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Constructivist uses of technology for CLIL         Isabel Pérez Torres          http://isabelperez.com/
How people learn    Bransford, Brown, and Cocking (2000) & Donovan and Bransford (2005)                          apud Cumm...
Basic principles of learning1. Engaging prior understandings  – Information or skills previously acquired  – The experienc...
Basic principles of learning2. Integrating factual knowledge with   conceptual frameworks  – provide them with opportuniti...
Basic principles of learning3. Taking active control over the learning   process  – Support them in taking control of, and...
Some theories and approaches that are            connected to those Learning Principles• Constructivism• Identity texts an...
Changes in Education and in Language                  Teaching…..• From knowledge reproduction To  constructivist learning...
http://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html
Some theories and approaches that are            connected to those Learning Principles• Constructivism• Identity texts an...
How can teachers use IT in a  onstructivist way for CLIL?
pply the learning principles to a CLIL contextand make a onstructivist use of IT tools andresources.
• Use IT and Web applications and Tools  – Google docs, Google maps, etc.  – Glogster  – Audacity  – Videos
Web 2.0 Applications• Collaborative Spaces / Social  Software  – Bookmarks  – Blogs  – Wikis  – Microblogs (twitter)
Task based approach on the Web
WebQuestsA WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with co...
http://isabelperez.com/webquest/taller/l2/english/model2.htm
• Carry out a task based    activity, using web    Webtasks        resources.  • Focused on contentrather than on language
Don’t forget to …1. Select language and content resources that   enhance the Learning principles (meaninful,   engaging, s...
Vocabulary• Type of activities:  Word clouds, flashcards, identifying images,  matching concepts and definitions, synonyms...
Don’t forget to …3. Integrate the 5 skills: reading, writing,  listening, speaking and interacting                    Bala...
Some activities to integrate linguistic skills  • Reading skills: organisers (maps,    timelines, diagrams, etc.) missing ...
Some activities to integrate linguistic skills  • Writing skills: more or less guided,  Use of images, rebuilt texts,     ...
Some examples of tasks• Reception Tasks: recopilate or contrast information  about a topic. Analyse or understand a topic,...
How to….– Use a template– Evaluation criteria, objectives– Find big concept, brainstorm possible tasks and  connection wit...
Conclusions• Plan and encourage creative and constructivist  activities• Use Web 2.0 for collaborative tasks (e.g. Webtask...
•   http://isabelperez.com/podcasts.htm - blogs•   edu.glogster.com•   http://www.twiducate.com/•   http://www.techsmith.c...
Constructivist uses of technology for CLIL
Constructivist uses of technology for CLIL
Constructivist uses of technology for CLIL
Constructivist uses of technology for CLIL
Constructivist uses of technology for CLIL
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Constructivist uses of technology for CLIL

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How to use the Web to carry out activities within the CIIL classroom

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Constructivist uses of technology for CLIL

