HOTs for LLLs Thinking and Language Learning (Waters, 2006) “Learning occurs when the mind makes connections between what it already knows and new, hitherto unknown items of information” Presented by: Francine Widerker

Sanders categories of thinking based on: Blooms Taxonomy (as cited in Waters, 2006)

All ages love origami!

Let’s make a book!

Fold paper in half.

Now fold in half, and fold in half again.

Open it up and you should have eight parts.

Now fold in half.

Cut at the folded edge, half way up to the first line.

When you open the paper again, you will see a cut in the middle.

Now fold the paper again with the fold at the top, and you will see it is open in the center.

Hold the two ends of the paper and push your hands together to open it even more.

Push the parts all the way together. Fold the front over. You have a book!

Memory: the recall or recognition of information Put these instructions for making a paper book in the right order.

Translation: changing information into different symbolic form or language. Now use the instructions to make the book

Until this point the activities are LOTs (within the information) Now lets incorporate HOTs Going beyond the information

Interpretation: the discovery of relationships among facts, generalizations, definitions, values, and skills. Language focus: the imperative What form of the verb is used in imperatives? Look at the examples and then complete the rule. Fold the paper in half. Cut the paper. (etc.) RULE: To make the imperative, we use the [infinitive] without [‘to’]

Application: solving a lifelike problem that requires the identification of the issue and the selection and use of appropriate generalizations and skills. Use the instructions you have been given to write a set of instructions for making a paper airplane.

Analysis: solving a problem in the light of conscious knowledge of the parts and forms of thinking Think of a paper model you know how to construct and write instructions for making it.

Synthesis: solving a problem that requires original creative thinking. Think of a paper model you haven’t made before (for example, of a spaceship, an angel, etc.). Then create instructions for constructing it.

Evaluation: making a judgment of good or bad, right or wrong, according to standards designated by the student. Think of a kind of paper model you haven’t made before (for example, of a spaceship, an angel, etc.). Then create instructions for constructing it in the simplest possible way.

Implications A lesson or series of lessons should only include some thinking skills. Even though the thinking skill increases, the language required remains constant. Thinking skills can be utilized to teach students with low English levels. "What is most tangible has least meaning" (Polanyi)