Pile 2013 final day


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Pile 2013 final day

  1. 1. 06/12/13Metodologia AICLEPILE. 2012-13THE FINAL SESSIONM.P.
  2. 2. Today’s Menu:• Starter: EXAM• First Course: CREATING A CLIL UNITStages and didactic sequencesIMPLEMENTATION• Second course: AVALUATION• Dessert: Rounding Up
  3. 3. The CLIL QuizHow much do you know aboutTest yourself!!C L I L ?
  4. 4. High Cognitive DemandsLow Cognitive DemandsHighLinguisticDemandsLowLinguisticDemands1243Analysing a CLIL activity: Cummins MatrixCLIL Matrix adapted from Cummins (1984) (Coyle, 2002)
  5. 5. -Players with different levels can play.-The player can use different strategies.-The rules are easy to understand.-The player takes an active role and hasto take his/ her own decisions.-Every time you play it’s different.-The elements can be used in different ways.
  6. 6. Peter Weir
  7. 7. Four planning stages for CLILVvisionContextYour schoolUnit ConceptMind Map:Teaching Aims-Learning outcomesLesson LevelTask types use mind mapmaterials, assessment cycle
  8. 8. Four stages for successful CLIL planningStage 1: the CLIL vision• What do you want to achieve for your learners, theirschool and yourself - blue skies?Stage 2: your school Context• Who is available teaching, where, when and how?• What is most appropriate for your learners, parents,area in relation to stage 1?
  9. 9. Four stages for successful CLIL planningStage 3: the MINDMAP• Working with a conceptual framework such as the 4Cs, whatwill a unit of work consist of? Which content do I select, whatwill be the teaching aims and learning outcomes?• What are the kinds of feedback and assessment I will build intothe process (formative, summative)Stage 4: Task types, materials and resources• What kind of tasks and activities will achieve stage 3,what materials and resources will I need to supportthese?
  10. 10. Didactic sequence : progression• Once we havefinished the pyramid,we consider in adidactic sequence,we should increasethe cognitiondemanding.Sequence of activities(3 sessions)
  11. 11. LESSON 1Let’s start!LESSON 2Let’s drawthe wordcomic in 100differentways!LESSON 3Who’s yourfavouritecomic bookcharacter?LESSON 4Let’s drawsome faces!LESSON 5Let’s createour owncharacter!LESSON 6Tadaam!This is mycharacter!AGENERALOVERVIEW
  12. 12. LESSON 7Let’s movethe body!LESSON 8Let’s talk!LESSON 9Let’s have alook!LESSON 10How does itsound?LESSON 11Let’s create acomic strip!Part ILESSON 12Let’s createa comicstrip! Part IIAGENERALOVERVIEW
  13. 13. ‘Are you really sure it was a parrot?’
  14. 14. The realreasondinosaursbecameextinct.
  15. 15. LESSON 7Let’s movethe body!LESSON 8Let’s talk!LESSON 9Let’s have alook!LESSON 10How does itsound?LESSON 11Let’s create acomic strip!Part ILESSON 12Let’s createa comicstrip! Part IIAGENERALOVERVIEW
  16. 16. Examples ofactivities
  17. 17. Old MAcDonaldOld macdonald had a farm(e i e i o),and on that farm he had a(n) x(e i e i o),with a y, y, hereand a y, y, therehere a y, there a y,everywhere a y, y,old macdonald had a farm(e i e i o)!
  18. 18. Chuu! Buchu!Smack!¡Mua! ¡Chuick!Muà!Catalan Spanish EnglishJapanese
  20. 20. Sound Invented OnomatopoeiasRaindropsfallingScissors
  21. 21. DISPLAYS
  23. 23. JohnClegg’sArticle
  24. 24. IndicadorsActivitats
  25. 25. L’activitat està ben pautada; les instruccions i el procés só nclars i està ben temporitzadaL’activitat inclou scaffoldingEs contempla temps per arrodonir itancar l’activitat i treure’nconclusionsIncorpora visuals(inteligències múltiples)Parteix d’un input potent i conegutque promou la reflexió i latransferència al mó n educatiuStudent-centredS’inclou material realConstrucció colectiva delconeixementL’activitat té un component pràcticd’aplicació , anàlisi i creacióL’activitat és significativaPeer-evaluation
  26. 26. Üs d’organitzadors gràficsS’activen I es valoren elsconeixements previs d’una maneralúdica i challengingEl treball en grup inclou reflexióindividual i temps de preparació .Inclusiva, interactiva,participativa i cooperativaAfavoreix un ambient de treballagradable i distèsEs reflexiona sobre el procési la seva transferabilitatL’activitat té un outcome obert icreatiu
  27. 27. Es reflexiona sobre el procés i la seva transferabilitatL’activitat té un outcome obert i creatiuStudent-centredAfavoreix un ambient de treball agradable i distèsInclusiva, interactiva, participativa i cooperativaParteix d’un input potent i conegut que promou la reflexió i la transferència al móneducatiuIncorpora visuals (inteligències múltiples)Es contempla temps per arrodonir i tancar l’activitat i treure’n conclusionsEl treball en grup inclou reflexió individual i temps de preparació.L’activitat inclou scaffoldingL’activitat està ben pautada; les instruccions i el procés són clars i està bentemporitzadaS’activen I es valoren els coneixements previs d’una manera lúdica i challengingÜs d’organitzadors gràfics
  28. 28. Is it repetition?Does it provide reflection andthinking?Does it help us to build up newideas?Does it allow us to compare whatwe did with what other people did?
