Cognition and clil

COGNITION AND CLIL G1469 – AICLE – Prof. Isadora Norman

4 Cs of CLIL

Content

Communication

Cognition Culture

4 Cs of CLIL

Bentley (2010) The TKT Course: CLIL Module

Cognition or “Thinking Skills”

Thinking drives the teaching/learning

process

Mehisto, et al. (2008) Uncovering CLIL

Cognition or “Thinking Skills”

The more powerful the thinking, the greater the

learning


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.


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?


Examples of Cognitive Skills

Classifying Comparing and

contrasting Creative

thinking/synthesis Defining Dividing Evaluating Hypothesising

Identifying Ordering Predicting Rank ordering Reasoning Remembering


LOTS and HOTS

Lower order thinking skills (LOTS) Remembering Dividing

Higher order thinking skills (HOTS) Reasoning Evaluating


LOTS and HOTS

LOTS HOTSTo 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


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.

Questions in the ClassroomTypes 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?


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

Cognition and clil

Education

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