pile 2012 13 3rd day
TRANSCRIPT
03/13/13
Seminari PILE
Day 3
FAQs
The Betting Game
The 3 As Tool
Communication is in 3 planning stages:1. ANALYSE : The content, cognition, culture for language OF learning.
2. ADD: language FOR learning - all the language students will need to operate in the CLIL classroom. Eg discussion skills, effective group work skills, research skills.
3. APPLY : language THROUGH learning – new language which grows from the learning to the recycling of language.
The 3 As Tool
Communication: 3 stages:
1. ANALYSE : language OF learning.
2. ADD: language FOR learning
3. APPLY : language THROUGH learning
1. RIVER2. I AGREE WITH YOU
3. THIS HAPPENS BECAUSE THE WATER PARTICLES WERE MORE SEPARATED4. WHAT DOES “BONE” MEAN?
5. BONE6. MOUNT EVEREST IS THE HIGHEST IN THE WORLD
7. SHAPE: IT HAS GOT...8. CITYSCAPE
9. READ THE INSTRUCTIONS CAREFULLY10. HOW MANY TIMES DO YOU BREATH IN A MINUTE?
LANGUAGE OF LANGUAGE FOR LANGUAGE THROUGH
Classify the words and sentences using the table
River I agree with you This happens because…
What does ‘bone’ mean?Bone Mount Everest is the highest in the
WorldShape: It has got…
Cityscape
Read the instructions carefully
How many times do you breath in a
minute?
Specialized vocabulary is the easy way for CLIL (easy bit) We have to teach them to use the glue to stick the words
Learning language per se?
(based on grammatical progression)
Integrated model which actively involves the learner in using and developing language of
learning, for learning and through learning.
Communication
Cultural awareness
Intercultural understanding
Pluri-culturalism
Through
The Why:
Cognition
(Thinking)
Of
The What:
Content
For
How to:
Meta-cognition and Grammar
system
Embedding language in CLIL: an analytical framework (Do Coyle)
Italian Lesson
Give pupils enough “Thinking time”. All
pupils need thinking time – regardless of ability.
Ensure you allow thinking time before you expect an answer – all pupils need at
least three to four seconds to process their response – Don’t expect immediate
responses.
Allow thinking time after the answer is given - so that more
thoughtful responses are encouraged.
Focus on COMMUNICATION rather than on ACCURACY.
Don’t try to correct EVERYTHING
Don’t repeat what a pupil has just said.
Don’t interrupt when a pupil is talking or finish his/ her
sentences.
Use pupils’ responses – even incorrect ones.
Utilise prompts that help pupils form a response.
Increase your wait-time
Link verbal prompts to appropiate non-verbal prompts
– over half of what you are trying to communicate will rest with body language such as a
smile, a nod or accepting gesture.
Encourage pupils to aks questions.
Listen and acknowledge pupils’ responses
positively.
Vary the way in which you want pupils to talk – give
everyone a chance to contribute their ideas.
Moodle Language Docs
LANGUAGE FOR THINKING
MORE LANGUAGE OF
CONNECTORS
LANGUAGE FOR CLASSROOM
MANAGEMENT
BASIC CLASSROOM LANGUAGE WALL CHART
Please Si us plau
Thank you Gràcies
I know, please! Jo ho sé, si us plau! I don’t know
No ho sé I’ m sorry
Ho sento I don’t understand
No ho entenc What does ............ mean?
Què vol dir .....................? How do you say ...... in English?
Com es diu .............................. en anglès? How do you spell............? Com s’escriu ............................................?
Can you say it again, please? Pots dir això un altre cop?
Can you help me, please? Em pots ajudar, si us plau?
Can I go to the toilet, please? Puc anar al lavabo, si us plau? Ask the question
Fes la pregunta / Fes una pregunta Answer the question
Contesta la pregunta Put your hand up
Aixeca la mà Wait a moment
Espera un moment Listen to me
Escolta’m Listen to him / her
Escolta’l / Escolta-la Look at ..... Mira ..................
