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Short CLIL presentation-Cindy DePoy
 

Short CLIL presentation-Cindy DePoy

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    Short CLIL presentation-Cindy DePoy Short CLIL presentation-Cindy DePoy Presentation Transcript

    • CLIL PRESENTATION By Cindy DePoy
    • What is CLIL? CLIL is a dual-focused educational approach An additional language is used for learning and teaching content and language. CONTENT AND LANGUAGE INTEGRATED LEARNING Using language to learn and learning to use language • CLIL was seen as an umbrella term which may refer to any situation in which ‘L2 is used as a tool in the learning of a nonlanguage subject in which both language and subject have a joint role.’ (Marsh, 2002, 58).
    • Basic CLIL Concepts • CLIL is a tool for teaching and learning Content AND Language. • The essence of CLIL is integration. • Students use language to learn new content. • The CLIL approach also develops learning and thinking skills.
    • 3 A’s of Language
    • 3 As lesson planning tool (communication process) Language of learning - Key phrases needed - Key vocabulary Language for learning - Learning how to learn - Language for pair group - Understanding instructions - How to deal with not understanding Language through learning COMMUNICATION Language OF learning: * Key vocabulary: fish, octopus, dolphin, starfish, je llyfish, shark, angelfish, living/no n-living things, sunlit, twilight and midnight, eat/ live in/live up to/weigh/jump/ swim up to. * Key structures: under the sea, in the water, are the main enemies of..., can it breathe/move/excrete/ get food/reproduce? Language FOR learning: I can see, We can find, there is/are. I would like to know more about... Language THROUGH learning: - Language needed to express previous knowledge and experiences - ‘Dictionary use’ for vocabulary extension
    • The 4Cs conceptual framework for CLIL (Coyle & Hood)
    • Bloom’s Taxonomy
    • Cummin’s Matrix Where is CLIL?
    • NEW TEACHER/STUDENT ROLES IN CLIL From “students receive knowledge” to….. “…students construct knowledge” From “Teacher or text as authority “to …. “….students create meaning” From “Teachers imparting knowledge” to….. “…..teachers foment thinking” From “learning should be fun” to…. “….learning should be challenging” From “thinking develops naturally” to…. “….teachers can facilitate thinking”
    • In seeing CLIL as a mainstream approach in education, we believe that all learners have the potential to benefit from a conscious focus on the integration of content and language (Mehisto, Marsh and Frigols, 2008).
    • Elements • 1. In a student-centred approach, the first step is to identify learner needs. • 2. Then the planning phase starts. • 3. Teachers choose multimodal approaches to learning (visual, auditory, kinesthetic and tactile). • 4. Planned and emergent forms of interaction are particularly important to stimulate cognitive and linguistic skills. • 5. A focus on the specific aspects of subject literacies allows students to acquire the types of discourse required for the content.
    • Elements (continued) • 6. Constant evaluation or assessment (formative and summative) for learning gives support to all learners and foments self-reflection. • 7. Teachers’ own reflection is crucial and in CLIL contexts it is significantly enhanced through the cooperation between subject and language specialists. • 8. Emphasis on context and culture in all learning and teaching situations.
    • Identify the students’ needs • Difference between learners’ L2 level in BICS (Basic Interactional Communicative Skills) and CALP (Cognitive Academic Language Proficiency) and how this may affect their learning process; • How learners’ different previous experiences in CLIL may affect their learning process; • How learners’ general academic and literacy skills (in the L1) may affect their learning process in CLIL; • How different learning styles, motivation and attitudes toward CLIL may affect their learning process.
    • Planning • Who are my students? (language level, prior language, culture, behaviour, goals, etc.) • What are the learning objectives? What do I want them to learn? • How can I organise their learning events? • What resources can I use? • How can I assess my students? (rubrics, projects, group work, selfevaluation, peer evaluation, etc.)
    • Planning what the students should be doing and what the teacher should be doing. To plan a CLIL lesson: Aims /objectives: content objectives and language objectives Tasks to be carried out: planning and delivering a lesson
    • Visuals Verbal and non-verbal inputs are of equal importance. Adding illustration makes the verbal message more precise. It increases mutual comprehension of shared information. Classifying
    • Graphic Organizers
    • The Water Cycle
