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Pile 2013 final day


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  • 1. 06/12/13Metodologia AICLEPILE. 2012-13THE FINAL SESSIONM.P.
  • 2. Today’s Menu:• Starter: EXAM• First Course: CREATING A CLIL UNITStages and didactic sequencesIMPLEMENTATION• Second course: AVALUATION• Dessert: Rounding Up
  • 3. The CLIL QuizHow much do you know aboutTest yourself!!C L I L ?
  • 4. High Cognitive DemandsLow Cognitive DemandsHighLinguisticDemandsLowLinguisticDemands1243Analysing a CLIL activity: Cummins MatrixCLIL Matrix adapted from Cummins (1984) (Coyle, 2002)
  • 5. -Players with different levels can play.-The player can use different strategies.-The rules are easy to understand.-The player takes an active role and hasto take his/ her own decisions.-Every time you play it’s different.-The elements can be used in different ways.
  • 6. Peter Weir
  • 7. Four planning stages for CLILVvisionContextYour schoolUnit ConceptMind Map:Teaching Aims-Learning outcomesLesson LevelTask types use mind mapmaterials, assessment cycle
  • 8. Four stages for successful CLIL planningStage 1: the CLIL vision• What do you want to achieve for your learners, theirschool and yourself - blue skies?Stage 2: your school Context• Who is available teaching, where, when and how?• What is most appropriate for your learners, parents,area in relation to stage 1?
  • 9. Four stages for successful CLIL planningStage 3: the MINDMAP• Working with a conceptual framework such as the 4Cs, whatwill a unit of work consist of? Which content do I select, whatwill be the teaching aims and learning outcomes?• What are the kinds of feedback and assessment I will build intothe process (formative, summative)Stage 4: Task types, materials and resources• What kind of tasks and activities will achieve stage 3,what materials and resources will I need to supportthese?
  • 10. Didactic sequence : progression• Once we havefinished the pyramid,we consider in adidactic sequence,we should increasethe cognitiondemanding.Sequence of activities(3 sessions)
  • 11. LESSON 1Let’s start!LESSON 2Let’s drawthe wordcomic in 100differentways!LESSON 3Who’s yourfavouritecomic bookcharacter?LESSON 4Let’s drawsome faces!LESSON 5Let’s createour owncharacter!LESSON 6Tadaam!This is mycharacter!AGENERALOVERVIEW
  • 12. LESSON 7Let’s movethe body!LESSON 8Let’s talk!LESSON 9Let’s have alook!LESSON 10How does itsound?LESSON 11Let’s create acomic strip!Part ILESSON 12Let’s createa comicstrip! Part IIAGENERALOVERVIEW
  • 13. ‘Are you really sure it was a parrot?’
  • 14. The realreasondinosaursbecameextinct.
  • 15. LESSON 7Let’s movethe body!LESSON 8Let’s talk!LESSON 9Let’s have alook!LESSON 10How does itsound?LESSON 11Let’s create acomic strip!Part ILESSON 12Let’s createa comicstrip! Part IIAGENERALOVERVIEW
  • 16. Examples ofactivities
  • 17. Old MAcDonaldOld macdonald had a farm(e i e i o),and on that farm he had a(n) x(e i e i o),with a y, y, hereand a y, y, therehere a y, there a y,everywhere a y, y,old macdonald had a farm(e i e i o)!
