Skip to 0 minutes and 2 secondsHello again, everybody. And we are reaching the end of Week 3 now. And I just wanted to say a big thank you to all the teachers who are adding their comments, who've posted comments in step 3.2, in the glossary, and all the other steps. It really is wonderful to hear from you all.

Skip to 0 minutes and 18 secondsAnd it's great this week: we've seen how you're helping your learners to develop their thinking skills. And we've seen lots of you talking about developing both lower order thinking skills and higher order thinking skills too. And you've included a lot of examples. For example, Cristiana, teaching history, she asks learners why they think events or processes happened in history and what the protagonists could have done differently. In economics, Christina gets her learners to hypothesise about changes in data relating to economic crises or booms, and to predict what they think will happen as a result of that. Emmanuella in philosophy, she explained how she uses a word cloud to get students looking for links and for classifying words into semantic fields.

Skip to 1 minute and 10 secondsAnd Tanela teaches English. She uses a few lines from a poem, this is a really nice example. She develops LOTS by getting students to group words into different categories. And then after that, she develops HOTS by getting them to hypothesise or to think about the poet's ideas. It's really lovely. And Ana teaches young learners in Portugal. She develops lower order thinking by using identifying and linking and naming activities, and then develops higher order thinking by asking learners' opinions about different topics such as why they think protecting the environment is so important. And Jose Antonio he suggested that, well, LOTS and HOTS, they're so important, they're really fundamental, and perhaps they should be part of our learning objectives as well.

Skip to 1 minute and 58 secondsSo if we had three objectives, maybe one could refer to LOTS, one could refer to HOTS, Higher Order Thinking Skills, and one could vary depending on the needs of your learners. I guess that depends on your syllabus fit, doesn't it? But a great idea, Jose Antonio. Thank you. And almost everybody agreed about the importance of developing learner skills for predicting and for hypothesising. You think they're useful for personalising learning, for connecting with the learners' personal experience of the world, and for increasing curiosity about the world. And we had some lovely examples. You've been really using the padlets. They're beautiful and so many really nice ideas in the padlets.

Skip to 2 minutes and 42 secondsFor example, Germana, she says - an example of language here - "Imagine that you're going to school by car and some books are lying on the passenger seat. What will happen to the books if the car suddenly stops? Why? What kind of forces are applied to the books? How can you prevent the books from falling?" And Claudia gives as an example, again, this is from the science padlet in 3.7, a young learner example. So she'll maybe show a seed and she'll say, "What's this? What can you see?" Some interaction. And then, "How can we grow a plant? What can we do to this seed?"

Skip to 3 minutes and 22 secondsAnd planting it, put it in the soil, doing an experiment with them and asking some questions. And then she says, "What do you think will happen to the seed? Do you think the seed will grow? What do seeds need to grow? If they get sun, what will happen? If the seed doesn't get any sun, what will happen?" And then they go on and they do the rest of the lesson. They complete their worksheet, for example. So some really in-depth and intensive use of language here. There were some really lovely examples.

Skip to 3 minutes and 55 secondsAnd talking about language, many of you expressed your concerns that the language required to predict and to hypothesise is challenging for your learners, perhaps because of the lack of vocabulary, maybe it's because of the use of modal verbs or 'if' clauses. And I guess you can use language frames for these to help you out a little bit, and just maybe some of the things that we recommended from Week 2 as well. And your posts, your comments about developing reasoning skills were fascinating. I mean, many of your learners are regularly comparing and contrasting, examining cause and effect, and evaluating their answers and solutions to problems.

Skip to 4 minutes and 38 secondsSo it's common, though, that in tasks that demand higher order thinking skills, there are language problems in communicating your reasons. Ursula said that justifying reasons was a real problem because maybe students just can't explain their justification, the reason why they think they do, to other people in the classroom, perhaps. And that's an added problem, isn't it? It's one thing explaining or justifying to you as the teacher who's got the skills to maybe listen and to try and pick out the meaning, but to justify something to a partner when there's two people's language skills involved there, that can be challenging. So yes, it can be difficult, but we can persevere. And in 3.9, there was a big cry.

Skip to 5 minutes and 24 secondsEveryone was crying out for help with prepositions. But then in step 3.10 actually, your use of propositions was really pretty good. So some advice for prepositions, I guess, if you're using a preposition that goes with a verb, try and learn the verb and the preposition together as a chunk. If you come across in your reading or when you're listening to English in different environments, listen out for prepositions and the words that come from. And try to learn them in those chunks of language so that you can easily produce that language later. And I guess that's all I really wanted to say for this week apart from the digital tools.

Skip to 6 minutes and 3 secondsSo in the glossary, there's lots of people adding their own quizlets in the glossary. And it's fantastic to see. And this is a great tool for using with your learners. So next week, we'll be looking in the glossary at a crossword and producing crosswords that we can also use with our learners. But thank you everyone. It's been a fantastic week. We look forward to seeing you in Week 4.

Video review of Week 3

In this video, Helen looks back at some of the main points you’ve been talking about this week.


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Teaching Your Subject in English

Cambridge Assessment English

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