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Transcript of CLIL PRINCIPLES
BICS & CALP AND CUMMINS QUADRANTS
Higher Order Thinking Skills
To develop reasoning skills
To develop enquiry and discussion
To develop creative thinking
To evaluate work
Lower Order Thinking Skills
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!
WHAT ARE COGNITIVE SKILLS?
BICS & CALP
HOTS & LOTS
THE CLIL TOOLBOX
The 4 Cs
What can we do to challenge our students ?
We should ask a
the level of the questions, the
the level of thinking and understanding
required to answer them !
2 Types of questions:
answering these questions requires 2 different
thinking skills :
Lower Order Thinking Skills ( LOTS)
Higher Order Thinking Skills ( HOTS)
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
USING BLOOM'S REVISED COGNITIVE DOMAIN TO IMPROVE INSTRUCTIONAL PRACTICE
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 .
Gaelic, Welsh, Catalan, Basque, Galician
Spanish in the USA, 9 languages in Germany
Languages of neighbouring countries
French, Czech, Polish in Germany
English in European Countries, CLIL-style education
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:
is the language needed for learners in order to access concepts and skills related to the topic;
is the language needed to operate in foreign language classrooms (work in groups, asking questions, debating);
is unplanned emerging language which appears in classrooms due to the high level of talk, interaction, and dialogic activity
Lesson specimen : ecosystem
activity n. 4
activity N. 5
activity n. 2
activity n. 3
ZPD - ZONE OF PROXIMAL DEVELOPMENT
activity N. 6
activity n. 7
activity n. 8
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
Including definitions and short explanations; simplifying and shortening sentences.
Including visuals, diagrams, animation and visual organisers
1) ADDING VISUALS
2) OMITTING UNNECESSARY DETAILS
5) UNDERLYING KEY WORDS
6) INCLUDING WORD BANK
8) REPETITION OF KEY VOCABULARY
9) ENCOURAGING PRODUCTION OF TARGET
10) PROVIDING GLOSSARIES
11) ACTIVATING PRIOR KNOWLEDGE
12) USING A VARIETY OF LAYOUT AND PRINT DESIGNS
activity n. 9
when to use
At the start of a class
to recall information
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
unit or module
of concepts and
After a lesson
to help learners
in the class
activity n. 8
example of adaptation
BLOOM'S TAXONOMY AND THE S.A.M.R. MODEL
WEB TOOLS FOR CLIL
start each lesson with a warming up to:
activate prior knowledge
introduce the topic