1. Week 10 Creativity and Humanism Kang
CBI
Week 10 Creativity and Humanism Kang

2. What is CBI?
Language
Subject Content
Interlanguage

3. Definition and main characteristics of content-based instruction
The integration of content with language-teaching aims" (Brinton, Snow and Wesche 1989, p. 2).

4. Diverse definition of CBI
Crandall and Tucker (1990) define it as “...an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language” (p. 187).
Curtain and Pesola (1994) use the term in a more restricted way, limiting it to only those “...curriculum concepts being taught through the foreign language ... appropriate to the grade level of the students...” (p. 35).
Krueger and Ryan (1993b) distinguish between content-based and form-based instruction, and note that the term discipline-based more appropriately captures the integration of language learning with different academic disciplines and contents.

5. Analytic techniques
- Objective - Focus on code and the L2 system (Grammar)
– Medium centred
- Language practice with emphasis on usage (rules and their application)
- Focus on Language forms
- Formal teaching
- Often decontextualized
- Skill-getting (receptive skills and procedures)
- Controlled activities and restricted language forms
- Deliberate, systematic, graded and structured
- Emphasis on graded linguistic exercises

6. Experiential technique
- Subjective: connected with the learners' experience, life and interests
- Focus on communicative situations (pragmatics)
- Language use with emphasis on discourse - Focus on topic and content
- Informal teaching
- Always contextualized
- Skill-using (productive skills and procedures)
- Unrestricted and natural language forms
- Emphasis on fluency
- Realistic, authentic, genuine
- Emphasis on tasks and project work

7. Keeping a balance
analytic + experiential strategies is recommended by most specialists (Stern 1992)
Traditional approaches adopt a more analytic view
But other positions (e.g. Higgs and Clifford, 1982) maintain that we should start with analytic techniques and at an advance stage we can move towards a more experiential teaching approach.

8. EXPLICIT AND IMPLICIT TEACHING
Rational, formal and intellectual.
Conscious learning through studial capabilities and rule learning.
Analytic.
Cognitive theory. - Develop metacognitive and metalinguistic strategies.
Rationalist approach.
Intuitive, subconscious.
Exposure to language use and subconscious acquisition through spontaneous capabilites.
More unreflective, informal and incidental.
Global understanding (whole language theory).
More behaviouristic. - Develop communicative, social and affective strategies.
Empiricist approach.

9. Meaningfulness Meaningful context (contextualization)
Meaningful content
Meaningful task
Widdowson, 1978; Brumfit and Johnson, 1979; Richard and Schmidt, 1983; Littlewood, 1981; Sánchez Pérez, 1993

10. Antecedents and connections to the content-based instruction movement
- Natural methods along the history of LT. - The communicative approach (Widdowson, 1978; Brumfit and Johnson, 1979; Richard and Schmidt, 1983; Littlewood, 1981, Finocchiaro and Brumfit, 1983, Sánchez Pérez, 1993). - Cognitive theories (Ausubel, 1968; Anderson, 1983; Chamot and O'Malley, 1994). - Natural approach (Krashen and Terrell, 1983). - ESP movement (Strevens, 1977; Mackey and Mountford, 1978; Hutchinson and Walters, 1987). - Bilingual programs (Lambert and Tucker, 1972; Mackey and Andersson, 1977; Genese, 1987; Hoffman, 1991; Swain and Cummins, 1982; Swain and Lapkin, 1982).

11. Natural methods along the history of LT.
- The communicative approach (Widdowson, 1978; Brumfit and Johnson, 1979; Richard and Schmidt, 1983; Littlewood, 1981, Finocchiaro and Brumfit, 1983, Sánchez Pérez, 1993).
- Cognitive theories (Ausubel, 1968; Anderson, 1983; Chamot and O'Malley, 1994).
- Natural approach (Krashen and Terrell, 1983).
- ESP movement (Strevens, 1977; Mackey and Mountford, 1978; Hutchinson and Walters, 1987).
- Bilingual programs (Lambert and Tucker, 1972; Mackey and Andersson, 1977; Genese, 1987; Hoffman, 1991; Swain and Cummins, 1982; Swain and Lapkin, 1982)

12. Natural methods
Maximilan Berlitz ( ) Marcel, Gouin and Saveur,
Berlitz is considered a great systematiser of the direct method principles,
recommended no translation under any circumstances,
a strong emphasis on oral work,
avoidance of grammar explanations in the first stages and
the maximum use of questions-and answer techniques to encourage interaction.

