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Teaching Strategies to Help CLIL Students

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CLIL

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Teaching Strategies to Help CLIL Students

  1. 1. Teaching Strategies to Help CLIL students MONTSE IRUN
  2. 2. CLIL DEFINITION CONTENT LANGUAGE LEARNINGINTEGRATED CONTENT MONTSE IRUN - CLIL
  3. 3. In CLIL, learners have the additional challenge of developing learning skills in a non-native language. MONTSE IRUN - CLIL
  4. 4. Learners need support to develop their learning skills. They should apply them in a range of contexts. MONTSE IRUN - CLIL
  5. 5. It takes two to tango! CONTENT LANGUAGE MONTSE IRUN - CLIL
  6. 6. CLIL is not primarily about the subject teacher’s additional responsibility to pay attention to language, but about the inherent role of language in teaching and learning. (Nikula, T., Dalton-Puffer, C., & Lorenzo, 2016). MONTSE IRUN - CLIL
  7. 7. MONTSE IRUN - CLIL
  8. 8. ADVANTAGES ▪A natural way of learning a language ▪Different people, different learning styles ▪A real way of approaching a language ▪Fosters the language and thinking skills ▪Social and cultural dimensions that CLIL offers ▪Its ICT potential ▪Students make more cognitive effort MONTSE IRUN - CLIL
  9. 9. Foundations: The 4 Cs CULTURE (Community) Communi cation CognitionContent MONTSE IRUN - CLIL
  10. 10. COMMUNICATION Organising the main ideas of an oral text Giving instructions Comparing and contrasting ideas CONTENT Homogeneous and heterogeneous mixtures Solutions and suspensions COGNITION Differentiate between homogeneous and heterogeneous mixtures Giving reasons to classify a mixture as heterogeneous and homogeneous Identifying real mixtures according to the definitions CULTURE ------ BREAKFAST WITH MIXTURES MONTSE IRUN - CLIL
  11. 11. 1.- Content 2.- Cognition 3.- Communication MONTSE IRUN - CLIL
  12. 12. 1.- Which content? MONTSE IRUN - CLIL
  13. 13. MONTSE IRUN - CLIL
  14. 14. 1.- Content 2.- Cognition 3.- Communication MONTSE IRUN - CLIL
  15. 15. LEARNING PYRAMID MONTSE IRUN - CLIL
  16. 16. Can learners create new products? Can learners justify a position? Can learners break the information into parts and see relationships? Can learners use the information in another situation? Can learners explain? Can learners remember? Low Order Thinking - LOT High Order Thinking - HOT BLOOM TAXONOMY OF LEARNING DOMAINS MONTSE IRUN - CLIL
  17. 17.  What kind of questions must I ask in order to go beyond “display” questions?  Which tasks will I develop to encourage higher order thinking – what is the language (communication) as well as the content implications?  Which thinking skills, which are appropriate for the content, will we concentrate on ? COGNITION MONTSE IRUN - CLIL
  18. 18. 1.- Content 2.- Cognition 3.- Communication MONTSE IRUN - CLIL
  19. 19. Which language? CLIL is NOT simply “translating“ content learning from the first language into another language. So, what is language learning in CLIL? MONTSE IRUN - CLIL
  20. 20. Communication Many CLIL learners have a cognitive level higher than their linguistic level of the vehicular CLIL language. So, what can we do to allow our learners to access language fully and use it? MONTSE IRUN - CLIL
  21. 21. Using language demands teachers systematically plan for, teach, monitor and evaluate Language of Language through Language for LEARNING MONTSE IRUN - CLIL
  22. 22. Language that comes from the content • Key words and phrases • Grammar • Genre • Functions Language that comes from the activity • Classroom Language • Basic Interpersonal Communicative Skills • Small talk MONTSE IRUN - CLIL
  23. 23. Do we need to plan scaffolding? MONTSE IRUN - CLIL
  24. 24. Yes!!!! MONTSE IRUN - CLIL
  25. 25. Need to scaffold learning Need to provide the students with: ▪ Visuals; flashcards, posters, etc. ▪ PP presentations ▪ Frames ▪ Lists of words or sentences ▪ Recordings ▪ Showing how to do it MONTSE IRUN - CLIL
  26. 26. Make language salient Highlight the language ◦to learn ◦for learning ◦through learning MONTSE IRUN - CLIL
  27. 27. Control Teacher Talk Use body language Use simple language Question ALL students Check understanding Signposting Summarize MONTSE IRUN - CLIL
  28. 28. Grade tasks, not texts Give a reason for reading / listening to the text Make them pay attention to what they already know (key words, context, grammatical knowledge, etc.) MONTSE IRUN - CLIL
  29. 29. Difficult text? On the theory of relativity Einstein stated that the theory of relativity belongs to the class of principle theories. As such, it employs an analytic method. This means that the elements which comprise this theory are not based on hypothesis but on empirical discovery. The empirical discovery leads to understanding the general characteristics of natural processes. Mathematical models are then developed which separate the natural processes into theoretical mathematical descriptions. Therefore, by analytical means the necessary conditions that have to be satisfied are deduced. Separate events must satisfy these conditions. Experience should then match the conclusions. The special theory of relativity and the general theory of relativity are connected. As stated below, special theory of relativity applies to all physical phenomena except gravity. The general theory provides the law of gravitation, and its relation to other forces of nature. MONTSE IRUN - CLIL
