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Bloom's revised taxonomy of thinking skills

In 2001 a former student of Bloom, Lorin Anderson, published a revised classification of thinking skills which is actually rather similar to the original but focuses more on verbs than nouns and renames some of the levels.

Fig. 1 Bloom's Revised Taxonomy

Higher order thinking skillsCreating | making, designing, constructing, planning, producing, inventing,
Evaluating | checking, hypothesizing, experimenting, judging, testing, monitoring,
Analyzing | comparing, organizing, outlining, finding, structuring, integrating
Applying | implementing, carrying out, using
Understanding | comparing, explaining, classifying, exemplifying, summarizing
Remembering | recognizing, listing, describing, identifying, retrieving, naming, finding, defining
Lower order thinking skills

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https://animoto.com/play/r63oLrzLUqhrx8cXlpwcrQ

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Lessoweek 3 lesson plan LD Maria Indrio (2)

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ConclusionFrom a language point of view the CLIL 'approach' contains nothing new to the EL teacher. CLIL aims to guide language processing and 'support language production in the same way as ELT by teaching strategies for reading and listening and structures and lexis for spoken or written language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for developing language skills. This is the essence of the CLIL teacher training issue.

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ConclusionFrom a language point of view the CLIL 'approach' contains nothing new to the EL teacher. CLIL aims to guide language processing and 'support language production in the same way as ELT by teaching strategies for reading and listening and structures and lexis for spoken or written language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for developing language skills. This is the essence of the CLIL teacher training issue.

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A menu of listening activities might be:Listen and label a diagram/picture/map/graph/chartListen and fill in a tableListen and make notes on specific information (dates, figures, times)Listen and reorder informationListen and identify location/speakers/placesListen and label the stages of a process/instructions/sequences of a textListen and fill in the gaps in a text

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A menu of listening activities might be:Listen and label a diagram/picture/map/graph/chartListen and fill in a tableListen and make notes on specific information (dates, figures, times)Listen and reorder informationListen and identify location/speakers/placesListen and label the stages of a process/instructions/sequences of a textListen and fill in the gaps in a text

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In a CLIL lesson, all four language skills should be combined. The skills are seen thus:Listening is a normal input activity, vital for language learningReading, using meaningful material, is the major source of inputSpeaking focuses on fluency. Accuracy is seen as subordinateWriting is a series of lexical activities through which grammar is recycled.For teachers from an ELT background, CLIL lessons exhibit the following characteristics:Integrate language and skills, and receptive and productive skillsLessons are often based on reading or listening texts / passagesThe language focus in a lesson does not consider structural gradingLanguage is functional and dictated by the context of the subjectLanguage is approached lexically rather than grammaticallyLearner styles are taken into account in task types. 

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In a CLIL lesson, all four language skills should be combined. The skills are seen thus:Listening is a normal input activity, vital for language learningReading, using meaningful material, is the major source of inputSpeaking focuses on fluency. Accuracy is seen as subordinateWriting is a series of lexical activities through which grammar is recycled.For teachers from an ELT background, CLIL lessons exhibit the following characteristics:Integrate language and skills, and receptive and productive skillsLessons are often based on reading or listening texts / passagesThe language focus in a lesson does not consider structural gradingLanguage is functional and dictated by the context of the subjectLanguage is approached lexically rather than grammaticallyLearner styles are taken into account in task types. 

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2.2 Academic language skills learners of subjects in L2 have to do things with the language which conventional foreign language learners don't have to do. They need language for learning or what Jim Cummins calls cognitive academic language proficiency or CALP. This is a formal, decontextualised language variety used in school. He distinguishes it from Basic Interpersonal Communication Skills (BICS) which is an informal, contextualised, social variety of language. 

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2.2 Academic language skills learners of subjects in L2 have to do things with the language which conventional foreign language learners don't have to do. They need language for learning or what Jim Cummins calls cognitive academic language proficiency or CALP. This is a formal, decontextualised language variety used in school. He distinguishes it from Basic Interpersonal Communication Skills (BICS) which is an informal, contextualised, social variety of language. 

