A maths-CLIL experience and practical application in a primary classroom.

1. !
A maths-CLIL experience
in early years
Venice, Aug 29th THINK CLIL 2014

2. CLILin Italy an opportunity not to be missed
“…a breath of fresh air the kids respond really well to…"
A British mum
Bilingual education in primary helps prepare students for this challenge and ensures a better chance of being fully operational in two languages by the end of compulsory schooling.
A recent education reform in Italy states that from 2013 all students in high school are expected to study one of their main subjects through English.
Venice, Aug 29th THINK CLIL 2014

3. encourage the use of the foreign language as a means of communication
test a new andinnovative approach to learning
The Projectthe whys and the whos
Venice, Aug 29th THINK CLIL 2014
Venice Area,
Students at their last year of Primary Education (5th Primary classes)

4. use the English language to extend and deepen the teaching of mathematics
maths, though very specific and field-related in vocabulary, is similar across many languages
maths is dynamic and logic-based, and requires exploration and meaningfulness
create a naturallearning environment of concrete and interesting activities
lower the affective filter
make the classroom a «comfortable» and exciting environment
encourage the student to take risks in using the language
The Projectmain aims
Venice, Aug 29th THINK CLIL 2014

5. Traditionallanguageclassroommodel:
teacher-frontedtypeoflesson
vocabularyliststostoreandendlessdrill-and-practice
communicationhardlygoesbeyondthegrammarsystem
The Projectcontext analysis
Venice, Aug 29th THINK CLIL 2014
…BESIDES…
Forthemajorityofstudents,mathsissomethingdullandunattractive,nothingbutavastcollectionofrulesandformulastoberemembered!

6. CONTENT:
•what is/are the maths topic/s involved?
COMMUNICATION:
•whatnecessary language functions and notions do the students know already?
•what maths language will they need to communicate?
Venice, Aug 29th THINK CLIL 2014
The Projectreflection points
COGNITION:
•what skills are demanded?
DIDACTICS:
•which activities are likely to encourage the development of those skills?
ASSESSMENT:
•how do we know what the students have learned?

7. a first lesson to introduce the English acronym for CLIL and its meaning
six lessons on Problem Solving, starting from a review of the major aspects relating to the four operations (addition, subtraction, multiplication, division)
four lessons on Fractions
final testing & assessment
Venice, Aug 29th THINK CLIL 2014
The Projectlessons planning and framework
1)introduction: warming up
2)use of audio-visual materials to stimulate prior knowledge and introduce new contents
3)grouping of students to work at practical experiential- type activitiesand targeted exercises
4)anticipation of next topics

8. The Projectteaching strategies
TASK-BASED LEARNING (Willis)
MULTIMEDIA (digital games)
AUTHENTIC
WEB-BASED MATERIALS
COOPERATIVE LEARNING & GROUP WORK
“informal” physical layout (face-to-face meeting)
singing “warming up” + video clip (autonomous use of the language)
audio-visual materials (learning with and from other students)
highly engaging testing sessions (interactive exercises and activities)
self-assessment (self reflection and critical thinking)
Venice, Aug 29th THINK CLIL 2014

9. Venice, Aug 29th THINK CLIL 2014A
The Projectoutcomes and major feedbacks
Main teacher: ”CLIL provides students the opportunity to apply the language in contexts that are practical and meaningful”
Parent 1: ”The use of the English language in other subjects is always appreciated”
Parent 2: ”Precious hours of mathematics have been lost”
Nearly all students (95%) confirmed they had improved their English, while a fair number (32%) claimed that they did not benefit at all as for maths.
The majority of them said they were satisfied with the experience and found CLIL lessons “useful” and “funny”.

10. Venice, Aug 29th THINK CLIL 2014
The Projectpersonal considerations
BUT
The school has to put a lot of effort into joint-timetablingand include some extra time for preparation to ensure the sustainability of CLIL in the curriculum
Good communication with parents is essential for them to understand the benefits of CLIL and not to feel that their children are being used as part of a “strange experiment”
CLIL can be very successful in developing in the youngsters a positive “can do” attitude towards themselves as learners
CLIL can be very challenging and motivating if combined with team work and collaborative interaction

11. Thanks!
AgataScanselli
ecce66@tiscali.it
You find me on LinkedIn
Venice, Aug 29th THINK CLIL 2014
A maths-CLIL experience
in early years