CLIL 3 Cognition

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Which are the basic pedagogical principles in a CLIL lesson? This power point presentation deals with cognition

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CLIL 3 Cognition

  1. 1. LET’S CLIL SESSION 3 & 4 The 4 Cs: Cognition Let's CLIL
  2. 2. Let's CLIL
  3. 3. CONTENTS  Cognition    Multiple intelligences Effective questions Bloom’s taxonomy Let's CLIL
  4. 4. RECAPPING THREE IN A ROW
  5. 5. COGNITION Let's CLIL
  6. 6. 1.- Content 2.- Cognition Let's CLIL 3.Communication
  7. 7. MULTIPLE INTELLIGENCES Let's CLIL
  8. 8. Multiple intelligences Let's CLIL
  9. 9. Let's CLIL
  10. 10. Let's CLIL
  11. 11. Multiple intelligences MI Characteristics Taught through Tools Aware of their environments. like to drawings, verbal and draw, do jigsaw puzzles, read maps, physical imagery daydream... Video, multimedia, texts with picture/charts/graph s Keen sense of body awareness. They like movement, making things, touching.. T equipment and real objects. physical activity, hands on learning, role playing turning lessons into Sensitive to sounds in lyrics, speaking their environments. rhythmically, tapping music, multimedia. out time. Let's CLIL
  12. 12. Multiple intelligences MI Characteristics Taught through Tools They have many friends, empathy for others, street smarts. group activities, interaction. conferencing, time and attention from the instructor, writing. Tend to shy away from others. Have wisdom, intuition and motivation, as well as a strong will, confidence and opinions. independent study and introspection books, creative materials, diaries. Have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. by encouraging them to computers, games, say and see words, read multimedia, books and books together lecture Let's CLIL
  13. 13. Multiple intelligences MI Characteristics Taught through Tools Aware of their environments. like to drawings, verbal and draw, do jigsaw puzzles, read maps, physical imagery daydream... Video, multimedia, texts with picture/charts/graph s Keen sense of body awareness. They like movement, making things, touching.. T equipment and real objects. physical activity, hands on learning, role playing turning lessons into Sensitive to sounds in lyrics, speaking their environments. rhythmically, tapping music, multimedia. out time. Let's CLIL
  14. 14. Multiple intelligences MI Characteristics Taught through Tools logic games, Think conceptually, investigations, abstractly and are mysteries. They need Puzzles, experiments, able to see and questions to learn and form explore patterns and concepts before they relationships. can deal with details. Shows expertise in the recognition and classification of plants and animals. sense of awareness of the world around them Let's CLIL Outdoor activities
  15. 15. EFFECTIVE QUESTIONS Let's CLIL
  16. 16. Effective questions in the classroom       Foster and guide the cognitive process Motivate students Focus attention Enhance deeper processes of information Assess content achievement Keep sts on task Let's CLIL
  17. 17. Type of questions BOOK (Level 1) Remember Answers can be pointed at. Basic questions. Answers can be found Key word or phrase Who? What? When? Where? Let's CLIL Skill to answer Remembering facts or understanding
  18. 18. Type of question BOOK BRAIN (Level 2) Key word or Skill to phrase answer Why did …? What can be Answers not inferred? found in an What does oral or written this suggest? Apply + text. or What does analize Evidences this represent are needed to /symbolise? proof the Which answer is differences / correct similarities are there? Remember Let's CLIL
  19. 19. Types of questions BRAIN (Level 3) Remember Answers not found in the text. L needs to connect it to his/her life or feelings. Needs thinking Key word or phrase What would happen if .. ? Is it right ...? How would you react if …? How would this character react 5 years later? Let's CLIL Skill to answer Create prediction jutge a or
  20. 20. Cinderella LEVELS POSSIBLE QUESTIONS Level 1 What are the names of the three stepsisters? Level 2 Compare Cinderella to one of her sisters Level 3 Identify the characteristics that make the stepsisters so undesirable for the prince Let's CLIL