  29. 29. QUIMMONZÓ
  30. 30. DianaHicks
  31. 31. Be careful withfosilized rankings!
  33. 33. Children are not emptybags
  34. 34. Discuss to build upknowledge
  35. 35. Assessmentin CLILAdapted fromMary Chopey-PaquetUniversity of Nottingham
  36. 36. As learners,we all ‘know’whatASSESSMENTmeans…
  37. 37. TESTS…with judgement…stress…competition…For challengingand measuring ourlearning!!!
  38. 38. ClipA few words from Tom
  39. 39. No Child Left Behind: Truthsand consequences
  40. 40. Difficult questionsWhat…?Why…?When…?How…?…whom?Assessment…in CLILWhat issues…?Who…? Where…?
  41. 41. What is assessment?The Language of AssessmentLinked terms• EvaluationProcess of making a decision about student learningRequires us to make a judgement aboutstudent knowledge, behaviour / performance,attitude• AssessmentStrategy for measuring that knowledge, behaviour /performance, attitudeIs a data-gathering strategy
  42. 42. • Goal of assessment: to improve student learning.•Assessment provides students, parents andteachers with valid information concerning studentprogress and their attainment of the exptectedcurriculum•Assessment should always be viewed asinformation to improve student achievement.•Assessment and evaluation measure whether ornot learning and/or learning objectives are beingmet.•The journey (assessment) versus the snapshot (evaluatio•Assessment requires the gathering of evidence ofstudent performance over a period of time tomeasure learning and understanding.
  43. 43. •Evidence of learning could take the form ofdialogue, journals, written work, portfolios, testsalong with many other learning tasks.•Evaluation on the other hand occurs when amark is assigned after the completion of a task,test, quiz, lesson or learning activity.•A mark on a spelling test will determine if thechild can spell the given words and would beseen as an evaluation.•Assessment would be a review of journal entries,written work, presentation, research papers,essays, story writing, tests, exams etc. and willdemonstrate a sense of more permanent learningand clearer picture of a students ability.
  44. 44. What is assessment?The Language of Assessment Formalor Informal Traditionalor AlternativeThree major types of assessment• Diagnostic• Formative• SummativeINTERRELATEDINTERRELATED&&COMPLEMENTARYCOMPLEMENTARYIssues:Reliability,Validity,Practicability
  45. 45. Why assess?Purposes and roles for usingAssessment data in CLIL• For planning• For decision making• For communicating• To PROMOTEANDSUPPORTLEARNING!
  46. 46. What is our rationale forAssessment in CLIL?Use the three quotations to enrich your group’sreasons and formulate a rationale forAssessment in CLIL
  47. 47. Rationale for Assessment in CLIL:Embedding it into the instruction“Assessment is no longer something teachers can‘tack on’ at the end of the teaching and learning.It is an essential ongoing component ofinstruction that guides the process of learning.”Simmons, R.: “The Horse before the Cart: Assessing for Understanding”
  48. 48. “Goals, objectives, teaching andlearning strategies, materials,feedback, and assessment arethreads that run through the mostwidely used (instructional) designmodels.”Perkins, D.: “Smart Schools: Better Thinking and Learning for Every Child”
  49. 49. “Teachers need to consider how theirclassroom activities, assignments,and tests support learning aimsand allow students tocommunicate what they know,then use this information toimprove teaching and learning.”Boston, C.: “The Concept of Formative Assessment”
  50. 50. When to assess?Regard assessment in CLIL as:• Continuous monitoring Needs – Demands Progress Understanding Effectiveness• An on-going means to guide instruction in adesired direction Keeping the end in view:Aims, Objectives, Outcomes
  51. 51. When to assess?Regard assessment in CLIL as:• An on-going general pedagogic strategy foradapting instruction and for empoweringthe learners Adapting teaching for effectivelearning Seeing assessment as support foreffective learning
  52. 52. “Continuous monitoring of student learningmeans that lines between assessment andinstruction fade.The student may be completely unaware ofbeing assessed, instruction modified on thespot, and further cycles of assessment,instruction and modification.Such on-going assessment activity is designedto create an optimal learning situation forstudents.”