13. Natural approach (Terrell 1977; Krashen and Terrell 1983)
- The general goal is communication skills. - Comprehension precedes production.
- Production emerges without forcing it, after a silent period.
- Learning activities must promote subconscious acquisition rather than conscious learning.

14. Content-based roots in the communicative approach
-Opportunities for authentic language use are sought. - Personal involvement and the learner's personal life. - Learning the TL through the TL. - Information gap and problem solving. Tasks often have an element of unpredictability, demanding choice and decision-making among the people who interact.. - Semantic emphasis.

15. Connection with the Language for Specific Purposes (LSP) movement
bilingual education programs
the Cognitive Academic Learning Approach (CALL
the Whole Language Theory (WLT)

16. The CBA keeps important similarities with the CALLA, designed by Chamot and O'Malley (1994).
The CALLA, the same as the CBA, integrates language and content for L2 instruction as follows (1994: 10): - The content topics are aligned with an all-English curriculum. - Practice is provided of the topics that the students will encounter in grade-level classrooms. - Beginning with science instruction is recommended because this context, rich in discovering and hands -on-techniques, easily supports the academic language development. - Another content subject that can be introduced is mathematics, currently involved in solving word problems. - Social studies is the third content subject introduced in a CALLA programme.

17. the Whole Language Theory (WLT)
Instead of disseminating or transmitting information, the WLT proponents favour "interpretive" teaching (see Barnes, 1976).
- It is the student who interprets and makes sense by taking an active part in his/her own learning.
- Knowledge does not exist separate from learners: they are actively engaged in creating what they know or understand, in the shaping of their own knowledge and thinking, a current practice in the CBA.
- Activities are also broad enough to accommodate the wide range of student who take part in the leaning experience. All the students do not approach an activity in the same way, with the same outcome. Activities must be open- ended and shaped by the student.
- Students take responsibility for their own learning when that learning is perceived as interesting and valuable.

18. the Whole Language Theory (WLT)
- Content and procedures are inseparable, they are learnt together: what pupils learn is not only a function of the formal and explicit content that is selected; it is also a function of the manner in which it is taught. The characteristics of the tasks and the tacit expectation that are a part of the structured program becomes themselves a part of the content (see Eisner, 1982).
- Social nature of learning. The other individuals play a significant role in the students' learning. Language learning must involve collaboration in the negotiation of meaning, when each task is a form of social action and contexts are often shaped by the participants. This association between language and content teacher collaboration is also illustrated by Snow, in her recent paper on Trends and issues in content-based instruction (1998).
- Both approaches, the WLT and the CBA, aim to integrate the teaching of the four skills.

19. Theme-based courses are organised around topics, themes or modules and the language operates as the subject matter.
Sheltered content instruction includes a subject matter course taught to a segregated or separated class of TL learners taught by a content area specialist.
The adjunct language instruction provides two linked courses -a language course to consolidate the linguistic points and the content course where the students focus on the subject matter.

20. Task 1
Draw a visual image and show

21. Definitions of Contents
Crandall and Tucker: “academic subject matter”
Genesee (1994) :...need not be academic; it can include any topic, theme or non-language issue of interest or
importance to the learners” (p. 3).
Chaput (1993):...any topic of intellectual substance which contributes to the students’ understanding of language in general, and the target language in particular”
Met (1999) : …‘content’ in content-based programs represents material that is cognitively engaging and demanding for the learner, and is material that extends beyond the target language or target culture”

22. A CONTINUUM OF CONTENT AND LANGUAGE INTEGRATION
Content-Driven
Language-Driven
 Content is taught in L2.
Content learning is priority.
Language learning is secondary.
Content objectives determined by course goals or curriculum.
Teachers must select language objectives.
Students evaluated on content mastery.
 Content is used to learn L2.
Language learning is  priority.
Content learning is incidental.
Language objectives determined by L2 course goals or curriculum
Students evaluated on content to be integrated.
Students evaluated on language skills/proficiency.