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HOTS : High Order Thinking Skills
LOTS : Low Order Thinking Skills

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Bring Your Own Device (BYOD) or Bring Your Own Technology (BYOT) .Employees or students bring personally owned mobile devices (laptops, netbooks, tablets, smartphones, etc.) to their workplace or educational institution and use those devices to access corporate, institutional and other information, applications and services

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WEEK 5 If you teach EMI (English as a Medium of Instruction), LAC (Language Across the Curriculum), CBI (Content-based Instruction) or CBLT (Content-based Language Teaching; if you work in Bilingual Education; if you’re a subject teacher working through the medium of a foreign language, or a language teacher bringing in content into your English lesson, you work within the area of Content and Language Integrated Learning.

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WEEK 5 If you teach EMI (English as a Medium of Instruction), LAC (Language Across the Curriculum), CBI (Content-based Instruction) or CBLT (Content-based Language Teaching; if you work in Bilingual Education; if you’re a subject teacher working through the medium of a foreign language, or a language teacher bringing in content into your English lesson, you work within the area of Content and Language Integrated Learning.

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The flipped classroom is a teaching model in which the traditional lecture and homework assignments are reversed. Students watch video lectures before class and the class session is made up of exercises, discussions, and problem solving with students receiving personalized attention from the professor. This model has grown in popularity over the past several years

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My first badge! Proud of it!

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5 Tech Tools that Help Improve Reading Comprehension

Rewordify
Snap&Read Universal
Newsela
Reading Bear
http://readwithmeapp.com/

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WEEK 4           Extensive Reading is reading as many easy books as possible for pleasure, and can be contrasted with intensive reading which is slow, careful reading of a short, difficult text. 

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WEEK 4           Extensive Reading is reading as many easy books as possible for pleasure, and can be contrasted with intensive reading which is slow, careful reading of a short, difficult text. 

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1. Students read a great deal, quite quickly (at least 150-200 words a minute) and often.

2. The reading material is relatively easy for the level of the students. Too much unknown language prevents students from reading quickly and fluently.

3. It is the student, not the teacher, who chooses what to read.

4. Students have a wide variety of genres and topics to choose from.

5. Students read for pleasure, information or general understanding.

6. Reading is individual and silent.

7. The teacher asks as a guide, monitor and role model.

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WEEK 4           Krashen's Input Hypothesis:The focus in extensive reading is on input rather than output, and its success depends upon the quantity and level of that input.

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WEEK 4           Krashen's Input Hypothesis:The focus in extensive reading is on input rather than output, and its success depends upon the quantity and level of that input.

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The extensive reading approach' involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts.

Students are allowed to choose the books they read depending on their interests, and there is not always a follow-up discussion or work in class. In this way students are encouraged to read for pleasure and should become better readers.

Aims of extensive reading
The principal objective of undertaking an extensive reading approach is to get students reading in English and liking it. An increase in reading fluency should be another objective. Because of this, reading should be a pleasurable activity for the student, promoted as much as possible by the teacher.

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2.2 Academic language skills

But learners of subjects in L2 have to do things with the language which conventional foreign language learners don't have to do. They need language for learning or what Jim Cummins calls cognitive academic language proficiency or CALP. This is a formal, decontextualised language variety used in school. He distinguishes it from Basic Interpersonal Communication Skills (BICS) which is an informal, contextualised, social variety of language.

CALP requires learners to do the kind of listening, speaking, reading and writing which learners do within subjects; they need to understand and produce the vocabulary of subjects; to follow and generate the kinds of sentences and texts which are characteristic of formal subject study and to use the L2 to engage in the kinds of thinking which teachers expect learners to use. Let's look more closely at what these CALP skills are.

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http://robseville.blogspot.it/

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LOCIT :To develop as CLIL teachers we need to belong to a learning community where everyone considers themselves as learners. One of the most highly recommended ways of achieving this is through LOCIT. The LOCIT processes involve you working closely with a colleague, a critical friend, or another CLIL teacher in the project. It is important that your LOCIT ‘buddy’ is someone whom you trust. The LOCIT process involves lesson observation (LO) followed by the critical incident technique (CIT) for reflection and collegial support. What does this mean?

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2 The role of videos in a CLIL environment :Videos can play a crucial role in a CLIL lesson, as they can be exploited in the different phases of the lesson (brainstorming, introduction, practice, testing, etc.) with the aim to engage students and motivate them in a learner-centered perspective (Keddie, 2014).

