Seminari PILE CCE 2012-13 sessió 2

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  • Humboldt remarked two centuries ago: “languages cannot be taught, we can only create the condition for somebody to learn them”. Ref: http://ow.ly/ePCi7 “ The first programm for bilingualism was launched in Canada in 1965” pag. 21. Ref: http://is.muni.cz/th/53866/pedf_d/Iva_Slezakova.pdf”
  • Si analitzem el que demanem als alumnes veiem que els demanem que descriguin, que expliquin, que analitzin. Tots això són habilitats cognitives ja que han d e posar en joc sistemes de raonament i alhora habilitats lingüístiques perque han de demostrar que saben escriure els diferenst tipus de text associats. En la pràctica s’ha comprovat la importància de cpmpartir amb els alumnes les regels de joc del que volem que afcon quan els demanem que descriguin, que expliquin o que justifiquin. Aquestes definicions de les diferenst habilitats són les que es van fer en el marc d’un grup interdisciplinars a l’iCe de la UAB. Un problema important és l’ambiguitat del terme “explicar”. Un text explicatiu des de les classes de llengua pot ser explicar una pel.licual, que has fet avui, Sense fer cap referència a la teoria. Quan a classe de cie`ncia demnaem que xpliquin volen que ens diguin el perquè
  • Seminari PILE CCE 2012-13 sessió 2

    1. 1. SEMINARI INTERCANVI PILE2012 –13 Catalunya Central Sessió 2 Neus Lorenzo
    2. 2. Temes de debat: AICLE en el PILE• Compartir i millorar Pla d’actuacions.• CLIL...Què i per què? Context (Enfoc competencial).• Marc Teòric: Enfocament 4/5Cs. Conceptes generals.• Aprofundiment de Content i Communication.• Language of / for / through. Scaffolding.• Anàlisi de l’activitat pròpia.• Estratègies AICLE: Programació per principis. Neus Lorenzo• Anàlisi de materials.• Recursos i Tasca.
    3. 3. CLIL… què i per què? CLIL : Content and Language Integrated Learning CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels. Ref: Maljers, Marsh, Wolff, Genesee, FrigolsMartín, Mehisto, (2010). http://tiny.cc/51k1dw Neus Lorenzo…and with the objective of promoting learning strategies,creative curiosity, cognitive growth, active participation,social engagement, active citizenship, enterpreneurship... Ref: http://ow.ly/f7qDP, slide 26
    4. 4. Context : Alineació amb Europa On 25 October 2011, the Council of Europe concluded to: “Encourage innovative forms of European co- operation, experimentation and new approaches to language teaching and learning, such as content and language-integrated learning (including in bilingual schools), opportunities for language immersion mobility and, where appropriate, more extensive use of ICT also in creative language learning environments.” Neus Lorenzo Ref: Council (2011). Council Conclusions on Language Competences to Enhance Mobility., Official Journal of the European Union. Council of the European Union.. EDUC 256 SOC 891 CULT 83, 20.12.2011 (2011/C 372/07) Retrieved from: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0027:0030:EN:PDF
    5. 5. Context : Gestió plurilingüe al PILE (Catalunya, 2012-2014) Convocatòria PILE 2012: -Ampliació de les situacions d’aprenentatge en llengua estrangeraModalitat a1). Primària,12%, L3: llengua i AICLE.Modalitat a2). Primària, (L4) en AICLE o projectes temàtics.Modalitat b). A l’ESO, 15 %, L3 o L4: llengua i AICLEModalitat c). FP, L3: llengua o projectes temàtics. Neus LorenzoModalitat d). Pel Batxillerat, 18 % (L3 o L4), autonomia, emprenedoria, iAICLE.(Batxibac: 33% del currículum Batxillerat (Llengua, Literatura, Hª + altres) ORDRE: ENS/102/2012, de 5 d’abril, per la qual s’aproven les bases generals per a la selecció de projectes de centres educatius públics i privats concertats de Catalunya per participar en el Pla integrat de llengües estrangeres (PILE), en el marc d’un projecte lingüístic plurilingüe, i s’obre la convocatòria pública per a l’any 2012.
