content and language integrated learning in humanities subjects july 2013 ...
TRANSCRIPT
Content and Language
Integrated Learning in Humanities Subjects
July 2013
www.collaborativelearning.org/humanitiesclil.html
stuart [email protected]
• Content
• Communication
• Cognition
• Culture
EFLEAL
Content and Language Integrated Learning
What do you enjoy about teaching CLIL?
What are your worries/problems?
• “Lets sort it out”
Promoting purposeful talk through activities related to sorting, classifying etc
• “I know, you know”
Language development through information exchange.
• “To put it another way”
Developing academic and subject specific language.
Communication
Using language to learn whilst learning to use language.
The key to CLIL
Cognition
Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language
Culture
Exposure to alternative perspectives and shared understandings, which
deepen awareness of otherness and self
Key principles for collaborative learning
• Build on prior knowledge
• Move from concrete to abstract
• Ensure everyone works with everyone else
• Extend social language into curriculum language
• Provide motivating ways to go over the same thing more than once
How does it work?
1.Pupils find one person with the same colour card
2.Each one reads out their card which begins “I am..”
3.The pair finds another pair – now they introduce their partner so it is no longer “I am” and has become “This is …… they….” in students own words.
Let Me Introduce Why does it work?•Opportunities to deliver curriculum content•Practice in reading > reading aloud.•Process of listen>understand/think> construct speech in own words.•Communication and interaction is integral.•Students work with many others.•Possible application across many topics/subjects.
With a partner who teaches the same subject decide on 8 things to introduce.
Make 8 cards.
Focus on the verb and tense form.
Does technical vocabulary need explaining?
Lev Vygotsky and Paolo Freire
The construction of knowledge is a social process
Thinking takes place not in someone’s head, but rather stretched between two
human beings.
The teacher learns from the learner while the learner learns from the teacher.
Douglas Barnes
•Presentational talk
•Exploratory talk : constructing new meanings
TEFL talk
•Ecouter et Repeter
•Imitation
•Production
Talking about TalkNeil Mercer
•Symmetrical talk
•Asymmetrical talk
(IRF or IRE)
ConcreteContext embedded
AbstractContext reduced
High cognitive demandActivities requiring a lot of thought
Low cognitive demandActivities requiring little thought
Pupils will be able to:•Generalise•Compare and contrast•Summarise•Plan•Classify•Give information•Seek solutions
Pupils will be able to:•Name items•Match•Retell•Sequence•Narrate
Pupils will be able to:•Argue a case•Identify criteria•Evaluate critically•Interpret information•Form hypothesis•Apply principles
• A visual organiser or key visual is a diagrammatic way of organising and presenting an idea.
• It is not a photograph or illustration.• Examples
EFLEAL C L I L
Learning needs
social needsLa
ngua
ge n
eeds
Visual organisers for classifyingVenn Diagrams(i) To show a whole set and a
subset
Venn Diagrams (ii) To show concepts and connection where items are - a - b - both -neither
Tree Diagram Classify words and show relationships
Key To divide information using yes/no answers
Carroll diagram To classify information using two sets of criteria
Quadrant To show connections between two sets of concepts
How are activities planned?
Sorting cards onto a visual organiser.Why it works
• Opportunities to explore vocabulary
• Practice in explaining concepts
• Opportunities to expand mental models
• Visual organisers structure thinking
• You can reinforce the organisers with games.
Making an activity
• Curriculum goal
To understand how much a Roman soldier had to carry.
To learn technical terms for equipment used by Roman soldiers.
To develop empathy with characters in the past.
Making an activity 2
• Provide pictures and labels
• Provide a sorting grid to organise ideas
• Add in a game element to re-inforce and practice.
• Once pupils have a grid a game can be played :
Turn a spinner,
each section corresponds to a grid section,
add items one by one,
the first to be ready is the winner.
Connect 4 Why does it work?•Opportunities to deliver curriculum content•Practice in reading > reading aloud.•Need for language of reasoning, justifying, explaining.•Communication and interaction is integral.•Reinforces classification and sorting.•Possible application across many topics/subjects.Sea Coast Mountain
Barrier games
• Barrier games are games where one person (or pair) has half the information and the other person (or pair) has the other half
• Complete information sets can be obtained by asking questions or by passing on information.
