Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Getting CLIL into the classroom.

No description
by

Andrew Boulind

on 30 May 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Getting CLIL into the classroom.

Getting CLIL into the classroom.
What is CLIL?
CONTENT
LANGUAGE
INTEGRATED
LEARNING
The 4Cs
In developing the rationale for introducing CLIL into the curriculum it may be helpful to
consider the benefits to teachers and learners in relation to four specific dimensions:


Content (subject, matter, project, theme)
Communication (Language)
Cognition
Culture

Content
• CLIL provides learning contexts which are relevant to the needs and interests of learners. (Child-Centred)
• CLIL supports the integration of language into the broader curriculum: Science, Art, Geography, Social Science
• CLIL can be explicitly linked to literacy, forming conceptual and linguistic bridges across the curriculum.
The 4Cs
Content
integrating content from across the curriculum through high quality language interaction
Cognition
engaging learners through higher order thinking and knowledge processing (HOTS & LOTS)
Communication
using language to learn and mediate ideas, thoughts and values
Culture
interpreting and understanding the significance of content and language and their contribution to identity and citizenship
r
The 4Cs Framework for CLIL - (Coyle, 2005)
Cognition
BICS and CALP
In 1979 the Canadian educator, Jim Cummins, made a useful distinction between BICS, the skills of listening, speaking, reading and writing for so-called social or conversational purposes and CALP, linked to more academic, cognitively challenging tasks in subject lessons.
BICS and CALP
In 2001 a former student of Bloom, Lorin Anderson, published a revised classification of thinking skills which is actually rather similar to the original but focuses more on verbs than nouns and renames some of the levels.
Bloom's revised taxonomy of thinking skills
Communication
Functions for Interaction:

Expressing agreement or disagreement, clarifying what has been said, describing cause and effect, explaining an opinion, expressing ideas and opinions, generalizing, giving instructions, giving approximate numbers, interpreting data, predicting, presenting solutions, suggesting.

We can encourage communication by
:

setting the classroom up (seating, posters, resources) to support communication
scaffolding tasks which reduces stress and makes explorative tasks more manageable.
Using learning opportunities that don’t always have a right or wrong answer.
Offering choices about how to do things.
Reducing teacher talking time (TTT) and increasing student talking time (STT).
Culture
• CLIL is particularly relevant in classrooms where learners bring diverse language and
cultural experiences
• CLIL is an appropriate vehicle for exploring the links between language and cultural
identity, examining behaviours, attitudes and values
• CLIL involves contexts and content which enrich the learners’ understanding of their own culture and those of others
• CLIL strengthens intercultural understanding and promotes global citizenship.
We can create a sense of community by:

- getting children to collaborate on activities and share experiences.

- Encouraging cooperation, help and respect.

- Rewarding risks

- Identifying learner’s roles.
Culture
Task and Achievement senses of verbs- CLIL
The difference between the task and achievement senses of verbs. You can be engaged in the activity of
something
, but not really be
achieving
it, like dieting.


There he is. He's dieting. Is he losing any weight? Not really.
Teaching
is a word like that. You can say, "There's Andrew, he's in room 34, he's teaching." But if nobody's learning anything, he may be engaged in the task of teaching but not actually fulfilling it!
The role of the teacher
The role of the teacher is to facilitate learning. CLIL gives us the opportunity to use PBL as well as a variety of pedagogies
"Education is about learning. If there's no learning going on, there's no education going on, people can spend an awful lot of time discussing education without ever discussing learning. The whole point of education is to get people to learn".
Great teachers do that, but what great teachers also do is mentor, stimulate, provoke, engage.

In the end, education is about learning curiosity.

Break away from routine algorithms -excite that power of imagination and curiosity.

Awaken and develop the powers of creativity



Teaching is not just a delivery system

Full transcript