Developing critical thinking integrating music and english language at infant education

FACULTAD DE EDUCACIÓN DE PALENCIA UNIVERSIDAD DE VALLADOLID DEVELOPING CRITICAL THINKING INTEGRATING MUSIC AND ENGLISH LANGUAGE AT INFANT EDUCATION DESARROLLO DEL PENSAMIENTO CRÍTICO INTEGRANDO MÚSICA Y LENGUA INGLESA EN EDUCACIÓN INFANTIL TRABAJO FIN DE GRADO EN EDUCACIÓN INFANTIL AUTORA: Marta Bravo Ramírez TUTORA: María del Carmen Alario Trigueros Palencia, 16 de junio de 2021 Thanks To my tutor, Carmen, for her dedication and guidance in the development of this project To the teachers I had during my life as students, for their enthusiasm, because they transmitted it to me in the decision to be a teacher To my mentor at school, for her support and help to carry out the proposal in her classroom To my family and friends, for their support in the hardest moments and the trust in me to achieve my goals ABSTRACT This Final Degree Paper intends to introduce early childhood education students in the development of critical thinking. As it is important to develop autonomy in children, and at the same train this thinking since the first year of Infant Education, in this document it is suggested a didactic proposal is presented providing visible thinking routines and thinking skills to achieve the goals initially set. In this way, the proposal is carried out following an interdisciplinary approach, in which all areas are integrated. Music and English are highlighted as they are the disciplines selected to be used as tools to the acquisition of other competences. The dealt topic connecting curriculum areas and activities through critical thinking is spring, this topic was selected because the changes in nature as well as in their lives can be clearly evidenced by students. Key words: Critical thinking, visible thinking, thinking skills, routines, autonomy, Music, English, Infant Education RESUMEN El presente trabajo tiene como objetivo fundamental introducir al alumnado de Educación Infantil en el desarrollo del pensamiento crítico. Como es importante promover la autonomía en los y las estudiantes, y al mismo tiempo entrenar la capacidad de pensar desde el primer curso de Educación Infantil, en este documento se plantea una propuesta didáctica, incluyendo rutinas de pensamiento visible y destrezas de pensamiento para conseguir el objetivo establecido. De esta forma, la propuesta se lleva a cabo mediante la interdisciplinariedad de las áreas, poniendo especial énfasis en música e inglés, ya que estas disciplinas son usadas como herramientas para la adquisición de otros aprendizajes. El tema que se trata conectando las áreas y actividades con el pensamiento crítico será la primavera, ya que es cercano a los niños y las estudiantes. Palabras clave: pensamiento crítico, pensamiento visible, destrezas de pensamiento, rutinas, autonomía, música, inglés, Educación Infantil INDEX 1. INTRODUCTION ............................................................................................................ - 1 - 2. OBJECTIVES .................................................................................................................... - 2 - 3. COMPETENCES .............................................................................................................. - 3 - 4. JUSTIFICATION .............................................................................................................. - 5 - 4.1. LEGAL JUSTIFICATION .................................................................................... - 5 - 4.2. MUSIC IN INFANT EDUCATION ..................................................................... - 6 - 4.3. TALES IN INFANT EDUCATION ..................................................................... - 7 - 5. THEORETICAL FRAMEWORK ..................................................................................... - 8 - 5.1. THINKING –BASED LEARNING ..................................................................... - 8 - 5.1.1. Creating a thinking culture in the classroom ....................................................... - 9 - 5.1.2. Critical thinking ................................................................................................ - 10 - 5.2. VISIBLE THINKING......................................................................................... - 11 - 5.3. THINKING ROUTINES ................................................................................... - 12 - 5.3.1. Thinking routines and its categories .................................................................. - 13 - 5.4. THINKING SKILLS ........................................................................................... - 15 - 5.4.1. Whole-part ....................................................................................................... - 15 - 5.4.2. Compare-contrast ............................................................................................. - 16 - 5.4.3. Sequencing ....................................................................................................... - 16 - 5.5. MULTIPLE INTELLIGENCES ......................................................................... - 16 - 5.6. VYGOTSKY’S LANGUAGE ACQUISITION THEORY ................................. - 18 - 5.7. AFFECTIVE FILTER ......................................................................................... - 19 - 5.8. EXPERIENTIAL LEARNING .......................................................................... - 19 - 5.9. CLIL METHODOLOGY ................................................................................... - 20 - 5.10. LINKING PEDAGOGIES: MONTESSORI AND REGGIO EMILIA ............ - 20 - 5.10.1. Montessori’s pedagogy ..................................................................................... - 20 - 5.10.2. Reggio Emilia ................................................................................................... - 21 - 6. PROPOSAL ..................................................................................................................... - 22 - 6.1. CONTEXT .......................................................................................................... - 22 - 6.2. METHODOLOGY ............................................................................................. - 22 - 6.3. KEY COMPETENCES ....................................................................................... - 23 - 6.4. HOW TO ADAPT ROUTINES ......................................................................... - 24 - 6.5. ROUTINES AND ACTIVITIES ........................................................................ - 25 - 6.5.1. Timing .............................................................................................................. - 25 - 6.5.2. Routines and activities ...................................................................................... - 25 - 6.5.3. Skills and activities ............................................................................................ - 28 - 6.6. OBJECTIVES ...................................................................................................... - 28 - 6.7. EXPECTATIONS ............................................................................................... - 29 - 7. CONCLUSIONS ............................................................................................................. - 30 - 8. BIBLIOGRAPHY ........................................................................................................... - 31 - 9. APPENDIX ..................................................................................................................... - 35 - 9.1. APPENDIX 1: DEVELOPED UNIT ................................................................. - 35 - 9.2. APPENDIX 2: SYSTEMATIC OBSERVATION TEMPLATE ......................... - 63 - 9.3. APPENDIX 3: RESOURCES FOR THE PROJECT .......................................... - 64 - - 1 - 1. INTRODUCTION This document intends to introduce children in the use of visible thinking routines and thinking skills in order to become critical thinkers in the future. Nowadays the learning process is based on competences. One of these competences is learning to learn. This competence has a special relevance because it allows children to develop autonomy when learning that is, give students strategies and tools that allows them to be conscious of this process. What is more, this involves applying knowledge to their daily life. For this reason, I consider important start working with the development of their autonomy and critical thinking when learning since early childhood Education. To accomplish the aim of this work, a didactic proposal is included, being critical thinking an essential part of the proposal as it is supported on theoretical basis. There are thinking visible routines and thinking skills applied to different activities, using the suitable graphic organizers. The topic is related to their near environment, working about SPRING following the Scientific Method in such a way that the contents are dealt in an interdisciplinary way, with an integrated approach of all the areas of the curriculum. Although all the areas are included, there are two disciplines which are the axis of the proposal: Music and English. Music allows working with other contents, besides the suitable ones for this area, while English is integrated completely in the proposal being this language one of the languages used for communication and interaction with a selection of tales and songs. In this way, a CLIL approach is used to introduce English language as a vehicle of communication since early years. In addition, as the importance of create readers, we focus the attention on literacy and Literature, being most of the contents routines and skills related to critical thinking associated to reading tales. To perform this proposal, there is set a theoretical framework, in which I have been based to plan it. Firstly, an approach of the theoretical basis about thinking-based learning, which involves critical thinking, developed by visible thinking and thinking skills. Is this the point in which ‘Project Zero’ takes relevance to set the basis to introduce these techniques at school. Secondly, this theoretical framework is supported on educative theories related - 2 - to critical thinking such as Multiple Intelligences by Gardner, constructivism by Vygotsky or experiential learning by Kolb. In addition, critical thinking has relation with other pedagogies such as Montessori or Reggio Emilia. In this section it is mentioned the connections between these educative theories and pedagogies and the current topic: critical thinking. Therefore, the document presents the following structure. The former part deals with general and specific objectives that the research intends to achieve. Followed by a short explanation of the connection among those aims and the competences required to become a good Infant Education Teacher, later a justification of the chosen topic, supported on the legal basis which regulate education. Secondly, the theoretical premises which props the insertion of thinking-based learning at school, which includes the development of critical thinking and the link with educative theories and pedagogies. Taking in mind the searched information about the topic, as it was said before, the last part of the document is the proposal already implemented along my internship. The proposal includes the main elements required when planning: objectives, competences, timing, activities and expectations. The whole proposal is annexed (see appendix 1) and, throughout this essay it is given an explanation about the different steps followed transforming routines and skills into classroom activities as well as a guide of recommended procedure to adapt these routines to Early Childhood Education. To sum up, conclusions are exposed. Conclusions are based on the observable achievement of the established objectives, to end up with suggestions for future research projects and future lines of research of this important area. 2. OBJECTIVES The main objectives this project intends to achieve are to introduce thinking routines to make students’ thinking visible and the introduction of thinking skills to promote the development of critical thinking. These objectives are accomplished through the activities and tasks suggested in a proposal for Infant Education. As it cannot be otherwise, the settled objectives are related to those established for the Bachelor’s Degree in Infant Education. - 3 - Thereon, there are several specific objectives: • To go deeper the legal basis that support education to develop a proposal in connection to the development of critical thinking • To investigate about critical thinking to carry out this project • To design a proposal using music to acquire new learnings through these thinking routines and skills, and to evaluate the proposal • To plan according 3 levels of expectations in order all children can success at least in one of them • To introduce English as a foreign language following the CLIL methodology premises due to language is used as a tool to the acquisition of other contents • To promote reading pleasure through playful and participatory activities • To use Music in an interdisciplinary way in connection with all the curriculum areas • To develop caring attitudes to living beings in students • To create a respectful classroom environment in which all children feel confident to participate 3. COMPETENCES The development of this work, together with the internship period have contributed to the achievement of the competences that become a teacher requires, and which are established in the Bachelor’s Degree on Infant Education. In this section I will mention some of these competences, the ones which are accomplished with the development of this essay. Competences are divided in general competences, and specific competences. I will focus on the competences linking them with the topic and purpose of this project; and especially highlighting those ones that are related to the English language mention. General competences • Be familiar with the educative system running and the curriculum that corresponds to Infant Education stage. The proposal is based on the educative law. • Design, carry out and evaluate a teaching-learning process applying the techniques which best adapt to the context and the students - 4 - • Keep in mind psychological theories and psychological aspects related to Infant Education kids to design a proposal • Search reliable information in several sources, which must be updated and relevant regarding the topic • Apply theoretical basis to a proposal which is going to be carried out in a real educative context • Analyze the project’s results in order to reflect about them and set improvements to subsequent educative proposals • Be conscious of the relevance of reading to transmit it to students in a pleasant and playful way Specific competences • Promote autonomy in early childhood education kids through routines and skills to create critical thinkers and independent learners • Manage assessment techniques and register learning evidences. This competence