SlideShare a Scribd company logo
1 of 48
Download to read offline
Mariana Gavilán - Silvia Rettaroli
                  Utretch, 2012
•4,000,000 km2

                                    •24 provinces

                                    •36 million
                   Brazil           inhabitants
        Bolivia

             Paraguay


Chile             Uruguay


                        Argentina
DELTA
                      IGUAZU FALLS



PAMPAS




          PATAGONIA      SEASIDE
1,988
                                                                         schools in
                                                                         City of BA

                                                                   18,004 schools
                                                                   in Buenos Aires
                                                                   Province

N° of schools:48,730                                Greater BA: 8595
                                                    Rest of Province: 9410
N° of students: 11,060,005
Primary : 4,664,025
Secondary: 3,523,132




                             Source: Mapa Educativo - Población
                             http://www.mapaeducativo.edu.ar/mapserver/aen/socioterritorial/poblacion/index.php
British schools: 1838 – St Andrew’s


         Bilingual schools


          Global schools
Argentine         International
    curriculum in       syllabuses in
      Spanish              English



Spanish section     English section
A new challenge
 Collaboration
 Creativity
 Critical thinking
 Communication




                      Framework for XXI c
New skills
                      learning
Modelling



      Developing                           Bridging
     meta-cognition




     Re-presenting
                                        Contextualizing
         text



                      Schema building



Scaffolding strategies (Walqui, 2006)
Language: a means of
-   Consists of subject-    communication and a
                            tool for thinking
    specific terminology    (Kasper/Rose, 2002)
-   Has a particular tone
-   Is often evidence-      -   Has specific functions
    based                       (hypothesising,
-   Uses categories and         explaining causes and
    concepts                    consequences)
                            -   More precise that
Academic language               spoken language
•History
CLIL   •Environmental
        Management
 Content: IGCSE Environmental
  Management syllabus integrated to
  local curricula
 Language: at the word, phrase,
  sentence and text level
 Cognition: higher order and lower
  order skills
   Concerned with
    education for sustainable
    development
   Disciplines: biology,
    earth science,
    geography, economics,
    anthropology


Environmental                   Management
Sample unit:
      Unit 1 A Environmental
Management: BIOMES: Tropical
                  Rainforests
Recognize the
    Identify the     main features of
difference between   biomes: location,
ecosystem, biome      climate, fauna,
    and habitat      flora and human
                          impact



    identify key
language used to
make a description   apply information-
  (at the level of    processing skills
discourse, clause,
phrase and word)
List at least 3 distinctive features which
distinguish an ecosystem from a biome and a
habitat

Enumerate at least 3 features of a biome
pertaining to each of the following categories:
location, climate, fauna, flora and human impact
Complete a fact file/comparative chart
with information about at least one
biome


Label a map of the world to indicate
location of a certain tropical rainforest
Produce visual organizers to compare
similarities and differences among
rainforests (e.g. Venn diagram)

Articulate basic concepts on a selected
biome effectively using oral, written
and nonverbal communication skills
Integrating content, language and cognition final version
Integrating content, language and cognition final version
   Name and locate the 5 largest tropical
    rainforests – map skills (Scribble Maps)
   Name and characterize the climate in the
    tropical rainforests – graph interpretation
    skills ( mean monthly temperature and
    precipitation: climograph)
   Name and characterize the flora and fauna in
    tropical rainforests – categorization skills
    (rainforest 4 layers)
   Name and characterize human impact
   express location
   describe a region and
    its main physical
    features