23. In content-driven programs, student learning of content is of greater importance than language learning. Content outcomes are a driving force of instruction, and student mastery of content is held to be of paramount importance.
In language-driven programs, content is a useful tool for furthering the aims of the language curriculum. Content learning may be considered incidental, and neither teachers nor students are held accountable for content outcomes. Examples of programs that tie across the continuum can be found at all levels of education.

24. Content driven
Total immersion
Partial immersion
Sheltered model

25. Content driven
The focus of instruction is on content—it is expected that students will master the regular school curriculum, even though they are learning it in a language that is new to them.
Total immersion, the entire school curriculum is taught initially through the foreign language, with content instruction in the L1 gradually increasing through the grades;
Partial immersion, at least half the school day is spent learning school subjects in another language.

26. “. subject matter teachers
“...subject matter teachers ...may adapt their instruction to accommodate different levels of language proficiency in their classes... [T]he language teacher acts as a resource for other teachers, and ideally, helps those other teachers to increase the mastery of academic concepts and skills on the part of linguistic minority students” (Crandall and Tucker 1990).
Rosen and Sasser (1997) note that “...[i]n sheltered English content-area teachers use a variety of language teaching strategies to enhance understanding of grade- and age-appropriate subject-area concepts” (p. 35).

27. In Sheltered courses
Students learn one or two subjects entirely through the foreign language, and do not learn these same subjects in L1.
The course subject matter defines the learning objectives.
There may be little, if any, explicit language instruction.

28. Subject courses are taught in the L2 using linguistically sensitive teaching strategies in order to make content accessible  to learners who have less than native-like proficiency.
The goal is for students to master content; students are evaluated in terms of content learning, and language learning is secondary.

29. About language teaching
Aim to produce students with oral and written proficiency in a foreign language,
There may not, be a foreign language curriculum, with defined learning objectives or specific content (functions, vocabulary, grammar, discourse or social competencies, etc.).
Rather, the language that students acquire emerges from content instruction and from the day-to-day interactions between teacher and students, or among students themselves.

30. So
Immersion programs, whether partial or total, are often judged successful based on student attainment of content, and may be deemed effective even though the levels of language proficiency students attain are not native-like (Swain and Johnson, 1997; Genesee, 1994).

31. So immersion
Subjects contents L2
Content attainment

32. Content>language attainment
So Sheltered programs
Subjects contents L2
Content>language attainment

33. Language driven Adjunct model Theme based programs Language focused programs

34. Language has primacy, and content facilitates language growth. 
Content learning may be considered a by-product,
Neither students nor their teachers are held accountable for ensuring that students learn it.
Content provides rich avenues for meaningful and purposeful language use and learning (Brinton, Snow and Wesche, 1989; Curtain and Pesola, 1994; Met, 1991).
Instruction can be done in the student’s native language, but does not substitute for it.

35. So language driven
Language
content
Language attainment

36. The adjunct model Both language and content are the goal.
Lies at the center of the continuum of content/language integration.
Students are expected to learn content material while simultaneously acquiring academic language proficiency.
Content instructors and language instructors share responsibility for student learning, with students evaluated by content instructors for subject matter mastery, and by language instructors for ‘language skills.
Unlike sheltered courses, where students are all learning content in an L2, in the adjunct model content classes may be comprised of both L1 and L2 content learners, but language instruction is almost always for L2 learners.

