This document discusses methodological orientations for Content and Language Integrated Learning (CLIL). It promotes all types of social interaction, collaborative work, scaffolding, developing metacognitive skills, using Bloom's taxonomy, critical thinking, and exploratory talk when developing CLIL learning materials. Scaffolding techniques include teaching support, task easing, highlighting tasks, and having students work independently over time. Bloom's taxonomy involves learning domains, verbs to demonstrate skills, and products to assess learning. The document aims to provide tools for effective CLIL methodology and materials development.

1. Content and Language
Integrated Learning:
Methodological Orientations
for a Better Practice
(Criteria for the development of materials)
Dr. Javier Barbero Andrés
Dr. Jesús Ángel González López
Dpto. de Filología

2. Methodology
 All kinds of social interaction stressed.
 Collaborative work.
 Scaffolding.
 Metacognitive skills (to think about
how they learn)
 Revised Bloom´s taxonomy.
 Critical thinking.
 Exploratory talk.

3. LET´S HIGHLIGHT SOME…
SCAFFOLDING.
REVISED BLOOM
´S TAXONOMY.
EXPLORATORY
TALK.

4. Scaffolding

5. Scaffolding

6. Scaffolding
 Teaching support.
 Register adaptation.
 Brainstorming so as to start.
 Continuous linguistic input.
 Easing tasks.
 Highlighting tasks.
 Students try to define.
 Key words and phrases provision.

7. Scaffolding
 EXAMPLE:
◦ Step 1
 Teacher shows.
◦ Step 2
 Teacher is helped by ss.
◦ Step 3
 SS group work.
◦ Step 4
 SS work independently.

8. Revised Bloom´s taxonomy

9. Revised Bloom´s taxonomy
(1956-2001)
 BLOOM LEARNING
DOMAINS.
 VERBS.
 PRODUCTS.

10. Revised Bloom´s taxonomy:
further applications

11. The paper clips experiment
(filled to the brim)
Predictive basic
question:
◦ How many paper
clips can we place
into the glass before
water spills over?

12. The paper clips experiment
Basic concepts:
◦ Water molecules
bonds
◦ Attraction (drops of
water)
◦ Displacement
◦ Dome shape
◦ Oxygen expelling

13. The paper clips experiment
 New predictive questions:
◦ Another container?
◦ Another type of fluid?
◦ Other invasive elements?
◦ Other ways to place
elements within the fluid?
◦ Same results?

14. What did we intend to do…?
• To provide participants with:
•The core elements of CLIL
•A well rooted methodological approach.
•Communicative language immersion.
•Skills and techniques to approach the foreign
language.
•Criteria for developing and enriching CLIL
learning materials.
• To observe CLIL as an opportunity for a new
deep and effective methodological change.