Functions:                  The Amazon rainforest
   Grammar: to be + adjective; use of
    prepositions of place, time; relative clauses;
    simple present tense
Tropical Rainforests: Language
      Vocabulary: names of location, animals,
           plants; adjectives used to describe
       climate, types of soil, plants, animals,
                           human impact, etc.
   Discourse: captions in visual organizers
   Listening skills: e.g. to get specific
    information: songs, group oral presentations
   Reading skills: e.g. to scan a map or chart or
    read for detail when researching on a certain
    tropical rainforest
   Speaking skills: e.g. to express concepts and
    ideas orally when making an oral presentation
    or when answering other groups’ questions
   Writing skills: e.g. to express concepts in
    writing to complete fact files or comparative
    charts, to write captions, etc.
   Research skills while looking up information
    about different tropical rainforests
   Process information found in different
    resources (you tube, podcasts, websites,
    reference books, maps)
   Activate prior knowledge in order to fulfill the
    presentation requirements (Google doc,
    popplet)
   Draw conclusions on the interrelation
    between the living conditions and the type of
    plant and animal species
   Draw conclusions on the interrelation
    between the tropical rainforest and the living
    conditions after human impact
Integrating content, language and cognition final version
Observation of daily participation in classroom
     discussions, brainstorming sessions and
                              learning activities
Visual and written presentation of
      understanding of key terms
Observations of small group work
Maps and climographs
Participation, oral and written research for
                        biome presentation
Google doc designed by groups
Design of flow chart: creativity, visual
              aesthetics and accuracy
Write the name of each layer and next to it the names of two plants and two animals that
live at each of the four layers. (… /4 points)

       Names of         Names of Plants   Name of Layer
       Animals

       1.               1.                emergent
       2.               2.

       1.               1.

       2.               2.




       1.               1.
       2.               2.

       1.               1.
       2.               2.




            Vocabulary test over all terminology for unit
Rubric for presentation of rainforests
Integrating content, language and cognition final version

More Related Content

Similar to Integrating content, language and cognition final version

Planet earth rainforests_layout
Planet earth rainforests_layoutPlanet earth rainforests_layout
Planet earth rainforests_layoutiesMola
 
7216 edn week one lecture 2011
7216 edn week one lecture 20117216 edn week one lecture 2011
7216 edn week one lecture 2011wikidly_organised
 
Forward planning document
Forward planning documentForward planning document
Forward planning documentxria
 
toaz.info-grade-8-quarter-4pdf-pr_7dc3a949614053fac2d1fdb61df5403c.docx
toaz.info-grade-8-quarter-4pdf-pr_7dc3a949614053fac2d1fdb61df5403c.docxtoaz.info-grade-8-quarter-4pdf-pr_7dc3a949614053fac2d1fdb61df5403c.docx
toaz.info-grade-8-quarter-4pdf-pr_7dc3a949614053fac2d1fdb61df5403c.docxssuser6f0712
 
Life science lesson
Life science lessonLife science lesson
Life science lessonEmilyBranch5
 
Going beyond textbook through integrated approach of learning teaching
Going beyond textbook through integrated approach of learning teaching Going beyond textbook through integrated approach of learning teaching
Going beyond textbook through integrated approach of learning teaching pradiptarajak
 
Differentiated instructional strategies
Differentiated instructional strategiesDifferentiated instructional strategies
Differentiated instructional strategiesAtrayee SenGupta
 
Unit template biomes
Unit template biomesUnit template biomes
Unit template biomesmartaenglisj
 
Plantilla aicle world population
Plantilla aicle world populationPlantilla aicle world population
Plantilla aicle world populationAzucenaBa
 
Science lesson plan clil
Science lesson plan clilScience lesson plan clil
Science lesson plan clilmariaarre
 
Eduu 551 larsen tech unit template
Eduu 551 larsen tech unit templateEduu 551 larsen tech unit template
Eduu 551 larsen tech unit templateTricia Larsen
 
Lesson - Classification of Life
Lesson - Classification of LifeLesson - Classification of Life
Lesson - Classification of LifeJoni Rorije
 
Second level modulo a1.2 jairo castro 29 th april 2011 a
Second level modulo a1.2 jairo castro 29 th april 2011 aSecond level modulo a1.2 jairo castro 29 th april 2011 a
Second level modulo a1.2 jairo castro 29 th april 2011 aJairo Castro
 

Similar to Integrating content, language and cognition final version (20)

The AUDRN Experience
The AUDRN ExperienceThe AUDRN Experience
The AUDRN Experience
 
Foodforthought
FoodforthoughtFoodforthought
Foodforthought
 
Udl Case Study
Udl Case StudyUdl Case Study
Udl Case Study
 
Inventory
InventoryInventory
Inventory
 
Planet earth rainforests_layout
Planet earth rainforests_layoutPlanet earth rainforests_layout
Planet earth rainforests_layout
 
7216 edn week one lecture 2011
7216 edn week one lecture 20117216 edn week one lecture 2011
7216 edn week one lecture 2011
 
