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

1. LET’S CLIL
SESSION 3 & 4
The 4 Cs: Cognition
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2. Let's CLIL

3. CONTENTS

Cognition

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Multiple intelligences
Effective questions
Bloom’s taxonomy
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4. RECAPPING
THREE IN A ROW

5. COGNITION
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6. 1.- Content
2.-
Cognition
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3.Communication

7. MULTIPLE INTELLIGENCES
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8. Multiple intelligences
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9. Let's CLIL

10. Let's CLIL

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.
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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
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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. 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
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Outdoor activities

15. EFFECTIVE QUESTIONS
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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
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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?
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Skill to
answer
Remembering
facts
or
understanding

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
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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?
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Skill to answer
Create
prediction
jutge
a
or

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
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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?
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22. After working on the water
cycle and argumentation ...
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23. 
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Do the three types
of questions ring a
bell?

24. COGNITION
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25. QUESTION LOOP
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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. 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. An example
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29. MASTERY TASKS

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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. DEVELOPMENTAL TASKS

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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. LEARNING PYRAMID

32. LOT TASKS

33. High order thinking (HOTS)
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34. HOT TASKS

35. BLOOM’S TAXONOMY
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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.
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38. BLOOM TAXONOMY OF LEARNING DOMAINS

39. Let's CLIL

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.’
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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?
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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??
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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?
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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?
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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?
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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. BLOOM TAXONOMY OF LEARNING DOMAINS

48. Classification of activities
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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. ASSIGNMENT
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51. Mindmap
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