  53. 53. Who assesses… whom?• Just as in the collaborative, interactiveapproach to the CLIL teaching-learningenvironment……also involve all the players fromthe CLIL setting in assessment
  54. 54. Assess what?• CONTENT…?• LANGUAGE…?DEBATE:Content through Language…???????Language through Content…?
  55. 55. Assess what?In CLIL, the Content must lead…1. Consider the context, setting, learners2. Consider theCONTENTCONTENTLANGUAGELANGUAGEneedsneedsdemandsdemands
  56. 56. Assess what?3. Determine appropriate options- Select appropriate domain(Cognitive, Affective, Psychomotor…)- Match with appropriate way to assess- Find or develop tools
  57. 57. Assess what?“In a CLIL classroom there are likely to be morestrands of activity at any one point because ofthe integrative nature of content and language.Therefore, even more than in L1 lessons, wecannot always assess everything.”Philip Hood
  58. 58. Assess what?Some guidelines• Clear objectives are needed before anyassessment focus can be chosen• Content knowledge/skills should be assessedusing the simplest form of language availablefor that purpose• Language should be assessed for a realpurpose in a real context, sometimes for- Form/Accuracy- Communicative competence and/or fluency
  59. 59. How to assess…?Just as in developing and widening our ownrepertoire of task types for our CLIL teaching,ALSO…ALSO…we need to develop and broaden our CLILassessment tools repertoireThe progress of our CLIL learners takes place in arich and varied environmentIt should be measured by equally rich and variedtypes of assessment that demonstratesprogress over time in a variety of contexts
  60. 60. How to assess…?Some guidelines• Learners should be made aware of theassessment objectives in advance.• Assessment tools should be varied to meetindividual learning styles, needs and current skilllevels.• Learners should be given frequent opportunitiesto demonstrate the growth of their knowledgeand understanding.• Involve the learners!
  61. 61. Framework of EvaluationCf. Freiberg & DriscollDIAGNOSTIC FORMATIVE SUMMATIVEFormal Informal Formal Informal Formal InformalStandardizedtestsObservationsChecklists Journals Inquiry DiscussionsPre-tests DiscussionsQuizzes ObservationsWork projects ObservationsPlacementtests? Questions-AnswersQuestions-AnswersStandardizedtestsWorkprojectsInquiry Assignments StudentcommentsClassroomtestsStudentfeedbackQuestionnairesStandardizedtestsAssignmentsInterviews ?? Classroomtests? PortfoliosPortfolios PerformancetasksPerformancetasks?Interviews?
  62. 62. Assessment Options for the Cognitive Domain 1Cf. Freiberg & DriscollDOMAIN ASSESSMENT OPTIONSKnowledge • ???Comprehension • ???Application •???
  63. 63. Assessment Options for the Cognitive Domain 1Cf. Freiberg & DriscollDOMAIN ASSESSMENT OPTIONSKnowledge • Written tests (fill in the blank, matching, simple multiplechoice)• Observation of student recitations• ?Comprehension • Written tests (true-false, multiple choice, short answer)• Student assignments (summaries, explanations)• Observations of student discussions• Interviews• ?Application • Written or oral problem solving• Multiple-choice tests (with answers based on solvingproblems)• Observations of simulations, roleplay• Performance tasks• Projects• ?
  64. 64. Assessment Options for the Cognitive Domain 2Cf. Freiberg & DriscollDOMAIN ASSESSMENT OPTIONSAnalysis • ???Synthesis • ???
  65. 65. Assessment Options for the Cognitive Domain 2Cf. Freiberg & DriscollDOMAIN ASSESSMENT OPTIONSAnalysis • Essay tests• Multiple-choice tests that require classifying, coding,inferring, or using criteria• Student assignments (comparisons)• Portfolios• ?Synthesis • Student projects with a plan, product• Written or oral problem solving• Portfolios• ?
