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CLIL PRINCIPLES

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Tony Romei

on 3 May 2016

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Transcript of CLIL PRINCIPLES

CLIL PRINCIPLES
CLIL QUIZ

BICS & CALP AND CUMMINS QUADRANTS


Bloom's Taxonomy

Higher Order Thinking Skills

(
HOTS
)

To develop reasoning skills
To develop enquiry and discussion
To develop creative thinking
To evaluate work
To hypothesise

Lower Order Thinking Skills
(
LOTS
)‏

To remember information
To order information
To define objects
To check understanding
To review learning

LOTS & HOTS
Processes which our brains use when we learn or think!
THINKING SKILLS
WHAT ARE COGNITIVE SKILLS?
BLOOM'S TAXONOMY
SCAFFOLDING
BICS & CALP
HOTS & LOTS
THE CLIL TOOLBOX
SCAFFOLDING
CLASSROOM
LANGUAGE
BLOOM'S
TAXONOMY
The 4 Cs
ZPD
activity n. 1
EXAMPLE :
https://play.kahoot.it/#/k/3af48c70-339e-4367-abbf-c7fb94323e96
http://eductechalogy.org/swfapp/blooms/wheel/engage.swf

WARMING UP!
https://prezi.com/rxy_ythchlhr/ecosystems/

CONTENT
COMMUNICATION
COGNITION
CULTURE
http://www.finchpark.com/courses/links/classroom.htm
activity n.1
communication
culture
cognition
content
VIEWING
DOING
TALKING
TRANSFORMING

What can we do to challenge our students ?

We should ask a
LOT
of questions.

The
Higher
the level of the questions, the


Higher
the level of thinking and understanding

required to answer them !




2 Types of questions:
Skinny
and
Fat
:


answering these questions requires 2 different
thinking skills :

Lower Order Thinking Skills ( LOTS)

Higher Order Thinking Skills ( HOTS)
QUESTIONS


How do we recognize a FAT question ?

In order to answer a FAT question a student must ..
dig deeper, think longer, analyze, compare and much more
!!!
http://farr-integratingit.net/Theory/CriticalThinking/revisedcog.htm
USING BLOOM'S REVISED COGNITIVE DOMAIN TO IMPROVE INSTRUCTIONAL PRACTICE
Time line
 Bilingual education since antiquity
 1940 – Welsh medium schools in Wales
 1960 – dual-language/two-way immersion in USA
 1960 – bilingual education in Germany ( based on 1963 German-French treaty)
 1970 – one-way immersion in Canada(learners have the same background)
 1980 – bilingual immersion in Spain (learners have different backgrounds)
 1990 – programmes based on immigration in the USA and based on EU integration in Germany .
BILINGUAL EDUCATION
Which languages?
Official languages
 Canada
Heritage languages
 Gaelic, Welsh, Catalan, Basque, Galician
Community languages
 Spanish in the USA, 9 languages in Germany
Languages of neighbouring countries
 French, Czech, Polish in Germany
Foreign languages
 English in European Countries, CLIL-style education
One-way immersion or CLIL ?
Immersion education
(based on communicative approach)

Not all content teaching is necessarily good teaching

(Swain 1990:234)
Problems identified
 Focus on meaning (not/less on form)
 Situation/context limitations (e.g. formal language tu-vous)
 Often minimal responses are accepted

CLIL as an improved immersion model
(Carmen Muñoz 2007)
 Focus on meaning and form
 Teacher is aware of linguistic needs and models language
required to access content
CLIL: Dual/triple focus




Studying a subject
through a
foreign language

Acquiring
learning
strategies
Learning an L2
studying a subject
CLIL
[for all immersion]
+
+
The language triptych integrates content learning cognitively with language learning and use
The balance between language and content involves three kinds of language, which are extracted from the language triptych:

language
of
learning
is the language needed for learners in order to access concepts and skills related to the topic;

language
for

learning
is the language needed to operate in foreign language classrooms (work in groups, asking questions, debating);

language
through
learning
is unplanned emerging language which appears in classrooms due to the high level of talk, interaction, and dialogic activity
Lesson specimen : ecosystem
FAT Questions
activity n. 4
activity N. 5
activity n. 2
activity n. 3
ZPD - ZONE OF PROXIMAL DEVELOPMENT
activity N. 6
THINKING SKILLS
language
of
learning
language
for
learning

B
asic
I
nterpersonal
C
ommunication
S
kills
C
ognitive
A
cademic
L
anguage
P
roficiency
LOTS
HOTS
activity n. 7
SCAFFOLDING
Support
Text
level
Word
level
Sentence
level
visual organizers
diagrams
video
predict text
content
model texts
language frames
visuals
realia
labels
word banks
glossaries
target-language
dictionaries
bilingual dictionaries
high-frequency
words
sentence starters
question starters
substitution tables
sentence gap-fills
sentences +
visuals
activity n. 8
https://literacycenter.wikispaces.com/Graphic+Organizers
https://www.teachervision.com/graphic-organizers/printable/56506.html
ADAPTING MATERIAL
At
WORD
level:

Using labels or highlighting key content vocabulary by underlining, using capital Letters or bold font or adding word banks and glossaries of key content words

At
SENTENCE
level :

Including definitions and short explanations; simplifying and shortening sentences.

At
TEXT
level:

Including visuals, diagrams, animation and visual organisers


1) ADDING VISUALS
2) OMITTING UNNECESSARY DETAILS
3) SIMPLIFYING
4) PERSONALIZATION
5) UNDERLYING KEY WORDS
6) INCLUDING WORD BANK
7) CLASSIFICATION
8) REPETITION OF KEY VOCABULARY
9) ENCOURAGING PRODUCTION OF TARGET

LANGUAGE
10) PROVIDING GLOSSARIES
11) ACTIVATING PRIOR KNOWLEDGE
12) USING A VARIETY OF LAYOUT AND PRINT DESIGNS
ADAPTATION METHODS
activity n. 9
THANK YOU

FOR YOUR

ATTENTION

AND
...
PATIENCE
!
activity n. 10
when to use
graphic organisers
At the start of a class


to recall information
or
to express new ideas
During a lesson

to support learners as they take notes

to support them as they produce spoken or written language
At the end of
the lesson,
unit or module

to assess
understanding
of concepts and
relationships
between concepts
After a lesson

to help learners
link ideas
presented
in the class
activity n. 8
example of adaptation
Full transcript