Educar en tiempos revueltos

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Educar en tiempos revueltos

  1. 1. EDUCAR EN TIEMPOSREVUELTOS A CLIL look athistory through the eyes of Guy Fawkes, MLK andNelson Mandela Teresa Gerdes
  2. 2. Educar en Tiempos Revueltos A CLIL look at history through the eyes of Guy Fawkes, Martin Luther King Jr. and Nelson Mandela XIV CETA April 20, 2013 Teresa Gerdes
  3. 3. Good morningEducar en Tiempos Revueltos: History is happening as we speak We are part of history We are educating future citizens of an increasingly globalized community
  4. 4. Disclaimer The following presentation does not intend to provoke revolution in Spain, inyour classroom or at CETA for that matter.
  5. 5. The aim of this presentation• To motivate teachers to engage learners emotionally so that they feel intrigued about history• To highlight the importance of the contextualization of history so students do not view it as abstract and detached from their own lives.• To show the importance of higher order thinking as another feature of contextualized learning
  6. 6. The aim of this presentation• To show extracts of CLIL styled lessons that are based on the Coyle’s 4Cs and the SIOP structure• To demonstrate the different types of language needed based on the Language Triptych.
  7. 7. Who can benefit from this presentation?Teachers who are teaching:• Language-led CLIL classes• Content-led CLIL classes• English language teachers• Teachers of Ethics• CLIL/AICLE/EMILE practitioners, enthusiasts and skeptics
  8. 8. How can this material be introduced?• As a cross-curricular (English class to social science, ethics) approach to teaching about holidays and festivities from English speaking countries. (English-led CLIL)• In social science/social studies and/or ethics class in which these historical figures and their actions can be studied individually or comparatively. (Content-led CLIL)
  9. 9. Do you know who this is?(A way of Building Background or linking prior knowledge)
  10. 10. With a partner, pleasecomplete the K and W columns
  11. 11. K W L• V from Vendetta • Who is behind• Anonymous that mask?• The Phantom of • Why is he wearing the Opera the mask?• A mask from • Who is it? Venice • What is his name?• A masked man • Where is he• A thief from?• A mask from • Is this a man or a demonstrations woman? • What is the meaning of the mask?17/04/2013 12
  12. 12. Why teach about Guy Fawkes?• Guy Fawkes Night also known as Bonfire Night or the Gun Powder Plot is a popular cultural holiday in Great Britain.• The holiday has cultural and historical significance.• It should provoke students to ask “WHY?” a specific action, such as the Gun Powder Plot was attempted.
  13. 13. Guy Fawkes lesson objectives All material can be adapted according to linguistic and developmental levels• Content Objectives:SWBAT:• understand who Guy Fawkes was and his role in this historic event in British history.• how Guy Fawkes day is celebrated in Britain today.• sequence historic information about Guy Fawkes.
  14. 14. Guy Fawkes lesson objectives• Language ObjectivesSWBAT• Read and understand (past simple tense) thehistory of Guy Fawkes• SWBAT: Perform a play using keyvocabulary + the imperative to re-enact thehistory of Guy Fawkes night.
  15. 15. A video to give you a clue• http://www.youtube.com/watch?v=yMOIxD- GzJA&feature=fvwrel Remember, remember, the 5th Of November, the gunpowder, treason and plot. I know of no reason, why the gunpowder treason, should ever be forgot.17/04/2013 17
  16. 16. LANGUAGE OF LEARNINGthe language needed forlearners to access basicconcepts and skills. It is notpredetermined by agrammatical order, butrather it is dependent onthe language needed tocommunicate the content. Coyle, Hood, Marsh, 2010
  17. 17. The Language OF Learning• an analysis of language need for learners to access basic concepts and skills relating to the subject theme or topic. Guy Fawkes, Pope, The Catholic Church, The Church of England, James I, England in the 8th century, England in the 17th century, The Catholics, The Gunpowder Plot, barrels , explosives, bonfire, treason, fuse, to pass laws, to be/get married, to want a divorce/to get a divorce
  18. 18. Contextualizing Vocabulary• Through the use of visuals and translation if needed• http://c14989991.r91.cf2.rackcdn.com/blog/ wp-content/uploads/2011/10/032.pdf
  19. 19. The Gunpowder Plot Material: Vicens Vives Graded text and adapted text for sequencing, BBC internet text and videoshttp://www.youtube.com/watch?v=5C_K1-PzCss&feature=related
  20. 20. Possible Lesson Delivery Steps• After introducing the Guy Fawkes mask and using the KWL chart, present an adapted version of the material that you want to use.• An adapted version can be one that is less complicated in order to achieve a quick general overview.
