1. LIN & LIANG Beijing May 20071 Teaching thinking: pedagogical tools for integrating language skills The 5th International Conference on ELT in China 16 – 21 May 2007 Beijing, China Mei LIN & LIANG Min School of Education, Communication and Language Sciences, Newcastle University, UK Dept. of Foreign Language Teaching, Hohai University, Chongzhou, China

2. LIN & LIANG Beijing May 20072 You are going to experience a variety of thinking skills (TS) strategies/activities consider the learning potential from a foreign language perspective examine and discuss what is involved in planning thinking skills lessons

3. LIN & LIANG Beijing May 20073 Outline Why teaches thinking? The National Curriculum in England Characteristics of thinking skills lessons A framework of thinking skill lessons A sample of thinking skill strategies

4. LIN & LIANG Beijing May 20074 The five Thinking Skills Information-processing skills Reasoning skills Enquiry skills Creative thinking skills Evaluation skills

5. LIN & LIANG Beijing May 20075 Characteristics of thinking skills classroom Engagement and intrinsic motivation High challenge with low stress Articulation and discussion of ideas Negotiation of understanding Focus on learning not teaching Links made with prior learning Knowledge is transformed and applied Work is highly collaborative

6. LIN & LIANG Beijing May 20076 How can TS help L Lers? Engaging in and with the learning materials Integrating four language skills Communication skills through articulation Explicit opportunities for critical and creative thinking Identify effective learning strategies Interpersonal skills through collaborative learning

7. LIN & LIANG Beijing May 20077 Infusing Thinking Skills Teaching thinking skills in the context is described as “infusing teaching for thinking into regular classroom instruction by restructuring the way traditional curriculum materials are used.“ (Swartz and Perkins, 1989, p. 68)

8. LIN & LIANG Beijing May 20078 Examples of thinking skills strategies Living graphs Maps from memory Mysteries Taboo Odd One out Concept maps Mind movies Reading photos Classification Venn diagrams

9. LIN & LIANG Beijing May 20079 Odd One Out 1

10. LIN & LIANG Beijing May 200710

11. LIN & LIANG Beijing May 200711 Language to use e.g. (colour, size, functions, etc.) They are all…… They all have …. Both X and Y are …, while Z is …

12. LIN & LIANG Beijing May 200712 ? ? ? Odd One Out 2

13. LIN & LIANG Beijing May 200713 Odd One Out…3

14. LIN & LIANG Beijing May 200714 Fruit & vegetable Taboo (Lin & Mackay, 2005)

15. LIN & LIANG Beijing May 200715 Example

16. LIN & LIANG Beijing May 200716 Think …. Which are the best descriptions? Why? What helped you give a good description? Did you find any parts difficult? How did you get round that? Would you do anything differently next time? Can you think of any other situations where you could use the skills that you’ve used today?

17. LIN & LIANG Beijing May 200717 Concept map Olympics

18. LIN & LIANG Beijing May 200718 Questioning & thinking ‘All our knowledge results from questions, which is another way of saying that question-asking is our most important intellectual tool.’ (Postman,1979:140. cited by Morgan & Saxton, 1994)

19. LIN & LIANG Beijing May 200719 Community of Enquiry /Philosophy for Children (P4C)

20. LIN & LIANG Beijing May 200720 How do we use COE/P4C in the classroom? Introducing the stimulus materials Generating questions Sharing questions (write them on board with names attached) Voting for ONE question for further enquiry Running the enquiry Reflection

21. LIN & LIANG Beijing May 200721 Mysteries: Whom is Vicky going out with?

22. LIN & LIANG Beijing May 200722 Mysteries: Instructions Get into groups of 3-5 Each group needs a set of cards and a question Make sure everyone in the group reads all of the cards Use the information on the cards to find a solution / answer to the question The group needs to agree on their solution and be able to justify it

23. LIN & LIANG Beijing May 200723 A framework of Thinking Skills Lessons 1. Bridging-in Activating existing knowledge & understanding to pave the way for learning Clear learning objectives and meanings Providing language or modelling the strategies required in the learning 2. Managing activity Monitor pupils ’ progress with the task Intervene when necessary

24. LIN & LIANG Beijing May 200724 3. Debriefing & transfer Report of learning outcomes Sharing learning approaches & strategies Encouraging pupils to reflect on and talk about the ‘ thinking process ’  metacognition Evaluating strategies used  self regulation Making connections between the learning now with its application in other contexts  transfer

25. LIN & LIANG Beijing May 200725 De Bono’s Six Thinking Hats What are the facts? What do I feel about this? What are issues or limitations? What are the good points? What new ideas are possible? What is the overall view?

