Cognition and clil


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Cognition and clil

  1. 1. COGNITION AND CLIL G1469 – AICLE – Prof. Isadora Norman
  2. 2. 4 Cs of CLIL Content Communicati on Cognition Culture 4 Cs of CLIL Bentley (2010) The TKT Course: CLIL Module
  3. 3. Cognition or “Thinking Skills” Thinking drives the teaching/learning process Mehisto, et al. (2008) Uncovering CLIL
  4. 4. Cognition or “Thinking Skills” The more powerful the thinking, the greater the learning Mehisto, et al. (2008) Uncovering CLIL
  5. 5. Cognition or “Thinking Skills”  Students need to be involved in the creation of meaning  In other words, new knowledge and skills need to be applied in a meaningful context. Mehisto, et al. (2008) Uncovering CLIL
  6. 6. Cognitive or “Thinking Skills”  Concrete thinking skills: Identifying Organizing What, when, where, which, who, how many?  Abstract thinking skills: Reasoning Hypothesising Why and what if? Bentley (2010) The TKT Course: CLIL Module
  7. 7. Examples of Cognitive Skills  Classifying  Comparing and contrasting  Creative thinking/synthesis  Defining  Dividing  Evaluating  Hypothesising  Identifying  Ordering  Predicting  Rank ordering  Reasoning  Remembering Bentley (2010) The TKT Course: CLIL Module
  8. 8. LOTS and HOTS  Lower order thinking skills (LOTS)  Remembering  Dividing  Higher order thinking skills (HOTS)  Reasoning  Evaluating Bentley (2010) The TKT Course: CLIL Module
  9. 9. LOTS and HOTS LOTS HOTS To remember information To develop reasoning skills To order information To develop enquiry and discussion To define objects To develop creative thinking To check understanding To evaluate the work of oneself and others To review learning To hypothsesis about what could happen Bentley (2010) The TKT Course: CLIL Module
  10. 10. Cognition skills  Tasks need to be progressively more challenging -> SCAFFOLDING  Learners need a language-rich classroom with key vocabulary available just-in-time  Learners need wait time  We need to scale the cognitive demands of our tasks to our learners’ level  The more difficult the task, the more warm-up and support needed.
  11. 11. Questions in the Classroom Types of thinking Types of Questions Concrete thinking (defining) (recalling facts) What is a race? When did the race start? Reasoning (examining parts and how they relate) Why is this an abstract painting? Creative (imagining) How would you paint these shapes to show actions? Abstract (finding patterns and connections) What links can we make between the artists’ ideas? Evaluate (judging) How has your work improved this term? Bentley (2010) The TKT Course: CLIL Module
  12. 12. Activity: Coming up with questions  Language Learning  Experiences in Primary School  Experiences in Secondary School  Experiences during Practicum last year  Transition from Secondary School to university