Clil methodology

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Clil methodology

  1. 1. CLIL 4 Cs Montse Irun
  2. 2. Quan a Isidore Rabí, premi Nobel de física, li van preguntar què li havia ajudat a ser científic, respongué: Al sortir de l’escola, totes les altres mares de Brooklyn preguntaven als seus fills: “Què heu après avui a l’escola?”. En canvi la meva mare deia “Izzy, t’has plantejat avui alguna bona pregunta?” Christine Chin 2004 CLIL - The 4 Cs - Montse Irun
  3. 3. OUTLINE • The 4 Cs • Task Difficulty • Pedagogical principles CLIL - The 4 Cs - Montse Irun
  4. 4. CLIL - The 4 Cs - Montse Irun
  5. 5. THE 4 CS CLIL - The 4 Cs - Montse Irun
  6. 6. CLIL context • CLIL demands that content is made accessible through language • How? – Learners need: • Content to learn • Language through which to learn – Students’ main challenges: • Using language (English) to learn. • Learning to use language (English). (Coyle, 2005) CLIL - The 4 Cs - Montse Irun
  7. 7. From THEORY to practice... • Foundation. There is a need to consider the following: – The 4C’s framework: CULTURE (Community) Communicati on CognitionContent CLIL - The 4 Cs - Montse Irun
  8. 8. The 4 Cs Framework CLIL - The 4 Cs - Montse Irun
  9. 9. • COMMUNICATION refers to Language of Learning Language for Learning Language through Learning • COGNITION refers to The process involved in thinking. We must help the learner to build up their own learning. • CONTENT refers to the learner constructing their own knowledge and developing skills • CULTURE refers to Intercultural awareness CLIL - The 4 Cs - Montse Irun
  10. 10. 1.- Content 2.- Cognition 3.- Communication CLIL - The 4 Cs - Montse Irun
  11. 11. 1.- Which content? CLIL - The 4 Cs - Montse Irun
  12. 12. 1.- Content 2.- Cognition 3.- Communication CLIL - The 4 Cs - Montse Irun
  13. 13. 2.- Cognition CLIL - The 4 Cs - Montse Irun
  14. 14. BLOOM’S TAXONOMY CLIL - The 4 Cs - Montse Irun
  15. 15. High order thinking (HOTS) CLIL - The 4 Cs - Montse Irun
  16. 16. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ CLIL - The 4 Cs - Montse Irun
  17. 17. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 1.- What were the slithy toves doing in the wabe? CLIL - The 4 Cs - Montse Irun
  18. 18. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 2.- How would you describe the state of the borogroves?? CLIL - The 4 Cs - Montse Irun
  19. 19. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 3.- What can you say about the mome rath? CLIL - The 4 Cs - Montse Irun
  20. 20. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 4.- Were the borogoves right to feel miserable? CLIL - The 4 Cs - Montse Irun
  21. 21. The Jabberwocky Poem ’Twas brillig, and the slithy toves gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.’ 5.- How effective was the mome rath’s strategy? CLIL - The 4 Cs - Montse Irun
  22. 22. Is it HOT or LOT? • Tell what happened in the experiment and explain why it happened. • Compare and contrast two experiments on photosynthesis • Design a light circuit for a greenhouse • What is the relationship between oil production and consumption? • What do these graphs in relation to the annual production mean? CLIL - The 4 Cs - Montse Irun
  23. 23. 1.- Content 2.- Cognition 3.- Communica tion CLIL - The 4 Cs - Montse Irun
  24. 24. 3.- Which language? Learning to use language and using language to learn CLIL - The 4 Cs - Montse Irun
  25. 25. CLIL - The 4 Cs - Montse Irun
  26. 26. Language of learning Linked to the content CLIL - The 4 Cs - Montse Irun
  27. 27. Language for learning Linked to the task. Classroom language CLIL - The 4 Cs - Montse Irun
  28. 28. Language through learning • Emerging through language. • Unexpected CLIL - The 4 Cs - Montse Irun
  29. 29. BICS AND CALPS CLIL - The 4 Cs - Montse Irun
  30. 30. BICS or CALPS CLIL - The 4 Cs - Montse Irun
  31. 31. It’s all abour CALP • Specific subject-related discourse (‘photosynthesis’/’hypotenuse’) • General academic discourse, (‘thus/whereas’) CLIL - The 4 Cs - Montse Irun
  32. 32. And what about BICS? It helps for interaction…… CLIL - The 4 Cs - Montse Irun
  33. 33. School to university is a gradual process of increasing CALP (input & output) Without CALP, students fail. We have to make CALP salient CLIL - The 4 Cs - Montse Irun
  34. 34. - The 3rd harmonic in the inverter output ______ disappears - It’s a real _____ of engineering. - And there _____ would be today, but for the controversy stirred up by Greenpeace. - The _____ initiative is an educational framework for producing the next generation of engineers. - What is a toxic ______? - It drives me _____ to see someone take a data point from a 2-inch 0-10000 psig pressure gauge as 119.547 psig when it is calibrated in 250 psig increments - Implying that precision in data reporting is somehow better ‘accuracy’ is simply ______.CLIL - The 4 Cs - Montse Irun
  35. 35. - The 3rd harmonic in the inverter output disappears - It’s a real of engineering. - And there would be today, but for the controversy stirred up by Greenpeace. - The initiative is an educational framework for producing the next generation of engineers. - What is a toxic ? - It drives me to see someone take a data point from a 2-inch 0-10000 psig pressure gauge as 119.547 psig when it is calibrated in 250 psig increments - Implying that precision in data reporting is somehow better ‘accuracy’ is simply (c) Phil Ball feat voltage she CDIO substance NUTS wrong CLIL - The 4 Cs - Montse Irun
  36. 36. Culture Intercultural awareness CLIL - The 4 Cs - Montse Irun
  37. 37. TASK DIFFICULTY CLIL - The 4 Cs - Montse Irun
  38. 38. Task Difficulty • Change of language learning – transparent > opaque • Teacher-centred > learner-centred • Teachers’ role: help in knowledge construction • Types of tasks http://esl.fis.edu/teachers/support/cummin.htm CLIL - The 4 Cs - Montse Irun
  39. 39. “How do I know what I know till I hear what I say?” (Mohan, 1980s) CLIL - The 4 Cs - Montse Irun
  40. 40. Using language-CLIL MATRIX (Do Coyle) High cognitive 3 4 Low High Linguistic Linguistic 2 1 Low cognitive CLIL - The 4 Cs - Montse Irun
  41. 41. CLIL - The 4 Cs - Montse Irun

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