  21. 21. Critics of CLIL often say…• That CLIL teachers “dumb down” materials• Proponents of CLIL are more inclined to “facilitate” material.• Facilitation and the use of Scaffolding techniques are part of the Constructivist philosophy
  22. 22. Multiple ways to work with the text• Read the adapted version• Read the proposed text• Sequence the text• Dramatization of the text and adapting the speech accordingly.
  23. 23. Language FOR learning Language for:identifies the kind of • Classroom management • Directiveslanguage which all • Procedural scaffolding • Verbal scaffoldinglearners need tooperate in a foreign The importance of usinglanguage environment. language for defining, explaining and hypothesizing content Coyle, Hood, Marsh, 2010 Dalton- Dalton-Puffer, 2007
  24. 24. K W L• V from Vendetta • Who is behind• Anonymous that mask?• The Phantom of • Why is he wearing the Opera the mask?• A mask from • Who is it? Venice • What is his name?• A masked man • Where is he• A thief from?• A mask from • Is this a man or a demonstrations woman? • What is the meaning of the mask?17/04/2013 27
  25. 25. The Language FOR Learning• Focuses on the kind of language needed to operate in the foreign language environment Language that is used for communication purposes This is the moment that natural acquisition can take place
  26. 26. Language THROUGH learning assumes that learning does not take place without active involvement of language and thinking.Learners must articulate their understanding and if they do, deeper level processing occurs , and learning takes places. Coyle, Hood, Marsh, 2010
  27. 27. Building Background What is happening in these two photos? Why do you think people protest?Can you give me any examples of recent protests or demonstrations?
  28. 28. Building Background After these questions have been answered, these first photographs will be linked to the image of Dr. Martin Luther King Jr.Erica Griebel, Teresa de la Rosa, Ana Cátedra, Isabel del Pozo(UPCO)
  29. 29. MLK OBJECTIVESCONTENT OBJECTIVES LANGUAGE OBJECTIVESSWBAT: SWBAT:Understand: Write a sentence using each of the following words: southern, march, What the Montgomery Bus Boycott boycott, segregation, campaign, was. protest, civil rights, non-violence. Who Martin Luther King was. Describe what Martin Luther King’s role was in the Civil Rights What Martin Luther King’s Movement. philosophy was. Discuss what happened on 4 April What Americans celebrate on the 1968. third Monday of January.
  30. 30. LESSON 1 Previously … Students must watch1.- GREETING of the students and establishing rapport ‘The Help’ Help’2.- OBJECTIVES (content and language) explanation3.- BUILDING BACKGROUND Watch ‘The Help’ movie trailer + subtitles4.- INTRODUCING THE LESSON MLK text: Prediction Questions5.- INTERACTION (T-S-T): MLK text - chunk it in paragraphs and read anddiscuss each (content+vocabulary)6. y 7.- INTERACTION (S-S & T-S): WH questions Think – Pair – Share:Answer individually and then discuss with a partner and share with the rest of theclass and the teacher9.- CLOSING OF THE LESSON – Reflection about new learning and checkingwith objectives
  31. 31. LESSON 21.- GREETING of the students and establishing rapport2.- Ask students to recall the OBJECTIVES (content and language)3.- MLK graphic organiser: use as BB of Lesson 1 + comprehensible input4.- INTRODUCE THE LESSON with the MLK speech video + subtitles5. 6. y 7.- INTERACTION: Higher-order thinking Qs about the speech8.- FORMAL ASSESSMENT: Write a 10-line speech which will be read out andhanded-in on the next day of class9.- CLOSING OF THE LESSON - Explain H/W: Finish speech (written assessment) and create picket sign (basic competences: artistic, innovative, initiative, linguistic…) - Next lesson: Perform speech + more acting to come! (SURPRISE ☺)
  32. 32. LESSON 3GREETING of the students and establishing rapportACTIVITIES:a) Reading out of speechesb) Script writing (everyone) + 2/3 volunteers performing themc) Sticking all the Picket signs on the notice board or on the classroom walls CLOSING THE LESSON:Assess objectives: Ask students about their impressions on the topic (did theyenjoy working on it, did they find it interesting, did they learn something new)
  33. 33. PRACTICE & APPLICATIONLanguage skills:Speaking Whole-class and pair discussions, WH and& speaking Prediction Questions, Giving an speechinteractionReading Martin Luther King text readingWriting Speech and Script writingsListening Watching “The Help” trailer and “I have a dream” speech video.
