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  1. 1. IES ROCAGROSSA C/ Rosa Sensat 1-11 17310 Lloret de Mar b7006770@centres.xtec.es ESO Batxillerat
  2. 2. CLIL project 2007-2010 Physics & Chemistry 4th ESO (15-16 years old) 3 levels 1 h/week Robert Tormo (English Teacher) Isa Pont (Science Teacher)
  3. 3. CLIL project 4th ESO Aims and objectives • First school year 2007/2008: – Compulsory Syllabus – Lab classes: Physics & Chemistry Experiments. – Qualitative CLIL assessment (attitude) • Future 2008/2010: – Progressive Implementation of CLIL programme within the subject. – To involve other non linguistic teachers in the project.
  4. 4. Principles of CLIL Pedagogy • The 4C’s Framework (Coyle 1999) – Content (subject matter) – Communication (language)* ‘Leaning to use Language and using Language to Learn´. – Cognition (thinking) – Culture (awareness of self and ‘otherness’) • *The 3A’s Planning Tool – Analyse (Language of Learning) – Add (Language for Learning) – Apply (Language through Learning) • CLIL Matrix adapted from Cummins (Coyle 2005) – Relationship between cognition and language – Challenge: Tasks linguistically accessible and cognitively demanding.
  5. 5. Module (35hours) Analysing Solving physical numerical wordings problems Interpreting Justifying diagrams Uniform analysing applying Uniformly results and graphs Motion Accelerated evaluating understanding Free Fall Motion Describing cognition Phenomena Examples remembering creating using related to Formulating scientific daily life hypothesis vocabulary Scientific Kinematics Method Forces Contribution of Physics to the society Physics culture Newton's Dynamics Content Laws Internet research to The extend Work and Conservation knowledge Work Energy of Mechanical Energy communication Physicists' Biographies Kinetic Potencial Providing Energy Energy listening, Language reading, of speaking for and through writing Learning skills Expressing opinions Physics vocabulary Expressing procedure Description of solving a of task phenomena and graphs
  6. 6. Unit 1 (10h) Analysing different Solving position, distance, types of numerical displacement motion problems speed, velocity Trajectory Interpreting Justifying diagrams Physical analysing applying results and graphs and Chemical evaluating understanding Motion changes kinematics acceleration cognition Examples remembering Describing creating related to Formulating Motion daily life hypothesis Scientific Physics Method Non SI Basic Units Units (British International System Units kinematics culture System) Content Derived Units Internet research to conversion extend factors Describing knowledge Motion communication Physicists' Biographies Uniform Free Fall Motion Providing Uniformly listening, Language Accelerated reading, of Motion speaking for and through writing Learning skills Expressing opinions Physics vocabulary Expressing procedure Description of solving a of task phenomena and graphs
  7. 7. UNIT 1 KINEMATICS Lesson 1 What is Physics Lesson 2 Physical Magnitudes Lesson 3 Language of Kinematics Lesson 4 Describing Motion
  8. 8. Lesson structure • PowerPoint • to introduce the lesson • to support the lesson • Handout contains both: • theoretical bases for the students • practical application – students’ activities related to theory – Lab activities – Quizzes – ICT activity Students work mainly in pairs to solve tasks and then in plenary to correct and get new ideas.
  9. 9. New What is the difference between a concept physical and a chemical change? If the identity of the Visuals substance doesn’t change, it is a PHYSICAL change. Stimulate thought If the identity changes leading to and new substances learning appear, it is a CHEMICAL change.
  10. 10. Table Filling Different types of tasks Producing language Communication Matching
  11. 11. cognition Solving numerical problems What is given? Formula What is being Check the result asked for? Calculation
  12. 12. Culture ICT Activity Internet as a tool to get information 3. This Java applet shows a car moving with Constant Acceleration http://www.walter-fendt.de/ph11e/acceleration.htm Check you have the same data as shown below and draw the graphs you got. Report the results. Then do the same changing data: V0= 10 m/s , a = -1m/s2 Cognition Interpreting and describing motion
  13. 13. LAB Activity Title: Aim: Material: Lab Report Procedure: Results: Conclusions: Questions: Patience is the key of Science Experimenting by trial and error
  14. 14. How to assure effective learning? Lesson 3 Scaffolding Lesson 4
  15. 15. Tell me and I forget. Show me and I remember. Involve me and I understand!

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