CLIL activities General Arts Rosa Fernandez


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CLIL activities General Arts Rosa Fernandez

  1. 1. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesART ACTIVITIES AND TASKSIndex:A) Vocabulary - Reading - Writing - Listening - Speaking, although most of theactivities involve several English skills.B) Interaction: Pair work - Think Pair Share - Mixed pairs - Small group - Expertgroup - Whole classC) Why repeat the same content with different tasks?D) Some practical hints on using the activities in the classroom.E) Four possible teaching styles within a classroom.VOCABULARYGetting meaningacross ...Mime/gestureRealiaPicture/photo/drawingSynonym/antonymExampleSituationTranslationDefinition ...Knowing a wordimplies ...Knowing what it meansKnowing how to spell itKnowing how to pronounce itKnowing what it collocates withEXAMPLESRevisevocabularyfrequentlythroughactivitiesand gamesMatching pairs:CLIL activities Art - Rosa Fernández Alba 1
  2. 2. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesComplete the spaces:Bingo:InformationOrganisingActivitiesMany activities can involve pupils in organising pieces of information in avariety of ways. Organising information may involve:o Matchingo Sequencingo Sortingo Rank ordering... or combination of these.Basically pupils are given small units of information which whenorganised and structured inthe right way reveal the ‘whole picture’.CLIL activities Art - Rosa Fernández Alba 2
  3. 3. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesEXAMPLESInformationOrganisingActivitiesTimelineFor example, pupils may be given a timeline that only shows the timeunits (e.g. years) and a number of cards that describe events.The pupil’s job is then to arrange the cards in the correct places on thetimeline. The question is how the pupils know where to put the cards? Ifthe cards have the appropriate date on them then the task becomesvery simple. However, if the pupils have to use an information source,such as a set of clues, then the task becomes more demanding andwill involve the use of reading, thinking and probably listening andspeaking as well. As a group task, it encourages ‘thinking aloud’ and akind of talk where pupils put forward ideas and use talk to ‘work thingsout’.timelinecards clue sheetsThere are four different clue cards so that in a group of four, each pupilgets their own clue card. This also encourages participation of allmembers of the group and avoids either pupils opting out or one or morestudents dominating the activity. Most of the clues should be cross-references, so pupils need to pool their information and it leads toasking: Whos got something about....? In this way, asking andanswering and thinking aloud become an important means of workingout the solution.CLIL activities Art - Rosa Fernández Alba 3
  4. 4. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesEXAMPLESInformationOrganisingActivitiesInformation sourceWhatever activity which needs an information source, this informationcan come in a variety of forms: A text or set of texts A text book Reference books A pamphlet A set of clues A listening text A video A teacher exposition On the Internet, links given ... Pupils’ own knowledge, experience and logic. A posterMore matching, sequencing, sorting and rank ordering in the given file:CLIL_activities_EX_Technological_Process_Rosa_Fernandez.pdf.CLIL activities Art - Rosa Fernández Alba 4
  5. 5. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesWRITINGWritingexerciseso Finish the sentence.o Dicto-comp. It is a simple technique for guided compositions.This technique provides an activity intermediate betweencompletely controlled writing exercises and completely freecompositions. The technique itself is quite simple and requiresa short text or story.Warn the students ahead of time that you will continue readinguntil you get to the end of the story. Then, read the text aloudonce or twice at normal speed. This is, of course, much too fastfor them to write down the whole story word-for-word.Put some of the key vocabulary items and phrases from thestory on the blackboard, and ask the students to write the textdown from ‘memory’. Naturally, they will not be able toremember the story word-for-word, and thus they will have towrite much of it down in their own words.For a weaker group, put the vocabulary and phrases on theboard before reading the story. It is important that the story notbe too difficult, nor too long. For beginning students, the wholetext might only be five or six lines long.o Fill the gaps in exercises with Defining or naming - Classifying -Consequence - Comparing - Predicting - Evaluating -Transferring information ...o Running dictation. Students in teams will have to memorizesentences and dictates them to a classmate. Different roles ina team: the runner (memorizes the text), the writer (copy whatthe runner tells him/her) and the spelling checker. Texts are onwalls.o Pair spelling practice.EXAMPLESWritingexerciseso Fill the gaps.CLIL activities Art - Rosa Fernández Alba 5