37. Language and content attainment
So The Adjunct Model
Language
Content
Language and content attainment

38. The Theme Based Model
Is language-driven: the goal of these courses is to help students develop L2 skills and proficiency.
Themes are selected based on their potential to contribute to the learner’s language growth in specific topical or functional domains.
Unlike sheltered courses, which are taught by content instructors, and adjunct courses that are co-taught, theme-based courses are taught by language instructors to L2 Learners who are evaluated in terms of their language growth. Students (and their teachers) are not necessarily accountable for content mastery. Indeed, content learning is incidental.

39. So The Theme Based Model
Theme or topic
Role-playing
Language objectives
Singing songs
Surveys
Assessment
Drawing
Language Attainment

40. Language related

41. Curtain and Pesola (1994
Elementary school foreign language programs that...use the regular curriculum as a vehicle for making the language activities more cognitively engaging... [They] reinforce the curriculum and may or may not use content directly associated with the grade level of the students” (p. 149). In language-driven programs, the objectives of the language curriculum drive decisions about how content is integrated with language instruction. Teachers may, but need not, consult with colleagues in other disciplines to determine which, when and how content will be integrated with language. Topics and tasks for language practice may be drawn from many disciplines in a single lesson or unit, with the primary criterion for selection based on their usefulness in furthering language goals.

42. So Make Language Learning Objectives Add grade level of
subjects related contents
Add grade level appropriate tasks and activities

43. For instance (yoyo1 math )
In other language driven programmes teachers may decide to draw on only one discipline—particularly if that discipline is a high priority subject in the school, such as mathematics. For example, an eighth grade language teacher was teaching a unit “Shopping for Clothing.” She integrated mathematics by having students calculate the final cost of a pair of jeans that was discounted by 15% and taxed at a rate of 8%. Another elementary school teacher taught the unit “Animals of the World.” Because her students were learning the concept of multiplication, the language teacher also integrated mathematics by having students work through story problems that involved animals. ("There are three trees. There are four monkeys in each tree. How many monkeys...?") These language-driven teachers chose to use content-based activities that allowed students to practice the language objectives they were expected to learn while at the same time reinforcing a content area that has high priority in schools.

44. Other forms of content/language integration
Subject courses taught in the second/foreign language,
Subject courses taught in conjunction with language classes,
Theme-based language courses that draw on one or more disciplines (subjects related strategies) to develop language competence. 

45. Content and Language Continuum
Content Driven
Language driven
Total Immersion
Partial Immersion
Sheltered Model
Adjunct Model
Theme based courses
Language focused with some contents

46. Features both content/language driven programs
ensuring that non-native students learn the content of the curriculum and are prepared for academic success;
providing students with the discourse styles and language toots of their field of study or career;
enhancing language learning by providing motivating topics to communicate about;
enhancing language learning by providing meaningful, purposeful language practice opportunities drawn from a variety of topics

47. In content-driven programs
decisions about which content to integrate with language teaching are predetermined by the regular school curriculum in which language minority students need to succeed. Similarly, in K-12 immersion programs, the content taught through the foreign language is the local school curriculum.

48. Learners are being schooled in a second or foreign language.
Learners are being schooled in a second or foreign language.
In the early grades of immersion, the curriculum lends itself well to learning content through hands-on, concrete experiences that allow students to both match language to meaning and gain control over the content itself.
For older learners, such as those at the postsecondary level, presuppose intermediate or higher levels of proficiency (Snow, 1993; Wesche, 1993). Prior content knowledge is key to understanding new information and concepts and can facilitate comprehension when content is taught through the medium of an L2 (Brinton, 1997; Eskey, 1997).

49. In language-driven programs
Fewer clear criteria for selection for content. Content must be topics or themes of interest to the learner (Eskey, 1997; Genesee, 1994). Content may be selected to allow students access to a wide range of language that addresses topics of personal or professional interest beyond the narrow range of survival language generally developed in basic language courses (e.g., describing oneself and others or one’s personal preferences). However, as Met has argued elsewhere (1998; 1999) content should be cognitively engaging and demanding in order to motivate learners to participate and persist in content-based tasks.

