Unit 1: Review of Educational Theories

Content and language integrated learning (CLIL) is a term created in 1994 by David Marsh and Anne Maljers as...

• an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language in the exact way as the immersion method is done.

• a methodology similar to but distinct from language immersion and content-based instruction. The idea of its proponents was to create an 'umbrella term' which encompasses different forms of using language as medium of instruction.

• a methodology similar to content-based instruction in which the language is the most important feature, and then the content comes next, in the same way as linguistic immersion is done.

In Bloom’s taxonomy, which two belong to the higher-order thinking skills?

• creating and evaluating

• remembering and creating

• understanding and applying

Tasks using: “Explain what would happen if...”, “Show the results of...”, “Using investigations and experimental inquiry e.g. surveys, web quests etc.”, or “choosing how to record and represent information” belong to what thinking skill?

• Remembering

• Evaluating

• Applying

Marzano's taxonomy of skills in education: In 2000 Marzano published a different way of looking at skills. His classification is based on the Knowledge Domain and three systems:

• the Cognitive, the Other and the High-cognitive.

• the Cognitive, the Self and the Metacognitive.

• the Thinking, the Self and the Cognitive.

The knowledge domain consists of three categories of knowledge:

• information, mental procedures and physical procedures.

• knowledge use, comprehension and analysis.

• knowledge retrieval, mental procedures and knowledge use.

Learning styles are most often divided into three basic groups:

• the audition learners, aural learners and kinaesthetic or tactile learners. In addition to these basic groups, some educational theorists also recognize verbal, statistical, social and individual as additional styles.

• the auditory learners, visual learners and kinaesthetic or tactile learners. In addition to these basic groups, some educational theorists also recognize verbal, logical, social and solitary as additional styles.

• the visual learners, educational learners and kinaesthetic or tactile learners. In addition to these basic groups, some educational theorists also recognize analytical, logical, social and solitary as additional styles.

This intelligence uses numbers, math, and logic to find and understand patterns that occur in our lives: numbers, visuals or colours patters. It begins with concrete patterns in the real world but gets increasingly abstract as we try to understand relationships of the patterns we have seen.

• visual-spatial

• naturalist

• mathematical-logical

The theory of multiple intelligences was developed in 1983 by Howard Gardner. The most important element when catering to diverse learning styles is...

• remembering to teach the student and not just the subject. Teachers should be trained to make efforts to teach in ways that make true learning available to all students.

• making sure your students have only one learning style, and divide classrooms into separate groups in order to tend to them separately.

• remembering that the subject matter is the most important thing to teach, as content. Teachers should be trained to create materials that focus on the subject matter, and make efforts to identify their students’ learning styles in the final summative evaluation.

Visual-spatial intelligence...

• involves understanding the order and meaning of words in both speech and writing and the sociocultural aspects of a culture and its place of origin.

• represents the knowing that occurs through the shapes, images, patterns, designs, and textures we see with our external eyes, but also includes all of the images we are able to build inside our heads.

• involves our human propensity to want to know the meaning and purpose of things. It involves emotions, values, beliefs, and spirituality.

This is the person-to-person way of knowing. It is the knowing that happens when we work with and relate to other people, often as part of a team. This way of knowing also develops social skills that are needed for personal communication and relating.

• interpersonal

• intrapersonal

• bodily