JSP 2011-2012

UNIT 9. CLIL THINKING SKILLS

JSP 2011-2012

AIMS OF THE UNITDescribing what are “Thinking skills”Reviewing some theories about Thinking

skillsAnalysing 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 SkillsPromotion of language skills in combination with

subject-related tasks.Work with texts, documents, pictures,

graphs, films.Develop language skills more than in traditional

foreign language lessons.

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THINKING SKILLSThe 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 SKILLSEssential to effective learningInclude processes such as:

RememberingPlanningReasoningImaginingSolving problemsMaking decisions and judgementsTranslating thoughts into words

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THINKING SKILLSJohn 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 SKILLSLearners 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• Evaluation• Synthesis• Analysis• Application

Higher order skills

• Comprehension• KnowledgeLower

order skills

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BLOOM’S REVISED TAXONOMY(ANDERSON, 2001)

•Making, designing, constructing, planning, producing, inventing.

CREATING

•Checking, hypothesing, experimenting, judging, testing, monitoring.

EVALUATING

•Comparing, organising, outlining, finding, structuring, integrating.

ANALYSING

JSP 2011-2012

BLOOM’S REVISED TAXONOMY(ANDERSON, 2001)

•Implementing, carrying out, using.

APPLYING

•Comparing, explaining, classifying, exemplifying, summarising.

UNDERSTANDING

•Recognising, listing, describing, identifying, retrieving, naming, finding, defining.

REMEMBERING

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COMPARISON OF TAXONOMIESBloom’s taxonomy

EvaluationSynthesisAnalysisApplicationComprehensionKnowledge

Anderson’s taxonomyCreatingEvaluatingAnalysingApplyingUnderstandingRemembering

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MARZANO’S TAXONOMY (2000)Based on the Knowledge Domain: information,

mental procedures and physical procedures.Three systems:

Cognitive: 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.

JSP 2011-2012

TEACHING THINKING SKILLSCLIL lessons: great cognitive challenges.Thinking skills are developed through:

Cognitive challengeCollaborative workMetacognitive discussion

Teaching thinking skills and language is needed.

Association of language to speech acts needed in the classroom.

JSP 2011-2012

THINKING SKILLS AND LANGUAGEThinking 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 THINKINGTaking 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 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 THINKINGInventing 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 THINKERSDon’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 MAPPINGInformation-processing techniqueConcept 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 WRITINGIATEFL 2009 CLIL Debate Peeter

Mehisto.wmv

Write an essay on Peeter Mehisto’s ideas.

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THANK YOUSEE YOU NEXT WEEK