lin & liang beijing may 20071 teaching thinking: pedagogical tools for integrating language...
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LIN & LIANG Beijing May 2007 1
Teaching thinking: pedagogical tools for integrating language
skills
The 5th International Conference on ELT in China
16 – 21 May 2007 Beijing, China
Mei LIN & LIANG MinSchool of Education, Communication and Language Sciences, Newcastle University,
UKDept. of Foreign Language Teaching, Hohai
University, Chongzhou, China
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You are going to
experience a variety of thinking skills (TS) strategies/activities
consider the learning potential from a foreign language perspective
examine and discuss what is involved in planning thinking skills lessons
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Outline
Why teaches thinking? The National Curriculum in England Characteristics of thinking skills lessons A framework of thinking skill lessons A sample of thinking skill strategies
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The five Thinking Skills
Information-processing skills Reasoning skills Enquiry skills Creative thinking skills Evaluation skills
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Characteristics of thinking skills classroom
Engagement and intrinsic motivation High challenge with low stress Articulation and discussion of ideas Negotiation of understanding Focus on learning not teaching Links made with prior learning Knowledge is transformed and applied Work is highly collaborative
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How can TS help L Lers? Engaging in and with the learning materials Integrating four language skills Communication skills through articulation Explicit opportunities for critical and
creative thinking Identify effective learning strategies Interpersonal skills through collaborative
learning
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Infusing Thinking Skills
Teaching thinking skills in the context is described as “infusing teaching for thinking into regular classroom instruction by restructuring the way traditional curriculum materials are used.“(Swartz and Perkins, 1989, p. 68)
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Examples of thinking skills strategies
Living graphs Maps from
memory Mysteries Taboo Odd One out
Concept maps Mind movies Reading photos Classification Venn diagrams
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Odd One Out 1
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Language to use
e.g. (colour, size, functions, etc.)
They are all…… They all have …. Both X and Y are …, while Z is …
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??
?
Odd One Out 2
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Odd One Out…3
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Fruit & vegetable Taboo (Lin & Mackay, 2005)
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Example
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Think …. Which are the best descriptions? Why? What helped you give a good description? Did you find any parts difficult? How did
you get round that? Would you do anything differently next
time? Can you think of any other situations
where you could use the skills that you’ve used today?
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Concept map
Olympics
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Questioning & thinking
‘ All our knowledge results from
questions, which is another way of
saying that question-asking is our
most important intellectual tool.’
(Postman,1979:140. cited by Morgan & Saxton, 1994)
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Community of Enquiry /Philosophy for Children (P4C)
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How do we use COE/P4C in the classroom?
Introducing the stimulus materials Generating questions Sharing questions (write them on
board with names attached) Voting for ONE question for further
enquiry Running the enquiry Reflection
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Mysteries:
Whom is Vicky going out with?
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Mysteries: Instructions Get into groups of 3-5 Each group needs a set of cards and a
question Make sure everyone in the group reads
all of the cards Use the information on the cards to find
a solution / answer to the question The group needs to agree on their
solution and be able to justify it
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A framework of Thinking Skills Lessons
1. Bridging-in Activating existing knowledge &
understanding to pave the way for learning Clear learning objectives and meanings Providing language or modelling the
strategies required in the learning
2. Managing activity Monitor pupils’ progress with the task Intervene when necessary
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3. Debriefing & transfer
Report of learning outcomes Sharing learning approaches & strategies
Encouraging pupils to reflect on and talk about the ‘thinking process’ metacognition
Evaluating strategies used self regulation Making connections between the learning now
with its application in other contexts transfer
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De Bono’s Six Thinking Hats
What are the facts? What do I feel about this? What are issues or limitations? What are the good points? What new ideas are possible? What is the overall view?
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Benefits for students Simplifies thinking
allow students to deal with one thing at a time. Allows a switch in thinking
Moves away from argument, but focuses on productive discussion
Prevents persistent negativity Creates opportunity for positive & creative
thinking Encourages students to try other types of thinking ‘Game’ encourages participation
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White Hat
What are the conflicts between roommates described in this article?
What are the causes and effects of these conflicts?
What strategies school/colleges have adopted to solve the problems?
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Red Hat
What do you feel about these conflicts?
How do you feel about the strategies suggested to resolve roommate conflicts?
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Black Hat
Will the suggested strategies work?
Are there any potential problems? Are these strategies supported by
any evidence?
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Yellow Hat
Are there any positive elements of these strategies from students’ point of views, schools’ point of view, etc.?
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Green Hat
What other ways can you think of to solve the roommate conflicts?
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Blue Hat
Synthesise the information from all the aspects considered and reach a conclusion
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Application of Six Thinking Hats
Background information 105 non-English major college students
in one university in the southeast part of China
September 06 to May 07 4-periods per week for 36 weeks Six Thinking Hats, COE, Orientation (IE)
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Students’ feedback on Six Thinking Hats
It contributes to the training of our thinking pattern and helps us look at the issue from different angles and then gain an overall and objective view. Therefore, it is very helpful for us to train our abilities in analyzing and tackling problems, not only in study but also in our daily life.
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Students’ feedback on Six Thinking Hats 2
It is very useful strategy for us, especially it helps us understand the text better. By putting on different thinking hats we do not simply focus on the main idea of the text at the surface level but think more about the author’s ideas and how to evaluate the ideas more critically. In other words, it deepens our understanding.
Although we are very nervous, it does promote our ability of using the language.
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Students’ feedback 3
It makes the group work more efficient and effective. Each group member has to put on one hat, therefore it invites more participation and contribution. Everyone is responsible for his own share of work. There are variety of tasks. Although it takes a lot of time, we always acquire a good sense of achievement.
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Students’ feedback 4
It broadens our eyes and we need more opportunities to practise the Six Thinking Hats.
Green hat is the most difficult for us to handle.
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Sum up Teaching thinking is embedded in regular
teaching and learning classroom Thinking skills strategies are tools to
engage students with their learning and using a language.
Thinking skill lessons encourages students to reflect on their own thinking and learning.
Making the learning process explicit helps self regulation of learning and transfer.
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Use language to learn a language
Thank you
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References Vygotsky, L. (1978). Mind in society.
Cambridge, MA, Harvard University Press.
Lin, M & Mackay, C (2005) Fruitful thoughts. TES Teacher 28 Jan, 2005. pp 28-9.
Lin, M., and MacKay, C. (2004). Thinking Through Modern Foreign Languages. Cambridge, Chris Kington Publishing.
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Contact details
Dr Mei LinSchool of Education,
Communication & Language Sciences
King George VI BuildingUniversity of NewcastleNewcastle upon TyneNE1 7RUUK
Tel: 00 44 (0)191-222 5070Fax: 00 44 (0)191 – 222 6546Email: [email protected]
Min LIANG
Dept. of Foreign Language Teaching
Hohai UniversityChongzhouChina
Email: [email protected]