mary.griffith.b@gmailtaller clil ~ griffith 2011
DESCRIPTION
BELIEVING IN BILINGUALISM AND MAKING IT WORK IN THE CLASSROOM. MARY M. GRIFFITH 2012 INTRODUCCIÓN ~ el por qué. PRESENTACIÓN ~ el qué. PRÁCTICA ~e l cómo. INTRODUCCIÓN ~. [email protected] CLIL ~ GRIFFITH 2011. 0. 0. - PowerPoint PPT PresentationTRANSCRIPT
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 1
MARY M GRIFFITH
2012
INTRODUCCIOacuteN ~el por queacutePRESENTACIOacuteN ~el queacutePRAacuteCTICA~el coacutemo INTRODUCCIOacuteN ~
1
3
MALENTENDIDOS 3
-TE VENDO INGLEacuteS A CAMBIO DE MATES BIOLOGIA ETC-ESP (INGLEacuteS PARA FINES ESPECIacuteFICOS)
(TE VENDO EL INGLEacuteS COMO FINALIDAD)-LA CREACIOacuteN DE BILINGUumlES PERFECTOS
(YOU WILL ONLY BE DISAPPOINTED)
xxx
UN EQUILIBRIO ENTRE CONTENIDOS Y LENGUA EXTRANJERA
INTRODUCCION
LEARNING
CREER Y HACER
DISEŇO DE LA ENSEŇANZA BILINGUE
TEACHING
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 5
No se trata de ensentildear ingleacuteshellip
Ni se trata de decidir los contenidos de asignaturas que seguramente dominais a la perfeccioacutenhellip
1deg ~ animaros a esta docencia
2deg ~ orientaros de coacutemo hay que adaptar la instruccioacuten
3deg ~ plantaer con vosotros los retos especiacuteficos para buscar soluciones tanto reales como realistas
TALLER CLIL ~ GRIFFITH 2011 5
INTRODUCCION
REFRAMING Marco filosoacutefico EL POR QUEacute
Marco teoacuterico EL QUEacute
Marco praacutectico EL COacuteMO
INTRODUCCION
7
SABEMOS QUE NO SOIS ESPECIALISTAS EN LENGUA EXTRANJERA (L2)
SABEMOS QUE MUCHOS DE VOSOTROS HABEIS lsquoSUFRIDOrsquo APRENDIENDO L2
SABEMOS QUE OS PREOCUPA EL NIVEL DE EXIGENCIAS DE VUESTROS CONTENIDOS
SABEMOS QUE OS CUESTA CREER EN EL BILINGUISMO
UNDERSTANDING RELUCTANCE
UsvThemCOMMON GROUND
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 8
ES EL INGLEacuteS UN OBSTAacuteCULO PARA UN DOCENTE UNIVERSITARIO
8
INGLEacuteS
TALLER CLIL ~ GRIFFITH 2011
REFRAMINGhellip
para ser buenos docentes preguntamos coacutemo hemos sido como alumnos
I P Q ENSEŇAMOS
Eacuterase una vezhellipYO Y TUTERRENO COMUacuteN
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 99
El ingleacutes como hierramientahellip
EN DEFINITIVA EL MONOLIGUISMO ERA EL OBSTAacuteCULO
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 10
Queacute
Por queacute
Coacutemo
DAR CONTENIDOS EN INGLEacuteS ~ CLIL
PARA EVITAR VER EL INGLEacuteS COMO OBSTAacuteCULO ENTRE OTRAS RAZONEShellip
ESTRATEacuteGIAS DIDAacuteCTICAS
10TALLER CLIL ~ GRIFFITH 2011
I P Q ENSEŇAMOS whatrsquos in it for me and whatrsquos in it for my students
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 11
PARA FORMAR MEJOR
QUEacute MENSAJE DAMOS AL ALUMNO AL DAR CONTENIDOS EN INGLEacuteS
EL INGLEacuteS ES IMPORTANTE PARA TU FORMACIOacuteN
ME IMPORTA TU FORMACIOacuteN ME ESFUERZO PARA DARTE LA MEJOR
FORMACIOacuteN POSIBLE11TALLER CLIL ~ GRIFFITH 2011
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 12TALLER CLIL ~ GRIFFITH 2011 12
EL ROL DE UN DOCENTE PUEDE SER TAMBIEN CONTEMPLADO COMO OBSTAacuteCULO O COMO HIERRAMIENTA
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 13
A NIVEL PERSONAL TERMINA DE DERRIBAR SU PROPIO lsquoMUROrsquo
A NIVEL PROFESIONAL MEJORA SU PROYECCIOacuteN INTERNACIONAL
A NIVEL CENTRO FOMENTA EL INTERCAMBIO DE DOCENTES A NIVEL EUROPEO
13TALLER CLIL ~ GRIFFITH 2011
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
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- Slide 7
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- Slide 9
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- Slide 26
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- Slide 28
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- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
3
MALENTENDIDOS 3
-TE VENDO INGLEacuteS A CAMBIO DE MATES BIOLOGIA ETC-ESP (INGLEacuteS PARA FINES ESPECIacuteFICOS)
(TE VENDO EL INGLEacuteS COMO FINALIDAD)-LA CREACIOacuteN DE BILINGUumlES PERFECTOS
(YOU WILL ONLY BE DISAPPOINTED)
xxx
UN EQUILIBRIO ENTRE CONTENIDOS Y LENGUA EXTRANJERA
INTRODUCCION
LEARNING
CREER Y HACER
DISEŇO DE LA ENSEŇANZA BILINGUE
TEACHING
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 5
No se trata de ensentildear ingleacuteshellip
Ni se trata de decidir los contenidos de asignaturas que seguramente dominais a la perfeccioacutenhellip
1deg ~ animaros a esta docencia
2deg ~ orientaros de coacutemo hay que adaptar la instruccioacuten
3deg ~ plantaer con vosotros los retos especiacuteficos para buscar soluciones tanto reales como realistas
TALLER CLIL ~ GRIFFITH 2011 5
INTRODUCCION
REFRAMING Marco filosoacutefico EL POR QUEacute
Marco teoacuterico EL QUEacute
Marco praacutectico EL COacuteMO
INTRODUCCION
7
SABEMOS QUE NO SOIS ESPECIALISTAS EN LENGUA EXTRANJERA (L2)
SABEMOS QUE MUCHOS DE VOSOTROS HABEIS lsquoSUFRIDOrsquo APRENDIENDO L2
SABEMOS QUE OS PREOCUPA EL NIVEL DE EXIGENCIAS DE VUESTROS CONTENIDOS
SABEMOS QUE OS CUESTA CREER EN EL BILINGUISMO
UNDERSTANDING RELUCTANCE
UsvThemCOMMON GROUND
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 8
ES EL INGLEacuteS UN OBSTAacuteCULO PARA UN DOCENTE UNIVERSITARIO
8
INGLEacuteS
TALLER CLIL ~ GRIFFITH 2011
REFRAMINGhellip
para ser buenos docentes preguntamos coacutemo hemos sido como alumnos
I P Q ENSEŇAMOS
Eacuterase una vezhellipYO Y TUTERRENO COMUacuteN
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 99
El ingleacutes como hierramientahellip
EN DEFINITIVA EL MONOLIGUISMO ERA EL OBSTAacuteCULO
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 10
Queacute
Por queacute
Coacutemo
DAR CONTENIDOS EN INGLEacuteS ~ CLIL
PARA EVITAR VER EL INGLEacuteS COMO OBSTAacuteCULO ENTRE OTRAS RAZONEShellip
ESTRATEacuteGIAS DIDAacuteCTICAS
10TALLER CLIL ~ GRIFFITH 2011
I P Q ENSEŇAMOS whatrsquos in it for me and whatrsquos in it for my students
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 11
PARA FORMAR MEJOR
QUEacute MENSAJE DAMOS AL ALUMNO AL DAR CONTENIDOS EN INGLEacuteS
EL INGLEacuteS ES IMPORTANTE PARA TU FORMACIOacuteN
ME IMPORTA TU FORMACIOacuteN ME ESFUERZO PARA DARTE LA MEJOR
FORMACIOacuteN POSIBLE11TALLER CLIL ~ GRIFFITH 2011
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 12TALLER CLIL ~ GRIFFITH 2011 12
EL ROL DE UN DOCENTE PUEDE SER TAMBIEN CONTEMPLADO COMO OBSTAacuteCULO O COMO HIERRAMIENTA