Familiar informal examples would be battleships.
The deduction game 20 questions is also related.
Barrier GamesWhy do they work?•Opportunities to deliver curriculum content•Practice in reading or interpreting data.•Practice in questioning•Communication and interaction is integral.•All students must participate•Possible application across many topics/subjects.
Clue cards to make experts• In this variation pupils work as a group.
Each person has some information which is essential.
• The group then work together to complete a joint task – may be written or may be sorting onto a visual organiser.
Examples The Wilsons
River Ganges Indus Valley
Information gaps / Expert groupsPupils work in a group to understand some information. They are then regrouped to work with pupils who have l-earnt something else. Each new group should have a complete set by the end.
Jigsawing-a term used to describe the grouping and regrouping.
Information gaps / Expert groups /JigsawingWhy do they work?
•Opportunities to read/ listen/ talk•All pupils must participate•Learning is carried and recalled to support embedding•Opportunities to differentiate•Easy to organise•All pupils have their own set of complete information to support subject knowledge tasks.
Key principles •Build on prior knowledge
• Move from concrete to abstract
• Ensure everyone works with everyone else
• Extend social language into curriculum language
• Provide motivating ways to go over the same thing more than once
Three Card Trick
•Which is the odd one out and why?
River
SeaCanal
• a potentially useful activity
• Which is the odd one out and why?
Follow me
Let me introduce
Connect 4
Recap – What did we learn earlier
• Look at the three words on the cards
• Discuss with your partner which one is the odd one out – say why.
Empathy
Putting the human in humanities
Role play – give children sufficient information to become a character in a situation
Cotton Mills
Students transform what they have learned into a different form when they
have to present it to a new audience.
Students shift between concrete knowledge and abstract theoretical
knowledge
• Classifying-Comparing-Contrasting-Defining-
Describing-Estimating-Evaluating-Explaining-
Formulating hypotheses-Generalising-Inferring-
Interpreting data-Judging-Justifying opinions-Labelling-
Measuring-Noting a process-Ordering chronologically-
Ordering spatially-Predicting-Problem solving-Rank
ordering-Recommending-Testing hypotheses-
Understanding and applying cause and effect-
Understanding and applying rules and strategies
A list of too many different kinds of thinking
A simpler framework to help planning
Describing Reasoning Justifying an opinion
Classifying Sequencing Decision making
Describing
Matching labelsMatching items and descriptionsPicture word dominoes
Is + adjective
Reasoning
Sifting through a set of reasons and choosing correct onesJoining sentence halves together
This is …. because This happened so…..
Justifying an opinion
Weighing/ranking evidenceSorting evidence on a diamond nine or other grid
The evidence shows… because of… we know
Classifying
Yes/ no/ both tablesVenn diagrams Carroll diagrams0-10 scales
Are….are both…x…and y are the same….x is whereas y is
Sequencing
Complete a cycle drawingLabel a cycle Draw pictures onto a labeled cyclePut cards in orderLearn a rap or rhyme with actions
First.. Then.. Next… Finally
Decision making
Deciding whether something is a good idea, correct, true, fair etc weighing all evidence.Diamond nineDebatesVoting
Although, because, taking into account…I think….you can say
Describing
“The rock is hard and shiny.It has bits in it”
Reasoning
“Granite is suitable for building because it wears away slowly. However, it is hard to shape and cut so it is an expensive building material.”
Justifying an opinion
The fossil record provides evidence that parts of Britain were once near Brazil. There is evidence that tropical plants and animals lived in London.
Classifying
“Chalk is a soft rock but granite is very hard”
Sequencing
“After the rock comes out of the volcano it cools down and sets. The ash makes the soil very rich. Over a long time the wind and water wear it down. Small grains of rock are carried down to the sea. The small grains are carried by the sea and become sandy beaches.”
Decision making
Tectonic plate activity is sometimes dangerous for humanity, but without the richness of new material it produces we would not have evolved.
Link to the powerpoint and resources we have used in
this training
www.collaborativelearning.org/humanitiesclil.html