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BLOG CLIL AL PRÀCTIQUES 1
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BLOG CLIL AL PRÀCTIQUES 1

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Vàrem iniciar un blog a internet amb la intencióIniciamos un blog en internet con la intención de aumentar la motivación de nuestros alumnos por lo que se refiere a la impartición de contenidos en una …

Vàrem iniciar un blog a internet amb la intencióIniciamos un blog en internet con la intención de aumentar la motivación de nuestros alumnos por lo que se refiere a la impartición de contenidos en una lengua extranjera (AICLE-CLIL) y posibilitar que pudiesen seguir los aprendizajes desde casa mediante internet. Además, nuestra idea era la de servir como fuente de recursos para otros maestros que estén impartiendo AICLE. Pretèn ser una eina útil per al professorat, com a banc de recursos i idees que fan referència a la impartició de l’àrea de Medi Natural en anglès al cicle mitjà i superior d’educació primària. CLIL (Content and Language Integrated Learning) o AICLE (Aprenentatge Integrat de Contingut i Llengua Estrangera) fa referència a les situacions en què tota una àrea o una part d’aquesta s’ensenya mitjançant una llengua estrangera amb l’objectiu doble d’estudiar els continguts propis de l’àrea i l’aprenentatge simultani de la llengua estrangera.

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  • 1. Fusing theory and practice: Real practice, blogging and new technologies in CLIL Florià Belinchón-CEIP Pràctiques I (LLEIDA) EOI Lleida-April 2009
  • 2.
    • ‘ The future doesn’t just happen, it is shaped and modelled by our actions ’.
    • ‘ The best teachers are those who equip students to THINK for themselves’
  • 3.
    • Postgraduate certificate in “Teaching Content through a Foreign Language”. University of Nottingham. January-March 2008.
    • The Departament d’Educació is trying to promote CLIL methodology among teachers in Primary and Secondary levels.
    • Bringing the CLIL theory to an everyday classroom is not easy. Many reasons can be seen:
      • Lack of linguistic competence in English (students)
      • Lack of materials and classrooms
      • Not all workmates and parents see a need to foster CLIL methodology in our schools.
      • No clear preference for any particular subjects
      • The need for teacher training more focused on CLIL
      • Not all pupils feel motivated to learn a Foreign Language.
    Introduction
  • 4. What is CLIL-AICLE?
    • CLIL: Content and Language Integrated Learning.
    • AICLE: Aprenentatge integrat de continguts i llengua estrangera.
  • 5. What is CLIL-AICLE? CLIL offers opportunities to allow youngsters to use another language naturally, in such a way that they soon forget about the language and only focus on the learning topic. It is usually done through putting aside some time in the school week for learning subjects or special modules through another language. In CLIL the learning of language and other subjects is mixed in one way or another. This means that in the class there are two main aims, one related to the subject, topic, or theme, and one linked to the language. It can be done in many ways. For example it might involve 8 year olds having 30 minutes of language showers per week, in which they sing songs or play games in the other language. It could involve 13 year olds learning as much as half or more of all their lessons in the other language. ‘ The conscious teaching of content rather than language, using methods more in line with the subject being taught, but with an informed sensitivity to linguistic issues ’ (Do Coyle)
  • 6. Peeter Mehisto, Maria-Jesus Frigols and David Marsh "Uncovering CLIL". Macmillan Books for Teachers. 2008
  • 7. Why CLIL-AICLE? Tricky question, isn’t it? Teacher But... WHY!!?? School / Department CLIL!
  • 8. Introduction: Why CLIL-AICLE?
    • It is a natural way of learning a language
    • Different Children, Different Learning Styles…CLIL helps
    • CLIL can provide a real way of approaching a language
    • It fosters the language and Thinking Skills
    • Social and cultural dimensions that CLIL offers.
    • Its ICT potential
    • It represents a good way of approaching the new curriculum (LOE)
  • 9. SCHOOL CONTEXT Catalunya Lleida CEIP Pràctiques I
  • 10. Specific issues
    • CEIP Pràctiques I (Lleida)
      • Small school (237 pupils)
      • One form entry
      • At the heart of the city of Lleida
      • Projecte d’autonomia de centre (trying to make a better school)
      • We teach English from the age of 4 (Artigal’s methodology)
      • We believe CLIL can make a difference
      • The original building is being rebuild: this has some implications.
  • 11.
    • There are two English teachers.
      • English Language Learning
      • Projects (CLIL)
        • Both are new in the school
    • PROJECTS:
      • Imply Infant Education and
      • From the 1st Cycle of Primary onwards.
    Specific issues
  • 12. PROJECTS (regarding FL) : CLIL
  • 13.
