT WEEK
JSP 2011-2012