Unit 1 Knowledge Theories Supporting Clil

KNOWLEDGE THEORIES SUPPORTING CLILUNIT 1

WHAT IS LANGUAGE?

• When two people are engaged in talking to each other we can be fairly sure that they are doing so for communication.

• Whenever communication takes place, of course, there is a speaker (writer) and a listener (reader).

Jeremy Harmer.The Practice of English Language Teaching

WHAT IS LANGUAGE?

COMMUNICATION

MESSAGE

LANGUAGE IS…

SPEAKERWRITER

LISTENERREADER

1.WANTS TO SAY SOMETHING2. HAS A COMMUNICATIVE PURPOSE3. SELECTS FROM LANGUAGE STORE

1.WANTS TO LISTEN TO SOMETHING2. INTERESTED IN COMMUNICATIVE PURPOSE3. PROCESSES A VARIETY OF LANGUAGE

Really?Then, this is my message…

SPEAKING

WRITING

LISTENING

READING

LANGUAGE INPUT

LANGUAGE OUTPUT

LANGUAGE SKILLS

PREVIOUS CONCEPTS

Thinking is the hardest work there is, which is probably the reason why so few engage in it.

-Henry Ford

HIGHER ORDER THINKING

QU

ICK

FAC

TS AB

OU

T HIG

HER

OR

DER

THIN

KIN

G

H: Higher

O: Order

T: Thinking

No one thinks perfectly or poorly all the time. Memorizing something is not the same as thinking about it. You can memorize something without understanding it. Thinking is done in both words and pictures. There are three main types of intelligence and thinking:

analytical, creative and practical. All three intelligences and ways of thinking are useful in our

everyday lives. You can improve your thinking skills by understanding the

processes involved in thinking. Metacognition-thinking about thinking-is part of higher order

thinking.

HIGHER ORDER THINKING (HOT) HOT does not include memorization. HOT requires that we do something with the facts. We must understand them, connect them to each other,

categorize them, manipulate them, put them together in new or novel ways, and apply them as we seek new solutions to new problems.

Higher Order Thinking involves metacognition. Metacognition is thinking about your thinking. When a learner

uses metacognition they are contemplating and revising their thoughts continuously to make sure they truly understand the information.

What is it and where did it come from?

BLOOM’S TAXONOMY

BLOOM’S TIMELINE

1948: Benjamin Bloom and a group of psychologists studied classroom activities and goals teachers has while planning these activities.

Through this study three domains were concluded: Cognitive Domain Affective Domain Psychomotor Domain

Cognitive Domain was split into a hierarchy of 6 thinking skills: knowledge, comprehension, application, analysis, synthesis, and

evaluation.1956: Original Bloom’s Taxonomy is published

http://learngen.org/Resources/lgend101_norm1/3000/3100_4/3130/3131alias2.html

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behaviour important in learning.

BLOOM’S TIMELINE CONTINUED

1995: Lorin Anderson, a former student of Benjamin Bloom, led another team of psychologists in revising the original Bloom’s Taxonomy to represent the 21st century.

Changes occurred in terminology, structure, and emphasis. See the next slide for more information on the changes.

2001: The final revision of Bloom’s Taxonomy was published.

ORIGINAL TERMS NEW TERMS

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

New Bloom’s taxonomy

WHAT’S THE DIFFERENCE?

Terminology: Used nouns to describe the levels of thinking.

Structure: One dimensional using the Cognitive Process.

Emphasis was originally for educators and psychologists. Bloom’s taxonomy was used by many other audiences.

Terminology: Uses verbs to describe the levels of thinking.

Structure: Two dimensional using the Knowledge Dimension and how it interacts with the Cognitive Process. See next slide for an interactive grid.

Emphasis is placed upon its use as a more authentic tool for curriculum planning, instructional delivery and assessment.

Original Bloom’s Taxonomy Revised Bloom’s Taxonomy

http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29

Those who know how to think need no teachers.

-Mahatma Gandhi

WHO USES BLOOM’S?

WE ALL THINK…BUT ARE WE USING HOT SKILLS?

USIN

G B

LOO

M’S IN

THE C

LASSR

OO

M

Using questions from all levels of Bloom’s will help you scaffold

learning and differentiate instruction

the easy way!

Teachers can

implement Bloom’s

Taxonomy by using

HOT Questions!

Creating:

How

would you

adapt the plot to create a

different story?

Evaluating:

What

choice would you have

made if

you were in

the story?

Analyzing: How is this story

related to your life?

Applying: What questions would you ask in an interview with

the main

character?

Understanding: What is

the main idea of the story?

Remembering: Who was the main character?

TIERS OF REVISED BLOOM’S TAXONOMY

OPEN-ENDED QUESTIONS TO TRIGGER HIGHER-ORDER THINKING What is the difference between … and ….? Explain why… What would happen, if… What’s another example of…? How could ….be used to….? What is the counter argument for? What are the causes of…? How do you know?

SOMETIMES THE TEACHER KNOWS THE ANSWERS…

T: Who is the greatest composer?S: BeethovenT: Wrong. Bach.T: Name me one Russian composer.S: Tchaikovsky.T: Wrong. Rimsky-Korsakov. (Quoted in Edwards & Westgate 1994)

OTHER VISUALIZATIONS OF BLOOM’S

BLOOMING ORANGE

This is based on

the original Bloom’s

but I thought it

was a great

illustration.

http://fisheggs.typepad.com/forty-fisheggs/2010/06/fishegg-129-blooms-taxonomy-levels-of-thinking.html

BLOOMING BUTTERFLY

Technology is integrated in almost every part of lesson preparation and presentation. Scholars have now come up with a digital Bloom’s Taxonomy. Check it out!!

