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HOTs for LLLsThinking and Language Learning (Waters, 2006)
“Learning occurs when the mind makes connections between what it already knows and new, hitherto unknown items of information”
Presented by: Francine Widerker
Memory: the recall or recognition of
information
Put these instructions for making a paper book in the right order.
Translation: changing information into different symbolic form or language.
Now use the instructions to make the book
Until this point the activities are LOTs(within the information)
• Now lets incorporate HOTs• Going beyond the information
Interpretation: the discovery of relationships among facts, generalizations, definitions, values, and skills.
Language focus: the imperative
What form of the verb is used in imperatives? Look at the examples and then complete the rule.
Fold the paper in half.
Cut the paper.
(etc.)
RULE: To make the imperative, we use the [infinitive] without [‘to’]
Application: solving a lifelike problem that requires the identification of the issue and the selection and use of appropriate
generalizations and skills.
Use the instructions you have been given to write a set of instructions for making a paper airplane.
Analysis: solving a problem in the light of conscious knowledge of the parts and forms of thinking
Think of a paper model you know how to construct and write instructions for making it.
Synthesis: solving a problem that requires original creative thinking.
Think of a paper model you haven’t made before (for example, of a spaceship, an angel, etc.). Then create instructions for constructing it.
Evaluation: making a judgment of good or bad, right or wrong, according to standards designated by the student.
Think of a kind of paper model you haven’t made before (for example, of a spaceship, an angel, etc.). Then create instructions for constructing it in the simplest possible way.
Implications
• A lesson or series of lessons should only include some thinking skills.
• Even though the thinking skill increases, the language required remains constant.
• Thinking skills can be utilized to teach students with low English levels.
• "What is most tangible has least meaning" (Polanyi)