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 13
A NIVEL PERSONAL TERMINA DE DERRIBAR SU PROPIO lsquoMUROrsquo
A NIVEL PROFESIONAL MEJORA SU PROYECCIOacuteN INTERNACIONAL
A NIVEL CENTRO FOMENTA EL INTERCAMBIO DE DOCENTES A NIVEL EUROPEO
13TALLER CLIL ~ GRIFFITH 2011
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
LEARNING
CREER Y HACER
DISEŇO DE LA ENSEŇANZA BILINGUE
TEACHING
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 5
No se trata de ensentildear ingleacuteshellip
Ni se trata de decidir los contenidos de asignaturas que seguramente dominais a la perfeccioacutenhellip
1deg ~ animaros a esta docencia
2deg ~ orientaros de coacutemo hay que adaptar la instruccioacuten
3deg ~ plantaer con vosotros los retos especiacuteficos para buscar soluciones tanto reales como realistas
TALLER CLIL ~ GRIFFITH 2011 5
INTRODUCCION
REFRAMING Marco filosoacutefico EL POR QUEacute
Marco teoacuterico EL QUEacute
Marco praacutectico EL COacuteMO
INTRODUCCION
7
SABEMOS QUE NO SOIS ESPECIALISTAS EN LENGUA EXTRANJERA (L2)
SABEMOS QUE MUCHOS DE VOSOTROS HABEIS lsquoSUFRIDOrsquo APRENDIENDO L2
SABEMOS QUE OS PREOCUPA EL NIVEL DE EXIGENCIAS DE VUESTROS CONTENIDOS
SABEMOS QUE OS CUESTA CREER EN EL BILINGUISMO
UNDERSTANDING RELUCTANCE
UsvThemCOMMON GROUND
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 8
ES EL INGLEacuteS UN OBSTAacuteCULO PARA UN DOCENTE UNIVERSITARIO
8
INGLEacuteS
TALLER CLIL ~ GRIFFITH 2011
REFRAMINGhellip
para ser buenos docentes preguntamos coacutemo hemos sido como alumnos
I P Q ENSEŇAMOS
Eacuterase una vezhellipYO Y TUTERRENO COMUacuteN
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 99
El ingleacutes como hierramientahellip
EN DEFINITIVA EL MONOLIGUISMO ERA EL OBSTAacuteCULO
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 10
Queacute
Por queacute
Coacutemo
DAR CONTENIDOS EN INGLEacuteS ~ CLIL
PARA EVITAR VER EL INGLEacuteS COMO OBSTAacuteCULO ENTRE OTRAS RAZONEShellip
ESTRATEacuteGIAS DIDAacuteCTICAS
10TALLER CLIL ~ GRIFFITH 2011
I P Q ENSEŇAMOS whatrsquos in it for me and whatrsquos in it for my students
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 11
PARA FORMAR MEJOR
QUEacute MENSAJE DAMOS AL ALUMNO AL DAR CONTENIDOS EN INGLEacuteS
EL INGLEacuteS ES IMPORTANTE PARA TU FORMACIOacuteN
ME IMPORTA TU FORMACIOacuteN ME ESFUERZO PARA DARTE LA MEJOR
FORMACIOacuteN POSIBLE11TALLER CLIL ~ GRIFFITH 2011
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 12TALLER CLIL ~ GRIFFITH 2011 12
EL ROL DE UN DOCENTE PUEDE SER TAMBIEN CONTEMPLADO COMO OBSTAacuteCULO O COMO HIERRAMIENTA
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 13
A NIVEL PERSONAL TERMINA DE DERRIBAR SU PROPIO lsquoMUROrsquo
A NIVEL PROFESIONAL MEJORA SU PROYECCIOacuteN INTERNACIONAL
A NIVEL CENTRO FOMENTA EL INTERCAMBIO DE DOCENTES A NIVEL EUROPEO
13TALLER CLIL ~ GRIFFITH 2011
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 5
No se trata de ensentildear ingleacuteshellip
Ni se trata de decidir los contenidos de asignaturas que seguramente dominais a la perfeccioacutenhellip
1deg ~ animaros a esta docencia
2deg ~ orientaros de coacutemo hay que adaptar la instruccioacuten
3deg ~ plantaer con vosotros los retos especiacuteficos para buscar soluciones tanto reales como realistas
TALLER CLIL ~ GRIFFITH 2011 5
INTRODUCCION
REFRAMING Marco filosoacutefico EL POR QUEacute
Marco teoacuterico EL QUEacute
Marco praacutectico EL COacuteMO
INTRODUCCION
7
SABEMOS QUE NO SOIS ESPECIALISTAS EN LENGUA EXTRANJERA (L2)
SABEMOS QUE MUCHOS DE VOSOTROS HABEIS lsquoSUFRIDOrsquo APRENDIENDO L2
SABEMOS QUE OS PREOCUPA EL NIVEL DE EXIGENCIAS DE VUESTROS CONTENIDOS
SABEMOS QUE OS CUESTA CREER EN EL BILINGUISMO
UNDERSTANDING RELUCTANCE
UsvThemCOMMON GROUND
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 8
ES EL INGLEacuteS UN OBSTAacuteCULO PARA UN DOCENTE UNIVERSITARIO
8
INGLEacuteS
TALLER CLIL ~ GRIFFITH 2011
REFRAMINGhellip
para ser buenos docentes preguntamos coacutemo hemos sido como alumnos
I P Q ENSEŇAMOS
Eacuterase una vezhellipYO Y TUTERRENO COMUacuteN
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 99
El ingleacutes como hierramientahellip
EN DEFINITIVA EL MONOLIGUISMO ERA EL OBSTAacuteCULO
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 10
Queacute
Por queacute
Coacutemo
DAR CONTENIDOS EN INGLEacuteS ~ CLIL
PARA EVITAR VER EL INGLEacuteS COMO OBSTAacuteCULO ENTRE OTRAS RAZONEShellip
ESTRATEacuteGIAS DIDAacuteCTICAS
10TALLER CLIL ~ GRIFFITH 2011
I P Q ENSEŇAMOS whatrsquos in it for me and whatrsquos in it for my students
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 11
PARA FORMAR MEJOR
QUEacute MENSAJE DAMOS AL ALUMNO AL DAR CONTENIDOS EN INGLEacuteS
EL INGLEacuteS ES IMPORTANTE PARA TU FORMACIOacuteN
ME IMPORTA TU FORMACIOacuteN ME ESFUERZO PARA DARTE LA MEJOR
FORMACIOacuteN POSIBLE11TALLER CLIL ~ GRIFFITH 2011
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 12TALLER CLIL ~ GRIFFITH 2011 12
EL ROL DE UN DOCENTE PUEDE SER TAMBIEN CONTEMPLADO COMO OBSTAacuteCULO O COMO HIERRAMIENTA
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 13
A NIVEL PERSONAL TERMINA DE DERRIBAR SU PROPIO lsquoMUROrsquo
A NIVEL PROFESIONAL MEJORA SU PROYECCIOacuteN INTERNACIONAL
A NIVEL CENTRO FOMENTA EL INTERCAMBIO DE DOCENTES A NIVEL EUROPEO
13TALLER CLIL ~ GRIFFITH 2011
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
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- Slide 79
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- Slide 83
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- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
REFRAMING Marco filosoacutefico EL POR QUEacute
Marco teoacuterico EL QUEacute
Marco praacutectico EL COacuteMO
INTRODUCCION
7
SABEMOS QUE NO SOIS ESPECIALISTAS EN LENGUA EXTRANJERA (L2)
SABEMOS QUE MUCHOS DE VOSOTROS HABEIS lsquoSUFRIDOrsquo APRENDIENDO L2
SABEMOS QUE OS PREOCUPA EL NIVEL DE EXIGENCIAS DE VUESTROS CONTENIDOS
SABEMOS QUE OS CUESTA CREER EN EL BILINGUISMO
UNDERSTANDING RELUCTANCE
UsvThemCOMMON GROUND
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 8
ES EL INGLEacuteS UN OBSTAacuteCULO PARA UN DOCENTE UNIVERSITARIO
8
INGLEacuteS
TALLER CLIL ~ GRIFFITH 2011
REFRAMINGhellip
para ser buenos docentes preguntamos coacutemo hemos sido como alumnos