  66. 66. Is your ASSESSMENT...?
  67. 67. • Balanced
  68. 68. • Open - Ended
  69. 69. • Non-threatening
  70. 70. • Age based
  71. 71. • Strength based
  72. 72. •The student is the center of the discussion(Student centered process)•It is a structured discussion focused onfinding out about the student’s•hopes/dreams for their future,their strengths/talents/abilitiesandidentifying what strategies andapproaches help them to succeed
  73. 73. • Emergent Skills
  74. 74. • From Know• to How to Know
  75. 75. • Non-biased
  76. 76. • Non-judgemental
  77. 77. • Time process
  78. 78. • Child Centered
  79. 79. • Informal Testing Situation
  80. 80. • Focus on Process
  81. 81. • Holistic
  82. 82. • The generalprinciple of holismwas conciselysummarized byAristotle in theMetaphysics: "Thewhole is more thanthe sum of its parts"(1045a10).
  83. 83. • Observation
  84. 84. • Variety
  85. 85. • Specific to the learner
  86. 86. • Portfolios. CLIP
  88. 88. • Whole Child
  89. 89. Physical and Mental HealthQuality Early Education and DevelopmentSocial Interaction and CompetenceSpiritual Foundation and StrengthSafe and Nurturing EnvironmentEconomic Stability
  90. 90. • Real-life events
  91. 91. • Culturally linguistic
  92. 92. • On-going
  93. 93. EVALUATIONAfter this CLIL sessions:• Are you going to modify your teaching?• How? What variations are you going to make?• What aspects are you going to modify?• Have you widen your “repertoire” of resources?Choose the most significant for you.• Have you got new questions?
  94. 94. STUDENT TALKI hate it when I get a paper back andall it has is the grade. Even if it’s anA, it doesn’t matter. I want somefeedback, some response to all thework I have done. I sometimeswonder if the teacher really reads itcompletely.High-School Senior
  95. 95. SelfAssessment
  96. 96. SelfAssessment
  97. 97. SelfAssessment
  98. 98. Avaluating OralPresentations
  99. 99. Avaluating OralPresentations
  100. 100. PortfolioAssessment
  101. 101. PresentationsAssessment
  102. 102. ProjectAssessment
  103. 103. ProjectAssessment
  104. 104. WritingAssessment
  105. 105. ProjectAssessment
  106. 106. ProjectAssessment
  107. 107. Questionnaire
  108. 108. AvaluationPOSTER PROJECT Bad Good Excellent1. IDEA 0 1 22. COMPOSITION 0 1 23. COLOUR 0 1 24. FINAL WORK 0 1 25. BEHAVIOUR 0 1 2FINAL MARK
  109. 109. 99 WAYSTO SAY“VERYGOOD”
  110. 110. ClipA few words from Tom
  111. 111. No Child Left Behind: Truthsand consequences
  113. 113. Children are not empty bags
  114. 114. EMOTIONAL INTELLIGENCE:You’re uniqueYou’re importantYou’re part ofLetting them grow in a cognitiveway: children are not just brains.
  115. 115. “What a children do in co-operation today he will be able todo alone tomorrow” Vygotsky1962
  116. 116. Students learn by interacting withothers.
  117. 117. Society does lots of things but itdoesn’t reflect.
  118. 118. Discuss to build up knowledge.
  119. 119. Don’t spoonfeed our students.
  120. 120. Be careful with dead soldiers!
  121. 121. Be careful with fosilizedrankings!
  122. 122. If something changes in your mindis forever.
  123. 123. Carme Florit Ballester i Carme Ortonobes Betriu
  124. 124. Daniel Pennac va ser un alumne amb una discapacitatconeguda com a disortografia que li mermava la sevacapacitat per retenir informació i era poc apte per al’aprenentatge de llengües, tant la pròpia comestrangeres. És a dir, no va ser un alumne brillant sinómés aviat el contrari. Gràcies a l’educació que va tenir ial suport dels seus mestres va saber superar-ho i haacabat convertint-se en professor i escriptor. En aquesttext, a mig camí entre la novel·la i la biografia, fa unhomenatge als educadors i als nens que sempre hanestat els últims de la classe, narrat des de la sevaexperiència. Una obra plena de reflexions pedagògiquesque no deixarà indiferents professors, pares i alumnes
  125. 125. Zavvi.es
  126. 126. If somethingchanges in yourmind is forever.
  127. 127. Trainersopen doors
  128. 128. Thank youforparticipating…and goodluck outthere!