LIN & LIANG Beijing May 20071 Teaching thinking: pedagogical tools for integrating language skills The 5th International Conference on ELT in China 16

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


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


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


The five Thinking Skills

Information-processing skills Reasoning skills Enquiry skills Creative thinking skills Evaluation skills


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


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


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)


Examples of thinking skills strategies

Living graphs Maps from

memory Mysteries Taboo Odd One out

Concept maps Mind movies Reading photos Classification Venn diagrams


Odd One Out 1



Language to use

e.g. (colour, size, functions, etc.)

They are all…… They all have …. Both X and Y are …, while Z is …


??

?

Odd One Out 2


Odd One Out…3


Fruit & vegetable Taboo (Lin & Mackay, 2005)


Example


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?


Concept map

Olympics


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)


Community of Enquiry /Philosophy for Children (P4C)


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


Mysteries:

Whom is Vicky going out with?


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


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


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


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?


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


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?


Red Hat

What do you feel about these conflicts?

How do you feel about the strategies suggested to resolve roommate conflicts?


Black Hat

Will the suggested strategies work?

Are there any potential problems? Are these strategies supported by

any evidence?


Yellow Hat

Are there any positive elements of these strategies from students’ point of views, schools’ point of view, etc.?


Green Hat

What other ways can you think of to solve the roommate conflicts?


Blue Hat

Synthesise the information from all the aspects considered and reach a conclusion


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)


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.


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.


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.


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.


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.


Use language to learn a language

Thank you


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.

LIN & LIANG Beijing May 2007 41Lin & Liang Beijing May 20007 41

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]

Documents

LIN & LIANG Beijing May 20071 Teaching thinking: pedagogical tools for integrating language skills The 5th International Conference on ELT in China 16