I P Q ENSEŇAMOS
Eacuterase una vezhellipYO Y TUTERRENO COMUacuteN
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 99
El ingleacutes como hierramientahellip
EN DEFINITIVA EL MONOLIGUISMO ERA EL OBSTAacuteCULO
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 10
Queacute
Por queacute
Coacutemo
DAR CONTENIDOS EN INGLEacuteS ~ CLIL
PARA EVITAR VER EL INGLEacuteS COMO OBSTAacuteCULO ENTRE OTRAS RAZONEShellip
ESTRATEacuteGIAS DIDAacuteCTICAS
10TALLER CLIL ~ GRIFFITH 2011
I P Q ENSEŇAMOS whatrsquos in it for me and whatrsquos in it for my students
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 11
PARA FORMAR MEJOR
QUEacute MENSAJE DAMOS AL ALUMNO AL DAR CONTENIDOS EN INGLEacuteS
EL INGLEacuteS ES IMPORTANTE PARA TU FORMACIOacuteN
ME IMPORTA TU FORMACIOacuteN ME ESFUERZO PARA DARTE LA MEJOR
FORMACIOacuteN POSIBLE11TALLER CLIL ~ GRIFFITH 2011
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 12TALLER CLIL ~ GRIFFITH 2011 12
EL ROL DE UN DOCENTE PUEDE SER TAMBIEN CONTEMPLADO COMO OBSTAacuteCULO O COMO HIERRAMIENTA
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 13
A NIVEL PERSONAL TERMINA DE DERRIBAR SU PROPIO lsquoMUROrsquo
A NIVEL PROFESIONAL MEJORA SU PROYECCIOacuteN INTERNACIONAL
A NIVEL CENTRO FOMENTA EL INTERCAMBIO DE DOCENTES A NIVEL EUROPEO
13TALLER CLIL ~ GRIFFITH 2011
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
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- Slide 11
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- Slide 21
- Slide 22
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- Slide 25
- Slide 26
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- Slide 28
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- Slide 42
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- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
7
SABEMOS QUE NO SOIS ESPECIALISTAS EN LENGUA EXTRANJERA (L2)
SABEMOS QUE MUCHOS DE VOSOTROS HABEIS lsquoSUFRIDOrsquo APRENDIENDO L2
SABEMOS QUE OS PREOCUPA EL NIVEL DE EXIGENCIAS DE VUESTROS CONTENIDOS
SABEMOS QUE OS CUESTA CREER EN EL BILINGUISMO
UNDERSTANDING RELUCTANCE
UsvThemCOMMON GROUND
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 8
ES EL INGLEacuteS UN OBSTAacuteCULO PARA UN DOCENTE UNIVERSITARIO
8
INGLEacuteS
TALLER CLIL ~ GRIFFITH 2011
REFRAMINGhellip
para ser buenos docentes preguntamos coacutemo hemos sido como alumnos
I P Q ENSEŇAMOS
Eacuterase una vezhellipYO Y TUTERRENO COMUacuteN
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 99
El ingleacutes como hierramientahellip
EN DEFINITIVA EL MONOLIGUISMO ERA EL OBSTAacuteCULO
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 10
Queacute
Por queacute
Coacutemo
DAR CONTENIDOS EN INGLEacuteS ~ CLIL
PARA EVITAR VER EL INGLEacuteS COMO OBSTAacuteCULO ENTRE OTRAS RAZONEShellip
ESTRATEacuteGIAS DIDAacuteCTICAS
10TALLER CLIL ~ GRIFFITH 2011
I P Q ENSEŇAMOS whatrsquos in it for me and whatrsquos in it for my students
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 11
PARA FORMAR MEJOR
QUEacute MENSAJE DAMOS AL ALUMNO AL DAR CONTENIDOS EN INGLEacuteS
EL INGLEacuteS ES IMPORTANTE PARA TU FORMACIOacuteN
ME IMPORTA TU FORMACIOacuteN ME ESFUERZO PARA DARTE LA MEJOR
FORMACIOacuteN POSIBLE11TALLER CLIL ~ GRIFFITH 2011
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 12TALLER CLIL ~ GRIFFITH 2011 12
EL ROL DE UN DOCENTE PUEDE SER TAMBIEN CONTEMPLADO COMO OBSTAacuteCULO O COMO HIERRAMIENTA
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 13
A NIVEL PERSONAL TERMINA DE DERRIBAR SU PROPIO lsquoMUROrsquo
A NIVEL PROFESIONAL MEJORA SU PROYECCIOacuteN INTERNACIONAL
A NIVEL CENTRO FOMENTA EL INTERCAMBIO DE DOCENTES A NIVEL EUROPEO
13TALLER CLIL ~ GRIFFITH 2011
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
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- Slide 11
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- Slide 98
-
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 8
ES EL INGLEacuteS UN OBSTAacuteCULO PARA UN DOCENTE UNIVERSITARIO
8
INGLEacuteS
TALLER CLIL ~ GRIFFITH 2011
REFRAMINGhellip
para ser buenos docentes preguntamos coacutemo hemos sido como alumnos
I P Q ENSEŇAMOS
Eacuterase una vezhellipYO Y TUTERRENO COMUacuteN
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 99
El ingleacutes como hierramientahellip
EN DEFINITIVA EL MONOLIGUISMO ERA EL OBSTAacuteCULO
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 10
Queacute
Por queacute
Coacutemo
DAR CONTENIDOS EN INGLEacuteS ~ CLIL
PARA EVITAR VER EL INGLEacuteS COMO OBSTAacuteCULO ENTRE OTRAS RAZONEShellip
ESTRATEacuteGIAS DIDAacuteCTICAS
10TALLER CLIL ~ GRIFFITH 2011
I P Q ENSEŇAMOS whatrsquos in it for me and whatrsquos in it for my students
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 11
PARA FORMAR MEJOR
QUEacute MENSAJE DAMOS AL ALUMNO AL DAR CONTENIDOS EN INGLEacuteS
EL INGLEacuteS ES IMPORTANTE PARA TU FORMACIOacuteN
ME IMPORTA TU FORMACIOacuteN ME ESFUERZO PARA DARTE LA MEJOR
FORMACIOacuteN POSIBLE11TALLER CLIL ~ GRIFFITH 2011
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 12TALLER CLIL ~ GRIFFITH 2011 12
EL ROL DE UN DOCENTE PUEDE SER TAMBIEN CONTEMPLADO COMO OBSTAacuteCULO O COMO HIERRAMIENTA
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 13
A NIVEL PERSONAL TERMINA DE DERRIBAR SU PROPIO lsquoMUROrsquo
A NIVEL PROFESIONAL MEJORA SU PROYECCIOacuteN INTERNACIONAL
A NIVEL CENTRO FOMENTA EL INTERCAMBIO DE DOCENTES A NIVEL EUROPEO
13TALLER CLIL ~ GRIFFITH 2011
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
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- Slide 21
- Slide 22
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- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
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- Slide 95
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- Slide 97
- Slide 98
-
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 99
El ingleacutes como hierramientahellip
EN DEFINITIVA EL MONOLIGUISMO ERA EL OBSTAacuteCULO
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 10
Queacute
Por queacute
Coacutemo
DAR CONTENIDOS EN INGLEacuteS ~ CLIL
PARA EVITAR VER EL INGLEacuteS COMO OBSTAacuteCULO ENTRE OTRAS RAZONEShellip
ESTRATEacuteGIAS DIDAacuteCTICAS
