Lower order thinking skills and higher order thinking skills, respectively. López (2014) refers to the former as those cognitive operations which require a low degree of difficulty, such as defining, classifying, identifying, etc., and the latter as those cognitive operations which require a high degree of difficulty, such as evaluating, hypothesizing, creating, etc. CLIL methodology should include both, starting from LOTS tasks and moving then on to HOTS tasks.
Published in Chapter:
Teacher Training Competences and Subsequent Training Design for Higher Education Plurilingual Programs
Fernando D. Rubio-Alcalá (Universidad de Huelva, Spain) and Saray Mallorquín (Universidad de la Laguna, Spain)
Copyright: © 2020
|Pages: 21
DOI: 10.4018/978-1-7998-2318-6.ch003
Abstract
This chapter aims to elucidate needs and competences of content teachers participating in higher education multilingual programs in order to devise a tailored training program for those contexts in which the language is not used naturally, and in which the teachers usually present some language difficulties to deliver, and students to comprehend, the lessons. The chapter starts with a discussion of the teachers' needs and follows with an analysis of the competences for CLIL teaching, offering a list of indicators which are embraced in three main dimensions: language, methodology, and emotion. These indicators provide the framework for teacher trainers and other stakeholders to design training courses. The methodology of the training has also been discussed and advised, taking the form of workshops, team teaching, reflective teaching, and other options, in both short-term and long-term bases.