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CLILL: Content and Language Integrated Learning
CALL:Computer Assisted Language Learning
MALL: Mobile Assisted Language Learning

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What does CLIL expect to achieve The overall goals of CLIL can be wide-ranging but should include to: ■ Develop intercultural communication skills; 4 CLIL and ICT literature review ■ Prepare for internationalism; ■ Provide opportunities to study content through different perspectives; ■ Access subject-specific target language terminology; ■ Improve overall target language competence; ■ Develop oral communication skills; ■ Diversify methods and forms of classroom practice; and ■ Increase learner motivation. These are often expressed as the ‘4Cs’ (cited in Meyer, 2010; Ruiz De Zarobe, 2013): ■

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WEEK  2Elements of Web.20:Wikis: Websites that enable users to contribute, collaborate and edit site content. Wikipedia is one of the oldest and best-known wiki-based sites.Mobile computing, also known as nomadicity, the trend toward users connecting from wherever they may be. That trend is enabled by the proliferation of smartphones, tablets and other mobile devices in conjunction with readily accessible Wi-Fi networks.Mash-ups: Web pages or applications that integrate complementary elements from two or more sources.Social networking: The practice of expanding the number of one's business and/or social contacts by making connections through individuals. Social networking sites include Facebook, Twitter, LinkedIn and Google+.

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WEEK  2Elements of Web.20:Wikis: Websites that enable users to contribute, collaborate and edit site content. Wikipedia is one of the oldest and best-known wiki-based sites.Mobile computing, also known as nomadicity, the trend toward users connecting from wherever they may be. That trend is enabled by the proliferation of smartphones, tablets and other mobile devices in conjunction with readily accessible Wi-Fi networks.Mash-ups: Web pages or applications that integrate complementary elements from two or more sources.Social networking: The practice of expanding the number of one's business and/or social contacts by making connections through individuals. Social networking sites include Facebook, Twitter, LinkedIn and Google+.

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Web 2.0 is the current state of online technology as it compares to the early days of the Web, characterized by greater user interactivity and collaboration, more pervasive network connectivity and enhanced communication channels.

One of the most significant differences between Web 2.0 and the traditional World Wide Web (WWW, retroactively referred to as Web 1.0) is greater collaboration among Internet users, content providers and enterprises. Originally, data was posted on Web sites, and users simply viewed or downloaded the content. Increasingly, users have more input into the nature and scope of Web content and in some cases exert real-time control over it.

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Bloom’s Digital Taxonomy
HIGHER ORDER THINKING SKILLS : HOTS
LOWER ORDER THINKING SKILLS: LOTS

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Tasks designed for production need to be subject-orientated, so that both content and language are recycled. Since content is to be focused on, more language support than usual in an ELT lesson may be required.
Typical speaking activities include:

Question loops - questions and answers, terms and definitions, halves of sentences

Information gap activities with a question sheet to support

Trivia search - 'things you know' and 'things you want to know'

Word guessing games

Class surveys using questionnaires

20 Questions - provide language support frame for questions

Students present information from a visual using a language support handout.

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Tasks for students
There is little difference in task-type between a CLIL lesson and a skills-based ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. A menu of listening activities might be:

Listen and label a diagram/picture/map/graph/chart

Listen and fill in a table

Listen and make notes on specific information (dates, figures, times)

Listen and reorder information

Listen and identify location/speakers/places

Listen and label the stages of a process/instructions/sequences of a text

Listen and fill in the gaps in a text

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In a CLIL lesson, all four language skills should be combined. The skills are seen thus:

Listening is a normal input activity, vital for language learning

Reading, using meaningful material, is the major source of input

Speaking focuses on fluency. Accuracy is seen as subordinate

Writing is a series of lexical activities through which grammar is recycled.

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According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:

Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum

Communication - Using language to learn whilst learning to use language

Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language

Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

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WEEK 1 he advantages of CLILCLIL helps to:Introduce the wider cultural contextPrepare for internationalisationAccess International Certification and enhance the school profileImprove overall and specific language competencePrepare for future studies and / or working lifeDevelop multilingual interests and attitudesDiversify methods & forms of classroom teaching and learningIncrease learner motivation. 

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WEEK 1 he advantages of CLILCLIL helps to:Introduce the wider cultural contextPrepare for internationalisationAccess International Certification and enhance the school profileImprove overall and specific language competencePrepare for future studies and / or working lifeDevelop multilingual interests and attitudesDiversify methods & forms of classroom teaching and learningIncrease learner motivation. 