Write Escriu
Read it silently Llegeix en silenci / Llegiu en silenci
Read it aloud Llegeix en veu alta
Take one and pass them round Agafa’n un i passa els altres
Estrategies de comunicació
PILAR OLIVARE’S LANGUAGE HANDOUT
CREATE YOURLINGUISTIC
BERNARD WERBER
Entre
Ce que je pense,
Ce que je veux dire,
Ce que je crois dire,
Ce que je dis,
Ce que vous envie d’entendre,
Ce que vous croyez entendre,
Ce que vous entendez,
Ce que vous avez envie de comprendre,
Ce que vouz comprenez,
Il y a dix possibilités qu’on ait des difficultés à communiquer.
Mais essayons quand même…
Encyclopédie du savoir relatif et absolu
EDMOND WELLS
www.bernardwerber.com
Pre-Production/Comprehension (no BICS)Sometimes called the silent period, where the individual concentrates completely on figuring out what the new language means, without worrying about production skills. Children typically may delay speech in L2 from one to six weeks or longer.
• listen, point, match, draw, move, choose, mime, act out
Early Production (early BICS)Speech begins to emerge naturally but the primary process continues to be the development of listening comprehension. Early speech will contain many errors. Typical examples of progression are:
• yes/no questions, lists of words, one word answers, two word strings, short phrases
Speech Emergence (intermediate BICS)Given sufficient input, speech production will continue to improve. Sentences will become longer, more complex, with a wider vocabulary range. Numbers of errors will slowly decrease.
• three words and short phrases, dialogue, longer phrases• extended discourse, complete sentences where appropriate, narration
Intermediate Fluency (advanced BICS/emerging CALP)With continued exposure to adequate language models and opportunities to interact with fluent speakers of the second language, second language learners will develop excellent comprehension and their speech will contain even fewer grammatical errors. Opportunities to use the second language for varied purposes will broaden the individual’s ability to use the language more fully.
• give opinions, analyze, defend, create, debate, evaluate, justify, examine
Source: Krashen, S.D. (l982). Principles and Practice in second language acquisition. New York: Pergamon Press.
SStages of tages of Language AcquisitionLanguage Acquisition
Com
preh
ensible input is essential in
order to progress through these sta
ges
Beginning Fluency
Advanced Fluency
Second Language AcquisitionSecond Language Acquisition
Basic Interpersonal Communication Skills (BICS) • ability to communicate basic needs and wants, and ability to carry on basic interpersonal conversations• takes 1 - 3 years to develop and is insufficient to facilitate academic success
Cognitive Academic Language Proficiency (CALP) • ability to communicate thoughts and ideas with clarity and efficiency• ability to carry on advanced interpersonal conversations• takes at least 5-7 years to develop, possibly longer and is required for academic success
Cummins’ Developmental Interdependence Hypothesis (“Iceberg Model”) • BICS is the small visible, surface level of language, CALP is the larger, hidden, deeper structure of language• each language has a unique and Separate Underlying Proficiency (SUP)• proficiency in L1 is required to develop proficiency in L2, •Common Underlying Proficiency (CUP) facilitates transfer of cognitive skills
Illustration adapted from Cummins (1984) Bilingual And Special Education: Issues In Assessment and Pedagogy.
BICS - L1 BICS - L2
CALP - L1 CALP - L2COMMON
UNDERLYINGPROFICIENCY
SUP - L2SUP - L1
(CUP)
Popular Misconceptions about Popular Misconceptions about Language Acquisition, Learning and DevelopmentLanguage Acquisition, Learning and Development
•Accent IS NOT an indicator of proficiency—it
is a marker regarding when an individual first began to
hear/learn the language
• Children DO NOT learn languages faster and better than adults do—they only seem to because they have better pronunciation but CUP aids adult learners considerably
• Language development CAN NOT be accelerated—but having developed one language to a high degree (CALP) does help in learning a second language more easily
• Learning two languages DOES NOT lead to poor academic performance—on the contrary, students who learn two languages very well (CALP in both) tend to outperform their monolingual peers in school.