  6. 6. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesEXAMPLESWritingexerciseso Running dictation.CLIL activities Art - Rosa Fernández Alba 6
  7. 7. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesEXAMPLESWritingexerciseso Pair spelling practice.CLIL activities Art - Rosa Fernández Alba 7
  8. 8. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesREADING / LISTENINGSupportstrategies forreadingo Check that they understand key vocabulary before they reado Provide pre-reading questions to reduce the readingdemands of the text.o Give reading support tasks, such as a chart to fill in, adiagram to label, etc.Types of readingand listeningactivitieso Listen/read and label a diagram/picture/map/graph/charto Listen/read and fill in a table.o Listen/read and make notes on specific information (dates,figures, times, main ideas).o Listen/read and rearrange information/reorder informationo Listen/read and label the stages of aprocess/instructions/sequences of a texto Listen/read and fill in the gaps in a texto .EXAMPLESWhenlistening toteachers (aPowerPointp.e.) let thestudentsact.It will notbe soboring!!!Supportcolor diskso Use REALIA and EXAMPLES in their enviroment. Use a SEMAPHORE to let them vote a correct answer.Warm and cool colours - foreground/background:CLIL activities Art - Rosa Fernández Alba 8
  9. 9. La práctica docente en centros bilingües: Metodología AICLE - Art activities Teacher and Language Assistant ask questions about the pictures:CLIL activities Art - Rosa Fernández Alba 9
  10. 10. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesb) Students were offered 16 different statements:CLIL activities Art - Rosa Fernández Alba 10
  11. 11. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesCLIL activities Art - Rosa Fernández Alba 11
  12. 12. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesSPEAKINGSupportstrategies forspeakingo Ask short answer questions.o Prompt (for example start learners responses for them).o Put a list of key vocabulary on the board.o Think before you speak.o Distributing turns.o The value of repetition and variations.o Allow some L1 responses or even “Spanglish”.o Give them talking frames, sentence starters or substitutiontables.o Ask students to use their L1 when discussing but their L2 whenreporting back.Types ofspeakingactivitiesSupport sheetsare keyo Question loops – questions and answers, terms anddefinitions, halves of sentences, can be exploited to create aquestion loop.o Write question-write answer - Ask your partner questions sothat they will answer with the exact words you have on yoursheet. If they answer correctly, check √ yes.o Info gap – students must speak to each other to fill in themissing information from their diagram with questions sheet tosupport.o Trivia search – ‘three things you know’ and ‘three things youwant to know’with support for making questions.o Word guessing games – Teams have one minute to guess asmany words as possible and get one point for each correctguess.o Class surveys – use questionnaires to guide pupils in askingset questions of their classmates.o 20 Questions – provide language support frame for questions.Speaker can only say ‘yes’ or ‘no’ in answer and pupils only get20 questions to get the answer right.o Making presentations/talking from a prompt – instruct pupilsto present information from a visual using language supporthandout.o Find someone who... - use a handout with questions. If yourclassmate answers "yes" and does it, write his/her name on thehandout.o Record your voice. Using an ICT tool, you can manage tocreate activities so as students have to talk even if they areshy.CLIL activities Art - Rosa Fernández Alba 12
  13. 13. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesEXAMPLESTypes ofspeakingactivitiesSupportsheets arekeyExample of Info gapOne pupil (or pair of pupils) have Sheet A, one have Sheet B.They have to take turns to find out each other’s vertebrates by askingquestions. Imagine artworks instead animals!Example:Pupils A and B ask and answer each others questions to find out whatshapes will accurately complete their respective grids without showingeach other their papers.CLIL activities Art - Rosa Fernández Alba 13
  14. 14. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesEXAMPLESTypes ofspeakingactivitiesSupport sheetsare keyExample of Find someone who...(geometry)CLIL activities Art - Rosa Fernández Alba 14
  15. 15. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesEXAMPLESTypes ofspeakingactivitiesSupportsheets arekeyExample of Record your voice...Based on support sheets on walls, students have to copy an informationand create a Voki to record their voices explaining the info.Instructions for the task in a Voki: An example of the task done by student:CLIL activities Art - Rosa Fernández Alba 15