  1. 1. Constructivist uses of technology for CLIL Isabel Pérez Torres http://isabelperez.com/
  2. 2. How people learn Bransford, Brown, and Cocking (2000) & Donovan and Bransford (2005) apud Cummins & othersBasic principles of learning1. Engaging prior understandings2. Integrating factual knowledge with conceptual frameworks3. Taking active control over the learning process
  3. 3. Basic principles of learning1. Engaging prior understandings – Information or skills previously acquired – The experiences that have shaped the learner’s identity and cognitive functioning
  4. 4. Basic principles of learning2. Integrating factual knowledge with conceptual frameworks – provide them with opportunities to learn with understanding – deeper levels of understanding are required to transfer knowledge from one context to another
  5. 5. Basic principles of learning3. Taking active control over the learning process – Support them in taking control of, and self- regulating, their own learning – Teach them metacognitive strategies
  6. 6. Some theories and approaches that are connected to those Learning Principles• Constructivism• Identity texts and literacy engagement (Cummins)• Task based approach• Interdisciplinary learning
  7. 7. Changes in Education and in Language Teaching…..• From knowledge reproduction To constructivist learning• From Teaching CONTENT and LANGUAGE To Content and Language Integrated Learning
  8. 8. http://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html
  9. 9. Some theories and approaches that are connected to those Learning Principles• Constructivism• Identity texts and literacy engagement• Task based approach• Interdisciplinary learning (CLIL)
  10. 10. How can teachers use IT in a onstructivist way for CLIL?
  11. 11. pply the learning principles to a CLIL contextand make a onstructivist use of IT tools andresources.
  12. 12. • Use IT and Web applications and Tools – Google docs, Google maps, etc. – Glogster – Audacity – Videos
  13. 13. Web 2.0 Applications• Collaborative Spaces / Social Software – Bookmarks – Blogs – Wikis – Microblogs (twitter)
  14. 14. Task based approach on the Web
  15. 15. WebQuestsA WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. (Dodge, 1995:1)……………..is built around an engaging and doable task that elicits higher order thinking of some kind. Its about doing something with information. The thinking can be creative or critical, and involve problem solving, judgement, analysis, or synthesis. The task has to be more than simply answering questions ………(Starr, 2000)
  16. 16. http://isabelperez.com/webquest/taller/l2/english/model2.htm
  17. 17. • Carry out a task based activity, using web Webtasks resources. • Focused on contentrather than on language
  18. 18. Don’t forget to …1. Select language and content resources that enhance the Learning principles (meaninful, engaging, supportive, etc.)2. Give language upport and plan caffolding •Specific language Vocabulary and •Academic language language Discourse types •Classroom language structures (in (e.g. narration, descriptión, etc.) context)
  19. 19. Vocabulary• Type of activities: Word clouds, flashcards, identifying images, matching concepts and definitions, synonyms and antonyms, etc.• Use graphic support whenever possible
  20. 20. Don’t forget to …3. Integrate the 5 skills: reading, writing, listening, speaking and interacting Balance
  21. 21. Some activities to integrate linguistic skills • Reading skills: organisers (maps, timelines, diagrams, etc.) missing words, rewrite, etc. • Listening skills: give opportunities to practise listening in pairs and groups. Use clues and images, complete maps, gaps, timelines, etc.
  22. 22. Some activities to integrate linguistic skills • Writing skills: more or less guided, Use of images, rebuilt texts, – In pairs, in goups – Different formats: posters, presentations, etc. • Oral and interacting skills: use scaffolding Facilite models of the linguistic functions and structures. Record podcasts, oral presentations, etc.
  23. 23. Some examples of tasks• Reception Tasks: recopilate or contrast information about a topic. Analyse or understand a topic, etc.• Production Tasks: to design an object or product. Design a guide or another document based on some information. Assess a situation; formulate a hypothesis or a solution; do a presentation, an interview, a report, etc.• Some more ideas: http://www.thirteen.org/edonline/concept2class/constructivism/implementation_sub2.html
  24. 24. How to….– Use a template– Evaluation criteria, objectives– Find big concept, brainstorm possible tasks and connection with students’ interests– Think in terms of language skills practice (IT Tools)– Plan and support the learning process– Assess the results together and make changes– Simplicity should be the ultimate principle
  25. 25. Conclusions• Plan and encourage creative and constructivist activities• Use Web 2.0 for collaborative tasks (e.g. Webtasks, webQuests)• Use IT to make students practise oral skills (e.g. Podcasts)• When possible plan crosscurricular units /tasks• Teach key competences• Use the Web to host and share materials and to contact other teachers and students (e.g. eTwinning)
  26. 26. • http://isabelperez.com/podcasts.htm - blogs• edu.glogster.com• http://www.twiducate.com/• http://www.techsmith.com/jing.html• http://www.wordle.net/• http://ginertravelagency.wikispaces.com/• mimiwheat.edu.glogster.com/beethoven/• http://learninginhand.com/OurCity• http://sites.google.com/site/lolaceituno2/unequalpopulationdistribution• http://isabelperez.com/webquest/taller/l2/english/model2.htm• http://irvingroute.wikispaces.com/• http://www.juntadeandalucia.es/educacion/webportal/web/aicle/contenidos/• http://isabelperez.com/webquest/taller/l2/english/model5.htm• http://pluri.wikispaces.com/Plantilla+Unidad• http://www.ted.com/talks/lang/en/shawn_achor_the_happy_secret_to_better_work.html• http://www.ted.com/talks/lang/en/sir_ken_robinson_bring_on_the_revolution.html

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