50. Selection of content may also be determined by the language objectives of the course or curriculum Teachers can begin with a clear set of language objectives, and then identify tasks and activities that are drawn from the school curriculum in order to provide meaningful and purposeful language practice.

51. For example, if the language curriculum specifies that students will learn the language of comparatives, they can practice the use of comparatives through geography (comparing relative distances between cities in China), science (comparing wind speed and precipitation from different climatic events), mathematics (comparing measurements of objects), or even social issues (the age at which one is considered “adult” or “old” in various cultures). The choice of discipline(s) is made by the language teacher, and will be based on the suitability of the content to the language objectives, the accessibility of the content in relation to the language proficiency of the students, and the degree to which content-based tasks can engage the interests and intellect of the students.

52. DETERMINING LANGUAGE OUTCOMES

53. In content driven programs
Content drives decisions, as is the case in content-driven programs, the language students learn will be shaped by the language of the content.
Implicit language learning in immersion results from lessons in which content is the focus.
Some of the language that emerges from content learning will be high frequency, useful language outside the content classroom; some of it may not be. The language that emerges is both useful and important.

54. In language-driven programs
The goal may be to communicate in a range of commonly encountered situations and contexts,
Language learned through mathematics and science is likely to be more limited than will be language learned through literature or the social sciences.
Many of the skills and strategies that contribute to success in the social sciences are applicable in other contexts (defining terms, retelling events, requesting information, role-playing, stating and defending opinions). (Short, 1997:219).

55. Language outcomes?

56. In content driven programs
First, program planners should consider the relationship between the language of the content and the language skills they want students to acquire.
Second, careful planning for language development can be useful in ensuring that students gain language competence that will be useful in settings beyond the school itself.

57. So
Explicit language instruction may be incorporated into content classes (content-driven models) or provided in a separate class or course (adjunct models). In immersion, explicit language learning may occur when teachers formally teach language arts in the foreign language (Genesee, 1994). Explicit language instruction in content-driven models can serve several functions:

58. Assessing student progress
In content-driven programs, it is important to ascertain whether students are gaining mastery over the content.
It is possible that students will know content relatively well, even if they cannot demonstrate the depth of their understanding through language.
Often, however, it may be desirable for content and language to be assessed in an integrated manner.

59. In content-driven programs,
It is important to ascertain whether students are gaining mastery over the content.
It is possible that students will know content relatively well, even if they cannot demonstrate the depth of their understanding through language.
Often, however, it may be desirable for content and language to be assessed in an integrated manner.

60. In language-driven courses
Teachers are more likely to assess language growth than content mastery.
Some aspects of content may need to be integrated into language assessments. Good and equitable assessment tasks mirror those used for instruction. Since language cannot be used in a vacuum, and must be used to communicate about something, it is likely that language assessment will need to be based on the topics and tasks used in instruction.
As a result, while content mastery may not be a focus of assessment in theory, it may be difficult in practice to separate content from language.

61. Preparing qualified teachers

62. In content-based programs
Teachers may be content specialists who use the target language for instruction, or language specialists who are using content for language instruction.
 Content knowledge.
Content pedagogy.
Understanding of language acquisition.
Language pedagogy.
Knowledge of materials development and selection.
Understanding of student assessment.

63. Is it OK in Korean setting?
Theme-based can be used
The Automaticity principle
 The Meaningful principle
 The Intrinsic Motivation principle
 The Communicative competence principle
Modified Sheltered model and Adjunct model are possible in some institutes

65. Social studies strategies
Week 10

66. Social Studies?
Social studies is the "integrated study of the social sciences and humanities to promote civic competence," as defined by the National Council for the Social Studies.[1] Social studies is most commonly recognized as the name of a course or set of courses taught in primary and secondary schools or elementary, middle, and high schools, but may also refer to the study of particular aspects of human society at certain post-secondary and tertiary schools around the globe.
At the elementary school level, social studies generally focuses first on the local community and family. By middle and high school, the social studies curriculum becomes more discipline-based and content-specific. It includes various fields which involve past and current human behavior and interactions, such as sociology, history, political science, economics, religion, geography, anthropology, and civics.

