This document outlines the objectives and agenda for Session 8 of a seminar on CLIL (Content and Language Integrated Learning) methodology and resources. The session aims to: 1) Analyze and discuss CLIL classroom activities from an application perspective. 2) Present, review, and expand on specific didactic techniques and strategies. 3) Reflect on one's own teaching practice. The agenda includes a group activity to share a successful CLIL activity from their PILE (Plans d'Immersió Lingüística a l'Escola) projects and analyze the didactic techniques and foundations used. Participants are also assigned a task to describe a successful activity and discuss another group's activity before

1. Seminari d’intercanvi:
centres amb projectes PILE (2n any).
Sessió 8
METODOLOGIA I RECURSOS
5 de febrer de 2015
Curs 2014-2015
Serveis Territorials VOC

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OBJECTIUS DE LA SESSIÓ 8:
Metodologia i recursos
10 de febrer de 2015
 Continuar amb l’anàlisi i comentari d’activitats AICLE des del punt de
vista d’aplicació a l’aula.
 Presentar, revisar i ampliar tècniques i estratègies de la didàctica
específica.
 Reflexionar sobre la pròpia pràctica docent.

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ACTIVITAT DE DINAMITZACIÓ I REFLEXIÓ D’AULA
http://cepeivissa-llestrangeres.blogspot.com.es/2014/09/noves-activitats-oral-skills-i.html

4. Culture
CLIL
Ref: Adaptat de Coyle, Hood, Marsh (2010). CLIL. Cambridge University Press.
Context
4C FRAMEWORK
Communication
Content Cognition
Community

5. CONTENT
• Content selection:
new content? extension? repeat content?
• Content delivery:
teacher led? student led?
• Content planning:
some activities? a whole module?
one week? one session per week?

6. CULTURE
Culture associated with a language can not be learnt in
a few lessons about celebrations, folk songs, costumes
and recipes of the area.
Culture in CLIL can be defined as a cultural awareness,
this is knowledge about different cultures. Deepening
the definition, culture means raising awareness about
one's own cultures, including culturally learnt attitudes
and behaviours, what we can call self and otherness.

7. Language that
comes up in the
process.
of
Language
for
throug
h
Learning
Difficult to predict before carrying
out the activities.
Key vocabulary and
specific language and
grammar structures.
Language functions (discussing,
giving reasons, reporting,...)
Language needed for task completion
and classroom management
COMMUNICATION

8. • Effectiveness and challenge
• Thinking skills: Bloom’s taxonomy
- Which tasks will I develop to encourage higher
order thinking?
- Which thinking skills will we concentrate on
which are appropriate for the content?
COGNITION

9. Read the text. Can you understand it? Do you know these words? Is it
English? Can you answer the questions?
The lartey frimps krolacked blinfly in the detchy
shilbor
1. What kind or frimps were they?
2. What did the frimps do?
3. How?
4. In what kind of shilbor did they krolack?
5. Which word is the subject in this sentence?
6. Which is the verb?

10. Creating
Generating new ideas, products, or ways of viewing things: Designing,
constructing, planning, producing, inventing
Evaluating
Justifying a decision or course of action: Checking, hypothesising,
critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and
relationships: Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation: Implementing, carrying out,
using, executing
Understanding
Explaining ideas or concepts: Interpreting, summarising, paraphrasing,
classifying, explaining
Remembering
Recalling information: Recognising, listing, describing, retrieving, naming
High cognitive demand - reasoning required
Low cognitive demand - little reasoning required
Bloom’s Taxonomy Revised

11. LOT tasks
• They are easy. 100% of students can get them 100% right!
• They are not dependent on prior learning.
• They can be attained in a short time, perhaps minutes.
HOT tasks
• They are new tasks, problems or situations.
• They are difficult.
• They are highly dependent on prior learning.
• Development is slow and requires considerable effort.
• They create transferable learning of important thinking skills.
• They are more interesting, even to weak students.
• They are vocationally and academically relevant.
• They create deep learning.

12. 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?
Ref http://www.learningandteaching.info/learning/bloomtax.htm
Low Order
Thinking - LOT
High Order
Thinking - HOT
Bloom’s Taxonomy

13. High Cognitive Demands
Low Cognitive Demands
High
Linguistic
Demands
Low
Linguistic
Demands
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Cummin’s Matrix: the audit tool for CLIL
COMMUNICATION
COGNITION

14. Language Suport
reception
support
production
support
INPUT
“PUSHED”
OUTPUT
ACTIVE PROCESSING

15. Language Scaffolding

16. Catalan Industry Text

18. What is wrong with these portraits?

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ACTIVITAT 1: d’Intercanvi metodològic
Proposta grupal en rotació
 En grups de 3, expliqueu-vos una activitat reeixida del vostre projecte
PILE que us hagi ajudat a fer més dinàmiques les activitats d’aula.
 Per reflexionar:
 Quines tècniques, metodologies i fonaments didàctics estem fent servir?
 Com ho pots demostrar o il·lustrar?
http://piedraviva.org/?cat=14

26. Treball virtual: TASCA sessió 8
Tasca:
• Descriure la teva activitat reeixida de la qual te’n sens satisfeta o satisfet, que et dóna certa
seguretat com a docent seguint el següent model:
• Triar una de les activitats que heu sentit de la resta de companys/es i explicar per què la considero
important. Es penjarà al sites del seminari a la sessió 8. 1 full.
Data límit: finals de març 2015.
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