  16. 16. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesLet everybodytalk ...and listeno Distribute turns.o Make sure everyone participates. Try calling on students bypulling names out of a jar until all names are used. If you workin groups, you can have several jars. Students can create theirown stick-names!.o Sometimes students dont listen to each other. One way ofensure that the whole class is listening is to have them scorethe answer.Some students can be asked to score content, others can beasked to score language. You can even divide the languagescores into those who listen for grammar and those who listenfor pronunciation.To keep the scores honest, occasionally call on them to justifytheir score:Was it really perfect?Why did you give it a 9 instead of a 10?It will be too time-consuming to do this all the time, butoccasionally it can remind the students of the value of accuracyand increase their capacity to monitor their own language.CLIL activities Art - Rosa Fernández Alba 16
  17. 17. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesLeteverybodytalk ...and listeno Have some students to say an statement (false or true) about his/hertask.For instance: My drawing is portrait format, Ive used warm colours... andthe whole class will have to guess if it is true or false using the semaphoredisks.In the picture, its my language assistant, Kostyn, who makes the statements.CLIL activities Art - Rosa Fernández Alba 17
  18. 18. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesINTERACTIONInteractive patterns:o Different groupings (pair and group work)o Different interaction patterns in which students are the main protagonists.o Benefits in the CLIL classroom with regard to both content and language.Forming the pairs or the groups:o One possibility may be for students to form them spontaneously, according to theirpreferences, which can be quite motivating.o Concern for keeping a quiet classroom when forming pairs and groups or otherreasons may lead the teacher into the convenience of forming them by him/herself.o Students who are brilliant or weak in the subject can -and should- be mixed, thegrouping of shy and talkative participants my keep the group alive.o Working with different people in class each time is always enriching for the generalatmosphere.o Sometimes, the teachers intervention for this matter simply makes things goquicker, which is often a priority.Giving clear instructions for pair and group work:o From experience we know of the difficulty of some students (Spanish students area good example of that) to keep themselves speaking in English.o Instructions should be clear from the very beginning (even in the mother tongue ifnecessary).Circulating round the classroom:o Not as a invigilator but as a helper.o Without interrupting rudely, the teacher may decide to take part for some minutesin order to encourage particular members of the group to speak or to prevent some ofthem from monopolizing the activity.o Circulation obviously helps the teacher to check that they are working on thesubject and that they keep using English. "Better in English", "Too much Spanish heardover here", "Why not in English", ... Language assistant can help.CLIL activities Art - Rosa Fernández Alba 18
  19. 19. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesPAIR WORK > THINK-PAIR-SHARETHINK PAIRSHAREThink-Pair-Share is a cooperative learning technique. It is similarto pair work in that it promotes collaborative interaction but it addsthink time to the process.Give students time to think about the content and also get ready toexpress their ideas in the L2.Give all students a chance to be active learners, not just the goodones who already know the answer.EXAMPLESTHINK PAIRSHAREo Which is the odd one out? - Some pictures are offered.o Classifying -o KWL Chart -o Think before you speak. A minute of silence. Write five wordson the page.o Students in pairs talk about the answer to the question.Students in fours compare answers. Students in the wholeclass are called on to say the answer.CLIL activities Art - Rosa Fernández Alba 19
  20. 20. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesMIXED PAIRSMixed pairs is two sides of the story.Stage 1: Students A and B prepare a pro statement and C and Dprepare a con statement.Stage 2: Then A and C meet and B and D meet and they comparethe two sides.Final stage: teacher calls on a few students to present both sides.EXPERTGROUPSExpert Groups:Stage 1: Becoming an expertStudents work in small groups to master a small portion of therequired information and have to complete a table.Each pupil in the group has to complete their own copy of the tablebecause in the next stage of the activity they will need to take theinformation to a new group.Stage 2: Sharing expertiseStudents work in a new small group to share what the havelearned. The pupils in the new groups can then complete the rest oftheir table by asking and answering questions about the subject.With the pooled expertise, the group can complete a work sheet ora table on the entire set of information. In this way they have foundout and shared great deal of information.CLIL activities Art - Rosa Fernández Alba 20