    6. 6. Aprenentatge Integrat de Contingut i Llengua Estrangera Neus Lorenzo Marc TeòricRef: Imagtge a http://ow.ly/f1Wud
    7. 7. Marc teòric: 4C• Content /subject matter/project/theme• communication/language• cognition/thinking skills• culture/citizenship/community Neus Lorenzo
    8. 8. Neus Lorenzo
    9. 9. 4Cs framework Communication CLIL Neus LorenzoContent Cognition Culture Do Coyle
    10. 10. 4/5Cs framework Communication (comunicar, interactuar) COMPETENCES Neus LorenzoContent Cognition(saber -conceptes, fets-,saber fer –procediments) Culture (saber ser, saber pensar) (saber estar, participar) (Ref: Adaptat de Do Coyle)
    11. 11. AICLE, dimensió competencial altres visions sobre el tema CREATIVITAT per la presa de decisions criteri i judici, avaluació i acció , actuació fonamentada Cognició (saber ser, saber pensar) Comunicació (saber fer, projectar-se, interactuar) AICLE Comunitat competencial (saber estar, participació cultural Continguts Neus Lorenzo (sabers) (dades, informació, i coneixement) COMPLEXITAT6-C Diamant competencial de les 6-CRef: ICE-UB: Group 6.Sis 2009 diversitat, pluralitat, globalitat
    12. 12. Content• At the heart of the learning process lie successful content or thematic learning and the acquisition of knowledge, skills and understanding.• Content is the subject or the project theme. Neus Lorenzo
    13. 13. Content selection WHY Appropriate: ProceduresWHAT WHEN According to the level Syllabus content Neus Lorenzo Subject methodology Takes longer HOW HOW LONG
    14. 14. Thanks to eLibrary, Consolate of USA in Barcelona Models de qualitat: aprenentatge silent Many animal behaviors are instinctive. This means the animal knows how to do something when it is born. An example of an instinctive behavior is a bird building its nest. Birds do not need to learn how to build nests. They are born knowing how to do it. Another type of instinctive animal behavior is called imprinting. Animals do not have to learn this kind of behavior. Neus Lorenzo An example of imprinting is when geese babies learn to follow their mother. A goose baby follows the first thing that makes the call of a goose and that moves.Ref: http://ow.ly/exzNU Learning to organise ideas
    15. 15. Communication• Language is a conduit for communication and for learning.• learning to use language and using language to learn• Language of learning (linked to the content)• Language for learning (linked to tasks-Lorenzo Neus scaffolding)• Language through learning (emerging during the learning process)
    16. 16. Communication Language functions (discussing, Key vocabulary and giving reasons, reporting,...)specific language and Language needed for task grammar structures. completion and classroom management for Language Learnin of through g Neus Lorenzo Language that comes up in the process. Difficult to predict before carrying out the activities.