  34. 34. Building Background O Role-playing. • Two different types of cards.Itziar Moret and Isabel Díaz-Palacios - CLIL for Secondary Content Teachers
  35. 35. Building Background • Pupils are told to decide if they want longer breaks or not. People with the heart on the card are not allowed to choose. The teacher will write the following question and the possible answers on the blackboard: “How did you feel?” “I felt: angry, disappointed, furious, enraged…”Itziar Moret and Isabel Díaz-Palacios - CLIL for Secondary Content Teachers
  36. 36. Building Background • They will reflect about racism and discrimination. • At the end of the activity the classroom will be shown a new video.Itziar Moret and Isabel Díaz-Palacios - CLIL for Secondary Content Teachers
  37. 37. PRACTICE & APPLICATIONLanguage skills:Speaking Whole-class and pair discussions, WH and& speaking Prediction Questions, Giving an speechinteractionReading Martin Luther King text readingWriting Speech and Script writingsListening Watching “The Help” trailer and “I have a dream” speech video.
  38. 38. COMPREHENSIBLE INPUT Born in Baptist Atlanta, Remembered every Pastor GA third Monday of January Won African- Martin Luther King, Nobel American civil Peace rights leader Jr. Prize in 1964 Articulated the Assassinated Famous for feelings of in 1968 in “I have a ordinary black Memphis, dream” people TN speech
  39. 39. Guy Fawkes, MartinLuther King and Nelson MandelaWhat do they have in common?
  40. 40. The Language THROUGH Learning• is based on the principle that effective learning cannot take place without active involvement of language and thinking. Think – Pair – Share
  41. 41. Guy Fawkes, MartinLuther King and Nelson MandelaWhat do they have in common?
  42. 42. What do Guy Fawkes, Martin Luther King and Nelson Mandela have in common?• They are historical and cultural figures from English speaking countries.• Each have a national holiday named after them.• They fought against discrimination in their respective countries.• They have become powerful symbols in modern society and in the current international collective consciousness.
  43. 43. Compare and Contrast
  44. 44. Test your Knowledge of GF, MLK and NM GF MLK NMWho went to prison for his actions?Who made famous speeches?Who is considered a hero today?Which men were killed?Who fought against racialdiscrimination?Who fought against religiousdiscrimination?Which characters have publicholidays named after them?Which characters used violence?
  45. 45. Test your Knowledge of GF, MLK and NM GF MLK NMWho went to prison for his actions?Who made famous speeches?Who is considered a hero today?Which men were killed?Who fought against racialdiscrimination?Who fought against religiousdiscrimination?Which characters have holidaysnamed after them?Which characters used violence?Which men used non-violence?
  46. 46. Key Wh Vocabulary questions• Injustice • Who?• Segregation • What?• Non-violence • Where?• Violence • When?• Discrimination • Why?• Apartheid • How?• To fight against Struggle• Public holiday
  47. 47. Creating videos• This is a home-made video, set to music with lyrics about Nelson Mandela, Martin Luther King Jr, Steven Biko and Rosa Parks could be easily used to show students how they could create their own videos of the historical figures that have been studied.• http://www.youtube.com/watch?v=3kiPaFd-qLQ
  48. 48. Great resources for Guy Fawkes images and material• http://www.webanywhere.co.uk/blog/2011/1 0/plan-lessons-g%E2%80%A6plot-resources/• http://c14989991.r91.cf2.rackcdn.com/blog/ wp-content/uploads/2011/10/032.pdf
  49. 49. Excellent resources on Dr. Martin Luther King Jr.• http://www.enchantedlearning.com/history/u s/MLK/• http://www.thekingcenter.org/about-king- center
  50. 50. Resources on Nelson Mandela• http://www.nelsonmandela.org/content/landi ng/life-times-of-nelson-mandela
  51. 51. A very special thanks to… my Master’s students at the UniversidadPontificia Comillas who allowed me to use their slides from their SIOP lessons that they have been working on under my supervision. Their slides are labeled accordingly.
  52. 52. And a BIG THANKS goes out to• Ester Molina and Pilar Torres for their impeccable organization and patience!
  53. 53. And finally….A special thanks to all the teachers of Córdoba!Your hospitality and enthusiasm is always felt! Enjoy the rest of the Jornadas!

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