how did you feel about clil/bilingüe before we started the course yesterday? do you … ·...
TRANSCRIPT
AssessingEnglishlanguagesince1938
• HowdidyoufeelaboutCLIL/bilingüebeforewestartedthecourseyesterday?
• DoyoufeelanydifferentlyaboutCLILnow?AnybeCer?
• Thinkoftwothingsyoulearnedyesterday.
• Wasthereanythingthatsurprisedyou?
LessonplanningforCLIL
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
RobinWalkerTrainer
TrinityCollegeLondon,Spain
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
Sessionoutline
1. Lessonplanningfornon–CLIL/CLILclasses
2. Coyle,the4Cs,alessonplanningprotocol
Break
3. Lessonplanexercise
4. A.O.B
1. Areas to be covered in non-CLIL subject lesson plans
1. Group / Level 2. Topic 3. … etc
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
1. Areas to be covered in non-CLIL subject lesson plans
1. Aims & objectives 2. Assessment 3. Contents (knowledge, concepts, skills) 4. Cross-curricular possibilities 5. Group / Level 6. Materials & resources 7. Previous knowledge & skills 8. Teaching plan (type & timing of activities) 9. Topic
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
1. Areas to be covered in non-CLIL subject lesson plans
1. Level / Group 2. Topic 3. Aims & objectives 4. Previous knowledge & skills 5. Contents (knowledge, concepts, skills) 6. Teaching plan (type, timing & sequence
of activities) 7. Materials & resources 8. Assessment 9. Cross-curricular possibilities
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
1. Areas to be covered in CLIL subject lesson plans 1. Level 2. Topic 3. Aims & objectives 4. …etc PLUS 5. language of the topic (especially vocab) 6. language for learning (planning, discussions, etc) 7. skills needed for dealing with input language
(skimming, listening for gist, note-taking, etc.) 8. research & presentation skills
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
Sessionoutline
1. Lessonplanningfornon–CLIL/CLILclasses
2. Coyle,the4Cs,alessonplanningprotocol
Break
3. Lessonplanexercise
4. A.O.B
AssessingEnglishlanguagesince1938
LessonplanningforCLIL–Doyle,the4Csandplanning
Content:whatweteach/theylearn
hCp://www.unifg.it/sites/default/files/allegaUparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
Cogni>on:howwegetthemthinking
Culture:other(andself)awareness
Communica>on:thelanguageusedwhilelearning
2. Coyle, the 4Cs, a lesson planning protocol
2. Coyle, the 4Cs, a lesson planning protocol
1. Topic 2. Aims & objectives 3. …etc
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
Teachingobjec>ves(whatIplantodo)
Learningoutcomes=whatlearnerswillknow(knowledge)willunderstand(concepts)willbeabletodo(skills)willbeawareof(a[tudes)bytheendofthelesson/unit
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
Teachingobjec>ves:whatteacherintendstodo–theknowledge,concepts&skillsthataregoingtobetaught
Learneroutcomes:whatwewantlearnerstoknow,tounderstandortobeabletodoa]erthelesson
hCp://www.unifg.it/sites/default/files/allegaUparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
2. Coyle, the 4Cs, a lesson planning protocol
1. Topic 2. Aims (overall / T objectives / learner outcomes) 3. Contents (knowledge, concepts, skills)
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
Subject(topic)
Language
2. Coyle, the 4Cs, a lesson planning protocol
AssessingEnglishlanguagesince1938
LessonplanningforCLIL–the4Csandunitplanning
hCp://www.unifg.it/sites/default/files/allegaUparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
…itisthe[subject]contentwhichdeterminesthelearningroute.Ifitwerethelanguage,imaginehowlimiUngthiswouldbe...…[t]rytohaveaconversaUon
withsomeoneusingonlythepresenttense…
Ifthecontentrequirestheuseofthepasttense,andlearnershavenotstudiedthis,thenCLILlessonswill
[haveto]enablelearnerstoaccessthelanguageneededinadefinedcontextindifferentways.
AssessingEnglishlanguagesince1938
LessonplanningforCLIL–Doyle,the4Csandplanning
Content• whatis/aretheaim(s)ofthisunit/lesson?• whataremyteachingobjecUves?• whatarethelearneroutcomes?
Cogni>on(thinkingskills/thewayswegetthemtothink)
2. Coyle, the 4Cs, a lesson planning protocol
AssessingEnglishlanguagesince1938
LessonplanningforCLIL–Doyle,the4Csandplanning
Content:subjectknowledge,concepts,&skills
Cogni>on: acUviUesthatavoidexcessiverelianceonLOTSandacUvateandchallengeHOTS
Bloom’staxonomy
2. Coyle, the 4Cs, a lesson planning protocol
AssessingEnglishlanguagesince1938
LessonplanningforCLIL–Bloom’staxonomy
AssessingEnglishlanguagesince1938
LessonplanningforCLIL–Doyle,the4Csandplanning
Content• whatis/aretheaim(s)ofthisunit/lesson?• whataremyteachingobjecUves?• whatarethelearneroutcomes?
