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Rescooped by Marta Braylan from CLIL for ELLS onto TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE |
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Using Rubrics and Checklists for Language Proficiency Assessments. Teachers often tell me that one of the trickiest aspects of designing classroom-based assessments is to identify what we want to assess and then how to ...
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![Developing 21st Century Critical Thinkers [Infographic] | TEACHING ENGLISH FROM A CONSTRUCTIVIST PERSPECTIVE | Scoop.it](http://img.scoop.it/CGr5wVjpTk64ukpNkZ52GDl72eJkfbmt4t8yenImKBVaiQDB_Rd1H6kmuBWtceBJ)
Download an 11X17 version of the Developing 21st Century Critical Thinkers Infographic by Mentoring Minds.com. Via Tom D'Amico (@TDOttawa) , Aki Puustinen, Gust MEES, Dennis T OConnor, Miguel Ángel García, Marta Braylan 
Audrey's comment,
May 15, 4:53 PM
I like this poster. Learning psychology is about explaining or outlining a theory, followed by evidence in the form of research, ending with critical evaluative commentary. This will be helpful for students.
Diane Goodman's curator insight,
May 20, 12:39 AM
A useful infographic that not only summarises the attributes of a critical thinker but more significantly, provides a 25 point list of actions teachers can invite students to do in learning activities, to stimulate and develop critical thinking abilities. A great poster for your office wall! Delete the scoop?
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Rescooped by Marta Braylan from My personal learning network |
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In an era dominated by constant information and the desire to be social, should the tone of thinking for students be different?
Read more, very interesting:
http://www.teachthought.com/learning/how-21st-century-thinking-is-different/
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Rescooped by Marta Braylan from CLIL for ELLS |
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Many CLIL projects or units would fit into a constructivist perspective if they were seriously "meaning oriented". One of the most common errors of some publications that present themselves under the "CLIL" umbrella is that they don't offer real problems or questions to be solved by the students. In those cases, information is just correlated around a certain "topic".
Arriving to integration through a good leading question is one of the first important steps to make when planning a CLIL didactic unit or project.
Jerome Bruner said: "The art of asking provoking questions is at least as important as that of providing clear answers [...], and the art of setting those questions to good use and keeping
them alive is as important as the first two."
Here are some tips to come up with a good question:
-Avoid simple “yes-no” questions
-The question will need reasoning and some research to be answered
-It will relate to curricular guidelines and to students´ lives
-It will motivate students to read, write, think and speak
Some examples:
Can the world feed 10 billion people?
Do revolutions always work?
Do all animals have hearts?
Why do animals travel?
Why did humans lose their fur?
Constructivism provides a strong rationale for content-based curricula such as CLIL, since it is holistically oriented and meaning seeking based.
Then, LET'S START OUR CLIL PROJECTS WITH A GOOD QUESTION!!!!
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Rescooped by Marta Braylan from Banco de Aulas |
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Τί κάνει το εκπαιδευτικό σύστημα της Φιλανδίας να ξεχωρίζει!!!!!!!!!
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Rescooped by Marta Braylan from Banco de Aulas |
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El país nórdico lidera el informe PISA con una enseñanza gratuita que pone en Primaria a los profesores más preparados Los niños finlandeses de hoy estarán el día de mañana entre los mejores profesionales ...
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Scooped by Marta Braylan |
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It often occurs that we get confused with the concept of prior knowledge and its relationship to construction of new learning. It would only seem logical to always find out what the students know before delivering a class or a course of any discipline. However, the difference resides in what information we would be looking for and the purpose of retrieving that data.
When we work with CLIL projects it is necessary to spend enough time in the process of exploring previous knowledge through different tools. The links that students can make to their personal experience and lives, the hypotheses and ideas they may have incidentally acquired about a certain topic will all contribute to set their always curious minds to work.
Lev Vygotsky said " Learning always proceeds from the known to the new. Good teaching will recognize and build on this connection."
Some tips to explore prior knowledge:
-Use various tools individually or in groups such as: incomplete phrases or sentences, brainstorming, short multiple choice questionnaires, graphic organizers, cartoons, short videos, pictures, parts of stories and others.
-Accept all the opinions without judging or correcting, stating that you are in an exploratory stage and that all ideas will be welcomed.
-Keep a record of students' ideas to use at a later stage.
-Refrain from correcting or indicating the right response.
-Use your observations and collected information to decide on the project's future path.
Good CLIL lessons should initiate by favoring risk taking to express ideas through drawings, writings and brainstorming allowing for different views and tolerating wrong or hilarious answers avoiding any judgment.
It will be throughout the process of experiencing the unit/project that the students together with appropriate teacher's interventions and class discussions will be able to reflect on their own ideas. Teacher's tolerance, observation and confidence in students' possibilities are of crucial importance to set the atmosphere of high challenge and high support classrooms.
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