is achieved using a systematic observation sheet • Promote scientific skills in children, carrying out experiments and applying different steps of the scientific method English teacher competences • Follow the basic requirements for the foreign language settled in the official curriculum • Design proposal to promote the acquisition of a second language including dramatization and tales. The developed project uses English tales to deal with contents as well as non-verbal language is used constantly to interact with tales and songs • Plan a didactic sequence following a CLIL methodology, where English is used as a vehicle of communication - 11 - Bloom’s taxonomy Bloom established in 1984 a sequence of six learning objectives, which were later on revised since 2001 by many authors as it is evident in Armstrong (2010). These objectives go from lower to higher order thinking: knowledge, comprehension, application, analysis, synthesis and evaluation. To use a thinking language is useful to describe and reflect about thinking. These words are: knowledge, comprehension, application, analysis, synthesis and evaluation. This classification is used to observe students’ behaviour to infer the level of cognitive achievement. This tool can be used to develop self-responsible learners in the classroom (Athanassiou, McNett and Harvey, 2003, p. 1) Figure 1. Bloom’s Taxonomy. Verbs that demonstrate Critical Thinking (Source: https://www.csun.edu/sites/default/files/Bloom%27s%20verbs%20for%20CT.pdf) 5.2. VISIBLE THINKING As it is mentioned in paragraph 5.1.1.,the origin of visible thinking is Project Zero, from Harvard. Although we cannot see thinking, it is always be there, so it is important make thinking evident to be conscious of it. This can be reached through visible thinking. Tishman and Palmer (2005) refer to visible thinking: “Visible thinking refers to any kind of observable representation that documents and supports the development of an individual’s or group’s ongoing thoughts, - 12 - questions, reasons and reflections. Mind maps, charts and lists, diagrams, worksheets all count as visible thinking ifand this is an important ifthey reveal learners’ unfolding ideas as they think through an issue, problem or topic” (p.2) As it is essential to make students be conscious of their learning process, one way of achieve that is through visible thinking. When children work with visible thinking they develop comprehension, understanding, reasoning abilities, critical thinking and they also improve their communication skills. Thinking-based learning defends that visible thinking helps students to express their ideas, feelings and knowledge and make them be conscious about their learning process. (Swartz, Costa, Beyer, Reagan and Kallick, 2014). Visible thinking is based on thinking routines to facilitate the learning to learn competence. 5.3. THINKING ROUTINES Routines are a key element in classroom. Routines are useful to organize the work environment, to facilitate transitions or to maintain rules for communication. In addition, routines play a key role in the development of autonomy in children. Ritchhart, Church and Morrison, 2011, p.45) claim that thinking routines are those processes that help students to make their thinking visible and support students’ understanding. Thinking routines are patterns that generate reflection because they are applied several times in different activities. They have an important rule to organize and systematize thinking. It is necessary to make children’s thinking visible with an education based on critical thinking. In this way, we will contribute to the development of critical thinking providing them with patterns of conduct when dealing with a certain problem. Thinking routines have several characteristics: ▪ They are easy to follow, to learn and to remind them ▪ They are used in a repetitive way ▪ They can be used in every context ▪ Each routine has a name that identifies it - 13 - ▪ Routines are introduced for individual thinking and then as a group dynamic ▪ They promote visible thinking ▪ Students develop autonomy thanks to this routines We can use thinking routines in three ways: A) As tools Thinking routines allow students to support their own thinking, but it is necessary to establish a goal to achieve. Then, it is very important to choose the routine which fits best to reach the goal; in the way this routine can serve as ‘a tool’. (Ritchhart et. al (2011), p. 45) B) As structures Using routines children will acquire structures that allows them understand different topics. Applying routines as structures, Infant Education kids can go deeper into ideas step by step. In this way we contribute to the development of significant learning. C) As patterns of behaviour Using routines frequently, children reach new learnings effectively. Thanks to these routines children mechanize the way to act in a certain situation. 5.3.1. Thinking routines and its categories Routines are classified depending on the moment we use them and the application they have. In this section, some thinking routines will be exposed. I have selected those routines that I use in my intervention later, organized in the different categories. These categories are: 5.3.1.1. Routines for introducing and exploring ideas These routines are often used at the beginning of a project to develop interest and begin to investigate in the topic. - 14 - The routines I deal with are explanation game and see-think-wonder. In template 1 they are described with more detail: ROUTINE KEY THINKING MOVES DESCRIPTION ADAPTED TO INFANT EDUCATION Explanation game Observing items and building explanations Identify different objects and make connections among them to guess a topic See-think-wonder Describing, interpreting and wondering Look at a picture, say what you see, think what it could be and make questions about it Template 1: Routines for introducing and exploring ideas. Source: own production based on Ritchhart et. al (2014) 5.3.1.2. Routines for synthesizing and organizing ideas These routines are used to go further their initial thoughts and connect new ideas with the previous ones, making sense of new information The routines used in the proposal are CSI: Colour, Symbol, Image and Headlines. In template 2 they are described with more detail: ROUTINE KEY THINKING MOVES DESCRIPTION ADAPTED TO INFANT EDUCATION CSI: Colour, Symbol, Image Capture a topic with ‘metaphors’ Summarize a topic referring to a colour, symbol and image. Make a visual connection Headlines Summarize Highlight most relevant aspects Template 2: Routines for synthesizing and organizing ideas. Source: own production based on Ritchhart et. al (2014). 5.3.1.3. Routines for digging deeper into ideas These routines are used to go another step further and look into more complex aspects of the ideas. - 15 - The routines selected in the proposal are Claim-Support-Question and What Makes You Say That? In template 3 they are described with more detail: ROUTINE KEY THINKING MOVES DESCRIPTION ADAPTED TO INFANT EDUCATION Claim-SupportQuestion Identifying generalizations, hypothesis, reasoning with evidence and make questions Promote scientific thinking. Used with experiments to follow scientific method. What Makes You Say That? Reasoning with evidence Teacher asks students to give reasons. It is used with other routine (e.g. see-think-wonder or explanation game) Template 3: Routines for digging deeper into ideas. Source: own production based on Ritchhart et. al (2014). 