Africa Presentation
Africa PresentationAfrica Presentation
Africa Presentation
 
Forward planning document
Forward planning documentForward planning document
Forward planning document
 
toaz.info-grade-8-quarter-4pdf-pr_7dc3a949614053fac2d1fdb61df5403c.docx
toaz.info-grade-8-quarter-4pdf-pr_7dc3a949614053fac2d1fdb61df5403c.docxtoaz.info-grade-8-quarter-4pdf-pr_7dc3a949614053fac2d1fdb61df5403c.docx
toaz.info-grade-8-quarter-4pdf-pr_7dc3a949614053fac2d1fdb61df5403c.docx
 
lesson_plan.docx
lesson_plan.docxlesson_plan.docx
lesson_plan.docx
 
Life science lesson
Life science lessonLife science lesson
Life science lesson
 
Going beyond textbook through integrated approach of learning teaching
Going beyond textbook through integrated approach of learning teaching Going beyond textbook through integrated approach of learning teaching
Going beyond textbook through integrated approach of learning teaching
 
Differentiated instructional strategies
Differentiated instructional strategiesDifferentiated instructional strategies
Differentiated instructional strategies
 
Unit template biomes
Unit template biomesUnit template biomes
Unit template biomes
 
Plantilla aicle world population
Plantilla aicle world populationPlantilla aicle world population
Plantilla aicle world population
 
Grade 8, Quarter 4.pdf
Grade 8, Quarter 4.pdfGrade 8, Quarter 4.pdf
Grade 8, Quarter 4.pdf
 
Science lesson plan clil
Science lesson plan clilScience lesson plan clil
Science lesson plan clil
 
Eduu 551 larsen tech unit template
Eduu 551 larsen tech unit templateEduu 551 larsen tech unit template
Eduu 551 larsen tech unit template
 
Lesson - Classification of Life
Lesson - Classification of LifeLesson - Classification of Life
Lesson - Classification of Life
 
Second level modulo a1.2 jairo castro 29 th april 2011 a
Second level modulo a1.2 jairo castro 29 th april 2011 aSecond level modulo a1.2 jairo castro 29 th april 2011 a
Second level modulo a1.2 jairo castro 29 th april 2011 a
 

More from Silvia Rettaroli

The top ten things people leave on planes
The top ten things people leave on planesThe top ten things people leave on planes
The top ten things people leave on planesSilvia Rettaroli
 
Producers consumers food chains food webs
Producers consumers food chains food websProducers consumers food chains food webs
Producers consumers food chains food websSilvia Rettaroli
 
South american animals for 2nd form
South american animals for 2nd formSouth american animals for 2nd form
South american animals for 2nd formSilvia Rettaroli
 
Bringing the world into the classroom for essarp
Bringing the world into the classroom for essarpBringing the world into the classroom for essarp
Bringing the world into the classroom for essarpSilvia Rettaroli
 
Means of transport - Ceibal en Inglés
Means of transport - Ceibal en InglésMeans of transport - Ceibal en Inglés
Means of transport - Ceibal en InglésSilvia Rettaroli
 
The alphabet - Ceibal en Inglés (Level 1)
The alphabet - Ceibal en Inglés (Level 1)The alphabet - Ceibal en Inglés (Level 1)
The alphabet - Ceibal en Inglés (Level 1)Silvia Rettaroli
 
Ways to save the planet - Plan Ceibal
Ways to save the planet - Plan CeibalWays to save the planet - Plan Ceibal
Ways to save the planet - Plan CeibalSilvia Rettaroli
 
Mikku part 2 ppt- Plan Ceibal
Mikku part 2 ppt- Plan CeibalMikku part 2 ppt- Plan Ceibal
Mikku part 2 ppt- Plan CeibalSilvia Rettaroli
 
Amazon rainforest in danger - CEIBAL EN INGLES
Amazon rainforest in danger - CEIBAL EN INGLESAmazon rainforest in danger - CEIBAL EN INGLES
Amazon rainforest in danger - CEIBAL EN INGLESSilvia Rettaroli
 
Save the african savannah! CEIBAL EN INGLES
Save the african savannah! CEIBAL EN INGLESSave the african savannah! CEIBAL EN INGLES
Save the african savannah! CEIBAL EN INGLESSilvia Rettaroli
 