• Code-switching IS NOT an example of a language disorder and poor grammatical ability—it is only an example of how bilinguals use whatever words may be necessary to communicate their thoughts as precisely as possible, irrespective of the language
• Accent IS NOT an indicator of proficiency—it is a marker regarding when an individual first began to hear/learn the language
• Children DO NOT learn languages faster and better than adults do—they only seem to because they have better pronunciation but CUP aids adult learners considerably
• Language development CAN NOT be accelerated—but having developed one language to a high degree (CALP) does help in learning a second language more easily
• Learning two languages DOES NOT lead to a kind of linguistic confusion—there is no evidence that learning two or more language simultaneously produces any interference
• Learning two languages DOES NOT lead to poor academic performance—on the contrary, students who learn two languages very well (CALP in both) tend to outperform their monolingual peers in school
• Code-switching IS NOT an example of a language disorder and poor grammatical ability—it is only an example of how bilinguals use whatever words may be necessary to communicate their thoughts as precisely as possible, irrespective of the language
Popular Misconceptions about Popular Misconceptions about Language Acquisition, Learning and DevelopmentLanguage Acquisition, Learning and Development
Assessment of Diverse Children:Assessment of Diverse Children:When do English Learners really “catch up?”When do English Learners really “catch up?”
60
55
50
45
40
35
30
25
20
15
10
5
Formal instruction
begins
After 5 years of
instruction 47,450 hrs.
CALP
Cumulative Hours
of Language Exposure
in Thousands
-18,000
B 1 2 3 4 5 6 7 8 9 10 11 12 13 14 K 1st 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th
Age and Grade Level
21,900 hrs.
3,650 hrs.
23, 725 hrs.
-24,000Native EnglishSpeaker (L1)
ENGLISH LANGUAGE EXPOSURE
Awake AsleepAge 0 to 5: 12 12
365days x 12hrs. x 5yrs.= 21,900 hrs
Age 5 to 10+: 14 10
365days x 14hrs. x 5yrs.= 25,550 +21,900 47,450
Limited English Speaker (L2)
ENGLISH LANGUAGE EXPOSURE
Native (L1) English(L2)
Age 0 to 5: 10 2
365days x 2hrs. x 5yrs. = 3,650 hrs.
Age 5 to 10+ 3 11
365days x 11hrs. x 5yrs.= 20,075 +3,650 23,725
1. MAKE LEARNING ACTIVE
Active processing as a Learning activity?
• How do you make (language) learning active for the children in your classroom?
THINK:
MAKE LEARNING ACTIVE
• Children are active processors of language – not passive recipients
• Children play with language and find enjoyment in learning through games, songs and experiential, involving activities.
Examples of active learning
• Language patterns through jump rope rhymes.
• Math language through “people graphs” and manipulatives.
• Vocabulary games.
• Sentence games.
• Interviewing peers and adults
03/13/13
Dictogloss!
Learning strategies for the CLIL classroom
• Language FOR learning
• Language OF learning
• Language THROUGH learning
Jigsaw Reading
13/03/13
* Reconstruction actively involves pupils in the negotiation of meaning, rather than the literal reconstruction of a text.
* Productions can be used for assessment.
* Generates much pupil-pupil talk about language.
* Works at two levels: GLOBAL READING and DETAIL.
Rationale
* Identify the strategies they had used to help them to reconstruct the story.
* Associating the language with pictures.
* Reading words out loud when reconstructing the story.
*Listening out for words linked to Spanish or catalan words..
Debriefing
* Memorisation plays an important part in language learning.
* Good language learners are aware of the language learning strategies they use.
* Pupils need to be supported and shown how they might “work on their memory”.
* Works at two levels: GLOBAL READING and DETAIL (helps to become a more efficient reader).
Rationale
Learning strategies for the CLIL classroom
Running dictation
Learning strategies for the CLIL classroom
Running dictation
DEBRIEFING
* Identify the strategies they have used to complete the task.
MISSING
2. MAKE LEARNING CULTURALLY RELEVANT
3. MAKE LEARNING COLLABORATIVE
PAIR SHARE
• Turn to your elbow buddy.
• Tell to your elbow buddy one activity your pupils do working in pairs during your English lessons.
• Turn to another partner and tell him/ her what your partner has told you.
Collaborative Activities
• Think, pair, share.
• Roles in groups.
• Reading example.
4. DEVELOP LEARNING STRATEGIES
Visualization as a learning strategy
5. MAKE LANGUAGE COMPREHENSIBLE
What makes language comprehensible?
• CONTEXT: pictures, gestures, realia.