5.4. THINKING SKILLS Thinking skills are organizers that help us to go deeper in our thinking. (Del Pozo, 2009). They are supported on graphic organizers and thinking maps (Swartz et. al, 2014). Following Casado (2015), thinking skills promote critical thinking and improve the organization of ideas in mind. They benefit visible thinking. Below, there will be exposed those thinking skills that are introduced with the proposal. 5.4.1. Whole-part It consists on the analysis of the parts that make the whole. This routine is carried out formulating questions about each element. The questions would be: ▪ What small parts constitute ‘the whole’? ▪ For each part, what would happen if it disappears? ▪ What is the function of each part? ▪ How do all the parts work together to form ‘the whole’? - 16 - The thinking must be reflected in a graphic organizer. In Infant Education this organizer can be the blackboard, or a big cardboard. 5.4.2. Compare-contrast As the name indicates, this thinking skill consists on select two objects and establishes similarities and differences between them. In Infant Education teacher guides the questions to extract the similarities and the differences. She transfers the information to the graphic organizer. In the same way than in the previous thinking skill, the graphic organizer can be the blackboard or a big cardboard. At the end of the activity, they extract conclusions. 5.4.3. Sequencing Sequencing consists in order some given information. This skill helps to get information in an effective way. It reinforces the temporal concept. Costa (2001), in his work Developing Minds: A resource book for teaching thinking exposes how to work with this skill. In the Infant Education environment, it can be used when working with tales. After telling the tale, children have to sequence the story. This thinking skill is a good tool to encourage thinking strategies. 5.5. MULTIPLE INTELLIGENCES The Multiple Intelligences Theory is closely connected to the development of critical thinking. Diversity in classroom is evident. Our pupils have different capacities and it is supported on the Multiple Intelligences theory, by Howard Gardner. Gardner (1987) contemplated that humans have different types of intelligence, and he defined intelligence as capacity. This theory set eight types of intelligence. The emotional intelligence from Goleman’s studies is included within the intrapersonal and interpersonal intelligences in Gardner’s theory. Emotional intelligence takes place in the way emotions affect the thinking process. Furthermore, emotions are involved when taking decisions. Although all of us have all the intelligences, we have developed more ones than others. Thinking skills are related to Multiple Intelligences due to we can promote critical thinking working with all intelligences. - 17 - In the part below (template 4) it is established the relation between Multiple Intelligences and critical thinking based on the proposal: Verbal-Linguistic Intelligence This intelligence is worked when using language to describe the processes of thinking and learning. It is also related to tales and storytelling. Logical-Mathematical Intelligence This intelligence is worked when working with mathematical concepts such as weight or numbers Musical Intelligence This intelligence is continuously used, with songs and with the musical concepts that we deal with. Bodily-Kinesthetic Intelligence This intelligence is worked through song’s and tale’s dramatizations. Visual-Spatial Intelligence This intelligence is worked when working with organization of thinking through graphic organizers. Interpersonal Intelligence This intelligence is worked when working in group with classmates, sharing thinking and opinions and respecting each other. - 18 - Intrapersonal Intelligence This intelligence is worked when reflecting due to it is necessary to connect to our minds in order to develop thinking. Naturalistic Intelligence This intelligence is worked through the topic: Spring, due to it is closely related to nature. Template 4 Multiple Intelligences in the development of critical thinking 5.6. VYGOTSKY’S LANGUAGE ACQUISITION THEORY Vygotsky’s theories connecting language and thought are our starting point. Vygotsky (1979) claims that humans are, above all social beings. In this way, language and thinking is acquired through the interaction with the environment. People construct knowledge through this interaction. In addition, Vygotsky (1978) supports that there are different structures which are necessary to produce messages verbally. If we do not have this interaction with the environment, we cannot develop these structures. There is a social language which allows people this relationship with the environment. There is also another language, private language that regulates processes of thinking. Furthermore, non-verbal language takes part too. The use of gestures allows establishing thinking relations and it is helpful to communicate with people. Moreover, we work with constructivism theory by Vygotsky, in his work Mind in society: the development of higher-psychological processes (1978) in the way thinking routines and thinking skills use previous ideas to construct new thinking. Brainstorming is often used to connect previous knowledge with the new one. (Ritchhart et. al, 2011, p.14). In the development of thinking, teacher has the role of the guide. One of the defining terms of constructivism theory is the Zone of Proximal Development. This means that the suggested activities must not be highly-difficult for students to avoid frustration, but neither too easy. Teacher has to facilitate knowledge. Applying this term to critical thinking, - 19 - thinking routines and thinking skills must be adapted to children’s capacities and each situation, in order they are effective to reach the established goal. We want to create independent learners and it is a way to take the first steps. 5.7. AFFECTIVE FILTER The affective filter theory contributes to our understanding of the different steps followed in the acquisition of a language. This theory supported on the need to create a comfortable environment in which children feel confident and secure provides basis to create the good environments for learning, at the same time links different intelligences sharing learning premises (González, 2020). We need to low the affective filter to promote learning. We can promote a playful methodology through games, and especially in Infant Education use the magic component to engage children to the topic, and let them be spontaneous. In Infant Education it is very important that children feel respect, confident and secure to participate in lessons and acquire the language. This alsooccurs with thinking. It is necessary to motivate students with the topics, make them feel curiosity to learn about the theme. They need to feel they have control on their learning. They need to feel respected to participate and not afraid from making mistakes. Mistakes are a motor of learning. 