10TALLER CLIL ~ GRIFFITH 2011
I P Q ENSEŇAMOS whatrsquos in it for me and whatrsquos in it for my students
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 11
PARA FORMAR MEJOR
QUEacute MENSAJE DAMOS AL ALUMNO AL DAR CONTENIDOS EN INGLEacuteS
EL INGLEacuteS ES IMPORTANTE PARA TU FORMACIOacuteN
ME IMPORTA TU FORMACIOacuteN ME ESFUERZO PARA DARTE LA MEJOR
FORMACIOacuteN POSIBLE11TALLER CLIL ~ GRIFFITH 2011
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 12TALLER CLIL ~ GRIFFITH 2011 12
EL ROL DE UN DOCENTE PUEDE SER TAMBIEN CONTEMPLADO COMO OBSTAacuteCULO O COMO HIERRAMIENTA
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 13
A NIVEL PERSONAL TERMINA DE DERRIBAR SU PROPIO lsquoMUROrsquo
A NIVEL PROFESIONAL MEJORA SU PROYECCIOacuteN INTERNACIONAL
A NIVEL CENTRO FOMENTA EL INTERCAMBIO DE DOCENTES A NIVEL EUROPEO
13TALLER CLIL ~ GRIFFITH 2011
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
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- Slide 70
- Slide 71
- Slide 72
- Slide 73
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- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
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- Slide 86
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- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 10
Queacute
Por queacute
Coacutemo
DAR CONTENIDOS EN INGLEacuteS ~ CLIL
PARA EVITAR VER EL INGLEacuteS COMO OBSTAacuteCULO ENTRE OTRAS RAZONEShellip
ESTRATEacuteGIAS DIDAacuteCTICAS
10TALLER CLIL ~ GRIFFITH 2011
I P Q ENSEŇAMOS whatrsquos in it for me and whatrsquos in it for my students
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 11
PARA FORMAR MEJOR
QUEacute MENSAJE DAMOS AL ALUMNO AL DAR CONTENIDOS EN INGLEacuteS
EL INGLEacuteS ES IMPORTANTE PARA TU FORMACIOacuteN
ME IMPORTA TU FORMACIOacuteN ME ESFUERZO PARA DARTE LA MEJOR
FORMACIOacuteN POSIBLE11TALLER CLIL ~ GRIFFITH 2011
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 12TALLER CLIL ~ GRIFFITH 2011 12
EL ROL DE UN DOCENTE PUEDE SER TAMBIEN CONTEMPLADO COMO OBSTAacuteCULO O COMO HIERRAMIENTA
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 13
A NIVEL PERSONAL TERMINA DE DERRIBAR SU PROPIO lsquoMUROrsquo
A NIVEL PROFESIONAL MEJORA SU PROYECCIOacuteN INTERNACIONAL
A NIVEL CENTRO FOMENTA EL INTERCAMBIO DE DOCENTES A NIVEL EUROPEO
13TALLER CLIL ~ GRIFFITH 2011
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 11
PARA FORMAR MEJOR
QUEacute MENSAJE DAMOS AL ALUMNO AL DAR CONTENIDOS EN INGLEacuteS
EL INGLEacuteS ES IMPORTANTE PARA TU FORMACIOacuteN
ME IMPORTA TU FORMACIOacuteN ME ESFUERZO PARA DARTE LA MEJOR
FORMACIOacuteN POSIBLE11TALLER CLIL ~ GRIFFITH 2011
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 12TALLER CLIL ~ GRIFFITH 2011 12
EL ROL DE UN DOCENTE PUEDE SER TAMBIEN CONTEMPLADO COMO OBSTAacuteCULO O COMO HIERRAMIENTA
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 13
A NIVEL PERSONAL TERMINA DE DERRIBAR SU PROPIO lsquoMUROrsquo
A NIVEL PROFESIONAL MEJORA SU PROYECCIOacuteN INTERNACIONAL
A NIVEL CENTRO FOMENTA EL INTERCAMBIO DE DOCENTES A NIVEL EUROPEO
13TALLER CLIL ~ GRIFFITH 2011
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 12TALLER CLIL ~ GRIFFITH 2011 12
EL ROL DE UN DOCENTE PUEDE SER TAMBIEN CONTEMPLADO COMO OBSTAacuteCULO O COMO HIERRAMIENTA
I P Q ENSEŇAMOS
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 13
A NIVEL PERSONAL TERMINA DE DERRIBAR SU PROPIO lsquoMUROrsquo
A NIVEL PROFESIONAL MEJORA SU PROYECCIOacuteN INTERNACIONAL
A NIVEL CENTRO FOMENTA EL INTERCAMBIO DE DOCENTES A NIVEL EUROPEO
13TALLER CLIL ~ GRIFFITH 2011
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 13
A NIVEL PERSONAL TERMINA DE DERRIBAR SU PROPIO lsquoMUROrsquo
A NIVEL PROFESIONAL MEJORA SU PROYECCIOacuteN INTERNACIONAL
A NIVEL CENTRO FOMENTA EL INTERCAMBIO DE DOCENTES A NIVEL EUROPEO
13TALLER CLIL ~ GRIFFITH 2011
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
marygriffithbgmailcomTALLER CLIL ~ GRIFFITH 2011 14
Los problemas se resuelven atacando el problema por sus partes
De la misma manera las ideas grandes estaacuten hechas de muchas iniciativas pequentildeas
COLABORA CON MODELOS PARCIALES
14TALLER CLIL ~ GRIFFITH 2011
LOS RETOS
LOS RETOS
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
1 PREPARACIOacuteN
2 FUENTES
4 ENSEŇAR
3 VENTAJAS
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 15
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
MAS MENOS IGUAL
1-2 PREPARACIOacuteN 4 ENSEŇANZA
3 PERSPECTIVA
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 16
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
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- Slide 91
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- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
DEJANDO EL MARCO FILOSOFICOhellip
Aceptamos el reto no nos quejamos que sea mas difiacutecil creemos que es mejor
SEAMOS REALISTAS SEAMOS PRAacuteCTICOS
ENTRAMOS EN LAS CREENCIAShellip
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
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- Slide 89
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- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
18ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 19
Profesores no nativos de la LE asumen la docencia orientados al alumnado no nativo (Dalton-Puffer2007)
La metodologiacutea es el sello distintivo de este enfoque en el que adquiere una relevancia y protagonismo decisivos (Marsh 2002)
No one expects you to be perfect but they do expect you to teachSER UN POCO MAS ldquoMAESTROrdquo
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 20
LANGUAGE OF LEARNING
LANGUAGE FOR LEARNING
LANGUAGE THROUGH LEARNING
HIERRAMIENTA
Artificial Quizaacute al principio
Functional SiacuteReal Siacute
II ES POSIBLE APRENDER EN L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 201121
IS BILINGUALISM THE SAME AS TRANSLATION
ARE WE REALLY LOOKING FOR PERFECTION
ES CRUCIAL ENTENDER EXPLIacuteCITMENTE LA DIFERENCIA ENTRE LOS CONTENIDOS Y EL IDIOMA (content vs form)
Dos preguntas y tres modelos
II ES POSIBLE APRENDER EN L2
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
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- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