  21. 21. Questions on the water cycle  NO RELEVANT QUESTIONS to build knowledge. Display questions  When did water appear on Earth?  How are clouds formed?  Which are the three states of water?  RELEVANT QUESTIONS. to motivate, to set the problem  Why is sea water constant if rivers drop water there?  Is the water that dinosaurs drink the same as the one we drink?  Why do we have to save water if it never ends?  RELEVANT QUESTIONS to build knowledge:  Where does nature store water?  How does it change from one storage to another?  What makes the change possible?  What makes it difficult to make this change sustainable? Let's CLIL
  22. 22. After working on the water cycle and argumentation ... Let's CLIL
  23. 23.  Let's CLIL Do the three types of questions ring a bell?
  24. 24. COGNITION Let's CLIL
  25. 25. QUESTION LOOP Let's CLIL
  26. 26. COGNITION The mental process of knowing, including aspects such as awareness, perception, reasoning, and judgement.  It stands for thinking skills, or the kind of activities a learner should be able to do.  According to Bloom (1984), thinking skills can be classified in low-order thinking skills and high-order thinking skills. 
  27. 27. COGNITION  What kind of questions must I ask in order to go beyond “display” questions?  Which tasks will I develop to encourage higher order thinking – what is the language (communication) as well as the content implications?  Which thinking skills, which are appropriate for the content, will we concentrate on ?
  28. 28. An example Let's CLIL
  29. 29. MASTERY TASKS     they are easy, typically involving only knowledge and comprehension they are not dependent on prior learning They can be attained in a short time, perhaps minutes. 100% of the students should be able to get them 100% right! Bloom's Taxonomy and Task Design - Geoff Petty
  30. 30. DEVELOPMENTAL TASKS     they are more difficult they are highly dependent of prior learning Students can’t get 100%. Development is slow and requires considerable effort. they involve higher order skills such as evaluation, synthesis, etc. Bloom's Taxonomy and Task Design - Geoff Petty
  31. 31. LEARNING PYRAMID
  32. 32. LOT TASKS
  33. 33. High order thinking (HOTS) Let's CLIL
  34. 34. HOT TASKS
  35. 35. BLOOM’S TAXONOMY Let's CLIL
  36. 36. Let's CLIL
  37. 37. Bloom's Taxonomy was created in 1956 in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts (rote learning). During the 1990's a new group of cognitive psychologists updated the taxonomy to reflect relevance to 21st century work. Let's CLIL
  38. 38. BLOOM TAXONOMY OF LEARNING DOMAINS
  39. 39. Let's CLIL
  40. 40. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ Let's CLIL
  41. 41. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 1.- What were the slithy toves doing in the wabe? Let's CLIL
  42. 42. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 2.- How would you describe the state of the borogroves?? Let's CLIL
  43. 43. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 3.- What can you say about the mome rath? Let's CLIL
  44. 44. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 4.- Were the borogoves right to feel miserable? Let's CLIL
  45. 45. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 5.- How effective was the mome rath’s strategy? Let's CLIL
  46. 46. BLOOM TAXONOMY OF LEARNING DOMAINS High Order Thinking - HOT Can learners create new products? Can learners justify a position? Can learners break the information into parts and see relationships? Can learners use the information in another situation? Can learners explain? Can learners remember? Low Order Thinking - LOT
  47. 47. BLOOM TAXONOMY OF LEARNING DOMAINS
  48. 48. Classification of activities Let's CLIL
  49. 49. COGNITION 1. Tell what happened during the experiment and explain why that happened. UNDERSTANDING 2. Compare and contrast two experiments EVALUATING on photosynthesis. 3. What is the relationship between oil production and consumption? ANALYSING 4. List the parts of the circulatory system. REMEMBERING 5. Design a lighting circuit for a greenhouse which comes on at sunset and goes off at sunrise. CREATING 6. What do these graphs in relation to the annual production mean? APPLYING
  50. 50. ASSIGNMENT Let's CLIL
  51. 51. Mindmap Let's CLIL
  52. 52. Let's CLIL

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