Scaffolding critical thinking skills in CLIL classes - by Chantal Hemmi


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Scaffolding critical thinking skills in CLIL classes - by Chantal Hemmi

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Scaffolding critical thinking skills in CLIL classes - by Chantal Hemmi

  1. 1. B1-C1(CEFR)
  2. 2. CLIL Cognition Communication Content Community Taken from uncovering CLIL Mehisto. Marsh, Frigols (2008)
  3. 3. So what does critical thinking involve? Critical thinkers have to become rational by providing evidence and logical argument by: •questioning assumptions •being cautious about generalizations •noticing contexts •exploring alternatives •and forming our own informed points of view. (Leicester, 2010: 96) Leicester, M.: 2010, Teaching Critical Thinking Skills. Continuum International Publishing Group, New York.
  4. 4. Furthermore, Leicester (2010) discusses the importance of rational reflection involving the following elements: • respecting and seeking worthwhile knowledge and understanding, • understanding the primary and secondary sources of knowledge, • seeking evidence for one’s belief, • recognising valid and invalid arguments, • and becoming lifelong learners (Leicester, 2010: 96)
  5. 5. Thinking takes place in a situated way, and critical thinkers have to understand the contexts in which assumptions are made, and without making generalizations in an impulsive and irrational way, they need to think what the alternatives could be to form their thinking.
  6. 6. Furthermore, meta-reflection, the capacity to be able to think about one’s thinking through research, conceptual analysis, categories and comparisons is mentioned as an important factor in becoming a critical thinker (Leicester, 2010). So there are steps to be taken to enable the learner to become a critical thinker who can become more autonomous in their learning processes. (Hemmi, 2013 DRAFT)
  7. 7.  Capacity to take control over one’s own learning (Benson, 2001)  Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Longman.
  8. 8.  Greek stems for ‘self’ ‘law’ and ‘rule.  ‘The having or making of one’s laws’ (Feinberg, 1989)  Feinberg, J. (1989) Autonomy. In Christman, J. (Ed.). The Inner Citadel. New York: Oxford University Press.
  9. 9. 1.What did you do in today’s lesson? 2.What new things did you learn? 3.Was there anything that you found difficult to understand? 4.In future, what kind of things do you want to learn, and how are you going to do it?
  10. 10. Advantages Disadvantages
  11. 11. YES NO
  12. 12. 1. I love _____because it’s such an international university. 2. My favourite place at _____is _________. 3. I think that the book shop is nice but they should___________________________. 4. My favourite cafeteria is_______________. 5. The thing I enjoy the best about being at university is……………
  13. 13.  Well, although there is much provision in terms of __________, I think there is more room for _____________.  The reason why I think________is because________________.  But on the other hand, one could say that__________________.  However, I believe that____________
  14. 14.  Err, sorry but…  Sorry to interrupt you but…  Can I interrupt you?  Can I come in here?
  15. 15.  Sorry?  Pardon?  What did you say?  What was that?  Can you say that again?
  16. 16.  Could I just make a point….?  I’d like to add something here.  I agree with …. But I’d just like to say….  Could I say something here?  Yes, but….
  17. 17.  Could you hold on?  Could I just finish?  Well, let me just explain.  Sorry but I’d just like to finish by saying…
  18. 18.  What does everyone else think?  Does everyone agree?  What do you think?  Would you like to comment?
  19. 19. Advantages Disadvantages
  20. 20.  The aim of today’s lesson is to: learn how to express your thinking on:
  21. 21. A famous character A character in a comic book Often very strong Possesses superpowers
  22. 22. Listen to the interviews with four teachers who teach at Sophia University and find out which superhero they like and why.
  23. 23. Which one do you like? Why do you like him/her?
  24. 24. Which one do you like? Why do you like him? Little but brave Always arrived in time Courageous and loyal
  25. 25. 1. Which superhero do you like? 2. Why do you like him/her? Take notes as you listen. You will be able to listen to the recording when you finish the interview.
  26. 26. For example, 1. Is it a he/she? 2. Is he/she tall? 3. Is it an animal? 4. Is it a mouse? 5. Can it fly?
  27. 27. Why are Superheroes so important to us? Discuss in pairs. 3 mins.
  28. 28. You have got 4-5 minutes to find an appropriate word which would fit logically into the gaps. You may use a dictionary if you wish.
  29. 29. Discuss in pairs and compare and contrast the differences between a Superhero and a hero/heroine who existed or is now alive. Superhero/heroine Real hero/heroine (human being) We know they are not real but they provide a kind of dream for us. We know they are real so we are much inspired by the real things they do.
  30. 30.  It is important to think about where the students are in expressing their thinking  The cultural aspect of critical reflection is particularly important to be considered  Students may not find it appropriate to challenge their peers or their teachers  Scaffolding situations where they feel the agency to become autonomous in expressing their own opinions is key.
  31. 31.  I need to think about the steps that are taken in scaffolding critical thinking  I need to develop materials to teach different ways of expressing student thinking  I need to grade what kind of critical thinking should be taught at the three levels I am teaching (ElementaryA1-A2, Intermediate B1 and AdvancedB1-B2)