26. LIN & LIANG Beijing May 200726 Benefits for students Simplifies thinking allow students to deal with one thing at a time. Allows a switch in thinking Moves away from argument, but focuses on productive discussion Prevents persistent negativity Creates opportunity for positive & creative thinking Encourages students to try other types of thinking ‘Game’ encourages participation

27. LIN & LIANG Beijing May 200727 White Hat What are the conflicts between roommates described in this article? What are the causes and effects of these conflicts? What strategies school/colleges have adopted to solve the problems?

28. LIN & LIANG Beijing May 200728 Red Hat What do you feel about these conflicts? How do you feel about the strategies suggested to resolve roommate conflicts?

29. LIN & LIANG Beijing May 200729 Black Hat Will the suggested strategies work? Are there any potential problems? Are these strategies supported by any evidence?

30. LIN & LIANG Beijing May 200730 Yellow Hat Are there any positive elements of these strategies from students’ point of views, schools’ point of view, etc.?

31. LIN & LIANG Beijing May 200731 Green Hat What other ways can you think of to solve the roommate conflicts?

32. LIN & LIANG Beijing May 200732 Blue Hat Synthesise the information from all the aspects considered and reach a conclusion

33. LIN & LIANG Beijing May 200733 Application of Six Thinking Hats Background information 105 non-English major college students in one university in the southeast part of China September 06 to May 07 4-periods per week for 36 weeks Six Thinking Hats, COE, Orientation (IE)

34. LIN & LIANG Beijing May 200734 Students’ feedback on Six Thinking Hats It contributes to the training of our thinking pattern and helps us look at the issue from different angles and then gain an overall and objective view. Therefore, it is very helpful for us to train our abilities in analyzing and tackling problems, not only in study but also in our daily life.

35. LIN & LIANG Beijing May 200735 Students’ feedback on Six Thinking Hats 2 It is very useful strategy for us, especially it helps us understand the text better. By putting on different thinking hats we do not simply focus on the main idea of the text at the surface level but think more about the author’s ideas and how to evaluate the ideas more critically. In other words, it deepens our understanding. Although we are very nervous, it does promote our ability of using the language.

36. LIN & LIANG Beijing May 200736 Students’ feedback 3 It makes the group work more efficient and effective. Each group member has to put on one hat, therefore it invites more participation and contribution. Everyone is responsible for his own share of work. There are variety of tasks. Although it takes a lot of time, we always acquire a good sense of achievement.

37. LIN & LIANG Beijing May 200737 Students’ feedback 4 It broadens our eyes and we need more opportunities to practise the Six Thinking Hats. Green hat is the most difficult for us to handle.

38. LIN & LIANG Beijing May 200738 Sum up Teaching thinking is embedded in regular teaching and learning classroom Thinking skills strategies are tools to engage students with their learning and using a language. Thinking skill lessons encourages students to reflect on their own thinking and learning. Making the learning process explicit helps self regulation of learning and transfer.

39. LIN & LIANG Beijing May 200739 Use language to learn a language Thank you

40. LIN & LIANG Beijing May 200740 References Vygotsky, L. (1978). Mind in society. Cambridge, MA, Harvard University Press. Lin, M & Mackay, C (2005) Fruitful thoughts. TES Teacher 28 Jan, 2005. pp 28-9. Lin, M., and MacKay, C. (2004). Thinking Through Modern Foreign Languages. Cambridge, Chris Kington Publishing.

41. LIN & LIANG Beijing May 200741 Lin & Liang Beijing May 20007 41 Contact details Dr Mei Lin School of Education, Communication & Language Sciences King George VI Building University of Newcastle Newcastle upon Tyne NE1 7RU UK Tel: 00 44 (0)191-222 5070 Fax: 00 44 (0)191 – 222 6546 Email: mei.lin@ncl.ac.uk Min LIANG Dept. of Foreign Language Teaching Hohai University Chongzhou China Email: liangsandy6@msn.com