Clil Chapter 4


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Putting Clil in motion

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Clil Chapter 4

  1. 1. CLIL Putting CLIL in motion. (Chapter 4)
  2. 2. OUTCOMES <ul><li>CLIL´s winning game plan: </li></ul>Content-related learning outcomes. Language-related learning outcomes that Support the acquisition of content. Outcomes related to general learning skills
  3. 3. OUTCOMES <ul><li>What a student knows and can do thanks to what he or she has learnt. </li></ul>
  4. 4. OUTCOMES <ul><li>Provide a focus for instruction </li></ul><ul><li>Provide guidelines for learning </li></ul><ul><li>Provide targets for assessment </li></ul><ul><li>Provide a vehicle for involving students in setting personal targets </li></ul><ul><li>Facilitate the communication of non-negotiable expectations </li></ul><ul><li>Convey instructional intent to others </li></ul><ul><li>Provide a framework for final evaluation of learning </li></ul><ul><li>Provide a framework for assessment of teaching </li></ul>
  5. 5. Supporting language learning in content classes <ul><li>Language the students must know to master the content: Content Obligatory Language. </li></ul><ul><li>Technical vocabulary </li></ul><ul><li>Special expressions </li></ul><ul><li>Multiple meaning of words </li></ul><ul><li>Syntactical features </li></ul><ul><li>Language functions </li></ul>
  6. 6. <ul><li>Create a psychologically and physically safe environment. </li></ul><ul><li>Consistently use one language </li></ul><ul><li>In the beginning, it is acceptable for sts to use L1 </li></ul><ul><li>Speak slowly and articulate clearly </li></ul><ul><li>Use an appropiate level of language </li></ul><ul><li>Use facial expressions, gestures and pictures to reinforce meaning. </li></ul>Supporting language learning in content classes: tips.
  7. 7. <ul><li>Repetition is required </li></ul><ul><li>Make it meaningful </li></ul><ul><li>Provide a variety of language models </li></ul><ul><li>Create a wealth of opportunities to use the language </li></ul><ul><li>Communication is of primary importance </li></ul><ul><li>Create a wide variety of opportunities to develop all four language skills </li></ul>Supporting language learning in content classes: tips.
  8. 8. <ul><li>Work systematically to build equally status for language used in the school. </li></ul><ul><li>Set high, but realistic expectations </li></ul><ul><li>Find ways of recognizing student effort and success (display sts work, exhibit project work) . </li></ul>Supporting language learning in content classes: tips.
  9. 9. <ul><li>How to create language support: </li></ul>Supporting language learning in content classes: tips. verb charts Group according to categories Graphic organizers Pictorial dictionaries
  10. 10. <ul><li>Content teachers are partners with language teachers. </li></ul><ul><li>Agree on weekly language goals/outcomes </li></ul><ul><li>Use textbook as a reference tool and work with material from content classes. </li></ul><ul><li>Materials sometimes need to be re-written to help stress in a given point. </li></ul><ul><li>Take time to plan together. </li></ul>Supporting content learning in language classes.
  11. 11. Working through cross-curricular themes and projects. <ul><li>They create bridges between subjects. </li></ul><ul><li>They reflect better the daily life. </li></ul><ul><li>They require social, affective, cognitive and personal interaction. </li></ul><ul><li>Students are likely to be more engaged and learn more </li></ul>
  12. 12. Working through cross-curricular themes and projects. Primary School All about me My day/school/family/home Autumn, Winter Spring, Summer My country Food and drink Adventures Treasure Hunts The Environment Our continent
  13. 13. Working through cross-curricular themes and projects. Secondary School Climate change Globalization People who changed The world Trade Nobel laureates Conflict resolution Environmental Issues