  • 18. Chuu! Buchu!Smack!¡Mua! ¡Chuick!Muà!Catalan Spanish EnglishJapanese
  • 20. Sound Invented OnomatopoeiasRaindropsfallingScissors
  • 21. DISPLAYS
  • 23. JohnClegg’sArticle
  • 24. IndicadorsActivitats
  • 25. L’activitat està ben pautada; les instruccions i el procés só nclars i està ben temporitzadaL’activitat inclou scaffoldingEs contempla temps per arrodonir itancar l’activitat i treure’nconclusionsIncorpora visuals(inteligències múltiples)Parteix d’un input potent i conegutque promou la reflexió i latransferència al mó n educatiuStudent-centredS’inclou material realConstrucció colectiva delconeixementL’activitat té un component pràcticd’aplicació , anàlisi i creacióL’activitat és significativaPeer-evaluation
  • 26. Üs d’organitzadors gràficsS’activen I es valoren elsconeixements previs d’una maneralúdica i challengingEl treball en grup inclou reflexióindividual i temps de preparació .Inclusiva, interactiva,participativa i cooperativaAfavoreix un ambient de treballagradable i distèsEs reflexiona sobre el procési la seva transferabilitatL’activitat té un outcome obert icreatiu
  • 27. Es reflexiona sobre el procés i la seva transferabilitatL’activitat té un outcome obert i creatiuStudent-centredAfavoreix un ambient de treball agradable i distèsInclusiva, interactiva, participativa i cooperativaParteix d’un input potent i conegut que promou la reflexió i la transferència al móneducatiuIncorpora visuals (inteligències múltiples)Es contempla temps per arrodonir i tancar l’activitat i treure’n conclusionsEl treball en grup inclou reflexió individual i temps de preparació.L’activitat inclou scaffoldingL’activitat està ben pautada; les instruccions i el procés són clars i està bentemporitzadaS’activen I es valoren els coneixements previs d’una manera lúdica i challengingÜs d’organitzadors gràfics
  • 28. Is it repetition?Does it provide reflection andthinking?Does it help us to build up newideas?Does it allow us to compare whatwe did with what other people did?
  • 30. DianaHicks
  • 31. Be careful withfosilized rankings!
  • 33. Children are not emptybags
  • 34. Discuss to build upknowledge
  • 35. Assessmentin CLILAdapted fromMary Chopey-PaquetUniversity of Nottingham
  • 36. As learners,we all ‘know’whatASSESSMENTmeans…
  • 37. TESTS…with judgement…stress…competition…For challengingand measuring ourlearning!!!
  • 38. ClipA few words from Tom
  • 39. No Child Left Behind: Truthsand consequences
  • 40. Difficult questionsWhat…?Why…?When…?How…?…whom?Assessment…in CLILWhat issues…?Who…? Where…?
  • 41. What is assessment?The Language of AssessmentLinked terms• EvaluationProcess of making a decision about student learningRequires us to make a judgement aboutstudent knowledge, behaviour / performance,attitude• AssessmentStrategy for measuring that knowledge, behaviour /performance, attitudeIs a data-gathering strategy
  • 42. • Goal of assessment: to improve student learning.•Assessment provides students, parents andteachers with valid information concerning studentprogress and their attainment of the exptectedcurriculum•Assessment should always be viewed asinformation to improve student achievement.•Assessment and evaluation measure whether ornot learning and/or learning objectives are beingmet.•The journey (assessment) versus the snapshot (evaluatio•Assessment requires the gathering of evidence ofstudent performance over a period of time tomeasure learning and understanding.
  • 43. •Evidence of learning could take the form ofdialogue, journals, written work, portfolios, testsalong with many other learning tasks.•Evaluation on the other hand occurs when amark is assigned after the completion of a task,test, quiz, lesson or learning activity.•A mark on a spelling test will determine if thechild can spell the given words and would beseen as an evaluation.•Assessment would be a review of journal entries,written work, presentation, research papers,essays, story writing, tests, exams etc. and willdemonstrate a sense of more permanent learningand clearer picture of a students ability.
  • 44. What is assessment?The Language of Assessment Formalor Informal Traditionalor AlternativeThree major types of assessment• Diagnostic• Formative• SummativeINTERRELATEDINTERRELATED&&COMPLEMENTARYCOMPLEMENTARYIssues:Reliability,Validity,Practicability
  • 45. Why assess?Purposes and roles for usingAssessment data in CLIL• For planning• For decision making• For communicating• To PROMOTEANDSUPPORTLEARNING!
  • 46. What is our rationale forAssessment in CLIL?Use the three quotations to enrich your group’sreasons and formulate a rationale forAssessment in CLIL
  • 47. Rationale for Assessment in CLIL:Embedding it into the instruction“Assessment is no longer something teachers can‘tack on’ at the end of the teaching and learning.It is an essential ongoing component ofinstruction that guides the process of learning.”Simmons, R.: “The Horse before the Cart: Assessing for Understanding”
  • 48. “Goals, objectives, teaching andlearning strategies, materials,feedback, and assessment arethreads that run through the mostwidely used (instructional) designmodels.”Perkins, D.: “Smart Schools: Better Thinking and Learning for Every Child”
  • 49. “Teachers need to consider how theirclassroom activities, assignments,and tests support learning aimsand allow students tocommunicate what they know,then use this information toimprove teaching and learning.”Boston, C.: “The Concept of Formative Assessment”
  • 50. When to assess?Regard assessment in CLIL as:• Continuous monitoring Needs – Demands Progress Understanding Effectiveness• An on-going means to guide instruction in adesired direction Keeping the end in view:Aims, Objectives, Outcomes
  • 51. When to assess?Regard assessment in CLIL as:• An on-going general pedagogic strategy foradapting instruction and for empoweringthe learners Adapting teaching for effectivelearning Seeing assessment as support foreffective learning
  • 52. “Continuous monitoring of student learningmeans that lines between assessment andinstruction fade.The student may be completely unaware ofbeing assessed, instruction modified on thespot, and further cycles of assessment,instruction and modification.Such on-going assessment activity is designedto create an optimal learning situation forstudents.”
