Clil Chapter 6 By Ethel


Published on

1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Clil Chapter 6 By Ethel

  1. 1. Making CLIL come alive
  2. 2. Creating the classroom climate <ul><li>1) Agreeing on classroom norms and rules to help them learn. </li></ul><ul><li>2) Physical safety. </li></ul><ul><li>3) Encouraging and rewarding risk-taking. </li></ul><ul><li>4) Quiet and noise. </li></ul><ul><li>5) Consistency and fairness. </li></ul><ul><li>6) Associating the unfamiliar with something pleasant. </li></ul><ul><li>( ) </li></ul><ul><li>7) Pacing to maintain positive tension. </li></ul>
  3. 3. <ul><li>8) Valuing each students. </li></ul><ul><li>9) Students helping and enriching one another. </li></ul><ul><li>10) Displaying student work/Recognizing and celebrating success. </li></ul><ul><li>11) Empowering students. </li></ul><ul><li>12) Classroom set-up. </li></ul><ul><li>13) Maintaining focus on learning. </li></ul>
  4. 4. Connecting learning to learners’ lives Connectivity creates a sense of relevance: a) Connecting new learning to the individual by exploring his/her current knowledge and experience base and interests
  5. 5. b) Connecting the individual students to the community around them by experiencing the power of working with others and by exploring the students’ own impact on the community. c) Connecting students to the world at large by developing an understanding of how acting locally is linked to global processes.
  6. 6. 1) Taking into account students’ interests 2) Giv ing students opportunities to lead conversations 3) Empowering students to take part in decision making 4) Harnessing emotions: managing the affective side of learning: emotions touch the core of who we are.
  7. 7. Connecting classrooms to the local community 1) Connecting with community members 2) Relevance building through community-centred projects 3) Job shadowing. 4) Nature as a member of the community.
  8. 8. Connecting classrooms to the world Emotional connections help us personalize information and learn. For students it is the here and now that is most relevant.
  9. 9. Making meanings matter Negotiating meaning in a learning environment is an act of: CARING A social process An equalizer A buy-in activator Engaging Messy Supportive Time-consuming Democratic Participatory for all Shared responsibilities Building common ground Builds on current attitudes Uses current knowledge Fosters agreements
  10. 10. Meaning-making is a social process. Strategies for negotiation meaning operate on two levels: I) they are directed at achieving a common understanding. II) at taking that understanding another step further.
  11. 11. These strategies include: <ul><li>Asking for summaries of key points. </li></ul><ul><li>Encouraging students to ask for clarification. </li></ul><ul><li>Providing definitions. </li></ul><ul><li>Using synonyms. </li></ul><ul><li>Paraphrasing. </li></ul><ul><li>Having students perform actions in direct relation to words. </li></ul><ul><li>Taking an experiment or project one step further. </li></ul><ul><li>Looking at a topic from different perspectives. </li></ul>
  12. 12. Helping learners help themselves <ul><li>Learning skills are tools used to enhance our ability to learn. </li></ul><ul><li>Learning how to manage one’s own learning is itself a learning skill. </li></ul><ul><li>Learning skills are tools for coping with and moving beyond obstacles, problems, criticism, challenges and envy. </li></ul>
  13. 13. Tips for students: managing feelings in CLIL <ul><li>Don’t make fun of other people’s language mistakes. </li></ul><ul><li>Accept some confusion and frustration. </li></ul><ul><li>Be your own best friend. </li></ul><ul><li>Keep a journal. </li></ul><ul><li>Build a personal dictionary. </li></ul><ul><li>Observe yourself. </li></ul><ul><li>Ask for more than one point of view. </li></ul><ul><li>Trust your feelings. </li></ul><ul><li>Take some quiet time. </li></ul>
  14. 14. Tips for writing in the CLIL language <ul><li>The title to a work of writing should invite you to come on in. </li></ul><ul><li>Know your reader. </li></ul><ul><li>Read evaluation criteria. </li></ul><ul><li>Do a little brainstorming by yourself. </li></ul><ul><li>Look at examples of similar texts. </li></ul><ul><li>Write a short outline. </li></ul><ul><li>Write an introductory paragraph. </li></ul><ul><li>Write a topic sentence for each paragraph. </li></ul><ul><li>Write a conclusion. </li></ul><ul><li>Reduce the number of synonyms. </li></ul><ul><li>Several drafts are required. </li></ul>
  15. 15. Tips for reading <ul><li>Take control. </li></ul><ul><li>Face reality. </li></ul><ul><li>Read 2/3 words at once, not one word at a time. </li></ul><ul><li>Practise reading faster. </li></ul><ul><li>Build concentration skills. </li></ul><ul><li>Survey the text. </li></ul><ul><li>Look up in the dictionary any unfamiliar words that are used a lot. </li></ul><ul><li>Find the right place to read. </li></ul><ul><li>Decide on why you are reading the text. </li></ul>
  16. 16. Tips for studying <ul><li>a) Planning and concentration: </li></ul><ul><li>Identify what usually distracts you from studying. </li></ul><ul><li>Pick a place to study. </li></ul><ul><li>Divide the work you have to do into a number of tasks. </li></ul><ul><li>Plan in advance how you will approach the task. </li></ul><ul><li>Plan to do as much studying during daylight hours as possible. </li></ul>
  17. 17. <ul><li>b) Improving memory: </li></ul><ul><li>Organize content information into groups or categories. </li></ul><ul><li>Groups words. </li></ul><ul><li>Make personal dictionaries. </li></ul><ul><li>Create your own content and word wall at home. </li></ul><ul><li>Work actively with a text as you read it. </li></ul><ul><li>Try to associate new words and information with pictures in your mind. </li></ul><ul><li>Use it or lose it. </li></ul><ul><li>Compare topics. </li></ul><ul><li>Divide information. </li></ul>
  18. 18. Thank you!