• VOICE: Stress, intonation, pauses.
• ADAPTATIONS: Repetition, fewer synonyms, straightforward construction.
• COMPREHENSION CHECKS: Questions, requests for gestures, signals everybody at the same time, finishing sentences.
• Adapt oral language with context.
Use gestures and realia
• Adapt oral language:
Increase wait-time
Check comprehension frequently
Goals and feedback
• Using hands (Signals)
• Using cards (different colours) signs.
6. HELP LEARNERS APPLY PRIOR KNOWLEDGE
7. INTEGRATE LANGUAGE AND CONTENT LEARNING
Gradual release of responsibility model
Proportion of responsibility for task completion
All teacher Joint responsibility
All student
Modelling Guided practice
Practice or application
Gradual release of Responsibility
8. DIFFERENTIATE ACCORDING TO LEARNERS
NEEDS
LEVELS
PREFERENCES
LEARNING STYLES
ABILITIES
9. CLEAR, APPROPIATE GOALS & CLEAR, APPROPIATE FEEDBACK
* Exceeds Standard
* Meets Standard
* Does not meet Standard
Shared reading
• Teachers read large print texts with learners.
• Learners participate at a variety of levels.
• Ideally, the text is just a bit too challeging for learners to read on their own.
SCAFFOLDING
Adapted from Mary Chopey-Paquet
Objectives
• To review some principles and practices of scaffolding strategies.
• To explore the role of scaffolding in CLIL
• To explore issues and choices around creating a CLIL unit which combines tasks for variety and support through scaffolding.
Observations on scaffolding…
Group activity
1) While you watch the “scaffolding” slideshow, think about aspects of the metaphor which have parallels with teaching-learning in general, and in a CLIL context in particular.
2) Share your observations with your group and make a comparative table together.
Observations on Scaffolding in construction: BUILDING
Parallels in a CLIL context: TEACHING
Scaffolding PPT
Assembled/Disassembled progressively
Supports, structures and consolidates the construction process
Extends reach Provides security
Centred on the building, adapted to it, takes the form of it
Variety of different possible materials and techniques
Connections are important
Sometimes it’s perfectly geometric, sometimes it’s more chaotic
Variety of different possible materials and techniques
Collaboration necessary
Planned, engineered and also creative and artistic!
Temporary
Observations on scaffolding...
“ Enseigner est un art où le professeur, les élèves et
l’environnement interagissent d’une façon toujours
changeante, originale et jamais réductible à un mode
d’emploi transférable ou reproductible : chaque
professeur construit ses propres modèles et les
recrée sans cesse.”
Ulric Aylwin
• Metaphor from the works of Wood, Bruner and Ross (1976)
PRINCIPLES OF SCAFFOLDING
IN TEACHING / LEARNING
• Describes the type of assistance offered by a teacher or peer to support learning.
Jerome Bruner
• Emphasis on language.
• Nature of mediation-Scaffolding
• Value of formats and routines.
Lev Vygostky
Children learn socially
• Importance of language.
• Importance of SOCIAL LEARNING:
Teaching is assisted performance.
• Development and learning meet in the ZPD
(ZONE of PROXIMAL DEVELOPMENT)
Young learners construct
language and meaning.
They acquire language through comprehensible input,
comprehensible output, and interaction.
Zone of Independent Performance
ZPD
Zone of proximal
development
Potential Development
the distance between the
actual developmental
level as determined by independent
problem solving and the level of
potential development as
determined through problem
solving under adult guidance,
or in collaboration with
more capable peers
Children seek Patterns and
meaning
Meaningful learning is essential
• The brain searches for meaning.
• Context is an assist to meaning.
• Children benefit from learning choices and autonomy.
How does Scaffolding help us managing the lessons?
• Getting children interested in the task.
• Keeping children on task; reminding them of goals.
• Pointing out what is important.
How does Scaffolding help us managing the lessons?
• Preventing / Managing frustration.
• Demonstrating the task.
• Keeping children on task; reminding them of goals.
• Pointing out what is important.
5 FEATURES OF SCAFFOLDED TEACHINGINTENTIONALITY • The unit has a clear overall purpose driving
any separate task or activity that contribute to the whole
APPROPRIATENESS • Instructional tasks pose problems that can be solved with help but which students could not successfully complete on their own.
