STUDY VISIT `CLIL in an inquiry- based classroom experience´ at the Canadian School of Warsaw, Poland (3/10/2011 – 7/10/2011) CEDEFOP. European Centre for the Development of Vocational Training. Lifelong Learning Program
PARTICIPANTSCOORDINATOR:Agnieszka Chojnacka (CanadianSchool of Warsaw, POLAND.)PARTICIPANTS:Kristina Nugin (Tallinn University,ESTONIA.)Gaëlle Bouvard (ÉcoleMaternelle_Saint Roch, FRANCE.)Michael Wanick (StaadlicherStudenSeminar für des Lehrant anberuflichen Schülen Nordbayern,GERMANY.)Maria Giovanna Granata (DirezioneDidáctica de Gasperi. Palermo,ITALY)Anca Popovici (Asociata Demetrius,ROMANIA)Maricruz Arcos Sorando (Centro deFormación y Recursos, Teruel. SPAIN)Ana Isabel Ferreirós Rey (CEIP RÍADE VIGO, VIGO, SPAIN)Mª José Román Pomares (CEFIRE,ELCHE, SPAIN)Dilwyn Jones (Flintshire EducationDepartment, Wales UNITEDKINGDOM)
THE CANADIAN SCHOOL OF WARSAW. PRIMARY EDUCATION CLIL vs. bilingual educationCollaboration and support Enthusiasm, between commitmentteachers and and expertise leaders
THE CANADIAN SCHOOL OF WARSAW. PRIMARY EDUCATION High expectations Quality of discussion from memory Impressive Assessment teachers skill in eliciting information Management Grade 5 of aspergersobservation pupils Natural Approach to building fluency Register
CSoW. Pre- School. (Smilies)Learners aware of their own learning:• Developing learning aboutlearning skills.• Metacognition. Learning:• Multisensory: Effectivity.• Inquiry- method:1. - Appropiate.2. - Constructed presentation.3. - Scafolding of learning.
CSoW. Middle School Quality CollaborativePlanning and Planning: Portfolios Continuity Progression in Content Inquiry Techniques: - Provocation - Problem solving
Malgorzaza Byke Doctoral research:Her speech raised the discussion of whether schools arebilingual if they only use 30% English and the final exam isin their mother tongue, assessing only content ratherthan acquired language skills.
COMPARING CLIL APPROACHES BY PARTICIPATING COUNTRIES COUNTRIES SIMILARITIES DIFFERENCESSPANISH SYSTEM Integrating content and language. Lower ratio of students in the CSoW, Aim for collaboration. implying better quality of practice.The Bavarian Method Activating teaching methods. Higher qualification of German Teachers switch to native language teachers. when necessary.ROMANIAN SYSTEM English is the most used language in National Geography and History can CLIL. only be taught in their native language. Teachers can decide the proportion of time devoted to CLIL.ESTONIA SYSTEM CLIL is practiced from kindergarden to -The Curriculum. High School. Transdisciplinary.THE FRENCH SYSTEM The rise of private schools and Some structures create federate selection of students. teachers.ITALIAN SYSTEM Lack of legislation Cooperation of two teachers teaching together.THE NATIONAL The Five Essential Elements (Range, All teachers are teachers of languageCURRICULUM IN WALES. Skills, Framework skills, pupil voice and promote cultural awareness.UK. and well – being)
CHALLENGES AND INNOVATIVE SOLUTIONS The great challenge is having `fluent´ qualified teachers More Effective Involve the Training Courses whole school involving action community and research as well institutions in as practical the educative enquiry models process and networking. Promote The creation of collaboration an innovative between the curriculum Educative based on task organizations, work to promote Institutions and the enquiry Universities method
EXAMPLES OF GOOD PRACTICE AND ASSESSMENT THAT CAN BE TRANSFERRED TO OTHER COUNTRIES The Wales Self – Skills assessment of framework CLIL teachers document used in France The Estonian National The PYP Curriculum program pre – school 2008
CREATING FUTURE NETWORKSThe Study Visit hasgiven us anopportunity to createlinks betweenourselves and the hostinstitution for futureComenius Projects, aswell as to create linksbetween existingnetworks we areinvolved in.
Created by Ana IsabelFerreirós Rey andbased on theparticipants groupreport of the StudyVisit.