Teaching thinking: pedagogical tools for integrating language skills The 5th International Conference on ELT in China 16

1. Teaching thinking: pedagogical tools for integrating language skillsThe 5th International Conference on ELT in China16 – 21 May 2007 Beijing, China Mei LIN & LIANG Min School of Education, Communication and Language Sciences, Newcastle University, UK Dept. of Foreign Language Teaching, Hohai University, Chongzhou, China LIN & LIANG Beijing May 2007

2. 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 LIN & LIANG Beijing May 2007

3. 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 LIN & LIANG Beijing May 2007

4. The five Thinking Skills • Information-processing skills • Reasoning skills • Enquiry skills • Creative thinking skills • Evaluation skills LIN & LIANG Beijing May 2007

5. 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 LIN & LIANG Beijing May 2007

6. 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 LIN & LIANG Beijing May 2007

7. 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) LIN & LIANG Beijing May 2007

8. Living graphs Maps from memory Mysteries Taboo Odd One out Concept maps Mind movies Reading photos Classification Venn diagrams Examples of thinking skills strategies LIN & LIANG Beijing May 2007

9. Odd One Out1 LIN & LIANG Beijing May 2007

10. LIN & LIANG Beijing May 2007

11. Language to use e.g. (colour, size, functions, etc.) • They are all…… • They all have …. • Both X and Y are …, while Z is … LIN & LIANG Beijing May 2007

12. Odd One Out2 ? ? ? LIN & LIANG Beijing May 2007

13. Odd One Out…3 LIN & LIANG Beijing May 2007

14. Fruit & vegetable Taboo (Lin & Mackay, 2005) LIN & LIANG Beijing May 2007

15. Example LIN & LIANG Beijing May 2007

16. 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? LIN & LIANG Beijing May 2007

17. Concept map Olympics LIN & LIANG Beijing May 2007

18. 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) LIN & LIANG Beijing May 2007

19. Community of Enquiry /Philosophy for Children (P4C) LIN & LIANG Beijing May 2007

20. 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 LIN & LIANG Beijing May 2007

21. Mysteries: • Whom is Vicky going out with? LIN & LIANG Beijing May 2007

22. 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 LIN & LIANG Beijing May 2007

23. A framework of Thinking Skills Lessons • 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 • Managing activity • Monitor pupils’ progress with the task • Intervene when necessary LIN & LIANG Beijing May 2007

24. 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 LIN & LIANG Beijing May 2007

25. 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? LIN & LIANG Beijing May 2007

26. 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 LIN & LIANG Beijing May 2007

27. 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? LIN & LIANG Beijing May 2007

28. Red Hat • What do you feel about these conflicts? • How do you feel about the strategies suggested to resolve roommate conflicts? LIN & LIANG Beijing May 2007

29. Black Hat • Will the suggested strategies work? • Are there any potential problems? • Are these strategies supported by any evidence? LIN & LIANG Beijing May 2007

30. Yellow Hat • Are there any positive elements of these strategies from students’ point of views, schools’ point of view, etc.? LIN & LIANG Beijing May 2007

31. Green Hat • What other ways can you think of to solve the roommate conflicts? LIN & LIANG Beijing May 2007

32. Blue Hat • Synthesise the information from all the aspects considered and reach a conclusion LIN & LIANG Beijing May 2007

33. 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) LIN & LIANG Beijing May 2007

34. 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. LIN & LIANG Beijing May 2007

35. 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. LIN & LIANG Beijing May 2007

36. 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. LIN & LIANG Beijing May 2007

37. 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. LIN & LIANG Beijing May 2007

38. 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. LIN & LIANG Beijing May 2007

39. Use language to learn a language Thank you LIN & LIANG Beijing May 2007

40. 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

41. Contact details Dr Mei Lin School of Education, Communication & Language Sciences King George VI Building University of Newcastle Newcastle upon Tyne NE1 7RU UK Tel: 00 44 (0)191-222 5070 Fax: 00 44 (0)191 – 222 6546 Email: mei.lin@ncl.ac.uk Min LIANG Dept. of Foreign Language Teaching Hohai University Chongzhou China Email: liangsandy6@msn.com LIN & LIANG Beijing May 2007 41 Lin & Liang Beijing May 20007