67. Which Includes Current events Cultures Religions History Geography
Languages
Environmental conditions,
Politics,
Social relationship

68. And we use strategies Gathering information
Analyzing and evaluating evidences
Cause and effect
Appreciation of arts and related products
Understanding and accepting differences
Solving problems

69. Put creative strategies
Not just read about history, but “feel it under their feet.
Not being spectators but to become participants in the making of histories.

70. So we have to Come to the material brimming over with questions
Delve imaginatively and intuitively into primary sources (letters, diaries, notes, sketches, photos, drawings, journals);
Ponder life in the time and place of their research (clothing, technologies, geography, climate, architectures, customs, beliefs)
Explore different points of view/interpretations/common beliefs and concepts;
Study interpretations of events/issues/ideas as found in the arts-theatre, film, painting;
Pose questions of the sources; and
Synthesize ideas from different source

71. Now let’s put these into
cognitive
Affective
Physical
Intuitive
Social

72. General characteristics (Clark, 2002)
Cognitive (thinking) characteristics:
Affective (feeling) characteristics
Physical (sensation) characteristics
Intuitive characteristics
Societal characteristics

73. General characteristics (Clark, 2002) Cognitive (thinking) characteristics
retention of large quantity of information, advanced comprehension, varied interests and high curiosity, and a high level of language development and verbal ability
In other words knowledge
Current events, Cultures, Religions, History, Geography
Languages, Environmental conditions, Politics,
Social relationship

74. Knowledge in young learners
History
Geography
Environmental issues
Social rules

75. English Topics for 3rd grade (1997)
Units
Language
Weather
Unit 16
Sunny, Cloudy, Snowy, Rainy, Cold, Hot,
Food;
Unit 11, 15
Hamburgers, Sandwich, Orange juice, Ice-cream.
Clothes
Unit 12
Shirt, Skirt, Cap, Dress
Animal
Unit 14
Cow, Dog, Pig, Cat
Sports
Unit 13
Soccer, Baseball, Basketball, Badminton
Family
Unit 10
Father, Mother, Sister, Brother
Personal objects
Unit 3, 4, 6
Cap, Pencil, Glove, Ball, Book bag, Book
House
Unit 5 and 9
My room, Bathroom, Kitchen, Living Room
Others
Unit 1, 2, 7, 8
These units can not be included in any categories

76. Topics for 3rd grade ‘Reading’
Title
Topics
Category
Learning Focus 1
One by one
1) A life story of a
salmon
2) A pond skater, the swimmer
Informative
Science- Fiction
Summarize the story into a beginning, middle and ending 3
The clean country
1) The Sol River
2) Keeping water clean
3) Kyu-Hee’s Story.
4) Yun-soo’s Story
5) Gun-ho’s Story
Environment studies
- A fiction about a polluting driver
- Children’s personal opinion about keeping the water clean
- What is your opinion? 4
Researching Attitudes
1) Life of Pabre the insect researcher
2) Suk,Joo-Myung,
the butterfly researcher
Biographical
stories
- summarize the lives of these researchers
- What is the reason for them to study insects?
- What did they do to carry out their research?
- What do you think about them?

77. Topics in English textbook (2007)
3rd
4th
5th
Language
Numbers 6
3, 4 8
1 ~ 10, 1~20. How old are you? What time is it?
How much is it? 1~ 30
Food 5
Apples, chicken, meat, grapes, ice-cream, bananas
Clothes
Weather 1 15
Shirt, sweater, jumper, boots, pants, mitten
Snowing, raining, sunny, cold, hot, warm
Animal
Cows, monkeys, bears, dogs, pigs, cats, kangaroos,
Sports 7
8, 11
Swim, skating, skiing, jumping, running, dancing, tennis, football, baseball, kicking
Personal objects
Body parts
2,3 4 2 9
Cap, Pencil, Book bag, Book,
Tooth, eyes, mouth, hands, nose, wash,
Don’t do ~

