TKT:CLIL

Cognitive skills across

the curriculum

Learning outcomes:
To develop your knowledge of how to

describe a range of cognitive skills

To develop the skills to match cognitive

skills with activities and question types

To complete a TKT:CLIL question to practise

this knowledge

What are cognitive skills?

Essentially they are
They develop form a very young age.
Learners progress from

___________________________________such as
identifying and organising information
Concrete thinking can be recognized by the

_______________________________________________
_______________________________________

They progress to

_______________________________such as
hypothesising and reasoning
This type of thinking can be demonstrated by

the _______________________form of
questioning
There are other types if thinking skills:
o ________________________________ using knowledge
to imagine, solve problems and think of new ideas
o __________________________ when we ask questions
and plan how to do research
o ___________________________-for example using
criteria to comment on how good our work is

Cognitive Skill 1: ______________

WHAT IS IT?
Thinking

about things that you know

CLASSROOM ACTIVITIES:

o
o
o
o
o
o
EXAMPLE ACTIVITY: take turns to recite a verse from a

poem (from literacy)

Cognitive Skill 2: ____________

WHAT IS IT?
Showing

a relationship between things

CLASSROOM ACTIVITIES:

o
o
o
o
o
o
EXAMPLE ACTIVITY: Name three different types of musical

instrument you can see in the picture(from Music)

Cognitive Skill 3: ___________

WHAT IS IT?
Putting

things in particular places

CLASSROOM ACTIVITIES:

o
o
o
EXAMPLE ACTIVITY: Write the dates on the time-

line in the order of when they happened (from

history)

Cognitive Skill 4: ______________

WHAT IS IT?
Putting

in order of size, importance, success

etc
CLASSROOM ACTIVITIES:

o
o
o
EXAMPLE ACTIVITY: Put the statements in order of

importance to describe what makes the ideal farmer

(from geography)

Cognitive Skill 5: ___________

WHAT IS IT?
Saying

what something or someone is

CLASSROOM ACTIVITIES:

o
o
o
o
o

EXAMPLE ACTIVITY: What kind of colours did you use to

paint the landscape (from art)

Cognitive Skill 6:
____________________
WHAT IS IT?
Finding

similarities and differences

CLASSROOM ACTIVITIES:

o
o
o
o
EXAMPLE ACTIVITY: Find the similarities and

differences between your capital city and one in

another continent (from geography)

Cognitive Skill 7: ___________

WHAT IS IT?
Separate

into similar groups

CLASSROOM ACTIVITIES:

o
o
o
EXAMPLE ACTIVITY: Im going to divide the class

into teams of 6 to play volleyball (from PE)

Cognitive Skill 8: ____________

WHAT IS IT?
Putting

things into groups according to their

features

CLASSROOM ACTIVITIES:

o
o
o
o
EXAMPLE ACTIVITY: Classify the rocks into different

groups (from science)

Cognitive Skill 9: ____________

WHAT IS IT?
Saying

what you think will happen

CLASSROOM ACTIVITIES:

o
o
o
EXAMPLE ACTIVITY: Predict what will happen

when more water is added to the solution (from

science)

Cognitive Skill 10: _____________

WHAT IS IT?
Suggesting

what could or have happened

without knowing if it is true

CLASSROOM ACTIVITIES:

o
o
o
o
EXAMPLE ACTIVITY: If global electronic systems broke

down, suggest what could happen (from ICT)

Cognitive Skill 11: __________

WHAT IS IT?
Thinking

why, what causes and what results in something

CLASSROOM ACTIVITIES:

o
o
o
o
o
o
o
EXAMPLE ACTIVITY: Justify the increase in spending on wages last

year (from economics)

Cognitive Skill 12:

_____________________________
WHAT IS IT?
Producing

imaginative ideas or thoughts from previous knowledge

CLASSROOM ACTIVITIES:

o
o
o
o
o
o
o
o
o
o
o
o
EXAMPLE ACTIVITY: Invent a new symbol for saving water (from citizenship)

Cognitive Skill 13: __________

WHAT IS IT?
Saying

if something is good, useful, effective or not

CLASSROOM ACTIVITIES:

o
o
o
o
o
EXAMPLE ACTIVITY: Read your partners report on wind

farms and comment on how clearly it was written (from

environment)

Cognitive skills can be divided into

two groups:
_______________________________
_______________________________

LOTS and HOTS can be linked back to

the different cognitive skills we have

already looked at

Examples of LOTS

Examples of HOTS

Learners cognitive skills can be

developed through
Tasks and challenges appropriate to the

subject
_________________
o Why?

Types of Questions we can ask in

the CLIL classroom:
Types of thinking

Types of questions

Concrete thinking (defining) What is a race?

(recalling facts) Where did the race start?
(recalling facts) Where did the race take place?
Reasoning (examining
parts
and how they
relate)

Why is this an abstract

painting?

Creative

How would you paint these

shapes to show action?

Abstract
patterns

(imagining)
(finding

What links can we make

between the artists ideas?

and
connections)
Evaluative

(Judging)

How has your work improved