  30. 30. Give Receptive Skills Strategies Prepare the context Ask them to infer & predict Pre teach key vocabulary Set task in advance Use reading / listening techniques explicitly Never translate the text MONTSE IRUN - CLIL
  31. 31. Filling the gaps exercises focus on key words or on critical information of a text. Matching exercises reinforce the information of a text, and help to retain it in a more permanent way. Fill in a chart exercises connections between the relevant information, and explores the way it is organised. Pictures / Diagrams / Maps visual support & highlight the most relevant information of a text. Language Support for Reading + Listening MONTSE IRUN - CLIL
  32. 32. Language Support for Reading + Listening 'Sequence' exercises a good support to retain the information longer. highlights coherence Sorting cards imply classification of information Text marking highlight key words or relevant information. MONTSE IRUN - CLIL
  33. 33. Guide input Complete the mind map by reading the text. MONTSE IRUN - CLIL
  34. 34. Provide productive skills strategies Provide models Highlight key words Use visual organizers Use word banks, tables or sentence starters Encourage collaborative work Ask them to translate ideas, not words MONTSE IRUN - CLIL
  35. 35. GOOD OR BAD ENERGY? Before you can fill in the table below, you need to consider some criteria for judging the issue of positives and negatives. Use these Five: (a)Ecological consequences (b)Availability (c)Renewability (d)Expense (e)Practicality So, for example: Looking at Hydro-Electric energy, we could work through the criteria then try to decide whether it is a ‘Candidate for the future’. In other words, does it have a valid future as a source of energy? (a)Ecological consequences? Seems ok. Uses naturally flowing water to generate electricity. Does not cause any pollution. Dams sometimes cause controversy because they divert rivers. (b) Availability? It depends on the country and its type of landscape. Mountains and rivers are needed. (c) Renewability? Good. (d) Expense? Cheap, because it uses a natural resource. (e) Practicality? (c) Phil Ball Support output MONTSE IRUN - CLIL
  36. 36. Work in groups on other energies Energy Advantages Disadvantages A candidate for the future Hidro-electric No pollution, cheap, abundant, … Only in some countries yes geothermical Although hydroelectricity has some disadvantages such as the problem of needing mountains and rivers, it has many more advantages such as ... MONTSE IRUN - CLIL
  37. 37. Scaffolding and embedding © Keith kellyMONTSE IRUN - CLIL
  38. 38. MONTSE IRUN - CLIL
  39. 39. Diet and disease – core content MONTSE IRUN - CLIL
  40. 40. MONTSE IRUN - CLIL
  41. 41. Visuals: flow charts, MONTSE IRUN - CLIL
  42. 42. Visual: graphic organiser MONTSE IRUN - CLIL
  43. 43. Speaking Frame (PE lesson on long jump) Your Run up Take off Position in the air landing is Too slow Unsteady Too early Too late With the wrong foot Too high Not high enough On one foot Excellent Good Fine perfect MONTSE IRUN - CLIL
  44. 44. Visuals aids Provide interest and motivation for students. Increase retention of information and learning. Aid communication Clarify something difficult. Help students to organise concepts and ideas. Save instructional time and preparation time because they can be reused. MONTSE IRUN - CLIL
  45. 45. Possible sources CD-roms Flashcards Flow charts Diagrams Graphic organisers Maps
  46. 46. To Sum up Let's CLIL
  47. 47. Some issues on assessment ▪What do we assess: content or language or both? ▪In what language do we assess? ▪What tools can be used for assessment? ▪Provided we assess in English, how can we minimize the effect of the language in the content assessment? MONTSE IRUN - CLIL
  48. 48. TIPS 1. Clear learning objectives, content / skills first, then language. 2. Not everything is assessed 3. A mixture of formal/informal assessment, which is both task-based and assignment based, is used. 4. Learners should be aware of assessment instruments and success criteria, expressed in a student-friendly format. MONTSE IRUN - CLIL
  49. 49. TIPS 4. Content knowledge should be assessed using the simplest form of language 5. Language should be assessed for a real purpose in a real context – accuracy and communicative competence / fluency. 7. If assessment is orally-based, then WAIT time is crucial. 8. Scaffolding is not cheating. We need to assess what students can do with support, before we assess what they can do without it. MONTSE IRUN - CLIL
  50. 50. SALT your food appropriately. Too much will affect your health, too little makes it go bland. MONTSE IRUN - CLIL

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