Now you see it now you dont the

  • Slides: 33
Download presentation
Now you see it, now you don’t: the magic of thinking routines in ELT

Now you see it, now you don’t: the magic of thinking routines in ELT Peru, October 2017

Norwich – where is it? Cambridge Norwich London

Norwich – where is it? Cambridge Norwich London

THE C GROUP An independent and informal grouping of EFL professionals It aims to

THE C GROUP An independent and informal grouping of EFL professionals It aims to encourage more creative and open teaching practices http: //thecreativitygroup. weebly. com/

Getting to know you When I was a child I lived in New York

Getting to know you When I was a child I lived in New York and had a strong American accent. I climb once a week but I have a phobia of heights. I cook most evenings and enjoy trying out new recipes. I walk at least 10 kilometres a day. I experienced earthquakes in Mexico, Kazakhstan, Chile and even in Norwich.

Now you see it, now you don’t: the magic of thinking routines in ELT

Now you see it, now you don’t: the magic of thinking routines in ELT October, 2017

How can we make thinking visible?

How can we make thinking visible?

Metaphors, analogies and thinking routines • Models and Metaphors in Language Teaching Training (Tessa

Metaphors, analogies and thinking routines • Models and Metaphors in Language Teaching Training (Tessa Woodward) What’s a metaphor? • a comparison of 2 elements, one not mentioned • e. g. The sky is crying.

“A course metaphor is an image or word picture that somehow captures the spirit

“A course metaphor is an image or word picture that somehow captures the spirit of a course” E. g. : “A warm greenhouse for young plants” 8

Thinking routines Harvard Project Zero High-leverage thinking moves that serve understanding well • 1.

Thinking routines Harvard Project Zero High-leverage thinking moves that serve understanding well • 1. Observing closely and describing • 2. Building explanations and interpretations • 3. Reasoning with evidence Ritchard, Perkins, Tishman, Palmer • 4. Making connections • 5. Considering different viewpoints and perspectives How can we make thinking visible? • 6. Capturing the heart and forming conclusions • 7. Wondering and asking questions • 8. Uncovering complexity-going

See, think, wonder Double T-chart 1. What do you see? Only what you observe.

See, think, wonder Double T-chart 1. What do you see? Only what you observe. No interpretations. 2. What do you think is going on? 3. What does it make you wonder? What are your questions when you see this?

See, think, wonder Sharing options Each column individually Each column in small teams All

See, think, wonder Sharing options Each column individually Each column in small teams All columns in turns in a whole class setting Other options? What is the title of this painting?

Look closely at a small bit of image that is revealed Zoom in Self-portrait

Look closely at a small bit of image that is revealed Zoom in Self-portrait Georges Seurat Pointillism

Zoom in. What do you see/notice? What is your interpretation? . How does this

Zoom in. What do you see/notice? What is your interpretation? . How does this change from your previous interpretation? . What new things are you now wondering? 16

Zoom in

Zoom in

Zoom in

Zoom in

CSI …or CIS? Colour, symbol, image ELT: 1. Colour 2. Image 3. Symbol

CSI …or CIS? Colour, symbol, image ELT: 1. Colour 2. Image 3. Symbol

As an introduction to the Hero theme, we discussed the idea of a hero

As an introduction to the Hero theme, we discussed the idea of a hero (What is a hero? What are the characteristics of a hero? ) and then worked on the CIS routine. I then introduced the book “Gilgamesh the hero”. We read and discussed the book in the next two weeks. Nola (April) Nola (May) A couple of weeks later, as an introduction to the Hero theme, we discussed the idea of a hero

Luca (April) Luca (May 3)

Luca (April) Luca (May 3)

Compass points: consider an idea from different angles

Compass points: consider an idea from different angles

E= Excitements. What excites you about this idea? What’s the upside? Compass Points W=

E= Excitements. What excites you about this idea? What’s the upside? Compass Points W= Worries. What do you find worrisome about this idea? What’s the downside? As we continue N= Needs. What else do you need to know about this idea? to teach in a fast changing S= Stance, Steps or Suggestions. What is your current stance or world: opinion on this idea? What should your next step be in your evaluation of this idea? What suggestions do you have at this point?

Sentence—phrase—word Your (teaching) week. Select: • a sentence that is meaningful to you, that

Sentence—phrase—word Your (teaching) week. Select: • a sentence that is meaningful to you, that you feel captures a core idea of the week • a phrase that captures how you were moved, engaged or provoked • a word that captures the week What themes emerge? What implications can be drawn?

Headlines Think of the big ideas you have learnt this academic year. Write a

Headlines Think of the big ideas you have learnt this academic year. Write a headline that captures a key aspect of what you’ve seen/learnt Characteristics of a headline Short and catchy Articles tend to be generally omitted Simple Present Pun or inside joke

I used to think…, now I think… • Thinking skills in the L 2

I used to think…, now I think… • Thinking skills in the L 2 class

Share with your partner 2 ideas you could use with your learners

Share with your partner 2 ideas you could use with your learners

References Ritchhart, R. , Church, M. , Morrison, K. (2011). ‘Making Thinking Visible’. San

References Ritchhart, R. , Church, M. , Morrison, K. (2011). ‘Making Thinking Visible’. San Francisco: Jossey. Bass

. . . use 750 tasks and 300 activities in acquiring additional languages We

. . . use 750 tasks and 300 activities in acquiring additional languages We produce 1500 texts in our first languages and Promoting authentic language acquisition in multilingual contexts ENGLISH FRENCH GERMAN GREEK HUNGARIAN ITALIAN LADIN SPANISH Funded by the Erasmus+ Programme of the European Union ©Mewald/Wallner WWW. PALM-EDU. EU

For more information please contact: Maria Heron Senior trainer at NILE maria@nile-elt. com Thank

For more information please contact: Maria Heron Senior trainer at NILE maria@nile-elt. com Thank you