KNOWLEDGE THEORIES SUPPORTING

CLIL
UNIT 1

at is the purpose of language?

WHAT IS LANGUAGE?

Why was it created?

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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

LANGUAGE
IS

M U N I C ATOR

RECEIVE

COMMUNICATION
MESSAGE

SPEAKER
WRITER

1.WANTS TO SAY SOMETHING

2. HAS A COMMUNICATIVE
PURPOSE
3. SELECTS FROM LANGUAGE
STORE

1.WANTS TO LISTEN TO
SOMETHING
2. INTERESTED IN
COMMUNICATIVE PURPOSE
3. PROCESSES A VARIETY OF
LANGUAGE

LISTENER
READER

LANGUAGE
SKILLS

Really?
Then, this is my
message

PRODUCTIV
RECEPTIVE
SKILLS
SPEAKING
SKILLS
LISTENING
COMMUNICATION
OMMUNICATION
COMMUNICATION
LANGUAGE
OUTPUT

LANGUAGE
INPUT

WRITING

READING

SITUATION

PREVIOUS CONCEPTS

HIGHER ORDER THINKING

Thinking is the hardest work there is, which is probably the reason
why so few engage in it.
-Henry Ford

O: Order
T: Thinking

QUICK FACTS ABOUT HIGHER ORDER THINKING

H: Higher

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.

BLOOMS TAXONOMY

What is it and where did it come from?

BLOOMS 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 Blooms 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.

BLOOMS TIMELINE CONTINUED

1995: Lorin Anderson, a former student of Benjamin Bloom, led
another team of psychologists in revising the original Blooms
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 Blooms Taxonomy was published.

New Blooms taxonomy

ORIGINAL TERMS
TERMS

NEW

Evaluation

Creating

Synthesis

Evaluating

Analysis

Analysing

Application

Applying

Comprehension

Understanding

Knowledge

Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

WHATS THE DIFFERENCE?

Original Blooms Taxonomy

Terminology: Used nouns to describe the levels

of thinking.

Structure: One dimensional using the Cognitive

Process.
Emphasis was originally for educators and
psychologists. Blooms taxonomy was used by
many other audiences.

Revised Blooms Taxonomy

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.

http://projects.coe.uga.edu/epltt/index.php?title=Bloom
%27s_Taxonomy#Revised_Bloom.27s_Taxonomy_.28RBT.29

WHO USES BLOOMS?

Those who know how to think need no teachers.
-Mahatma Gandhi

WE ALL THINKBUT ARE WE USING HOT SKILLS?

Taxonom
y by
using
HOT
Question
s!

USING BLOOMS IN THE CLASSROOM

Using questions from

Teachers all levels of Blooms
can
will help you scaffold
impleme
learning and
nt
differentiate instruction
Blooms
the easy way!

TIERS OF REVISED BLOOMS

TAXONOMY

OPEN-ENDED QUESTIONS TO TRIGGER

HIGHER-ORDER THINKING
What is the difference between and .?
Explain why
What would happen, if
Whats 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: Beethoven
T: Wrong. Bach.
T: Name me one Russian composer.
S: Tchaikovsky.
T: Wrong. Rimsky-Korsakov.
(Quoted in Edwards & Westgate 1994)

OTHER VISUALIZATIONS OF BLOOMS

BLOOMING ORANGE

This is
based on
the
original
Blooms
but I
thought it
was a
great
illustration.

http://fisheggs.typepad.
com/fortyfisheggs/2010/06/fisheg
g-129-bloomstaxonomy-levels-ofthinking.html

BLOOMING BUTTERFLY

DIGITAL REVISED BLOOMS

TAXONOMY
Technology is integrated in almost every part of lesson preparation
and presentation. Scholars have now come up with a digital
Blooms Taxonomy. Check it out!!

WHAT DO YOU USE EVERYDAY? ARE YOU

USING YOUR HOT SKILLS?
There is a whole
website dedicated to
digital Blooms!
Check it out here:
http://visualblooms
.wikispaces.com
/

LETS 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 BRAIN

MULTIPLE INTELLIGENCES

WHO IS INTELLIGENT?

8 INTELLIGENCES BY DR. HOWARD GARDNER

1.
2.
3.
4.
5.
6.
7.
8.

Linguistic
Logical/ Mathematical
Spatial
Bodily/ Kinesthetic
Musical
Interpersonal
Intrapersonal
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?

Joaqun Salvador Lavado (Quino)
Spatial Intelligence
Skilled with pictures &
images
The Visualizer

CAN YOU DEFINE INTELLIGENCE?

Bodily/ Kinesthetic
Intelligence
Physical skill
The Mover

Rafael Nadal

CAN YOU DEFINE INTELLIGENCE?

Montserrat Caball
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?

Naturalistic Intelligence
Skills of making
connection to elements
in nature
BrigitteThe
Bardot
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

Learning
VERSUS

Acquiring

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. Its not taught directly

THE AFFECTIVE FILTER HYPOTHESIS

Motivation
Self-confidence
Anxiety
Lower affective filter will go further

Affective Filter

Language
Input

Language Acquisition
Device

Acquired
Competence