L1SPANISHCODE
L2ENGLISHCODE
Translatoracutes model (Griffith 2010) 22ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
House MaisonMakatildena
Casa
Chalet
Cortijo
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
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- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
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- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
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- Slide 35
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- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
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- Slide 51
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- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
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- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
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- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Seacute lo que quiero decir pero no en ingleacuteshellip
23
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011ES POSIBLE APRENDER EN L2
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
CONCEPT
LANGUAGE ONE LANGUAGE TWO
TRANSFER NATURAL BILINGUAL MODELGRIFFITH 2010 25
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
II ES POSIBLE APRENDER EN L2
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
FUNCTIONAL BILINGUALISM
MONOLINGUALISM 2
TRANSLATIONCONTENIDOS V IDIOMA
APRENDIZAJE DIRECTO A TRAVES DE L2
26ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
CONCEPT
L 1 L 2
27GRIFFITH 2010
RETO~ Bel ieve
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
8 TU ESTILO DE INSTRUCCIOacuteN SERAacute IGUAL EN INGLEacuteS
10 PARA QUIEacuteN ES MAacuteS DIFIacuteCIL
9 YES OR NO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 28
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
HEMOS VISTO EL MARCO FILOSOFICOrsaquo SABEMOS P Q ENSEŇAMOS
DEJAMOS EL MARCO TEORICO DE LAS TEORIAS DE APRENDIZAJEhelliprsaquo SABEMOS QUE NO TENEMOS QUE SER
BILINGUES PERFECTOSrsaquo CREEMOS QUE LOS CONTENIDOS
PUEDEN SER ASIMILADOS DIRECTAMENTE EN L2
PERO NOS PREGUNTAMOS hellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 29
PUNTO DE PARTIDA
LA PREGUNTA DEL MILLON
COacuteMO
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
CLIL
30
WHO IS TELLING WHOM WHAT TO DO
IDEALLYhellip
Whorsquos here today FORMAIS PARTE DEL MODELOhellip
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
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- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
PLURILINGUISMO y SUS RETOS
Lo mejor para lengua extranjera pero hellipiquestqueacute pasa con los contenidos
5
TIPOLOGIA CLIL ~ ADAPATACIONESrsaquo MODELOS PARCIALES GRUPO DE APOYO
ESTRATEGIASrsaquo LANGUAGE SUPPORT
Material Instruccioacuten
EVALUCIOacuteN
31
Tushellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
iquestPOR QUEacute ES MAacuteS DIFIacuteCIL
MY OWN FL PROFICIENCY
MY STUDENTSrsquo FL PROFICIENCY
LA COMPLEJIDAD DE LOS CONTENIDOS
EVALUATION
EL TIEMPO
32ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ADAPTAR
TRANSMITIR
EVALUAR
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
33
POR QUEacute ES MAacuteS DIFIacuteCIL
HARDER TO TEACH AND HARDER TO
LEARNIdentify Challenges and solutions
Whorsquos here today
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
34
META PARA L2
META DE CONTENIDOS
METODOLOGIA
Manipulation of contents and language
ASSIMILATION
ADAPTAR TRANSMITIR EVALUAR
BILINGUALISMO FUNCTIONAL
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
SEGUacuteN LOS LINGUISTAShellip
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
35
Teachers can give help where it is necessary either by making the task conceptually easier so that the students can focus more on language or they can make it linguistically easier so that the students can focus more on the concepts (Clegg 2010) httpwwwfactworldinfojournalissue06f6-cleggpdf
ESTRATEGIASAPOYO A L2
CHOICES
ADAPTAR Y TRANSMITIR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
36
HIGH COGNITIVE DEMANDS
LOW LINGUISTIC DEMANDS
HIGH LINGUISTIC DEMANDS
LOW COGNITIVE DEMANDS
CLIL MATRIX adapted from Cummins (1984)
ADAPTAR Y TRANSMITIR
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
THE CLIL EYE VARIA LA ENSEŇANZA
-Secuencia- + Visual
EXAMPLES OF MATERIAL CORRECTIONrsaquo Ex Enfoquersaquo Ex Reduccioacuten leacutexico
QUEacute FUNCIONArsaquo Ex Student interaction
37LANGUAGE SUPPORT STRATEGIES
ADAPT material
TRANSMIT instruction
ASSESS evaluation
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
CLIL in practice REAL CLIL models
COMPUTER SCIENCEESLPSYCHOLINGUISTICSBIODIVERSITY
APOYO LINGUISTICA A LA ENSEŇANZA BILINGUE 38
IMPERFECTO-EVALAUCIOacuteN-FORMA (L2)-USE OF L1-STATIC
BUENA PRAacuteCTICA-CONTENIDOSENFOCADOS-INTERACTIVOS-EVALUABLES
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Interaccioacuten
Material
Evaluacioacuten
LANGUAGE
Retos leacutexicos y conceptualeshellip
CONTENT
METHOD
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 39
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Experiences are an essential part of learning
ldquohellipas learning becomes more abstract fewer students can get over the hurdles of intellectually perceiving that which can not be directly experiencedrdquo
Bill Bottorff (1996 1) in Perception Language Learning and Neural Stuff
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 41
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Visual
PhonologicalAiodineExperiential
42ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Question about basic exercise 4 in the list of dynamic programming
by sophomore - lunes 26 diciembre 2011 0506 Hi merry christmas and all that stuff
Ive been trying to do the exercise I mention in the title but I cant see the optimal substructure of the problem I thought a few times about it comparing it with another typical dynamic programming exercises writing down examples and trying to find some kind of inheritance with smaller subproblems but I cant find the answer and as it is a basic exercise Im starting to feel that Im not so intelligent as I used to thought
ReplyldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 43