Industrial revolution causes (empty presentation)
Industrial revolution causes (empty presentation)Industrial revolution causes (empty presentation)
Industrial revolution causes (empty presentation)Silvia Rettaroli
 
Wiki example-one-e-moderator-roles
Wiki example-one-e-moderator-rolesWiki example-one-e-moderator-roles
Wiki example-one-e-moderator-rolesSilvia Rettaroli
 
Integrating content, language and cognition final version
Integrating content, language and cognition final versionIntegrating content, language and cognition final version
Integrating content, language and cognition final versionSilvia Rettaroli
 
Competences online teacher
Competences online teacherCompetences online teacher
Competences online teacherSilvia Rettaroli
 

More from Silvia Rettaroli (20)

Flags of the world
Flags of the worldFlags of the world
Flags of the world
 
The top ten things people leave on planes
The top ten things people leave on planesThe top ten things people leave on planes
The top ten things people leave on planes
 
Update on project
Update on projectUpdate on project
Update on project
 
Producers consumers food chains food webs
Producers consumers food chains food websProducers consumers food chains food webs
Producers consumers food chains food webs
 
South american animals for 2nd form
South american animals for 2nd formSouth american animals for 2nd form
South american animals for 2nd form
 
Bringing the world into the classroom for essarp
Bringing the world into the classroom for essarpBringing the world into the classroom for essarp
Bringing the world into the classroom for essarp
 
Means of transport - Ceibal en Inglés
Means of transport - Ceibal en InglésMeans of transport - Ceibal en Inglés
Means of transport - Ceibal en Inglés
 
The alphabet - Ceibal en Inglés (Level 1)
The alphabet - Ceibal en Inglés (Level 1)The alphabet - Ceibal en Inglés (Level 1)
The alphabet - Ceibal en Inglés (Level 1)
 
Ways to save the planet - Plan Ceibal
Ways to save the planet - Plan CeibalWays to save the planet - Plan Ceibal
Ways to save the planet - Plan Ceibal
 
Mikku part 2 ppt- Plan Ceibal
Mikku part 2 ppt- Plan CeibalMikku part 2 ppt- Plan Ceibal
Mikku part 2 ppt- Plan Ceibal
 
Amazon rainforest in danger - CEIBAL EN INGLES
Amazon rainforest in danger - CEIBAL EN INGLESAmazon rainforest in danger - CEIBAL EN INGLES
Amazon rainforest in danger - CEIBAL EN INGLES
 
Save the african savannah! CEIBAL EN INGLES
Save the african savannah! CEIBAL EN INGLESSave the african savannah! CEIBAL EN INGLES
Save the african savannah! CEIBAL EN INGLES
 
Industrial revolution causes (empty presentation)
Industrial revolution causes (empty presentation)Industrial revolution causes (empty presentation)
Industrial revolution causes (empty presentation)
 
This is sarah’s house
This is sarah’s houseThis is sarah’s house
This is sarah’s house
 
Reading quiz family tree
Reading quiz   family treeReading quiz   family tree
Reading quiz family tree
 
Pets homes
Pets homesPets homes
Pets homes
 
Super pets
Super petsSuper pets
Super pets
 
Wiki example-one-e-moderator-roles
Wiki example-one-e-moderator-rolesWiki example-one-e-moderator-roles
Wiki example-one-e-moderator-roles
 
Integrating content, language and cognition final version
Integrating content, language and cognition final versionIntegrating content, language and cognition final version
Integrating content, language and cognition final version
 
Competences online teacher
Competences online teacherCompetences online teacher
Competences online teacher
 

