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Transcript of CLIL
Stage 1: A shared vision for CLIL
Stage 3: Planning a unit
Stage 4: Preparing the unit
Stage 5: Monitoring and evaluating CLIL in action
Stage 6: next steps, towards inquiry-based professional learning communities
*Purpose: provide a tool kit for teachers to map CLIL practice for their own context and learners
*Quality teaching and learning environment provided by CLIL
*No preferred model or methodology
*CLIL is flexible:
*Teachers have to OWN their practice
Own: -define a contextualized interpretation of CLIL.
- identify the fundamental principals
* The Tool Kit is process oriented and is divided into 6 stage providing questions which teachers can reflect upon.
A conceptual framework
"Progression in new knowledge, skills and understanding"
*Successful content and acquisition of new
*It does not have to be based on a specific subject, it can work under cross-curricular and integrated studies.
"Interaction, progression in language using and learning
*Communication can be described as: learning to use language and using language to learn
*Goes beyond grammar but does not reject its role.
*Language learning Language using
"Engagement in higher-order thinking and understanding, problem solving, and accepting challenges and reflecting on them"
*CLIL must challenge students to create new knowledge and develop new skills through lower-order and higher-order thinking.
*CLIL is about allowing individuals to construct their own understanding
"'Self' and 'other' awareness, identity, citizenship, and progression towards pluricultural understanding
* Culture is either explicit or implicit in every theme.
*For a pluricultural and plurilingual world tolerance and understanding is demanded.
*To study through a different language is fundamental to take into account international understanding
*From 'Otherness' to 'Self'
* Intercultural understanding must be thought through by teachers in order to make it meaningful
Four steps for unit planning
*Is there a choice of content?, if so, which is the most appropriate for our CLIL setting?
*Do we have to use an existing syllabus or curriculum?
*How will we select new knowledge, skills and understanding of the theme to teach?
*What will the students learn?
*Is progression in learning taken into account?
*Do we have to prioritize the content to be included?
*How does the content develop our global goals?
Connecting content and cognition
*Use a taxonomy of thinking skills.
*Are we encouraging the use of higher and lower order thinking?
*Which activities or task types are likely to encourage the development of these skills?
*How do we deal with the linguistic demands of these tasks to ensure linguistic progression?
*What questions should we ask in order to challenge students?
*Have students been given opportunities to discuss their new knowledge and understanding?
*How does/do our global goal(s) fit with developing cognition?
Communication- Defining language learning and using
Language of learning
Language for learning
Language through learning
CLIL linguistic progression: Language learning and using
*It explores what language learners will need to access new knowledge and understanding when dealing with content
*What type of language does this subject use? How shall we ensure that learners have access to this?
* What kind of talk do learners need to engage in and how do we build in progression over time?
*What is the most effective way of teaching the language of learning?
It makes transparent the language needed by learners to operate in a learning environment where the medium is not their first language
*What kind of language do learners need to operate effectively in this CLIL unit?
* How are we developing metacognitive strategies?
*How can learning be scaffolded by teaching and learning of specific language?
*Is the language which is used to assess the learning accessible to the learners?
As new knowledge, skills and understanding develop, then so too will new language.
*What necessary language functions and notions do the students know already? How can these be practised and extended?
*What strategies can our learners use to access new language for themselves?
* When new language emerges, how shall we capture and select language for further development?
* How can we define language progression in this unit?
Developing cultural awareness and opportunities
*Culture permeates through content, cognition and communication promoting CLIL as pluricultural
*What different types of cultural implications are there for developing in this topic?
*How do we actively involve learners in developing their pluricultural understanding?
* What kind of curriculum links are available with other school (regional, national, international)?
*How does culture impact on the other Cs?
*For this stage, teachers will focus on materials, resources, tasks and activities.
*There are few ready-made materials that respond to the specific needs of the context
*Since change and innovation demand those involved, then learning communities for sharing resources and ideas is a useful way for improvement.
*Questioning is a very useful tool for teachers and learners. - Ask WHY?
*Which materials/units are already available?How appropriate are they?
*Are there CLIL materials banks in our region? If not, how can we create them?
*Can we share lesson plan templates across institutions and contexts?
For the activity!
*Get in groups
*Take a piece of paper to know which context are you going to work on and describe it:
-Number of students
- Language level
Choose a topic:
-Hollydays, animals, etc.
NOT HABITAT NOR ECOSYSTEMS!
engaging in the construction
OF A SHARED VISION OF CLIL
(how CLIL might operate in their school)
Two fundamental questions to think about ...
1. What is our ideal CLIL classroom and what goes on there?
2. In an ideal world, what do we want our CLIL learners and teachers to be able to achieve?
it is extremely important that global goals are 'owned' by the professionals involved
Stage 2: Analyzing and personalizing the CLIL context
Responsible for the clil programme to construct
A model for CLIL which starts in stage one but also
REFLECTS ON THE LOCAL SITUATION
TYPE AND SIZE
REGIONAL AND NATIONAL POLICIES
Understanding classroom processes as they evolve to gain insights which inform future planning
(Lesson Observation and Critical Incident Technique)
they compare different 'learning moments' (when learning has taken place) and see what was positive and constructive
lessons are reviewed and analyzed for reflection and in depth focused discussion
when did new learning occur in the lesson?
how did it happen?
why did it happen?
students also can be involve in this process of reflection
" Vision allows us to look beyond the problems that beset us today, giving the direction to our passage into the future. Even more important, vision energizes that passage by inspiring and guiding us into action"
papert and caperton (999)
these aspects have an important role to play determining the type of CLIL appropiate for different contexts.
it is not about assessing student's process of learning, it is more than that.
to develop clil professionals
to gain confidence
to explore the Clil agenda
to take risk and move beyond the familiar
build a professional learning community where everyone considers themselves as learners as well as teachers
3. new understanding for classroom teaching and learning
optimal organization of leaning environment
and follow the steps with us!
3 persons in the group are going to be a subject teacher and 1 a language teacher for example (geography teacher, science teacher, math teacher and language teacher)