    17. 17. Suport lingüístic: centrat en l’alumnat From bottom-up & from top-down Cal identificar les accions concretes (verbs)Cal diferenciar contextos de precisió -”Water and salt go up the roots”... (col·loquial)-“The map is very big” (conversa informal) VsVs. -“ Water and salt are absorved by...” (científic)- “The scale of the map allows to seesmall details” (text formal) Neus Lorenzo http://goo.gl/zCto2 Cal evitar tautologies (Causalitat-Seqüència) Cal objectivar l’observació (no personificació) -”Trees grow because they add branches and leaves every day ”... -”Crassa plants like living in dry weather”... Vs. Vs. - “Trees grow when they obtain mineral salts and water, in sunlight...” - “Crassa plants are adapted to dry weather” Ref: https://clilingmesoftly.files.wordpress.com/2012/03/l4c-model.png
    18. 18. La interacció: estructures per a compartir. And... Or... Such as... TO DESCRIBE First... Second... When... then TO EXPLAIN If... then.... Despite /Despite of... Because... Lorenzo Neus TO JUSTIFY In order to... Whenever... As we can see at...TO GIVE EVIDENCE So it happens when... Therefore... Ref: Adaptat de Neus Santmartí, http://www.slideshare.net/francescvilabatalle
    19. 19. Les bastides: visualització i planificació del discurs argumental •Mind maps (association) •Concept map (relationship) Neus Lorenzo •Thinking maps (flow)Ref: http://abrahams.wikispaces.com/file/view/thi_map.gif/158780729/thi_map.gif
    20. 20. LANGUAGE SCAFFOLDING Neus Lorenzo
    21. 21. TIPS for LANGUAGE SCAFFOLDING• Teacher-talk: language used, use of questions, check regularly whether students understand, signal the organization of their talk clearly, summarize regularly.• Use of visuals and body language pictures, diagrams, : charts, flashcards, power point presentations…• Task design: matching, sequencing, chart-filling, speaking and writing frames, lists of useful words and phrases, etc. Forms of Neus Lorenzo• : whole-class, pair work, small groups. interaction Cooperative work.• Learning strategies: explicitly taught. Note-taking, using dictionaries, doing research, planning for writing, etc.
    22. 22. Thanks to eLibrary, Consolate of USA in Barcelona eLibrary The digestive system in one animal, such as a fish, is very differentfrom the digestive system in another animal, such as a bird. Neus Lorenzo This is because animalshave very different bodies,eat different food, and use the food differently.
    23. 23. Thanks to eLibrary, Consolate of USA in Barcelona The solar system is the part of space around the sun. The solar system includes Earth, the other planets, and many other things in space. Neus Lorenzo Planets are large objects that orbit, or go in a circle around, the sun.Ref: http://ow.ly/exzNU
    24. 24. Thanks to eLibrary, Consolate of USA in Barcelona• The two most important chemical processes in the living world are photosybthesis and glycolysis. These processes happen over and over again while an organism is alive.• Photosynthesis is a chemical reaction that creates energy for plants. Photosynthesis usually takes place in the leaves of plants. The leaves get energy from the sun. Photosynthesis turns the suns energy into chemical energy for the plant. The process of photosynthesis builds sugar. Sugar is a kind of stored energy in plants. Plants need photosynthesis to live.• Plants also need glycolysis to Neus Lorenzoa live. Glycolysis is chemical reaction that breaks down sugars. Glycolysis happens in most living things, including humans.This process gives energy to the cells in the organism. Cells are the smallest living parts of organisms. Some tiny organisms are made up of only one cell. Humans are made up of billions of cells. Without photosynthesis and glycolysis, plants could not stay alive Ref: eLibrary http://ow.ly/ezvXI
    25. 25. Polítiques lingüístiques d’aprenentatge integrat de llengües i continguts (2012) El professorat ha de proporcionar: [+] Aprenentatge actiu - Learning by doing [+] Participació cultural i activisme social [+] Ús significatiu i contextual de la llengua. [+] Adquisició integrada de continguts Neus Lorenzo [+] Comunicació efectiva, interacció [+] Estratègies d’aprenentatge de llengua [+] Pensament crític, ments inquisitives... Framework web: http://tiny.cc/spf0dw & http://clil-cd.ecml.at/ On line Framework: http://tiny.cc/4sk1dw
    26. 26. Tasca 2• Compartir materials al Wiki (Recursos).• Revisar l’activitat segons els criteris treballats. Incorporar scaffolding (suport lingüístic).• Afegir alguna activitat d’avaluació.• Caldrà lliurar l’activitat. Neus Lorenzo
    27. 27. SEMINARI INTERCANVI PILE2012 – 2013 Catalunya Central Neus Lorenzo

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