  14. 14. Working through cross-curricular themes and projects. Vocational Education Client centered service Entrepeneurship Marketing Consumer awareness Sustainable development Safety and security Respect Information and Communication Technology
  15. 15. Working through cross-curricular themes and projects. <ul><li>Benefits </li></ul><ul><li>connects learning to real world </li></ul><ul><li>helps synthesize the information </li></ul><ul><li>engages the individual and fosters co-operation </li></ul><ul><li>promotes constructive interaction </li></ul><ul><li>builds respect for others </li></ul><ul><li>promotes active learning </li></ul><ul><li>accomodates different learning styles </li></ul><ul><li>accomodates different ability levels </li></ul><ul><li>Promotes in-school agreements on outcomes </li></ul><ul><li>Challenges </li></ul><ul><li>takes extra planning time </li></ul><ul><li>difficult to agree on common content </li></ul><ul><li>scares some staff </li></ul><ul><li>difficult to get staff to cooperate </li></ul><ul><li>hard to agree on assessment </li></ul><ul><li>may require an investment in terms of training </li></ul><ul><li>some sts may not really work. </li></ul>
  16. 16. Reflecting on learning <ul><li>Feeds cognitive development </li></ul>
  17. 17. Key reasons for organizing assessment: <ul><li>To determine existing student knowledge </li></ul><ul><li>To determine student achievement levels </li></ul><ul><li>To understand student interests, attitudes and learning styles </li></ul><ul><li>To involve students in taking responsibility for their learning </li></ul><ul><li>To obtain information about how to improve learning </li></ul>
  18. 18. Assessment in CLIL Planning for learning by doing Advanced planning Planning for assessment
  19. 19. Areas assessed in CLIL: <ul><li>Achievement of content and language goals </li></ul><ul><li>Achievement of learning skills goals </li></ul><ul><li>Use of language for various purposes </li></ul><ul><li>Ability to work with authentic materials </li></ul><ul><li>Feeling safe to experiment with language and content </li></ul><ul><li>Ongoing growth </li></ul><ul><li>Effort </li></ul><ul><li>Level of engagement </li></ul><ul><li>Preffered learning styles </li></ul><ul><li>Day-to-day work </li></ul><ul><li>All four language skills </li></ul><ul><li>Day-to-day communication </li></ul><ul><li>Oral presentations </li></ul><ul><li>Projects </li></ul><ul><li>Planned and spontaneous assignments </li></ul><ul><li>Partner and groupwork </li></ul><ul><li>Social and emotional development </li></ul><ul><li>Balance between co-operation and self-reliance </li></ul>
  20. 20. Assesment is done: through st conferences with the teacher based on planned curriculum outcomes based on pre-established criteria by collecting anecdotal information about each st through st self-evaluation through peers through st portfolios through files of st work by using evaluation grids by means of checklists
  21. 21. Guided reflection
  22. 22. Thoughts and feelings <ul><li>The best part of this work is… </li></ul><ul><li>I most enjoyed… </li></ul><ul><li>I was worried about… </li></ul><ul><li>The hardest part of this piece of work was… </li></ul>
  23. 23. Student as learner <ul><li>I’m getting better at… </li></ul><ul><li>When I did this work I learnt… </li></ul><ul><li>I would like help with… </li></ul><ul><li>I don’t understand… </li></ul>
  24. 24. <ul><li>I want to improve… </li></ul><ul><li>Next time, before I start writing I will… </li></ul><ul><li>Next time, I want to learn… </li></ul><ul><li>I will… </li></ul>Plans
  25. 25. <ul><li>Achievement of learning outcomes </li></ul><ul><li>My learning goals were… </li></ul><ul><li>My subject goals were… </li></ul><ul><li>The attitude I worked to develop was… </li></ul>
  26. 26. Teaming up with fellow teachers <ul><li>Reasons </li></ul><ul><li>Content and language knowledge find their application in another context. </li></ul><ul><li>Effective co-operation contributes to improved student achievement </li></ul>
  27. 27. <ul><li>Establishing commonality </li></ul><ul><li>Recognizing achievement </li></ul><ul><li>Agreeing on learning skills outcomes </li></ul>Suggestions for what to focus on