5.8. EXPERIENTIAL LEARNING Kolb (2012) contemplate learning through experiences. Experiences should be the centre of the students’ learning process. Experiences involve emotions, feelings, senses and cognition. Carver (1996, pp.9-10) defines experiential learning as an education that makes students be conscious of their experiences integrating them in the curriculum. Experiences involve senses, emotions (e.g. pleasure, excitement, anxiety, empathy…), physical condition (e.g. energy level, strength, temperature…) and cognition (e.g. constructing knowledge, solving problems, establishing beliefs…) Experiential learning activities are related to creativity, movement, social abilities, scientific investigation, etc. Art education is included in experiential learning. Music makes us feel emotions so it is closely related to experiences and learning through thinking. Carver (1996) proposes four features to know if an activity is an experiential educative situation: - 20 - • Authenticity: the suggested activities are significant for students’ life • Active learning: students are highly-involved in the activity • Drawing on students experience: with the suggested activities children interact with specific situations • Providing mechanisms for connecting experience to future opportunity: children enhance habits, memory and knowledge to use it in future circumstances 5.9. CLIL METHODOLOGY CLIL are the acronym of Content and Language Integrated Learning. This methodology is based in the use of a foreign language as a tool. This means that a certain subject is given in a foreign language, in this case, English. (Marsh, 2002, p.1) In the following proposal some of the activities are dealt in English. Through music and storytelling we are promoting the acquisition of a foreign language working with this methodology. With this method we work with the communicative approach, which is what we want to get in our students: communication. 5.10. LINKING PEDAGOGIES: MONTESSORI AND REGGIO EMILIA 5.10.1. Montessori’s pedagogy Montessori’s pedagogy is supported on the development of autonomy. In this methodology, they promote this autonomy by repetitive activities and establishing routines. In addition, they encourage children to be able to find creative solutions to problems, to develop critical thinking. To a great extend, many of the suggested activities work with logical, which enhances also thinking. They work with the empathy too. Working with classmates and help them cause empathy and it is a useful way to develop critical thinking. This pedagogy creates different new situations each day, which children have to face. New experiences make children questioning, and through questioning they learn how to develop thinking. - 27 - need to bloom (see rhyme in appendix 3). We will make a gesture to identify each element: making a circle for the Sun; hit the thumb on the hand for the rain and open hands for the flowers. Then, based on Spring elements, we will focus on bees and insects. They will be introduced by a tale and robotics, but also with a musical tale. It is here when we will use as in lesson 1 an adaptation of CSI: Colour, Symbol, Image routine to identify long and short sounds with another geometric form (lines in this case). Teacher will show a long line and a short line, and she will ask children what would be better for long sounds and what would be better for short sounds, using What makes you say that? Then, they will follow the tale applying this code. In lesson 4, which coincides with Easter holiday’s Eve, we will celebrate Easter in relation with spring. The connection is that in Spring animals go out and flower and trees bloom. Easter represents the born of life with the eggs and Easter Bunny represents animals that come back or come out of their caves. Easter Bunny will bring a tale as a present, and a letter in which explains what he suggests to do to celebrate Easter (see appendix 3). In the bag there are several things. We will use the routine Explanation game to make relations about the objects and connect with the current topic: Easter. The routine What makes you say that? is also utilized as an aid with the reasoning. In lesson 5, children come back school after Easter holidays. They will tell their holiday’s experience to classmates, highlighting the most relevant moments. Then, they must draw a picture about this experience. The routine used here is Headline, which used to summarize. In addition, we link Easter Bunny to hares which also in spring come out from their dens. We will work through a musical tale: The hare and the tortoise, the musical concepts fast and slow. This tale is an adaptation of the classic fable. To work with these concepts we will use an adaptation of CSI: Colour, Symbol and Image routine. Children will identify the hare with a colour and a tortoise with another colour. Teacher will also use What make you say that? to justify the choice. Then, we will work with the tale and the concepts based on this colour code. Lesson 6 is the last lesson and it is the lesson in which the final task takes place. To summarize the topic: Spring, they will use again the routine CSI: Colour, Symbol and - 28 - Image. They will think about a Colour and an Image that represent Spring, and they will help their justification with the What makes you say that? routine. The final task is a dramatization the acquire knowledge. With a mediator, children will help the teacher to create the ‘Spring’ tale. Then, they will identify each element to a gesture and they will dramatize the story. They will base the dramatization in the music The flowers Waltz, by Tchaikovsky. 6.5.3. Skills and activities Along this essay I have highlighted three thinking skills. In this proposal this three skills are included in certain activities, which will be explained in the paragraph below. In lesson 1, after using the listen-think-wonder routine, children will listen to a tale in which it relates the spring elements to the music (see appendix 3). After the tale, they will work with the thinking skill Sequencing and they have to put in order the spring elements that appear in the tale. In lesson 4, after listening to the tale We’re going on an Egg Hunt that brings Easter Bunny, children will create musical eggs to accompany the song that appears in the story. Some of the eggs will be filled with beans; although other will be filled with rice. Eggs will sound different so first they have to group eggs with the same sound, carrying out a sensorial activity. Then, we will work through the thinking skill Compare-contrast. Children will set the similarities and differences of the eggs and register in the correspondent graphic organizer (see appendix 3). The other thinking skill they face to is Whole-part. This routine will be carried out in the last lesson. When they have completed the tale, they will focus on the elements. Teacher will ask them what happens if the element does not exit, one by one. Children will realize that all elements are necessary to Spring (the whole). 6.6. OBJECTIVES The objectives that are intended to be achieved to this proposal are: Self-knowledge and personal autonomy • To develop autonomy and thinking processes - 29 - Knowledge and understanding of the world: • To identify changes in the environment • To recognize and value the elements and living beings related to spring Languages: communication and representation • To use language to communicate experiences and thoughts • To show pleasure when listening to stories • To understand and respond, verbally and non-verbally, to foreign language tales, songs, rhymes • To distinguish qualities of sound • To express themselves using body Related to the development of critical thinking • To familiarize with thinking routines and skills • To make connections and justifications in reasoning 6.7. EXPECTATIONS Following the main lines of attention and inclusion, this proposal is developed following three levels of expectations. Approximately the first level (all children must) would be 10% of students; the second level (most of the children should) would be 70% of students; and the third level (some of the children could) would be 20% of children. The established expectations for this proposal are the following ones. All children must • Participate in activities • Identify the main aspects related to Spring • Distinguish basic properties of music • Follow the English activities Most of the children should • Follow the instructions in activities - 30 - • Recognise the importance of plants and animals in Spring • Distinguish qualities of sound and follow rhythm • Respond to English with non-verbal language • Answer the suggested questions Some of the children could • Follow the instructions in activities and help other classmates • Understand and recognise the elements in the seasonal change: Spring • Establish relations between elements in Spring • Relate musical concepts with the topic Spring and follow the rhythm with accuracy • Produce some words in English • Answer the suggested questions and transmit others’ answers 7. CONCLUSIONS Throughout the development of this project, I have realized that critical thinking needs to take place in classrooms, and I have also extracted some clear impressions. Critical thinking can be introduced since Infant Education, working with any topic. The important aspect is to adapt the activities and the techniques used to children’s abilities and capacities. The fulfillment of this work made me investigate about this topic and thanks to this investigation, I am familiar with this issue and I could find out a way to include routines and skills to develop visible thinking to set the basis of critical thinking in Infant Education. I have followed the appropriate methodologies to work in early ages so activities are developed in a playful way. As music is my passion, I transmitted it to students and they love music. For this reason, I decided working through this area. Furthermore, as I am an English Teacher, I included English activities in connection with the topic, following a CLIL methodology, as it is exposed during the project. - 31 - Results of the performed proposal were quite good. At the beginning it was hard to introduce the routines and skills, but they get used to them quickly, and when they become familiar with them, they love to participate in it. Answers are the suitable ones for children who are 3 or 4 years old, although if I guided the questions in the correct way, they were able to give quite accurate answers. In future proposals, I suggest an evolution in routines. This is a first approach to visible thinking routines and thinking skills. However, continuing working with them, children will be able to use them automatically, with total autonomy. At this point, it is necessary to evolve the routine in order children can progress in the process of becoming critical thinkers. To sum up, creating critical thinkers is a necessity. We need to form future citizens, able to participate in society and to reflect about their acts. This project sets the basis to achieve it. Finally, I would like to talk about my feelings during the development of this work. I felt confused at the beginning. I do not have so much idea about the topic and it was challenging to include it in early childhood education. Nevertheless, when I searched for information, I had clearer thoughts. At this point, I consider working with what I really like, that it is music, and the final result is captured in this document. Although hard moments have taken place, I am happy with the work done. 8. BIBLIOGRAPHY Arenas, E. (2016). Fronteras y puentes entre sistemas de pensamiento. Hacia una epistemología de las músicas populares y sus implicaciones para la formación académica. Pensamiento Palabra y Obra, 1(15), 96-109. Armstrong (2010). Bloom’s Taxonomy. VanderbiltUniversity Center forTeaching. 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Reggio Emilia: una herramienta esencial para el desarrollo de pensamiento crítico en Educación Infantil. Journal of New Approaches In EducationalResearch. Vol 6. (1) pp. 54-60 Gutiérrez, A. (2014). Inteligencia, emoción y cerebro. Critica. 993, 42-47 Marsh, D. (2002). Qué es CLIL. Adaptado de Teachingwithforeignlanguages. Recuperado de http://www.languagesnsw.com/uploads/1/4/4/5/14456032/qué_es_clil.pdf Marvin, S, Salas, E., & Riedel, S. (2002). Critical thinking: Challenges, possibilities and purpose.Contract No. DASW01-00-C-3010. Arlington. Retrieved from - 33 - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.136.8771&rep=rep1&typ e=pdf Montessori School of Downtown (2019). Fostering Critical Thinking Skills. Shipra Montessori. Retrieved [3rd June 2021] from https://www.montessoridowntown.com/fostering-critical-thinking-skills/ Perkins, D., Tishman, S., & Jay, E. (1997). Un aula para pensar: aprender y enseñar en una cultura de pensamiento. Buenos Aires. Aique. Project Zero.What is PZ? Harvard Graduate School of Education. Retrieved [31st May 2021] from http://www.pz.harvard.edu/who-we-are/about Ritchhart, R. (2002). Intellectual character: What it is, why it matters, and how to get it. John Wiley & Son Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. USA. Jossey-Bass. Sarget Ros,M. ( 2003). La música en Educación Infantil: Estrategias cognitivo-musicales. Ensayos: revista de la Facultad de Educación de Albacete (18) pp.197-209 Shakirova, D. (2007). Technology for the shaping of college students' and upper-grade students' critical thinking. Russian Education & Society, 49(9), 42-52. Swartz, R. J., Costa, A.L., Beyer, B.K., Reagan, R. &Kallick, B. (2014). El aprendizaje basado en el pensamiento. Cómo desarrollar en los alumnos competencias del siglo XXI. Madrid: Ediciones SM. Tishman, S., & Palmer, P. (2005). Visible thinking. Leadership compass. Vecchi, V. (2013) Arte y creatividad en Reggio Emilia. El papel de los talleres y sus posibilidades en educación Infantil. Abingdon: Ediciones Morata. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press. Vygotsky, L. (1978). Pensamiento y lenguaje. Madrid: Paidós. Vygotsky, L. (1979). El desarrollo de los procesos psicológicos superiores. Barcelona: Grijalbo - 34 - LEGISLATIVE REFERENCES Amin, A.,Aparjita, M., Bradshaw, C., MacDonald, A., Mas, I., Tosh, B., Medrano, P., Reilly, T., Locke, M. (2012). Currículo integrado hispano-británico para educación infantil y orientaciones para su desarrollo= Spanish/English InfantsIntegratedCurriculum. [Madrid] Ministerio de Educación, Cultura y Deporte. Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge Decreto 122/2007, de 27 de diciembre, por el que se establece el currículo de segundo ciclo de Educación Infantil en la Comunidad de Castilla y León. BOCyL n.º1, 6-16. Ley Orgánica 8/2013, del 9 de diciembre para la Mejora de la Calidad Educativa (LOMCE). Boletín Oficial del Estado (BOE número 295, de 10 de diciembre de 2013) Orden ECD 65/2015, de 21 de enero, por la que se describen las relaciones entre las competencias, los contenidos y los criterios de evaluación de la educación primaria, la educación secundaria obligatoria y el bachillerato (BOE, número 25, de 29 de enero de 2015). Real Decreto 1630/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas del segundo ciclo de Educación Infantil (BOE, número 4, de 4 de enero de 2007). Universidad de Valladolid. (2011). Memoria de Grado: Graduado/a en Educación Infantil. Real Decreto 1393/2007, Versión 5, 220. Recuperado de: http://educacionpalencia.es/wpcontent/uploads/2016/01/MemoriaEducacion-Infantil-versión-5.pdf RESOURCES British Council. Jack and the beanstalk. Retrieved [15th March 2021] from: https://learnenglishkids.britishcouncil.org/es/short-stories/jack-and-the-beanstalk Hughes, L. (2016). We’re going on an Egg Hunt. Bloomsbury Publishing La abeja: sonidos largos y cortos. Adaptado de - 35 - https://www.youtube.com/watch?v=5PwceDCnpZg