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
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- Slide 18
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- Slide 21
- Slide 22
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- Slide 31
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- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
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- Slide 53
- Slide 54
- Slide 56
- Slide 57
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- Slide 81
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- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
MOVE BEYOND TEACHING TO LEARNING
LECTURA ADAPTADA
SEMINARIOS
INTERACCIOacuteN
EJEMPLO REAL UMA
CLASE MAGISTRAL LECTURA ~ PREGUNTAS~ SEMINARIO ~DEBATE
rsaquo Oralidadrsaquo Manipulacioacuten de
contenidos ACTIVIDAD ~ESCRITO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 44
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
STUDENT INTERACTION
VISUAL AIDS
Herramientas imprescindibles
iquestCoacutemo variacutea en CLILrsaquo Visualrsaquo Expliacutecitorsaquo Simplificado
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 46
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
COMBINACIOacuteN CON APOYO VISUAL
el proceso se ve maacutes claramente con el imaacutegen mientras las definiciones clarifcan cada paso (EJEMPLO)
address translation stages
1048707 Compilingrsaquo Separates code from data
1048707 linkingrsaquo solves cross references between
modules 1048707 loading
rsaquo allocates initial addresses to partitions of the program
1048707 Executionrsaquo Translates addresses from logical
to physical
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 48
METHOD ~ THIS PICTURE WILL HELP ME EXPLAIN
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
DEFINICIONESDicotomiacuteas Situacionales
tener cuidado con no ldquocargarrdquo las diapositivas de informacioacuten leacutexica
internal fragmentation 1048707 memory allocated to a process
and not used 1048707 Appears when
rsaquo Assign a block to a process bigger than needed
rsaquo typical for fixed size partitions 1048707 Solution downsize partitions external fragmentation 1048707 free memory blocks not used
rsaquo too small for any process 1048707 Appears when
rsaquo processes require contiguous blocks of memory
1048707 Solution compaction (defragmenting)
Unit 4 ~ Sistemas operativos de 4deg
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 50
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
51
The goal of programming is to write the correct sequence of instructions to be executed by a specific machine to solve a specific problem
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
What is a database An organized body of related information
What is a database system database management system (DBMS)A software system that facilitates the creation and maintenance and use of an electronic database
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
CONTENTGLOSARIOEXPLIacuteCITO
el cv tiene una actividad de crear glosario
MANIPULACIOacuteN DE CONTENIDOS ~ ACTIVACIOacuteN
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 53
useful notation 1048707 L logical address 1048707 F physical address 1048707 d offset (byte within the page
displacement) 1048707 p page number 1048707 f frame number 1048707 P page size 1048707 PTBR Page Table Base Register starting point in PT of the
process (stored in memory) 1048707 bit range in the addresses [MN] represents bit M up
to Including bit N example F[190] represents bits 19
to 0 of the physical address
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
GGrruuppoo
ddee
aappooyyoo
SIETES PROFESORES
NUEVE ASIGNATURAS
YO
ENLACE DIRECCIOacuteN
ALUMNOS DISPUESTOS
httpinformaticacvumaes
DOS METAS
rsaquo INTERACCIOacuteNrsaquo ENSEŇAR COMO
EVALUAMOS
rsaquo ldquoGRUPOrdquorsaquo Skip to 70 if time is short
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 54
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
56
TWO SAMPLES
ADAPT TRANSMIT ASSESS
FROM WHAT TO HOWhellip
I donrsquot tell them what to teach I ask them how I can help them teach better
REDUCIR INFORMACIOacuteN SIN PERDER CONTENIDO
COacuteMO LO PRESENTAMOS
COMO LO REDUCIMOS
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Storage
ContentHierarchyTranslationModelsPagingVirtual memory
FIXED STATIC-Memory divided into fixed size parts-New process
assign partition-Management
table with as many entries as partitions
VARIABLE DYNAMIC-Memory is one part initially-New process
search part partitiondivide part into two
-Managementlinked list or bitmap
57
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
MIND MAPPING
VISUAL THESAURUSRelaciona establece hieraquiacuteas y categoriacuteas
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 58
CONTENT ~ EMERGES
FORM
METHOD (OPPOSITE)
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 60
CONTENTFORM METHODACTIVACION
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
(Drawing from Hans-J Schekrsquos VLDB 2000 slides)
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Creacioacuten
3 Mapa conceptual
7 Iacutendice
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 62
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
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- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
External Level
Conceptual Level
Internal Level
ExternalSchema 1
ExternalSchema n
ConceptualSchema
InternalSchema
DataDefinition
DataManipulation
DataAdministration
Associated Languages
EJEMPLO MAPA CONCEPTUAL
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
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- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Many fundamental computer science concepts can be summarized well in puzzle formrsaquo These logical puzzles are keys for
programming languages as utilitarian tools for real world problems
We will illustrate the use of two classic puzzles starting from what real situation they model to how to address the solution
Puzzle 1 The dinning philosophers Puzzle 2 The Towers of Hanoi
CONTENT ~ ON TARGETFORM ~ ENGLISH MISTAKESMETHOD ~ REALIA CARGADA
REAL
EXAMPLE
66ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
1~ THE DINING PHILOSOPHERSrsaquo CONCURRANCY
DEADLOCKrsaquo POSSIBLE SOLUTIONS
2~ THE TOWERS OF HANOIrsaquo RECURSIONrsaquo POSSIBLE SOLUTION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 67
EJEMPLO ~ RESUMEN EN REALIA
CONTENT FOCUSEDFORM REDUCEDMETHODCLARIFICATION
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
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- Slide 21
- Slide 22
- Slide 23
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- Slide 26
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- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
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- Slide 49
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- Slide 51
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- Slide 57
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- Slide 62
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- Slide 68
- Slide 69
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- Slide 75
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- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Concurrency is a property of systems which consists of computations that execute overlapped in time and which may permit the sharing of common resources between those overlapped computationsrsaquo Common in multi-process synchronization (OS)
rsaquo Deadlock is an example of a common computing problem in concurrency The lack of available chopsticks is an analogy to
the locking of shared resources in real computer programming
REAL
EXAMPLE
CONTENT~ ON TARGETFORM ~ FEW ERRORSMETHOD ~ REALIA CARGADA NOTE SEQUENCE
68ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011FORMULAR TRES PREGUNTAS ENFOCANDO ESTE CONTENIDO
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
WHAT IS CONCURRANCYrsaquo What is deadlock
WHAT IS RECURSION
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 69
Q amp A
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Demo of the concurrent systemA chopstick is placed A chopstick is placed between each pair of between each pair of philosophersphilosophers
They agree they will only They agree they will only use the chopstick to his use the chopstick to his immediate right and leftimmediate right and leftWhen a chopstick is not in When a chopstick is not in use itrsquos in the table use itrsquos in the table
Philosophers are in Philosophers are in yellow when they are yellow when they are thinkingthinkingPhilosophers are in Philosophers are in green when they are green when they are eatingeatingPhilosophers are in blue Philosophers are in blue when they are waitingwhen they are waiting
REAL
EXAMPLE
70ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Dijkstrarsquos solution (based on prevention)Intuition avoid the circular wait Intuition avoid the circular wait
Order the philosophers and Order the philosophers and forksforksRequire all philosophers Require all philosophers (except one) to pick up forks (except one) to pick up forks in a prescribed order (right in a prescribed order (right first)first)There is a philosopher that There is a philosopher that pick up forks in the reverse pick up forks in the reverse order (left first)order (left first)
This change in behavior This change in behavior creates an asymmetry creates an asymmetry that prevents deadlockthat prevents deadlock
REAL
EXAMPLE
CONTENTFORMMETHOD ~ CHANGE SEQUENCE REDUCE LEXIS
71ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
The multicore problemhellip To put all the chickens to collaboratehellip
rsaquo Can we make them going to the same direction
rsaquo And with the same speed240423Rafael Asenjo Dept Computer Architecture 7272ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
CONTENTFORMMETHOD ~ EJEMPLO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 73
i Evaluation ~ objectives
ii Evaluation ~ process
iii Evaluation ~ product
Part 1 ~ El queacutePart 2 ~ El coacutemoPart 3 ~ EVALUACIOacuteN COMO APRENDIZAJE
TANTO DOCENTE COMO ALUMNO ~ HAY QUE CONOCER LOS OBJETIVOS
iquest COacuteMO VARIA EN CLIL
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
EVALUACIOacuteN
6 EXAMEN EN L1 O L2
7 DIFICULTADES
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
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- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
OBJETIVOS
PROCESO
PRODUCTO
Assessing content over form ~
rsaquoLenguaje vs Communicacioacuten
Secuencia y Implementacioacuten
rsaquoRecognition vs Production
Objetivos miacutenimos y maacuteximos
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 75
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
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- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 76
RELIABILITY VALIDITY
Objective Subjective
Language Communication
Recognition Production
Table 2 Adapated from Davies and Pearse (2000 182)
i FORM VS CONTENT
CONTENIDOS
(ESL)CLIL
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
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- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
EMERGENTE Y COMUNICATIVO77ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Basic logic design amp machine organizationrsaquo logical minimization FSMs component designrsaquo processor memory IO
How to Create assemble run debug programs in an assembly languagersaquo MIPS preferred
How to Create simulate and debug hardware structures in a hardware description languagersaquo VHDL or RTL
How to Create compile and run C (C++ Java) programs
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
How programs are translated into the machine languagersaquo And how the hardware executes them
What the hardwaresoftware interface is What determines program performance
rsaquo And how it can be improved How hardware designers improve
performance What parallel processing is
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
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- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
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- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
iquestNUESTROS ALUMNOS APRENDEN LO QUE ENSEŇAMOS