  • 53. Who assesses… whom?• Just as in the collaborative, interactiveapproach to the CLIL teaching-learningenvironment……also involve all the players fromthe CLIL setting in assessment
  • 54. Assess what?• CONTENT…?• LANGUAGE…?DEBATE:Content through Language…???????Language through Content…?
  • 55. Assess what?In CLIL, the Content must lead…1. Consider the context, setting, learners2. Consider theCONTENTCONTENTLANGUAGELANGUAGEneedsneedsdemandsdemands
  • 56. Assess what?3. Determine appropriate options- Select appropriate domain(Cognitive, Affective, Psychomotor…)- Match with appropriate way to assess- Find or develop tools
  • 57. Assess what?“In a CLIL classroom there are likely to be morestrands of activity at any one point because ofthe integrative nature of content and language.Therefore, even more than in L1 lessons, wecannot always assess everything.”Philip Hood
  • 58. Assess what?Some guidelines• Clear objectives are needed before anyassessment focus can be chosen• Content knowledge/skills should be assessedusing the simplest form of language availablefor that purpose• Language should be assessed for a realpurpose in a real context, sometimes for- Form/Accuracy- Communicative competence and/or fluency
  • 59. How to assess…?Just as in developing and widening our ownrepertoire of task types for our CLIL teaching,ALSO…ALSO…we need to develop and broaden our CLILassessment tools repertoireThe progress of our CLIL learners takes place in arich and varied environmentIt should be measured by equally rich and variedtypes of assessment that demonstratesprogress over time in a variety of contexts
  • 60. How to assess…?Some guidelines• Learners should be made aware of theassessment objectives in advance.• Assessment tools should be varied to meetindividual learning styles, needs and current skilllevels.• Learners should be given frequent opportunitiesto demonstrate the growth of their knowledgeand understanding.• Involve the learners!
  • 61. Framework of EvaluationCf. Freiberg & DriscollDIAGNOSTIC FORMATIVE SUMMATIVEFormal Informal Formal Informal Formal InformalStandardizedtestsObservationsChecklists Journals Inquiry DiscussionsPre-tests DiscussionsQuizzes ObservationsWork projects ObservationsPlacementtests? Questions-AnswersQuestions-AnswersStandardizedtestsWorkprojectsInquiry Assignments StudentcommentsClassroomtestsStudentfeedbackQuestionnairesStandardizedtestsAssignmentsInterviews ?? Classroomtests? PortfoliosPortfolios PerformancetasksPerformancetasks?Interviews?
  • 62. Assessment Options for the Cognitive Domain 1Cf. Freiberg & DriscollDOMAIN ASSESSMENT OPTIONSKnowledge • ???Comprehension • ???Application •???
  • 63. Assessment Options for the Cognitive Domain 1Cf. Freiberg & DriscollDOMAIN ASSESSMENT OPTIONSKnowledge • Written tests (fill in the blank, matching, simple multiplechoice)• Observation of student recitations• ?Comprehension • Written tests (true-false, multiple choice, short answer)• Student assignments (summaries, explanations)• Observations of student discussions• Interviews• ?Application • Written or oral problem solving• Multiple-choice tests (with answers based on solvingproblems)• Observations of simulations, roleplay• Performance tasks• Projects• ?
  • 64. Assessment Options for the Cognitive Domain 2Cf. Freiberg & DriscollDOMAIN ASSESSMENT OPTIONSAnalysis • ???Synthesis • ???
  • 65. Assessment Options for the Cognitive Domain 2Cf. Freiberg & DriscollDOMAIN ASSESSMENT OPTIONSAnalysis • Essay tests• Multiple-choice tests that require classifying, coding,inferring, or using criteria• Student assignments (comparisons)• Portfolios• ?Synthesis • Student projects with a plan, product• Written or oral problem solving• Portfolios• ?