La liebre y la Tortuga. España: San Sebastián. Ediciones A.Saldaña Ortega Musicaeduca. Llegó la Primavera. Recuperado [12 de marzo de 2021] de:https://www.musicaeduca.es/recursos-aula/audiciones-clasicas/115-la-primaverade-vivaldi. Musicograma ‘El vals de las flores’ para Educación Infantil. Recuperado [12 de abril de 2021] de: https://www.youtube.com/watch?v=RDHl62OSzkI Ritmograma ‘La Primavera’. Recuperado [12 de marzo de 2021] de: 20th March 2021] https://teachingmama.org/spring-songs-for-preschoolers/ Tickle, J. (2016). La abeja trabajadora. España: Combel Editorial 9. APPENDIX 9.1. APPENDIX 1: DEVELOPED UNIT -62About the project: SPRING These lessons fit inside the project: Spring. It coincides with the beginning of this season and also with Easter. For this reason, we connect Spring with Easter in the way Easter means the born of life, and in Spring animals appear again and flowers start to bloom. Through this proposed activities the main goal is to work with spring contents through music and tales, including visible thinking routines and thinking skills in order to develop critical thinking in students. Prior Learning Language used in the unit Important Resources Children know the established routines for the class development. They have studied in the previous project the winter so it is a link to the following season that we are dealing with in this project: spring They already know about how to behave when go for a walk out of school and how to work in the different corners. Words related to the topic The specific words to name the used routines and skills to develop thinking Graphic organizers Tales Musical instruments Visual supports Expectations - 43 - Classroom Management Timing Grouping Pupils Teacher Resources 5’ Wholegro up Establish connections among the items answering teacher’s questions Show items to children and guide questions to make connections Bag, flower, bee, butterfly, Sun, umbrella, graphic organizer 20’ Whole group Listen to music Four seasons: Spring by Vivaldi. Follow the steps of the routine listenthink-wonder. Listen to the tale and sequence the elements Guide kids with questions Computer, speakers, projector, cards, graphic organizers 5’ Whole group Clap if the sound is forte ; hit with fingers if the sound is piano Guide the activity Computer, speakers, projector, big circle, small circle Assessment Criteria All children must be able to Most of the children will be able to Some of the children could - 44 - • Identify some elements of the seasonal change • Apply some steps of the visible thinking routines • Sequence the story with help • Follow a song with body • Identify the seasonal change • Apply the visible thinking routines • Apply the sequencing thinking skill • Use body to express themselves musically • Identify seasonal changes and add new elements • Apply the visible thinking routines highly-reasoned • Apply the sequencing thinking skill and help classmates • Use body to express themselves musically with accuracy Lesson 2 Learning objectives Learning outcomes Evidence for Assessment • Carry out an experiment • Follow a story • Establish hypothesis • Underlain main ideas in the story Systematic observation template Discourse/Text targeted Language targetedNon-verbal L Targeted ¿Qué necesitan las plantas para crecer? Hemos descubierto que en primavera crecen las plantas, pero, ¿cómo crecen? ¿Qué elementos del tiempo son característicos en primavera? Muy bien, sol y lluvia. ¿Necesitarán sol? ¿Necesitarán agua? ¿Las dos cosas? Y ¿dónde crecen? ¿Quién se ha fijado? ¡Muy bien, en la tierra! Use of emblems, illustrators, intonation, eye contact… - 45 - Vamos a crear nuestras hipótesis. ¿Quién piensa que sol? (se va anotando en el organizador gráfico). Vamos a plantar una semilla. Tenemos que dejarla unos días para ver si crece. A esta planta la vamos a poner sol, pero agua no. A esta planta agua, pero sol no. A esta ninguna de las dos cosas; y a esta otra agua y luz del sol. A verquépasará… Jack and the beanstalk Me ha dicho la ‘Teacher’ que la han regalado un cuento de una semilla mágica. ¿Queréis que os lo cuente? Vamos a llamarla ‘Teacheeeer, teacheeer’ Hellokids! What’s today in my magic box? Let’s open it! Open, open, open… Oh, a tale! Jack and the beanstalk Are you ready? Look, this is Jack. Is he big or small? Oh, yes small! So hit your finger! Piano …. Fantastic! - 46 - And look. This is the giant. Is he big or small? Oh, yes big! Clap your hands! Forte… fantastic! You know… If Jack appears… piano If the giant appears… forte Let’s start the story! (Storytelling) Now, it is time to finish. Bye-bye! Plantamos la semilla mágica ¿Qué ha pasado en el cuento que os ha contado la ‘teacher’? ¿Tiró una semilla por ahí y creció? ¿Y vosotros creéis que crecerá en algo que no sea tierra? ¿Qué podemos usar para plantar parecido a una nube? A ver, que tengo algo por aquí…. ¡algodón, muy bien! Vamos a registrar nuestras hipótesis. ¿Creéis que saldrá la alubia en algodón? Vamos a plantarlas, y veremos. Igual que antes: 1. Sin sol y sin agua 2. Con sol y sin agua 3. Sin sol y con agua - 47 - 4. Con sol y con agua ¡A esperar qué pasa! Outline of leadingactivities • ¿Qué necesitan las plantas para crecer? • Jack and the beanstalk • Plantamos la semillamágica Classroom Management Timing Grouping Pupils Teacher Resources 20’ Individual Establish hypothesis of how plants and flowers bloom and carry out the experiment Guide the activity cups, seeds, soil, droppers, variables cards, graphic organizer 10’ Whole group Listen to the story interacting with forte and piano Tell the story. Invite children to participate Tale Jack and the beanstalk ¸ tambourine 5’ Whole group Plant the bean in cotton Guide the activity Cup, cotton, beans - 48 - Assessment Criteria All children must be able to • Apply some of the steps in the routine claim-support-question • Demonstrate pleasure when listen to the story Most of the children will be able to • Apply the claim-support-question thinking routine • Demonstrate understanding in a story interacting with non-verbal language Some of the children could • Apply the claim-support-question routine and help other classmates • Demonstrate understanding in a story interacting with verbal and non-verbal language Lesson 3 Learning objectives Learning outcomes Evidence for Assessment • Carry out an experiment • Participate physically in rhymes • Show interest in insects and its benefits • Identify duration in sounds • Conclude supporting on evidences • Relate words to a gesture in a rhyme • Underline insects functions • Distinguish between long and short sounds Systematic observation template Discourse/Text targeted Language targetedNon-verbal L Targeted Resultados del experimento Mirad, mirad. Vamos a mirar qué plantas han salido. 