Implementation of                             multilingual teachingBELEN ALVAREZ GARCIA         programmes usingSpanish Le...
OUR SCHOOL: Senator PatrickBurns School   Grade 5 to 9   English Program   NSA Program   Spanish Bilingual Program (In...
CTF
OPTIMIZE RESOURCES                                    INQUIRY   SPANISH      CTF     REGULAR   LEARNING /  PROGRAM    PROG...
CLIL   CLIL is not language teaching   CLIL is not content teaching   Content and Language Integrated Learning Is an   ...
CLIL Models Cross  curricular project (language  teachers and subject teachers): Al-  Andalus Language teachers developi...
Content   Language
PLANNING A CLILLESSONThe CLIL TOOLKITDo Coyle, Philip Hood, DavidMarshCLIL: Content and LanguageIntegrated Learning, 2010
The 4Cs Framework
THEME: Heat and TemperatureA Career InquiryBig Question: Whatknowledge of heatand temperature isnecessary to carryout the ...
CONTENT t’s   the starting point CLIL provides learning contexts which are  relevant to the needs and interests of  lear...
Types of heat                                    transfer                                 (conduction,                    ...
COGNITION   It must challenge the learners to think and    review and engage in higher order thinking    skills.   It’s ...
Bloom’s Taxonomy
Represent heat transfer and                        heat technology relates to a                                  Career   ...
The     relationshipbetween cognitionand       language(J. Cummins )http://archive.ecml.at/mtp2/clilmatrix/EN/qMain.htmlTh...
COMMUNICATION (Learning touse language and use language tolearn) It involves learners in language situations  in a way wh...
LANGUAGE OF LEARNING Vocabulario:    partículas, energía solar,  sólido,   líquido,    gaseoso,     radiación,  conducció...
 Complete   the daily self-assessment at the  end of each class work period (see D2L) Have a minimum of 3 check-ins with...
CULTURE Tolerance   and understanding  (Pluricultural and plurilingual world) Otherness is a key concept Can be wide in...
Careeer FairCelebration of  Learning                              Spanish                       CULTURE          Program  ...
HOW DO YOU FEEL?
CLIL/ CTF project
CLIL/ CTF project
CLIL/ CTF project
CLIL/ CTF project
CLIL/ CTF project
CLIL/ CTF project
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CLIL/ CTF project

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How create a CLIL project in a Middle School to optimize resources

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CLIL/ CTF project

  1. 1. Implementation of multilingual teachingBELEN ALVAREZ GARCIA programmes usingSpanish Learning Leader inan International Spanish CLIL / AICLEAcademy. approachesCalgary Board of Education
  2. 2. OUR SCHOOL: Senator PatrickBurns School Grade 5 to 9 English Program NSA Program Spanish Bilingual Program (International Spanish Academy) Inquiry Learning Develop Critical Thinking CTF Program (Career and Technology Foundations)
  3. 3. CTF
  4. 4. OPTIMIZE RESOURCES INQUIRY SPANISH CTF REGULAR LEARNING / PROGRAM PROGRAM PROGRAM CRTICAL THINKING
  5. 5. CLIL CLIL is not language teaching CLIL is not content teaching Content and Language Integrated Learning Is an approach to foreign language learning that requires the use of a second language to practice content. CLIL is flexible and there are many different models depending on a range of contextual factors. CLIL promotes learner progression in both language skills and knowledge construction CLIL helps to redefine the curriculum, sharpening the focus on the interconnections between cognition and communication – between language development and thinking skills.
  6. 6. CLIL Models Cross curricular project (language teachers and subject teachers): Al- Andalus Language teachers developing a more content-type approach to a theme: Spanish Language Arts and Electricity A global project where identical topics are studied by learners in different countries and languages and then the results compared.THE KEY WORD: FLEXIBILITY.
  7. 7. Content Language
  8. 8. PLANNING A CLILLESSONThe CLIL TOOLKITDo Coyle, Philip Hood, DavidMarshCLIL: Content and LanguageIntegrated Learning, 2010
  9. 9. The 4Cs Framework
  10. 10. THEME: Heat and TemperatureA Career InquiryBig Question: Whatknowledge of heatand temperature isnecessary to carryout the duties/tasksinvolved in yourchosen career?
  11. 11. CONTENT t’s the starting point CLIL provides learning contexts which are relevant to the needs and interests of learners CLIL supports the integration of language into the broader curriculum
  12. 12. Types of heat transfer (conduction, radiation, convection) Organize and create career fair to present Understanding the project. difference between heat and temperature CONTENT Research and investigate heat Understand how heattechnologgy and how it and temperature relate has involved to a career Organize, research and present a summary
  13. 13. COGNITION It must challenge the learners to think and review and engage in higher order thinking skills. It’s not a transfer of knowledge It’s about allowing individuals to construct their own understanding and be challenged. Which tasks will we develop to encourage high order thinking? Use Bloom’s taxonomy as a checklist (for teachers and students).
  14. 14. Bloom’s Taxonomy
  15. 15. Represent heat transfer and heat technology relates to a Career Carry out a researchCreate materials that investigation reflect learning COGNITON (presentation and Career fair) Understand and explain the difference between heat and temperature
  16. 16. The relationshipbetween cognitionand language(J. Cummins )http://archive.ecml.at/mtp2/clilmatrix/EN/qMain.htmlThis post is a tool created by aninternational team of CLILexperts, which cross-combinescontent, language, integrationand learning with culture,communication, cognition andcommunity. The ensuing 16indicators lead to examplesand a number of questions forCLIL teachers to answer abouttheir own teaching.
  17. 17. COMMUNICATION (Learning touse language and use language tolearn) It involves learners in language situations in a way which is different from “language learning lessons” Interaction, language using to learn It goes beyond the grammar system Language to interact with teachers and peers (discussions, classroom activities, presentations)
  18. 18. LANGUAGE OF LEARNING Vocabulario: partículas, energía solar, sólido, líquido, gaseoso, radiación, conducción, convección, calor, refrigeración, sol, etc. Uso de los verbos ser, estar, hacer Uso de las preposiciones debido a, convertirse en, transformarse en, relacionar con, etc
  19. 19.  Complete the daily self-assessment at the end of each class work period (see D2L) Have a minimum of 3 check-ins with the teacher to discuss your progress on the project. Your class presentation
  20. 20. CULTURE Tolerance and understanding (Pluricultural and plurilingual world) Otherness is a key concept Can be wide interpretation Self and other awareness citizenship What are the cultural implication of the topic?
  21. 21. Careeer FairCelebration of Learning Spanish CULTURE Program Career presentation: Professionalism
  22. 22. HOW DO YOU FEEL?

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