STRUCTURE • Modelling and questioning activities are structured around a model of appropriate approaches to the task and lead to a natural sequence of thought and language.
COLLABORATION • The teacher’s response to student work recasts and expands upon the students’ efforts without rejecting what they have accomplished on their own. The teacher’s primary role is collaborative rather than evaluative.
INTERNALIZATION • External scaffolding for the activity is gradually withdrawn as the patterns are internalized by the students.
Examples of teaching strategies for scaffolding student learning
Activation of background knowledge
Breaking the task into smaller and more manageable parts
Using “think alouds”; or verbalizing thinking processes when completing a task
Concrete prompts, questioning, visuals, frames
Cooperative learning, which promotes teamwork and dialogue among peers
Examples of teaching strategies for scaffolding student learning
Coaching, giving tips, strategies, cues and procedures
Modeling
Ordering actions Step by step procedure
Examples of teaching strategies for scaffolding student learning
POSTER PROJECT
FAQs
Our
CLIL
teacher
Profile
(revisited)
– Language + Content = CLIL
– Planning language: always
– Use of L1 + L2: When? How? Who?
– Detailed language support
– Communication vs. Grammar accuracy
– Receptive / productive competence in L2
– Never use L1?
– Pupils use of L2. When?
– Pupils need a high level of L2?
– Plan language support
– Teacher: confident and fluent in L2
– Knowledge of skills for language
reception/ production
Some
ideas
about
LANGUAGE
In
CLIL
Cognition
EvaluationJudge, evaluate, give arguments for and against, criticise SynthesisSummarise, generalise, argue, create, design, explain the reason forAnalysisBreak down, list component parts of, compare and contrast, solve, differentiate betweenApplicationUse, apply, construct, solve, selectComprehensionExplain, describe, give reasons for, identify causes of, illustrateKnowledgeList, recognise, select, reproduce, draw
High cognitive demand - reasoning required
Low cognitive demand - little reasoning required
Bloom’s Taxonomy
La Taxonomía de dominios cognoscitivos Bloom-Anderson
Low Order Thinking
LOT
High Order Thinking
HOT
13/03/13
Jack and Jill went up the hill
To fetch a pail of water
Jack fell down and broke his crown
And Jill came tumbling after.
Jack and Jill
From Gold Dust Resourceshttp://excellence.qia.org.uk/Golddust/index.html
KNOWLEDGE Who went up the hill with Jack?
COMPREHENSION Explain which part of Jack’s body was injured
APPLICATION Why did Jack fall down instead of up?
ANALYSIS Explain the series of events that might have led to Jack’s fall.
SYNTHESISWhat might have happened if Jack and Jill
had made it down safety with the water.
EVALUATION Should Jack and Jill be allowed a second chance to fetch a pail of water?
JACK and Jill
13/03/13
QUESTIONS
CRITIC
INTERPRETATIVE
LITERAL
Parallel Processes in Development:Parallel Processes in Development:Education follows MaturationEducation follows Maturation
LANGUAGE COGNITIVE ACADEMIC
Preproduction Knowledge
Early Production Comprehension Readiness Training
Emergent Speech Application Basic Skills Training
Beginning Fluent Analysis Conceptual
Intermediate Fluent Synthesis
ACQUISITION DEVELOPMENT INSTRUCTION
B
I
C
S
C
A
L
P
Appropriate Instructional Program
Advanced Fluent Evaluation
CULTURAL CONTEXT
Development
B
I
C
S
C
A
L
P
B
I
C
S
C
A
L
P
B
I
C
S
C
A
L
P
ASK CHOOSE ROLE-PLAY LISTEN
COMBINE WRITE PAINT
LIST
MATCH IDENTIFY
CLASSIFY DEBATE COMPARE DEBATE
ASK CHOOSE ROLE-PLAY LISTEN
COMBINE WRITE PAINT
LIST
MATCH IDENTIFY
CLASSIFY DEBATE COMPARE SURVEY
Can you think some products for the different cognitive levels?