    • WORD MAPS jsp 2010-2011
    • 4Cs framework : the mindmap
    • Optimal learning conditions Verbal + non-verbal input, including: Visual (images, models, graphic organisers), Auditory (songs, videos, chants, etc.), Kinesthetic (gestures, miming, TPS), or Tactile (handling models). Computer-based digital technologies for multiple modes of representation, creating ‘digitally afforded multimodality.’ (Hull and Nelson, 2005).
    • Interaction According to Vygotsky, learning is a social process, and learning occurs during the interactions between individuals. Vygotsky suggests that individuals construct shared understandings in culturally formed settings. Learning involves social, constructive and cultural processes.
    • Scaffolding is essential in CLIL
    • Scaffolding • Sharpe (2001) distinguishes two types of scaffolding: ‘designed in’ scaffolding and ‘point of need’ or contingent scaffolding. • Asking certain types of questions • Listening carefully to students’ responses • Using a variety of strategies to help them clarify and extend their thinking • Scaffolding language and scaffolding content
    • Scaffolding language
    • Scaffolding content Evaporation On a warm, __________________ day, water in a glass of water seems to slowly disappear. This is because the energy from the sun is _______________ the water up and turning the liquid water into water ______________. This process is called ___________________. When the water ________________, it becomes an invisible gas in the _____________________. Evaporation takes places all over the earth, but especially in the ________________ and ________________ where there is lots of water.
    • Objectives vs Outcomes • Learning objectives are what the specific teacher wants these specific pupils to learn: • What do you want pupils to know? • What key ideas do you want them to understand? • What issues do you want pupils to explore and reflect upon? • What will the students be able to do after the lesson? • You will usually say “students will” and use one of the verbs from Bloom’s taxonomy
    • Outcomes • Learning outcomes are more related to curriculum objectives. They can be measured and included on a rubric. • they must be student focused • contain an active verb, most often describing a skill • written in terms of student attainment For example: After the lesson/unit the students: describe the life cycle of a plant. run three kilometres in less than 30 minutes.
    • Rubrics Okay Participates in group Finishes work Follows directions Listens to the teacher Knows the parts of the body Good Great
    • Assessment/Evaluation • Assessment for learning creates a genuine learning community among learners and teachers. • In a CLIL class, evaluation is associated with peer evaluation and self evaluation in a dynamic process that constantly evolves. • Throughout the learning period, teachers will need to take into consideration motivation, learner autonomy, and the responsibility of all agents.
    • Cooperation among teachers • Language and content teachers need to cooperate with each other. They both need to be aware of the importance of language awareness in teaching content. • According to Hoare (2004), the level of language awareness the teacher has makes a great deal of difference when providing for students.’ access to the language needed for content learning. • Teachers’ skills are developed through repeated cycles of practice and reflection (Freeman and Richards, 1993),
    • Teachers need to: • Distinguish content learning outcomes and language learning outcomes; • Identify formative and summative assessment points for content and language learning; • Design assessment for content and language learning using a variety of methods and techniques appropriate to CLIL learners; • Integrate the assessment of content and language.
    • Teachers need to…. • Monitor their own speech to ensure output is comprehensible and invites meaningful interaction; • Identify appropriate written texts or modify existing texts • Break up written material into small chunks and provide visuals and graphic organizers • Make sure they ask questions or provide activities at different levels of Bloom’s revised taxonomy
    • Objectives
    • Outcomes
    • Assessment/Evaluation Construct a model to demonstrate how it will work. Make a diorama to illustrate an important event. Make a scrapbook about the areas of study. Make a paper-maché map to include relevant information about an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game using the ideas from the study area. Make a clay model of an item in the material. Dress a doll in national costume. Paint a mural using the same materials. Write a letter about... for others. Self-evaluation, peer-evaluation, teacher evaluation- all with rubrics
    • Authentic Learning, not busy work