iquestPor queacute hay tanta diferencia entre la ensentildeanza y el aprendizaje (TAREA 5)
EL PROCESO DE APRENDIZAJE EMPIEZA RECONOCIENDO Y SE ASIENTA PRODUCIENDO
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 80
CONTENT LANGUAGE
+ METHODACTIVACION DE CLIL
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
- Slide 16
- Slide 17
- Slide 18
- Slide 19
- Slide 20
- Slide 21
- Slide 22
- Slide 23
- Slide 25
- Slide 26
- Slide 27
- Slide 28
- Slide 29
- Slide 30
- Slide 31
- Slide 32
- Slide 33
- Slide 34
- Slide 35
- Slide 36
- Slide 37
- Slide 38
- Slide 39
- Slide 41
- Slide 42
- Slide 43
- Slide 44
- Slide 46
- Slide 48
- Slide 49
- Slide 50
- Slide 51
- Slide 52
- Slide 53
- Slide 54
- Slide 56
- Slide 57
- Slide 58
- Slide 60
- Slide 61
- Slide 62
- Slide 63
- Slide 66
- Slide 67
- Slide 68
- Slide 69
- Slide 70
- Slide 71
- Slide 72
- Slide 73
- Slide 74
- Slide 75
- Slide 76
- Slide 77
- Slide 78
- Slide 79
- Slide 80
- Slide 81
- Slide 82
- Slide 83
- Slide 84
- Slide 85
- Slide 86
- Slide 87
- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
LA SECUENCIA DE KOLB
IMPLEMENTATION IN TWO STAGES
81
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
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- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 82
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
- Slide 14
- Slide 15
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- Slide 18
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- Slide 21
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- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
MINIMUM AND MAXIMUM OBJECTIVES
Evaluacion ne Calificacion 83ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
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- Slide 89
- Slide 90
- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
EXAMPLES IN THE UMA
MODELOS PARCIALES
SISTEMAS OPERATIVOSrsaquo L1 l(os mejores y el cambio)
BIODIVERSIDADrsaquo L2
PSICIOLOGIA DEL LENGUAJErsaquo L1 amp L2
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 84
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
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- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 85
ESTRATEGIAS RESUMIDAShellip
ADAPTAR
TRANSMITIR
EVALUAR
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
- Slide 9
- Slide 10
- Slide 11
- Slide 12
- Slide 13
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- Slide 91
- Slide 92
- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
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-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
- Slide 8
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- Slide 96
- Slide 97
- Slide 98
-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011 91
Si evaluas en L1 despueacutes de ensentildear en L2 Entiendes CLIL como un monolingue Te falta creer
Si tienes problemas en distinguir fallos en forma de fallos en asimilacioacuten de contenidos no tienes muy claro tus objetivos de contenidos CLIL te obliga a saber distinguir
Si pides a tus alumnos algo que no has dado en clase no saben claramente tus criterios de evaluacioacuten CLIL obliga la interaccioacuten y la manipulacioacuten activa de contenidos y idioma
CONTENT
LANGUAGE
METHOD
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
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- Slide 7
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- Slide 98
-
LEARNING
TEACHING
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
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-
93
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
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-
94
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
- Slide 6
- Slide 7
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- Slide 91
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- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Which one describes your own students
Aprender no es algo que hacemos a los alumnos sino mas bien es algo que hacen nuestros alumnoshellip
Crear oportunidades para que tus alumnos manipulen activamente los contenidos
95ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
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EL ARTE DE ENSEŇAR ES CREAR OPORTUNIDADES PARA EL APRENDIZAJE
96ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
THANKS FOR LISTENING
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
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-
ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
97
REFERENCIAS RECOMENDADAS
Clegg John (2006) Providing Language support in CLIL Available at httpwwwfactworldinfojournalissue06f6-cleggpdf
LORENZO F (2008) ldquoInstructional discourse in bilingual settings An empirical study of linguistic adjustments in content and language integrated learningrdquo The Language Learning JournalVolume 36 Issue 1 available at httpwwwtandfonlinecomdoipdf10108009571730801988470
httpwwwyoutubecomwatchv=TBXX5dd_ucQampfeature=related
SANTOS GUERRA MArdquo Enseňar o el oficio de aprenderrdquo7ordm Congreso Internacional de Educacioacuten bull Santillana Avalable at httpwwwsantillanacomar03congresos794pdf
REFERENCIAS ADICIONALESBOTTORFF Bill Perception Language Learning and Neural Stuff 1996 Available at httpwwwausbcompcom~bbottwikUTP12htm Accessed 21 June 2010
httpwwwgeert-hofstedecomhofstede_spainshtml
httpcmsualesUALuniversidadorganosgobiernovinternacionalnoticiasPLURI23
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
- Slide 4
- Slide 5
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- Slide 91
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- Slide 93
- Slide 94
- Slide 95
- Slide 96
- Slide 97
- Slide 98
-
Teaching and Learning Languages (1982)
Working memory Thought and Action (19642007)
Experiential Learninghellip(1984)
EFFECTIVE FLL COMBINES LEARNING AND ACQUIRING
MEMORY IS STIMULATED WITH SIGHT SOUND AND EXPERIENCE
LEARNING IS WATCHING DOING FEELING THINKING
98
LL ~ CREATIVO Y EMERGENTEMEMORIA = ASOCIACION + EXPERIENCIAS + REPITICIOacuteN
APRENDIZAJE ES SECUENCIADO
LEARNING AS A PROCESS98ldquoCLIL AND THE PLURILINGUAL UNIVERSITYrdquo ~ GRIFFITH 2011
- Slide 1
- Slide 3
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