Integrating content, language and cognition final version

  • 1. Mariana Gavilán - Silvia Rettaroli Utretch, 2012
  • 2. •4,000,000 km2 •24 provinces •36 million Brazil inhabitants Bolivia Paraguay Chile Uruguay Argentina
  • 3. DELTA IGUAZU FALLS PAMPAS PATAGONIA SEASIDE
  • 4. 1,988 schools in City of BA 18,004 schools in Buenos Aires Province N° of schools:48,730 Greater BA: 8595 Rest of Province: 9410 N° of students: 11,060,005 Primary : 4,664,025 Secondary: 3,523,132 Source: Mapa Educativo - Población http://www.mapaeducativo.edu.ar/mapserver/aen/socioterritorial/poblacion/index.php
  • 5. British schools: 1838 – St Andrew’s Bilingual schools Global schools
  • 6. Argentine International curriculum in syllabuses in Spanish English Spanish section English section
  • 8.  Collaboration  Creativity  Critical thinking  Communication Framework for XXI c New skills learning
  • 9. Modelling Developing Bridging meta-cognition Re-presenting Contextualizing text Schema building Scaffolding strategies (Walqui, 2006)
  • 10. Language: a means of - Consists of subject- communication and a tool for thinking specific terminology (Kasper/Rose, 2002) - Has a particular tone - Is often evidence- - Has specific functions based (hypothesising, - Uses categories and explaining causes and concepts consequences) - More precise that Academic language spoken language
  • 11. •History CLIL •Environmental Management
  • 12.  Content: IGCSE Environmental Management syllabus integrated to local curricula  Language: at the word, phrase, sentence and text level  Cognition: higher order and lower order skills
  • 13. Concerned with education for sustainable development  Disciplines: biology, earth science, geography, economics, anthropology Environmental Management
  • 14. Sample unit: Unit 1 A Environmental Management: BIOMES: Tropical Rainforests
  • 15. Recognize the Identify the main features of difference between biomes: location, ecosystem, biome climate, fauna, and habitat flora and human impact identify key language used to make a description apply information- (at the level of processing skills discourse, clause, phrase and word)
  • 16. List at least 3 distinctive features which distinguish an ecosystem from a biome and a habitat Enumerate at least 3 features of a biome pertaining to each of the following categories: location, climate, fauna, flora and human impact
  • 17. Complete a fact file/comparative chart with information about at least one biome Label a map of the world to indicate location of a certain tropical rainforest
  • 18. Produce visual organizers to compare similarities and differences among rainforests (e.g. Venn diagram) Articulate basic concepts on a selected biome effectively using oral, written and nonverbal communication skills
  • 21. Name and locate the 5 largest tropical rainforests – map skills (Scribble Maps)
  • 22. Name and characterize the climate in the tropical rainforests – graph interpretation skills ( mean monthly temperature and precipitation: climograph)
  • 23. Name and characterize the flora and fauna in tropical rainforests – categorization skills (rainforest 4 layers)
  • 24. Name and characterize human impact
  • 25. express location  describe a region and its main physical features Functions: The Amazon rainforest
  • 26. Grammar: to be + adjective; use of prepositions of place, time; relative clauses; simple present tense
  • 27. Tropical Rainforests: Language Vocabulary: names of location, animals, plants; adjectives used to describe climate, types of soil, plants, animals, human impact, etc.
  • 28. Discourse: captions in visual organizers
  • 29. Listening skills: e.g. to get specific information: songs, group oral presentations
  • 30. Reading skills: e.g. to scan a map or chart or read for detail when researching on a certain tropical rainforest
  • 31. Speaking skills: e.g. to express concepts and ideas orally when making an oral presentation or when answering other groups’ questions
  • 32. Writing skills: e.g. to express concepts in writing to complete fact files or comparative charts, to write captions, etc.
  • 33. Research skills while looking up information about different tropical rainforests
  • 34. Process information found in different resources (you tube, podcasts, websites, reference books, maps)
  • 35. Activate prior knowledge in order to fulfill the presentation requirements (Google doc, popplet)
  • 36. Draw conclusions on the interrelation between the living conditions and the type of plant and animal species
  • 37. Draw conclusions on the interrelation between the tropical rainforest and the living conditions after human impact
  • 39. Observation of daily participation in classroom discussions, brainstorming sessions and learning activities
  • 40. Visual and written presentation of understanding of key terms
  • 41. Observations of small group work
  • 43. Participation, oral and written research for biome presentation
  • 44. Google doc designed by groups
  • 45. Design of flow chart: creativity, visual aesthetics and accuracy
  • 46. Write the name of each layer and next to it the names of two plants and two animals that live at each of the four layers. (… /4 points) Names of Names of Plants Name of Layer Animals 1. 1. emergent 2. 2. 1. 1. 2. 2. 1. 1. 2. 2. 1. 1. 2. 2. Vocabulary test over all terminology for unit
  • 47. Rubric for presentation of rainforests