        • CLIL project in the school
        • (EVOLUTION)
      • Integrated in the main project: Projecte d’autonimia de centre
      • SCHOOL CONTEXT
    (from 6 to 12 years) 2006 Future
  • 14.
    • Foundation. There is a need to consider the following:
      • The 4C’s framework:
      • From THEORY to practice...
  • 15.
    • COMMUNICATION:
    • It refers to
    • Language of Learning
    • Language for Learning
    • Language through Learning
    • COGNITION:
    • It refers to
    • The process involved in thinking. We must help the learner to build up their own learning .
    • CONTENT:
    • It refers to
    • Content matter is not only about acquiring knowledge and skills, it is about the learner constructing their own knowledge and developing skills
    • CULTURE:
      • It refers to
    • Intercultural awareness is fundamental to CLIL
  • 16. CLIL involves learning to use language whilst using language to learn effectively.
  • 17.
    • Foundation. There is a need to consider the following:
      • The 4C’s framework.
      • Need to scaffold learning
      • Using the CLIL matrix
      • Taking into account how children learn
      • A general overview
  • 18.
    • From theory to practice: bringing CLIL into a real classroom
      • Giving and example: ECOSYSTEMS. A general overview
    • ECOSYSTEMS
    • Units
    • Introductory unit
    • Interactions between living things.Food chains
    • Three big ecosystems: forest, sea and desert
    • Human influence in ecosystems: let’s save our planet
    Always starting with a power point presentation and / or a thinking activity
  • 19.
    • ‘Let’s think’
    • KWL chart
    • Index
    • Scaffolding: 1 and 2 + many others
    • ICT (an on-line song) + activity
      • Blog
      • Google docs
    • Word chart (keeping a record of new words)
    • Mind maps
    • Self assessment/peer assessment
    • CONTENT / COMMUNICATION / COGNITION / CULTURE
      • MAIN TIPS AND ACTIVITIES
      • (trying to meet CLIL)
  • 20. Exemples d’ scaffolding a l’aula
  • 21. Exemples d’ scaffolding a l’aula
  • 22. Need to scaffold learning The need of scaffolding is essential for CLIL, because CLIL aims to guide language processing and support language production in the same way as ELT by teaching strategies for reading and listening and structures and lexis for spoken or written language. Need to provide the students with:
  • 23. How?
    • SCAFFOLDING
    • Building on a student's existing knowledge, skills, attitudes, interests and experience
    • Repackaging information in user-friendly ways
    • Responding to different learning styles
    • Fostering creative and critical thinking
    • Challenging students to take another step forward and not just coast in comfort
  • 24. Using language-CLIL MATRIX (Do Coyle)
    • High cognitive
    • 3 4
    • Low High
    • Linguistic Linguistic
    • 2 1
    • Low cognitive
  • 25. Okay, but what happens when you want to foster this CLIL teaching?
  • 26.  
  • 27. A good way to face all these issues...CREATING A BLOG!
  • 28. HOW DO YOU DEFINE A BLOG?
  • 29.
    • As Pere Marques mentions, a blog is:
  • 30.
    • This is how we define our BLOG:
    • The main idea it is that this on-line resource that we use in our school, it is just a simple and easy web blog that tries to improve our learners' level of motivation and tries to foster their level of competence when learning a subject through a foreign language (project CLIL we are carrying on in our school).
    • This blog is intended to help our students when they are learning Science through English, so they have resources, materials and further explanations of what we have done in class from wherever they are and whenever they want.
    • We have also added a category called "resources for teachers", where all our colleagues can find information, resources and news related to CLIL methodology. In fact, after several months posting we have realized that this blog has become a useful tool for many colleagues from other schools.
    • We will keep on improving!
  • 31.  
  • 32. Use of the BLOG
  • 33.  
  • 34. What’s coming next? (future plans)
  • 35.
    • Every single day we work hard and we learn new things...so I guess we will improve!
  • 36. CONCLUSION
    • Need to reflect upon the needs of the pupils in our school. What subjects? What units? How to approach them? How to scaffold?
    • According to this, we have to take some time to think about HOW to structure the blog (easy for your pupils!)
    • CLIL seem to be a BIG challenge=big improvement
    • CLIL can develop FL ability more effectively than conventional FLT does. And, by using the blog, the students can bring what they have done in class at home 24/7.
    • Starting a Blog, means time. Updating is very important!
  • 37.
    • http://www.xtec.cat/ceip-practiques1-lleida/
    • http://blocs.xtec.cat/clilpractiques1/
    • http://blocs.xtec.cat/
    • http://phobos.xtec.cat/tic-lle/
    • http://blocs.xtec.cat/index.php?a=new
    • http://www.google.com/google-d-s/intl/es/tour1.html
  • 38.