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Chapter3 090909204546-phpapp01
 

Chapter3 090909204546-phpapp01

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CLIL

CLIL

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    Chapter3 090909204546-phpapp01 Chapter3 090909204546-phpapp01 Presentation Transcript

      • UNCOVERING CLIL
      STARTING CLIL IN THE CLASSROOM Adapted from Mehisto, P, Marsh, D & Frigols, M. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education . Oxford: MacMillan, Chapter 3
      • How does the CLIL methodology translate into the classroom?
      • A week in the life of a primary school CLIL teacher- getting started
      • To take into account:
      • The majority of students entering school have very little or no prior knowledge of the CLIL language.
      • They will often answer questions in their first language. This should not be discouraged.
      • At the start of a CLIL programme, students’ attention span may be limited.
      • LANGUAGE
      • Answer questions or instructions given in the CLIL language.
      • Respond to questions or instructions by matching.
      • Greet one another.
      • Create their own book.
      Week one learning outcomes for students
    • Week one learning outcomes for students
      • CONTENT
      • Identify key areas of the school.
      • Students conduct themselves politely.
      • Use a calendar.
      • Students create their own books.
      • LEARNING SKILLS
      • Students can predict expectations based on classroom rules.
    • Core CLIL focused on during week one in primary school
      • Multiple focus:
      • Language learning in non-language classes.
      • Content learning in language classes.
      • Integrating several subjects.
      • Cross-curricular themes and projects.
      • Active learning:
      • Favouring peer co-operative work.
      • Teachers acting as facilitators
      • Students evaluate progress in meeting learning outcomes
    • Core CLIL focused on during week one in primary school
      • Safe and enriching environment:
      • Using routine activities.
      • Building St’s confidence.
      • Accessing authentic materials.
      • Sts awareness of and growth in language.
      • Scaffolding:
      • building on St’s existing knowledge, skills and experience.
      • Responding to diferent learning styles
      • Fostering creative and critical thinking
    • Core CLIL focused on during week one in primary school
      • Authenticity:
      • Sts indicating language needs.
      • Accomodating Sts’ interests.
      • Connecting learning and the Sts’ lives.
      • Using current materials
    • A week in the life of a secondary school CLIL teacher- getting started
    • Guiding principles focused on during week one.
      • COGNITION:
      • Content, language and learning skills outcomes in cooperation with Sts.
      • Learning builds on Sts’ existing knowledge.
      • Analysis of outcomes.
    • Guiding principles focused on during week one.
      • Community:
      • Sts feel that being members of a learning community is enriching.
      • Sts have self confidence and skills to work in groups.
      • Parents, teachers and Sts are partners in education.
      • Sts have a role in the classroom and in the community.
    • Guiding principles focused on during week one.
      • Communication:
      • Sts participate in activities and communication.
      • Sts and teachers construct and negotiate meaning.
      • Language/communication skills are developed in all subjects.
      • To take into account:
      • Sts are likely to have a strong basis in the CLIL language, but could not be fluent.
      • First class: -To get to know each other. (Clil language)
      • -To give information about the course. (L1)
      • The first class could take place outside the classroom.
    • Getting to know one another
      • Name game #1.
      • Name game #2.
      • Mixer activity #1: Find someone who…
      • Discussion (L1)
      • Outcomes.
      • Use of CLIL language.
      • Challenges Sts will face.
    • Getting to the content
      • Day 1:
      • Activity 1: Warm up/Setting the stage.
      • (3 min)
      • Activity 2: Free association. (7 min)
      • Activity 3: learning outcomes. (5 min)
      • Activity 4: Accessing existing knowledge.
      • (10 min)
    • Getting to the content
      • Activity 5 & 6: Reading text about volcanoes and related assignments. (20 min)
      • Activity 7: Reflection. (10 min)
      • Activity 8: Achievement barometer (3 min).
    • Core CLIL focused on during week one in secondary school
      • Multiple focus:
      • Language learning in non-language classes.
      • Content learning in language classes.
      • Integrating several subjects.
      • Cross-curricular themes and projects.
      • Reflection on the learning process.
    • Core CLIL focused on during week one in secondary school
      • Active learning:
      • Favouring peer co-operative work.
      • Sts help set learning outcomes.
      • Sts evaluate process.
      • Favouring peer co-operative work.
      • Negotiating meaning.
      • Teachers acting as facilitators.
    • Core CLIL focused on during week one in secondary school
      • Safe and enriching environment:
      • Using routine activities.
      • Building Sts’ confidence.
      • Accessing authentic materials.
      • Sts awareness of and growth in language.
    • Core CLIL focused on during week one in secondary school
      • Scaffolding:
      • Building on Sts’ existing knowledge, skills and experience.
      • Repackaging information.
      • Responding to different learning styles.
      • Fostering creative and critical thinking.
    • Core CLIL focused on during week one in secondary school
      • Authenticity :
      • Sts indicating language needs.
      • Accomodating Sts’ interests.
      • Connecting learning and the Sts’ lives.
      • Cooperation:
      • Planning lessons in cooperation with CLIL and non-CLIL teachers.
    • A week in the life of a vocational educational CLIL teacher - getting started
    • Guiding principles focused on during week one
      • Are similar to the principles stated in secondary school
    • Getting to know one another
      • - The same framework of the secondary students plan, but with some considerations:
      • Name game adaptation for vocational students.
      • Find someone who…
      • The name game #2
      • Brainstorming long term benefits.
      • One of the main objectives is to instill self-confidence and a hunger to learn language.
    • Getting to the content
      • Day 1:
      • Welcome Sts individually.
      • Activity 1: Warm up/Setting the stage.
      • (10 min)
      • Activity 2: learning outcomes. (7 min)
      • Activity 3: Setting the stage relevance(2 min)
      • Activity 4: Accessing existing knowledge.
      • (15 min)
    • Getting to the content
      • Activity 5 : Reading and analysing charts/ Writing and presentng summaries. (27 min)
      • Activity 6:Tumbometer. (3 min)
      Core CLIL focused on during week one in secondary school The same as in secondary school.