UNIT 9. CLIL THINKING SKILLS 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 JSP 2011-2012

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 2011-2012

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 2011-2012

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 2011-2012

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 2011-2012

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 2011-2012

BLOOM’S TAXONOMY Higher order skills Lower order skills Evaluation Synthesis Analysis Application Higher order skills Comprehension Knowledge Lower order skills JSP 2011-2012

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 2011-2012

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 2011-2012

COMPARISON OF TAXONOMIES Bloom’s taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge Anderson’s taxonomy Creating Evaluating Analysing Applying Understanding Remembering JSP 2011-2012

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 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 2011-2012

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 2011-2012

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 2011-2012

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 2011-2012

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 2011-2012

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 2011-2012

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 2011-2012

LISTENING and WRITING IATEFL 2009 CLIL Debate Peeter Mehisto.wmv Write an essay on Peeter Mehisto’s ideas. JSP 2011-2012

THANK YOU SEE YOU NEXT WEEK JSP 2011-2012