78. Topics in Social Studies and Practical Studies for 6th Grade
Subject
Topic (content)
Social study
• Pre-history –United Silla, Balhae, Unified Korea and its politics, culture. Chosun Dynasty and its politics, culture, wars.
The latter period of Chosun and its culture. Development of its agriculture and commercial industry, The religions, The invasion of foreign countries, The period of the Korean empire
• Modern Society : Independent Korea from Japan, The foundation of Korean and its development
Practical Studies
• Variety kinds of jobs in the world – Understanding different functions and roles of jobs. Planning personal future jobs through analyzing individual characteristics, aptitude.
• Environmental studies
• Cooking
• Learning to use and making things using a sewing machine
• Making things with wood
• Raising a pet
• Working with the computer

79. Gathering Information
Analyzing and evaluating evidences
Cause and effect

80. The unit 10 and unit 11 (before changing)
Language objectives
I’m stronger/taller/older/faster/bigger.
Pre-teaching
Core-teaching
Post-teaching
Extention
Reviewing
Look and listen, Listen and Repeat, Let’s play (Bingo)
Look and speak, Listen and Repeat. Let’s read.
Let’s play
Unit 11
What do you want to do? Tomorrow is my birthday.
I want to invite my friends. I want to have a party.
I will have a good time.
Let’s play (let’s guess which Job I am holding)

81. The lesson plan for unit 10 and 11 for the after changing
Content
objectives
Learning about differences Chosun and .
Comparing weapons, heights, strength, speed of the transportation.
Language objectives
Chosun/Japanese soldiers/ships/weapons are
stronger/taller/older/faster/bigger than Chosun/Japanese _____.

82. Gathering information
Factors of Imjin War When  in 1954 What happened?: Japanese soldiers attacked Korea. Who: Toyotomi Hideyoshi from Japan. Who: Admiral Yi Soon Shin from Korea. People’s height. Japanese people were small. Short. Weak. Korean people were big, tall, strong. Armories. Japanese had guns and cannon balls. Korean had arrows and -- Ships: Korean soldiers had 거북선. People’s living standard. Japanese people had no food. Korean people had enough food.

83. Analyzing and evaluating evidences
Why was the war broken? Reasons: using the sentence Because Korean people did not study. Why could Japan not win the war? Collect the data and analyze it. What can be the evidences?

84. Cause and effect
What would be cause and effect for having the war Imjinwaeran?

85. Affective (feeling) characteristics
Such as unusual sensitivity to the feelings of others, keen sense of humor, heightened self-awareness, feelings of being different, and idealism and sense of justice. So
Appreciation of arts and related products
Understanding and accepting differences

86. Affective (feeling) Unit 10 Content objectives Language objectives
Think about life of people at the time of Imjin War.
Think about feelings of people at the time of the war.
Think about feelings of soldiers of both countries.
Language objectives
They were sad They were afraid.
They were cold. They were worried.
They were hungry. They were angry. Because,
They were scared.

87. Physical (sensation) characteristics
Such as heightened sensory awareness, unusual discrepancy between physical and intellectual development, and low tolerance for lag between their standards and their athletic skills
Intuitive characteristics: being open to intuitive experiences and creativity apparent in all areas of endeavor
Societal characteristics: strongly motivated by self actualization needs, advanced capacity for conceptualizing and solving societal problems, leadership, and involvement with the meta-needs of society.

88. Intuitive characteristics
Guessing
Assumptions
Emotions
No reason but believe

89. Homework
1. Have to make a lesson plan using social study CBI and Creative approach .
2. Read two articles about Korean CBI settings and describe following aspects. 1) research questions, 2) participants and context 3) method they used 4) results
Bring an idea of how the experimental lesson can be improved if creative approach is reflected in.
3. Read Chapter 8 focusing on Science and Math.