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/
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
CAN YOU DEFINE INTELLIGENCE?
Albert Einstein
Logical/ Mathematical Intelligence
Skilled with numbers & reasoning “The Questioner”
CAN YOU DEFINE INTELLIGENCE?
Joaquín Salvador Lavado (Quino)
Spatial Intelligence Skilled with pictures & images “The Visualizer”
CAN YOU DEFINE INTELLIGENCE?
Rafael Nadal
Bodily/ Kinesthetic Intelligence
Physical skill “The Mover”
CAN YOU DEFINE INTELLIGENCE?
Montserrat Caballé
Musical Intelligence Skilled with melody & rhythm “The Music Lover”
CAN YOU DEFINE INTELLIGENCE?
Nelson Mandela
Interpersonal Intelligence Skills of social understanding “The Socializer”
CAN YOU DEFINE INTELLIGENCE?
Helen Keller
Intrapersonal Intelligence Skills of self-knowledge “The Individual”
CAN YOU DEFINE INTELLIGENCE?
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