DIGITAL REVISED BLOOM’S TAXONOMY

WHAT DO YOU USE EVERYDAY? ARE YOU USING YOUR HOT SKILLS?

There is a whole website dedicated to digital Bloom’s! Check it out here: http://visualblooms.wikispaces.com/

http://visualblooms.wikispaces.com/



LET’S ROLE-PLAY

You are in a hot air balloon which is losing height rapidly and will soon crash because it is overweight; therefore you have to get rid of seven of the passengers!

Who would you choose?

USING THE BRAINMULTIPLE INTELLIGENCES

WHO IS INTELLIGENT?

8 INTELLIGENCES – BY DR. HOWARD GARDNER1. Linguistic 2. Logical/ Mathematical 3. Spatial4. Bodily/ Kinesthetic5. Musical6. Interpersonal7. Intrapersonal8. Naturalistic

CAN YOU DEFINE INTELLIGENCE?

Beatrix Potter: writer

Linguistic Intelligence Skilled with words


Albert Einstein

Logical/ Mathematical Intelligence

Skilled with numbers & reasoning “The Questioner”


Joaquín Salvador Lavado (Quino)

Spatial Intelligence Skilled with pictures & images “The Visualizer”


Rafael Nadal

Bodily/ Kinesthetic Intelligence

Physical skill “The Mover”


Montserrat Caballé

Musical Intelligence Skilled with melody & rhythm “The Music Lover”


Nelson Mandela

Interpersonal Intelligence Skills of social understanding “The Socializer”


Helen Keller

Intrapersonal Intelligence Skills of self-knowledge “The Individual”


Brigitte Bardot

Naturalistic Intelligence Skills of making connection to elements in nature “The Outdoorsperson”

LINGUISTIC

If you have strong linguistic intelligence you might learn better by

Reading

Memorizing

Playing word games (Scrabble, Anagrams, Password)

Making up rhymes, puns

Using the internet

LOGICAL/MATHEMATICAL LEARNER

If you have strong logical-mathematical intelligence you might learn better by

Recording information systematically

Setting up experiments (“What if…?”)

Playing strategy games (Chess, Checkers)

Analyzing data

Asking logical questions

Using the internet

SPATIAL LEARNER

If you have strong spatial intelligence you might learn better by

Studying pictures

Watching videos

Using visual, tangible aids

Doing mazes, puzzles

Making predictions

Using the internet

BODILY/KINESTHETIC LEARNER

If you have strong bodily-kinesthetic intelligence you might learn better by

Doing role plays

Constructing physical examples

Exercising while reviewing

Visiting museums, institutions, parks

Asking logical questions

Using the internet

MUSICAL LEARNER

If you have strong musical intelligence you might learn better by

Listening to recordings

Talking to yourself

Making up songs

Mentally repeating information

Reading aloud

Changing tempo

INTERPERSONAL LEARNER

If you have strong interpersonal intelligence you might learn better by

Studying in groups

Comparing information with others

Interviewing experts

Relating personal experiences

Being a teamplayer

Doing cooperative projects

INTRAPERSONAL LEARNER

If you have strong intrapersonal intelligence you might learn better by

Avoiding distractions

Establishing personal goals

Playing solitary games

Setting own pace

Working alone

Relating personal experiences

NATURALISTIC LEARNER

If you have strong naturalistic intelligence you might learn better by

Studying outside

Learning in the presence of plants & pets

Relating environmental issues to topics

Smelling, seeing touching, tasting,

Observing natural phenomenon

MULTIPLE INTELLIGENCES

Studies continue… Emotional Intelligence Naturalistic Intelligence Moral Intelligence Spiritual Intelligence

SCAFFOLDING

Scaffolding is a well-known metaphor widely used in education and language teaching to describe the guidance, collaboration and support provided by teachers to lead children to new learning. As the metaphor implies,scaffolding is a temporary construct which can be put up,taken down, reinforced and strengthened, or dismantled piece by piece once it is no longer needed, and as children develop language and skills which enable them to act in an increasingly competent, confident and independent way (Read, 2006).

SOME SCAFFOLDING STRATEGIES

Show and Tell * Tap into Prior Knowledge Give Time to Talk** Pre-Teach Vocabulary Use Visual Aids Pause, Ask Questions, Pause, Review

You have to slow down in order to go quickly

Does language teaching really help? When does it help and when does it NOT help?

EFFECTING VARIABLES

Comprehensible input (causative) Strength of the filter (causative) Language teaching Exposure variable Age Acculturation

Stephen Kashen

THE ACQUISITION-LEARNING HYPOTHESIS

Acquisition = subconsciously picking up Learning = conscious

Error correction Explicit instruction

Children acquire language better than adults

THE NATURAL ORDER HYPOTHESIS

Grammar structures are acquired in a predictable order L2 learning order is different from L1 order L2 learning adults and children show similar order

THE MONITOR HYPOTHESIS Acquisition has the central role Learning functions as a Monitor 3 conditions needed to use Monitor

Time Focus on form Know the rule

When Monitor is not used, errors are natural Pedagogically: study of grammar has a place, but a limited one

THE INPUT HYPOTHESIS

We acquire by comprehensible input (i) + 1 Input Hypothesis relates to acquisition, not learning Focus not on structure but on understanding the

message Do not teach structure deliberately; i+1 is provided

naturally when input is understood Production ability emerges. It’s not taught directly

THE AFFECTIVE FILTER HYPOTHESIS

Motivation Self-confidence Anxiety Lower affective filter will go further

LanguageInput

Affective Filter

Acquired Competence

Language Acquisition Device

Documents

Unit 1 Knowledge Theories Supporting Clil