  • 66. Is your ASSESSMENT...?
  • 67. • Balanced
  • 68. • Open - Ended
  • 69. • Non-threatening
  • 70. • Age based
  • 71. • Strength based
  • 72. •The student is the center of the discussion(Student centered process)•It is a structured discussion focused onfinding out about the student’s•hopes/dreams for their future,their strengths/talents/abilitiesandidentifying what strategies andapproaches help them to succeed
  • 73. • Emergent Skills
  • 74. • From Know• to How to Know
  • 75. • Non-biased
  • 76. • Non-judgemental
  • 77. • Time process
  • 78. • Child Centered
  • 79. • Informal Testing Situation
  • 80. • Focus on Process
  • 81. • Holistic
  • 82. • The generalprinciple of holismwas conciselysummarized byAristotle in theMetaphysics: "Thewhole is more thanthe sum of its parts"(1045a10).
  • 83. • Observation
  • 84. • Variety
  • 85. • Specific to the learner
  • 86. • Portfolios. CLIP
  • 88. • Whole Child
  • 89. Physical and Mental HealthQuality Early Education and DevelopmentSocial Interaction and CompetenceSpiritual Foundation and StrengthSafe and Nurturing EnvironmentEconomic Stability
  • 90. • Real-life events
  • 91. • Culturally linguistic
  • 92. • On-going
  • 93. EVALUATIONAfter this CLIL sessions:• Are you going to modify your teaching?• How? What variations are you going to make?• What aspects are you going to modify?• Have you widen your “repertoire” of resources?Choose the most significant for you.• Have you got new questions?
  • 94. STUDENT TALKI hate it when I get a paper back andall it has is the grade. Even if it’s anA, it doesn’t matter. I want somefeedback, some response to all thework I have done. I sometimeswonder if the teacher really reads itcompletely.High-School Senior
  • 95. SelfAssessment
  • 96. SelfAssessment
  • 97. SelfAssessment
  • 98. Avaluating OralPresentations
  • 99. Avaluating OralPresentations
  • 100. PortfolioAssessment
  • 101. PresentationsAssessment
  • 102. ProjectAssessment
  • 103. ProjectAssessment
  • 104. WritingAssessment
  • 105. ProjectAssessment
  • 106. ProjectAssessment
  • 107. Questionnaire
  • 108. AvaluationPOSTER PROJECT Bad Good Excellent1. IDEA 0 1 22. COMPOSITION 0 1 23. COLOUR 0 1 24. FINAL WORK 0 1 25. BEHAVIOUR 0 1 2FINAL MARK
  • 110. ClipA few words from Tom
  • 111. No Child Left Behind: Truthsand consequences
  • 113. Children are not empty bags
  • 114. EMOTIONAL INTELLIGENCE:You’re uniqueYou’re importantYou’re part ofLetting them grow in a cognitiveway: children are not just brains.
  • 115. “What a children do in co-operation today he will be able todo alone tomorrow” Vygotsky1962
  • 116. Students learn by interacting withothers.
  • 117. Society does lots of things but itdoesn’t reflect.
  • 118. Discuss to build up knowledge.
  • 119. Don’t spoonfeed our students.
  • 120. Be careful with dead soldiers!
  • 121. Be careful with fosilizedrankings!
  • 122. If something changes in your mindis forever.
  • 123. Carme Florit Ballester i Carme Ortonobes Betriu
  • 124. Daniel Pennac va ser un alumne amb una discapacitatconeguda com a disortografia que li mermava la sevacapacitat per retenir informació i era poc apte per al’aprenentatge de llengües, tant la pròpia comestrangeres. És a dir, no va ser un alumne brillant sinómés aviat el contrari. Gràcies a l’educació que va tenir ial suport dels seus mestres va saber superar-ho i haacabat convertint-se en professor i escriptor. En aquesttext, a mig camí entre la novel·la i la biografia, fa unhomenatge als educadors i als nens que sempre hanestat els últims de la classe, narrat des de la sevaexperiència. Una obra plena de reflexions pedagògiquesque no deixarà indiferents professors, pares i alumnes
  • 125.
  • 126. If somethingchanges in yourmind is forever.
  • 127. Trainersopen doors
  • 128. Thank youforparticipating…and goodluck outthere!