  21. 21. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesEXAMPLESEXPERTGROUPSStage 1: Becoming an expertIt will be useful to have some printable templates with A1A2A3A4...B1B2B3B4... C1C2C3C4... D1D2D3D4... E1E2E3E4 ... cards.You will give the same text or picture to those with:A1A2A3A4... picture 1 info 1B1B2B3B4... picture 2 info 2C1C2C3C4... picture 3 info 3...Stage 2: Sharing expertiseCreate new groups with:A1B1C1D1...A2B2C2D2......In this new groups, they have different info from stage 1.Tell your group what you have learned. With your sharedinformation, complete a worksheet. Pass the sheet around, takingturns writing the answers. Ask the experts in the group forinformation and clarification.CLIL activities Art - Rosa Fernández Alba 21
  22. 22. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesWHY REPEAT THE SAME CONTENT WITH DIFFERENT TASKS?The more a student has the opportunity to repeat production of the same content, themore likely he or she is to use better English.They are more sure of the ideas themselves and therefore they can attend to theformulation of their ideas.CONTENTo low cognitive demand: remember.o middle cognitive demand: apply.o high cognitive demand: evaluate.LANGUAGEo comprehend language: listening and reading.o produce language: speaking and writing.LANGUAGE ANDCONTENTo new content + low language demandso familiar content + greater language demandsEXAMPLESo Teacher introduces realism, figurative and abstract art,portrait and landscape format, and warm and cool colours. Use artstyles worksheets, flashcards, ppt presentation...o Students label some pictures (choosing words from a list)o Teacher goes over pictures again and writes sentences.o Students put sentence strips in order.o Students fill in blanks in sentences.o Students look at new pictures and write sentences.o Students, in small groups, holding labels and new pictures,act out art styles, format and colours.CLIL activities Art - Rosa Fernández Alba 22
  23. 23. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesSOME PRACTICAL HINTS ON USING THE ACTIVITIES IN THECLASSROOMo Activities may serve different purposes at different stages of the learning process.For example, they may function as a useful starter activity for a topic or a revisionactivity at the end of a topic. They may also be used as main learning activitieswithin a topic.o Sometimes the most difficult task for many teachers is to stand back and allowpupils to struggle with the task until they succeed; the temptation may be to over-help the pupils rather than “support” them in the process of learning.o Photocopying materials onto different coloured card is useful for managing sets ofcards. Storing sets in zip-up plastic wallets or press top plastic bags keeps setscomplete and discrete.o It is extremely useful to monitor how well the activities work so that the materials,strategies and techniques can be adapted to match pupils abilities and needs moreclosely.more in Cooperative_Learning_booklet.pdf in PSM folder.CLIL activities Art - Rosa Fernández Alba 23
  24. 24. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesFOUR POSSIBLE TEACHING STYLES WITHIN A CLASSROOMLearning activities typical of Quadrants A, B and C may be appropriate at variouspoints in a series of lessons. There is a place for whole class instruction andquestioning as well as worksheets and pupil initiated activities. However, it is onlyactivities in Quadrant D that can provide the kind of interaction necessary to enablestudents who use EAL to be active users and learners of language. Collaborativelearning activities are designed to structure this kind of integrated approach tolearning content and Steve Cooke - For Nottigham Schools - activities Art - Rosa Fernández Alba 24
  25. 25. La práctica docente en centros bilingües: Metodología AICLE - Art activitiesReferences:PLASTINGLISH and TECNOINGLISH blogs - Rosa Fernández AlbaLanguage Accuracy in the integration of content and English learning - Kitty PurgasonLanguage Assistants in the bilingual program - Making the best - Isabel Blecua-Sarah Albrecht-Rachel BasseEssential Secondary CLIL - Jo Sintes - Josie Rich - Phil BallBuilding bridges between Content and Language - Phil BallCooperative Learning in the classroom Booklet - Steve Cooke"Rosa M. Fernández Alba"Licencia Creative CommonsCLIL activities Art - Rosa Fernández Alba 25