Seminari PILE CCE 2012-13 sessió 4

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Seminari PILE CCE 2012-13 sessió 4

  1. 1. SEMINARI INTERCANVI PILECATALUNYA CENTRAL 2012 - 2013 Neus Lorenzo SESSIÓ 4
  2. 2. Objectius• 1. Utilització significativa dels recursos digitals: Explorar eines 2.0 i compartir-les.• 2. Revisió dels principis metodològics AICLE. Aplicar eines de reflexió i anàlisi. Compartir i analitzar l’activitat millorada. Lorenzo Neus• 4. Tasca.
  3. 3. Quina utilitat han de tenir els recursos digitals?... Neus Lorenzo http://3.bp.blogspot.com/_3M-N-pevHKY/TH-tFW0g3GI/AAAAAAAADzw/hCK1GXfplQo/s1600/Computer.jpg
  4. 4. There are no passengers on spaceship earth. We are all crew Marshall McLuhan Neus LorenzoRef. imatges: http://edu.dades.cat/mente5.png ttp://cot.ag/tao05m http://science.howstuffworks.com/thinking-cap.htm
  5. 5. Recursos digitals:Usos significatius • L’eina no és una finalitat en sí mateixa. • No sobrecarreguem els alumnes amb massa apps. • Demanem-los elNeus Lorenzo pla de treball abans de començar a utilitzar l’eina 2.0.
  6. 6. Recursos digitals Presentació Ricard Garcia Les eines digitals (Apps) ajuden el docent en la http://tinyurl.com/ajacx26 seva tasca i l’alumnat en el seu procès. .Relacionen la vida de l’alumne i la vida a l’aula. Són eines motivadores. Els productes finals són molt atractius.Els entorns virtuals: Espai per a recollir i difondre tot Neus Lorenzoel treball realitzat. Accessible des de qualsevol lloc.Espai on compartir, col·laborar, establir i organitzartasques,Rol del docent: Dinamitzador i guia. Presentació Susan DregerCal tenir clar on volem arribar i els passos a http://tinyurl.com/aldt4fvseguir
  7. 7. Neus Lorenzohttp://www.edu365.cat/crea/
  8. 8. Compartim l’activitat AICLE Neus Lorenzo
  9. 9. LET’S REMEMBER... Content selection WHY Appropriate: ProceduresWHAT WHEN According to the level Syllabus content Neus Lorenzo Subject methodology Takes longer HOW HOW LONG
  10. 10. 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)
  11. 11. 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.
  12. 12. Cognition• Effectiveness and challenge• Critical thinking.• Inquiry based learning.- Which tasks will I develop to encourage higher order thinking- what are the language (communication) as well as the content implications? Neus Lorenzo- Which thinking skills will we concentrate on which are appropriate for the content?- Thinking skills: Bloom’s taxonomy
  13. 13. Bloom’s taxonomy High Order Thinking - HOT Using information in an innovative way. Generating new ideas or products. Making judgements based on a set of guidelines. Breaking the concept into parts and understand how each part is related to one another. Use the knowledge gained in another situation. Explaining ideas or concepts Neus LorenzoRecalling information Low Order Thinking - LOT Ref http://www.learningandteaching.info/learning/bloomtax.htm
  14. 14. BLOOM’S TAXONOMYHigh cognitive demand - reasoning requiredCreatingGenerating new ideas, products, or ways of viewing things: Designing, constructing,planning, producing, inventing, composing.EvaluatingJustifying a decision or course of action: Checking, hypothesising, critiquing, experimenting,judging, giving arguments for and against, rating, selecting, predicting.AnalyzingBreaking information into parts to explore understandings and relationships:Comparing, organising, deconstructing, interrogating, finding, listing component parts of, examiningApplyingUsing information in another familiar situation: Implementing, carrying out, using, executing,constructing, transfering. Neus LorenzoUnderstandingExplaining ideas or concepts: Interpreting, summarising, paraphrasing, classifying, explaining,describing, illustratingRememberingRecalling information: Recognising, listing, describing, retrieving, naming, reproducing, recitingLow cognitive demand - little reasoning required
  15. 15. Culture• Explicit reference via the other 3Cs to cultural opportunities which would not have existed in a mother tongue setting.• Intercultural attitudes• knowledge and respect of self and others. Citizenship. Neus Lorenzo• Critical cultural awareness.
  16. 16. CLIL Activity checklist Activity 1 Activity 2Sharing Is it considered?teaching aimsContent What’s being taught? Content - Language (rate it)Content Is the content appropriate to the level?Communication What kind of scaffolding is used to support language?Communication Are students involved in using language? What skills are they practicing (listening, reading, speaking, interacting, writing)?Cognition Label the activities according to Bloom’s Taxonomy Neus LorenzoCognition Do activities foster critical thinking? Inquiry based learning? Are they meaningful?Diversity Is it considered?Interaction Do students work individually, in pairs, small groups?
  17. 17. Tasca• Utilitzar una de les aplicacions que hem vist per fer una activitat amb els alumnes i penjar-la al web o bloc del projecte.• Anar actualitzant el web del projecte Neus Lorenzo amb noves entrades.
  18. 18. SEMINARI INTERCANVI PILECATALUNYA CENTRAL 2012 - 2013 Neus Lorenzo SESSIÓ 4

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