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UNIT 9. CLIL THINKING SKILLS

UNIT 9. CLIL THINKING SKILLS. 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.

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UNIT 9. CLIL THINKING SKILLS

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  1. UNIT 9. CLIL THINKING SKILLS JSP 2011-2012

  2. AIMS OF THE UNIT • Describingwhat are “Thinkingskills” • ReviewingsometheoriesaboutThinkingskills • AnalysingtherelationbetweenCognitiveAcademicLanguageProficiency and ThinkingSkills. • Knowinghowto use Thinkingskills in CLIL lessons JSP 2011-2012

  3. ACADEMIC LANGUAGE PROFICIENCY (CALP) • Type of languagethatallowsforthe transfer of academicskillsfromonelanguagetoanother. • Theaim of highqualitybilingualeducation. • BICS: Basic Interpersonal CommunicationSkills • Promotion of languageskills in combinationwithsubject-relatedtasks. • Workwithtexts, documents, pictures, graphs, films. • Developlanguageskills more than in traditionalforeignlanguagelessons. JSP 2011-2012

  4. THINKING SKILLS • The particular ways in whichpeopleapplytheirmindstosolvingproblems. • Thehumancapacitytothink in consciouswaystoachievecertainpurposes. • Habits of intelligentbehaviourlearnedthroughpractice. • Mental capacitieswe use toinvestigatetheworld, tosolveproblems and makejudgements. JSP 2011-2012

  5. THINKING SKILLS • Essential to effectivelearning • Include processes such as: • Remembering • Planning • Reasoning • Imagining • Solvingproblems • Making decisions and judgements • Translatingthoughtsintowords JSP 2011-2012

  6. THINKING SKILLS • John Clegg: “The truth is thatschoolsdon’toftenteachtheseskillsexplicitly. Instead, teachershopethattheirlearnerswillpickthem up.” • Today’seducation is morethan just learningknowledge and thinking; italsoinvolveslearners’ feelings, beliefs and the cultural environment of theclassroom. JSP 2011-2012

  7. THINKING SKILLS • Learnersmustdevelopawarenwess of themselves as thinkers and learners, practisestrategies for effectivethinking and to developthehabits of intelligentbehaviour, not only storeknowledge in theirmemories for futureuse. • Goodteaching: not just achieving particular curriculum objectives butalsodeveloping general thinkingskills and learningbehaviours. JSP 2011-2012

  8. BLOOM’S TAXONOMY JSP 2011-2012

  9. BLOOM’S REVISED TAXONOMY(ANDERSON, 2001) JSP 2011-2012

  10. BLOOM’S REVISED TAXONOMY(ANDERSON, 2001) JSP 2011-2012

  11. COMPARISON OF TAXONOMIES • Bloom’staxonomy • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Anderson’staxonomy • Creating • Evaluating • Analysing • Applying • Understanding • Remembering JSP 2011-2012

  12. MARZANO’S TAXONOMY (2000) • BasedontheKnowledgeDomain: information, mental procedures and physicalprocedures. • Threesystems: • Cognitive: • Knowledgeretrieval (remembering and understanding) • Comprehension (graphicorganizers) • Analysis (matching, classifying, generalizing, specifying) • Knowledge use (investigating, projecting, web questing) • Self: learner’sattitudes, beliefs, feelings, motivation. • Metacognitive: learningtolearn. JSP 2011-2012

  13. TEACHING THINKING SKILLS • CLIL lessons: greatcognitivechallenges. • Thinkingskills are developedthrough: • Cognitivechallenge • Collaborativework • Metacognitivediscussion • Teachingthinkingskills and languageisneeded. • Association of languagetospeechactsneeded in theclassroom. JSP 2011-2012

  14. THINKING SKILLS AND LANGUAGE JSP 2011-2012

  15. CRITICAL THINKING • Taking a hardlook at things to seewhattheyreallymean. • Analyzingsomething. • Breaking a subjectdown to itsvarious parts to understandthem. • Exercising or involvingcarefuljudgement or evaluation. JSP 2011-2012

  16. CRITICAL THINKERS • Open mindedabout new ideas. • Intellectually independent. • Know whenthere is a need for moreinformation. • Askquestions. • Base theirjudgements on evidence. • Look for connectionsbetweensubjects. • Analyze and understandconcepts, information and behaviour. • Break thingsdown and separatefactfromopinion. • Questioneverythingthatdoesn’tmake sense. • Try to avoidcommonmistakes in reasoning. • Are honest withthemselves. • Overcomeconfusion. • Try to separateemotionalthinkingfromlogicalthinking. • Do not argue aboutsomethingtheydon’t know. • Maketheirideas clear to others. JSP 2011-2012

  17. CREATIVE THINKING • Inventingsomething new. • Thinking up somethingfromscratch. • Puttingthingstogether in a new way. • Havingunusualideas and innovativethoughts. • “Thinkingoutside of the box”. JSP 2011-2012

  18. CREATIVE THINKERS • Don’t get hooked on findingtherightanswer. • Aren’t always logical. • Break therules of thinkingsometimes. • Areimpractical. • Areplayful. • Are a littlefoolish. • Fail. • Neversay “Wecannot do it”. JSP 2011-2012

  19. MAP THINKING or CONCEPT MAPPING • Information-processingtechnique • Concept map: web diagramforexplainingknowledge, gathering and sharinginformation. • Helpstudentsto : • Makeabstract ideas visible and concrete. • Clarifythoughts. • Organize and analyzeinformation. • Rememberbetter. • Thinkcritically. JSP 2011-2012

  20. LISTENING and WRITING • IATEFL 2009 CLIL Debate Peeter Mehisto.wmv • WriteanessayonPeeterMehisto’s ideas. JSP 2011-2012

  21. THANK YOU SEE YOU NEXT WEEK JSP 2011-2012

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