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Unit VI "Personalizing CLIL lessons. The use of ICT"

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Master Clil

on 20 June 2013

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Transcript of Unit VI "Personalizing CLIL lessons. The use of ICT"

Members of the group:

Ana Coral Barrajón Teresa
Estefanía Boronat Muñoz
Sonia Bravo Abad
Gustavo Cruz Llandrés
Almudena Martínez Barrajón
Silvia Municio Mendoza
Patricia Portela Lago
Raquel Rodríguez Barrio
HOW TO INTRODUCE A LESSON
Generate and maintain interest
Promote success
promote a fun in learning
provide opportunities for students to speak about themselves
TEACHER INPUT
is the new content introduced to the students, which has to be comprehensible.
LANGUAGE ANALYSIS
Important in task design
THE USE OF ICT
UNIT 6. PERSONALIZING CLIL LESSONS.
THE USE OF ITC
based on emotional strategies
LESSON AND TASK SEQUENCE
PERFORMING A TASK

DYNAMIC OF FAMILIARITY OF CONTENT AND LANGUAGE

Familiar language
1.WARM UP
Familiar content


2.MAIN INTRODUCTORY STAGE New language

F amiliar content

3. INPUT DURING Familiar language
THE MAIN LEARNING
New content


4.INPUT DURING THE EXTENSION LEARNING STAGE
New language
New content
OUTSIDE THE PREVIOUS CIRCLE:
1. Warm up:
no cognitive challenge
2.Main introductory stage:
language becomes a barrier.
3.Input during the main learnign stage:
the new content will be "dumbed-down".
4.Input during extension learning stage:
cognitive challenge will be too high
Analyze and select the Thinking Skills
Connecting content and cognition
How?
Challenge students to create knew knowledge
Challenge students to develop new skills
THROUGH
Reflection & Engagement in
High Order Thinking Skills
Low Order Thinking Skills
Guide planning for cognitive dimension
Anderson & Krathwol
Reflection points:
Are we encouraging Students to use HOTS & LOTS?
Which activities or task types encourage the development of these skills?
How do we deal with the linguistic demands of these tasks to ensure linguistic progression?
What kind of questions must we ask in order to challenge problem-solving, hypothesizing, analyzing and evaluation tasks?
What type of questions do we want our learners to ask?
Have students been given opportunities to discuss new knowledge and understanding?
How do we know what the Ss have learned? How our formative assessment taks use to inform further learning?
How does/do our global goals fit with developing cognition?
Learners as
ICT producers

Many ways ICT can be used
for language learning

Digital Stories
Learning Games
because
it interacts with the language elements of the materials to provide
Theories of language
Categories of language
Krashen (1981)
Swain (1996)
Hood (2010)
Coyle
Marsh
Input to language acquisition and to produce language accurately we need STIMULI

More importance to OUTPUT to understand material and ideas
Learning takes place
Hierarchy in different levels
Word level
Sentence level
Text level
Language of learning
Analyse the language needed for learners
What type of language does the topic use?
What is the content language?
Language for learning
Kind of language to function in a foreign language environment
What are the possible language demands of classroom activities?
Which language skills will need to be developed?
Language through learning
Language involved in affective learning
Used to promote UNDERSTANDING
What language functions and notions are the students learning?
New environment for language learning
SUCCESS
VARIETY OF RESOURCES AND ACTIVITIES
FUNCTIONS
Medium of expression
Productivity instrument
Channel of communication
Cognitive instrument
Information and resource
Pupil´s assessment
Settings generator
Tutorial and management tool
Diagnostic and reinstatement tool

Through different instruments
PERSONALIZING CLIL MATERIALS

learners´ requirements
class
Materials development principles
Previous knowledge and experience
Variety
Use as a resource
Context
Transparent and stated objectives
Principle of economy
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