1. UNIT 9. CLIL THINKING SKILLS
JSP

2. 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
JSP

3. 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 subject-related tasks.
Work with texts, documents, pictures, graphs, films.
Develop language skills more than in traditional foreign language lessons.
JSP

4. 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.
JSP

5. THINKING SKILLS Essential to effective learning
Include processes such as:
Remembering
Planning
Reasoning
Imagining
Solving problems
Making decisions and judgements
Translating thoughts into words
JSP

6. 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.
JSP

7. 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.
JSP

8. BLOOM’S TAXONOMY Higher order skills Lower order skills Evaluation
Synthesis
Analysis
Application
Higher order skills
Comprehension
Knowledge
Lower order skills
JSP

9. BLOOM’S REVISED TAXONOMY (ANDERSON, 2001)
CREATING
Making, designing, constructing, planning, producing, inventing.
EVALUATING
Checking, hypothesing, experimenting, judging, testing, monitoring.
ANALYSING
Comparing, organising, outlining, finding, structuring, integrating.
JSP

10. BLOOM’S REVISED TAXONOMY (ANDERSON, 2001)
APPLYING
Implementing, carrying out, using.
UNDERSTANDING
Comparing, explaining, classifying, exemplifying, summarising.
REMEMBERING
Recognising, listing, describing, identifying, retrieving, naming, finding, defining.
JSP

11. COMPARISON OF TAXONOMIES
Bloom’s taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Anderson’s taxonomy
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
JSP

12. 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

13. 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.
JSP

14. THINKING SKILLS AND LANGUAGE
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,….
JSP

15. 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.
JSP

16. 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.
JSP

17. 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”.
JSP

18. 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”.
JSP

19. 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.
JSP

20. LISTENING and WRITING IATEFL 2009 CLIL Debate Peeter Mehisto.wmv
Write an essay on Peeter Mehisto’s ideas.
JSP

21. THANK YOU
SEE YOU NEXT WEEK
JSP