1. Tierra-agua-solSÍ 2. Tierra-solNO Use of emblems, illustrators, intonation, eye contact… - 49 - 3. Tierra-aguaNO 4. TierraNO 5. Algodón-agua-sol-SÍ 6. Algodón-sol-NO 7. Algodón-agua-NO 8. Algodón-NO La tierra no es necesaria. Crecen también en algodón, muy bien. ¿Y qué es lo que necesitan sí o sí? SOL y AGUA. Muy bien. Por eso llueve en primavera, y hace sol, y el tiempo es cambiante y hace que salgan las flores. Vamos a apuntarlo en nuestro organizador gráfico. Spring rhyme Vamos a aprender una canción con los elementos que necesitan las flores. Sun, making a circle Rain, hit the thumb in the hand Flowersopen the hand Ready? (seerhyme in appendix) Los insectos y sus funciones - 50 - ¿Os acordáis que aparecían insectos en primavera? Muy bien, vimos la abeja y la mariposa. Mirad qué cuento tenemos aquí. ¿Queréis ver qué insectos aparecen en primavera y para qué sirven? Porque los insectos son muy buenos, veréis veréis… El primer insecto es la abeja. Las abejas cogen el polen que es esto de aquí amarillo y lo llevan a otro lado para que crezca otra planta. ¿Queréis saber más sobre los insectos? (Se cuenta el cuento con los demás insectos y sus funciones. Genial, ahora sacamos a nuestra amiga la abeja Bee-bot. Tenemos los insectos y su función. Tenemos que ir de una a otra. Si soy la hormiga, ¿dónde iré? ¡Muy bien, a la tierra! Vamos a contar cuántos cuadrados tenemos que mover. Uno, dos, tres, ¡Perfecto! (Así hasta que participen todos y todas) Cuento musical La abeja: sonidos largos y cortos Pues ahora, mirad que cuento musical tenemos. ¿Quién será la protagonista? La abeja, genial! Mirad, la abeja va zumbando. ¿Cómo hace la abeja? Bzzzzz muy bien, así. Pero cuando la abeja come mucho polen, le entra hipo, ¿y sabéis cómo hace? Bzbzbz. - 51 - Ese sonido cómo es, ¿largo o corto? Muy bien, con el hipo corto. ¿Y cuándo va zumbando normal? Largo, perfecto. Mirad que tiras tengo. ¿Esta tira cómo es? Larga, y ¿para qué sonido será? Para el largo, muy bien. Y la corta, para el corto. Cuando aparezcan esas tiras lo identificamos con el zumbido de la abeja. Vamos a practicar: (se enseñan las tiras) bz-bz-bz; bzzzzzzz. Muy bien, pues me tenéis que ayudar a contar el cuento. Y mirad estos instrumentos. ¿Esto qué es? Campana, genial, ¿cómo suena? ¿Largo o corto? Muy bien, largo. Y estas son claves. A ver cómo suenan…¡corto! ¿Preparados para el cuento? Se cuenta el cuento con la interacción Outline of leading activities • Resultados del experimento • Spring rhyme • Los insectos y sus funciones • Cuento musical La abeja: sonidos largos y cortos Cl a ss ro o m M a n a g e m e nt Timing Grouping Pupils Teacher Resources - 52 - 10’ Whole group Make conclusions about the experiment supported in evidences Guide the activity Plants, graphic organizer 3’ Whole group Say the Spring rhyme Introduce the Spring rhyme as conclusions 15’ Whole group Interact with the tale. Use the bee-bot Tell the story. Guide the activity La abeja trabajadora, BeeBot, arrowscards, flashcards 10’ Wholegro up Interact with the tale with long and short sounds Tell the story and guide the interaction La abeja: sonidos largos y cortos , línea larga, línea corta, campanas y claves Assessment Criteria All children must be able to • Extract a conclusion • Show pleasure when listening to a rhyme Most of the children will be able to • Register conclusion about a experiment • Participate in the rhyme Some of the children could • Register conclusions about an experiment and wonder about it • Participate in the rhyme with verbal - 59 - (Se cuenta el cuento con la interacción) Outline of leading activities • Easterholidays • Cuento musical La liebre y la tortuga Classroom Management Timing Grouping Pupils Teacher Resources 15’ Individual Tell the classmates the most relevant aspects of the Easter holidays. Draw a summary of the holidays in a picture Make questions about holidays Easter framework sheet 10’ Whole group Interact with the tale Tell the story. Make children interact Cuento La liebre y la tortuga; tambourine, crayons Assessment Criteria All children must be able to • Name some moments in a experience • Identify an animal and a colour following classmates • Identify a slow and fast sound Most of the children will be able to • Summarize a experience • Identify animals with a colour applying a thinking routine • Reproduce rhythm aspects: slow and fast Some of the children could • Summarize a experience and explain with detail • Identify animals with a colour applying CSI and give reasons • Produce rhythm aspects: slow and fast with accuracy - 60 - Lesson 6 Learning objectives Learning outcomes Evidence for Assessment • Use the body as a tool of expression • Appreciate nature elements • Use acquired knowledge to sum up the project • Dramatize a story • Explain the importance of elements in nature • Apply knowledge to a story Systematic observation template Discourse/Text targeted Language targetedNon-verbal L Targeted Spring dramatization Mirad chicos, tenemos un cuento para repasar todo lo que hemos visto. Se llama el despertar de la primavera. Me tenéis que ayudar a contarlo. En Primavera, ¿qué empieza a salir más?, que hace que haga mejor tiempo… muy bien, el sol (illustrator: make a circle). Y qué pasa a veces, en el tiempo también? Que llueve, muy bien (illustrator: thumb in thehand). ¿Y qué empiezan a salir? (illustrator: open hands) ¡Las flores, perfecto! ¿A quién le gustan mucho las flores que se alimentan de ellas? Las abejas, genial. Y qué sonido hacían? (Largo-corto) Que más animals salen?¿Quién está aquí volando? Muy bien, los pájaros. ¿Y qué animales salen de sus madrigueras, que le gusta Use of emblems, illustrators, intonation, eye contact… - 61 - mucho Easter? Genial, los conejos. ¿Y cómo va el conejo? Rápido, muy bien. Pues vamos a pensar un Color y una imagen para referirnos a la primavera. ¿Qué color queréis? Verde, ¿Por qué? Porque el campo se pone verde, muy bien, vale. ¿Y qué imagen es más característica? Vale, perfecto, las flores. Ahora vamos a utilizar la destreza de pensamiento parte-todo. Todos estos elementos hacen el todo. Vamos a pensar qué pasaría si no existiesen. • ¿Qué pasaría si no hubiera sol? • ¿Qué pasaría si no lloviera? • Qué pasaría si no hubiera flores? • ¿Qué pasaría si no hubiera abejas? (Lo mismo con todos los elementos Entonces, todos los elementos son necesarios para que podamos tener primavera. Ahora, vamos a hacer una dramatización de nuestra historia de la Primavera. - 62 - Y por último, la hacemos con música. Esta música es el Vals de las flores , de Tchaikovsky. Outline of leadingactivities • Spring dramatization (final task) Classroom Management Timing Grouping Pupils Teacher Resources 30’ Whole group Participate in the activity, answering questions and making connections Guide the activity, asking questions Tale display, elements for the tale , computer, speakers, projector Assessment Criteria All children must be able to • Dramatize a tale following a model • Sum up a topic with help using colour and image routine • Value some characteristic elements in Spring Most of the children will be able to • Dramatize a tale following the movements • Sum up a topic identifying with a colour and an image • Justify elements that appear in Spring Some of the children could • Dramatize a tale following the movements and suggest new ones • Sum up the topic identifying with a colour, image and suggest a symbol • Justify elements that appear in Spring and make connections -629.2. APPENDIX 2: SYSTEMATIC OBSERVATION TEMPLATE SPRING: DEVELOPING THINKING SKILLS STUDENT NAME: Notachie ved In process Achieve d Show interest and participate in activities Identify seasonal change and main elements in Spring and it relation with Easter Recognize sound qualities: intensity, duration and speed Follow rhythm with the body Use the body to express and dramatize Communicate a experience using appropriated vocabulary VISIBLE THINKING ROUTINES Apply the explanation game routine. Apply the listen-think-wonder routine Apply the Claim-Support-Question routine ApplytheHeadlinesroutine Apply the CSI: Colour, Symbol, Image routine Apply the What makes you say that? routine THINKING SKILLS Applythesequencingskill Apply the compare-contrast skill Apply the whole-part skill COMMENTS - 64 - 9.3. APPENDIX 3: RESOURCES FOR THE PROJECT Lesson 1 - 65 - Llegó la Primavera Ritmograma La Primavera forte/piano - 66 - Lesson 2 - 67 - Lesson 3 - 68 - Lesson 4