Cogni>on(thinkingskills)• whatkindofQsmustIasktoavoid‘display’Qs?• whichtasksandclassroomacUviUeswilltakelearners
intoHOTS?• whichthinkingskillswillbeappropriatetothesubject
content
2. Coyle, the 4Cs, a lesson planning protocol
AssessingEnglishlanguagesince1938
LessonplanningforCLIL–Doyle,the4Csandplanning
Content:thesubjectknowledge,concepts&skills
hCp://www.unifg.it/sites/default/files/allegaUparagrafo/20-01-2014/coyle_clil_planningtool_kit.pdf
Cogni>on:acUviUesthatacUvateandchallengeHOTSandavoidexcessiverelianceonLOTS
Communica>on:languagetobeusedwhilelearning
2. Coyle, the 4Cs, a lesson planning protocol
AssessingEnglishlanguagesince1938
LessonplanningforCLIL–Doyle,the4Csandplanning
Communica>on• whatspecialisedvocabulary(terms/phrases)isthere?• whatkeystructuresarethere(e.g.comparaUves)?
=languageoflearning
• whatlanguage/languageskillswilltheyneedtooperateinEnglishinclass(e.g.staUnginformaUon,askingQs,givingopinions,makingsuggesUons,listeningforgist,readingfordetailedunderstanding/specificinformaUon,etc.)?
=languageforlearning
2. Coyle, the 4Cs, a lesson planning protocol
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
Culture• doesthecontentcarryany(subject-specific)cultural
implicaUons?• doesthelessonallowlearnerstothinkaboutthemselves
(andtheirrelaUontoothers)?
Communica>on• whatspecialisedvocabulary(terms/phrases)isthere?• whatkeystructuresarethere(e.g.comparaUves)?• whatlanguage(skills)willtheyneedtooperateintheCLIL
classroom(e.g.makingsuggesUons,readingforgist,etc.)?
2. Coyle, the 4Cs, a lesson planning protocol
Areas to be covered in CLIL subject lesson plans 1. Level 2. Topic – aims, teaching objectives, learning outcomes 3. Cognition (LOTS & HOTS)
4. Communication: • language of learning (especially topic vocab) • language for learning (discussions) • skills needed for dealing with input (e.g listening for
gist, reading & note-taking, etc.) • research skills (using the internet, etc) • presentation skills (using Word, speaking in public, etc)
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
¿Cómoseaprendeunalengua?AssessingEnglishlanguagesince1938
LessonplanningforCLIL–samplelessonplans
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
Sessionoutline
1. Lessonplanningfornon–CLIL/CLILclasses
2. Coyle,the4Cs,alessonplanningprotocol
Break
3. Lessonplanexercise
4. A.O.B
¿Cómoseaprendeunalengua?AssessingEnglishlanguagesince1938
LessonplanningforCLIL–samplelessonplans
hCp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2
¿Cómoseaprendeunalengua?AssessingEnglishlanguagesince1938
LessonplanningforCLIL–samplelessonplans
hCp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2Ateneu-Materialsirecursosperalaformació-Departamentd'Ensen…dària
Step1mayseemobvious,butpracUceshowsthatamajorityofnoviceCLILteachersspendatremendousamountofUmesearchingforgoodmaterialsfromdifferentsourceswithouthavingaclearideaofwhattoteach.Writeyourideasonascrappaperbeforebeginningtosearch.BesureofwhatyouwanttoincludeandwhattorejectfromthetopicyouhaveselectedforyourCLILclasses.
¿Cómoseaprendeunalengua?AssessingEnglishlanguagesince1938
LessonplanningforCLIL–samplelessonplans
hCp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2
¿Cómoseaprendeunalengua?AssessingEnglishlanguagesince1938
LessonplanningforCLIL–samplelessonplans
hCp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2Ateneu-Materialsirecursosperalaformació-Departamentd'Ensen…dària
Thefocusofstep2isthatitiseasiertotransformready-to-usematerialsthantostartthemfromzero.BearinmindthatbooksusuallycontainbeCermaterialsthanwebsites.TheselecUonofacUviUesproposedinstep3impliesthatyoualreadyhavearangeoftasksatdifferentlevelsofBloom'sTaxonomy.Proposingdifferentkindsoftasksisusuallyasourceofengagementforlearnersandpromotesastudentcenteredapproachtoyourteaching.
¿Cómoseaprendeunalengua?AssessingEnglishlanguagesince1938
LessonplanningforCLIL–samplelessonplans
hCp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2
¿Cómoseaprendeunalengua?AssessingEnglishlanguagesince1938
LessonplanningforCLIL–samplelessonplans
hCp://ateneu.xtec.cat/wikiform/wikiexport/cmd/lle/clsi/modul_6/apartat_2Ateneu-Materialsirecursosperalaformació-Departamentd'Ensen…dària
Oncethecontentisclearandthetaskshavebeenchosen,youmustadaptallthematerialstothelanguagelevelofyourstudents.ProvidinglanguagescaffoldinginallyouracUviUesisthemainpointofstep4.
AssessingEnglishlanguagesince1938
LessonplanningforCLIL
RobinWalkerTrainer
TrinityCollegeLondon,Spain