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In the first of a new series of study skills for CLIL, Jean Brewster takes the very topical subject of thinking skills and looks at how CLIL teaching embraces many of the thinking skills principles and how this benefits the learner. For example, in science lessons learners may struggle to describe and compare the properties of materials, may find it impossible to hypothesize about why particular materials are used for particular purposes. CALP, linked to more academic, cognitively challenging tasks in subject lessons. This original distinction, refined over time in response to some criticisms, has continued to provide useful insights for many CLIL teachers.
However, with little knowledge of the concept of magnetism, for example, learners may not be able to think very clearly about their intended meaning and may not know the subject-specific words of attract or repel. Some children find it difficult enough to draw on these more academic kinds of interaction in their first language, never mind a foreign language. The first section of this article will refer briefly to the renewed interest in teaching thinking skills, often based on modern re-conceptions of the traditional taxonomy of thinking skills published by Benjamin Bloom in 1956. This categorization and ordering of thinking skills involves a discussion of how the so-called lower-order thinking skills should ideally lead onto the teaching of higher order thinking skills.
Today there is international recognition that education is more than just learning knowledge and thinking, it also involves learners’ feelings, beliefs and the cultural environment of the classroom. Nevertheless, the importance of teaching thinking and creativity is an important element in modern education. Bloom’s structure was a useful starting point and triggered many applications to school activities and curricula. Here analyzing the level of comparison depends on context, for example: how complex is the concept or knowledge being compared? For reasons of space, only three levels are exemplified. Questions using who, what, where, when, which how, how much? Which part doesn’t fit or match the others?
Questions using what would happen if. Using investigations and experimental inquiry e. A variety of language functions for planning, hypothesizing, asking questions, reporting, drawing conclusions e. His classification is based on the Knowledge Domain and three systems – the Cognitive, the Selfand the Metacognitive. The metacognitive system relates to learning to learn: it helps the learner to set goals, make decisions about and monitor which information is necessary and which cognitive processes are the best fit for the task in hand.
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