High Cognitive Demands
Low Cognitive Demands
HighLinguisticDemands
LowLinguisticDemands
12
43
Analysing a CLIL activity: Cummins Matrix
CLIL Matrix adapted from Cummins (1984) (Coyle, 2002)
Analysing a CLIL activity: Cummins Matrix
Pair work
Try to classify CLIL activities using:
Bloom’s Taxonomy
Cummins Matrix
Peter Weir
Pirámide de aprendizajePirámide de aprendizaje
Lección
Lectura
Audiovisual
Demostración
Grupo de discusión
Práctica de ejercicio
Enseñar a otros / Uso inmediato
Tasa de retención
5%
10%
20%
30%
50%
75%
80%
Bales, 1996, EDINEB
Estrategias efectivas
MOTIVATION
Identification of objectives
Involvement
Discovery
Contextualization
Familiarization
Context helps learning
Connected with personal experience
La funciLa función del docente es ...ón del docente es ...
... facilitar el aprendizaje... facilitar el aprendizaje
Debe tener conocimientos sobre el contenido y sobre los objetivos del curso
Debe comprender los problemas del aprendizaje Debe servir para el modelaje de los alumnos Ha de ser capaz de monitorizar un proceso de grupo
El tutor efectivo
La gestión docente
El tutor como entrenador deportivo
Conoce el juego, la técnica necesaria, el equipo y los jugadores. Pone de relieve los puntos débiles, sin asumir que los pueda
paliar. Es capaz de desarrollar conocimiento y técnica más allá de su
propio nivel como experto.
Modelo tradicional o clásico Modelo Tecnológico
1. Profesor aislado 1. Equipo docente
2. Profesor como instructor 2. Profesor como mediador
3. Énfasis en la enseñanza 3. Énfasis en el aprendizaje
4. Aplica los recursos sin diseñarlos 4. Diseña y aplica recursos
5. Didàctica basada en la exposición y con carácter unidireccional
5. Didáctica basada en la investigación y con carácter
bidireccional
6. Solo la verdad y el acierto proporcionan aprendizaje
6. Utiliza el error como fuente de aprendizaje
7. Restringe la autonomia del alumno
7. Fomenta la autonomia del alumno
8. El ordenador está al margen de la programación
8. El ordenador está integrado en el currículum
Four planning stages for CLIL
Vvision
ContextYour school
Unit ConceptMind Map:
Teaching Aims-Learning outcomes
Lesson LevelTask types use mind map
materials, assessment cycle
Four stages for successful CLIL planning
Stage 1: the CLIL vision• What do you want to achieve for your learners, their
school and yourself - blue skies?
Stage 2: your school Context
• Who is available teaching, where, when and how?• What is most appropriate for your learners, parents,
area in relation to stage 1?
Four stages for successful CLIL planning
Stage 3: the MINDMAP• Working with a conceptual framework such as the 4Cs, what
will a unit of work consist of? Which content do I select, what will be the teaching aims and learning outcomes?
• What are the kinds of feedback and assessment I will build into the process (formative, summative)
Stage 4: Task types, materials and resources• What kind of tasks and activities will achieve stage 3,
what materials and resources will I need to support these?
Didactic sequence : progression
• Once we have finished the pyramid,
we consider in a didactic sequence,
we should increase the cognition demanding.
Sequence of activities
(3 sessions)
LESSON 1
Let’s start!
LESSON 2Let’s draw the word
comic in 100 dif ferent
ways!
LESSON 3Who’s your
favourite comic book character?
LESSON 4
Let’s draw some faces!
LESSON 5
Let’s create our own
character!
LESSON 6
Tadaam!This is my character!
A
GENERAL
OVERVIEW
LESSON 7
Let’s move the body!
LESSON 8
Let’s talk!
LESSON 9
Let’s have a look!
LESSON 10
How does it sound?
LESSON 11
Let’s create a comic strip!
Part I
LESSON 12
Let’s create a comic
str ip! Part I I
A
GENERAL
OVERVIEW
‘Are you really sure it was a parrot?’
The real reason
dinosaurs became extinct.
LESSON 7
Let’s move the body!
LESSON 8
Let’s talk!
LESSON 9
Let’s have a look!
LESSON 10
How does it sound?
LESSON 11
Let’s create a comic strip!
Part I
LESSON 12
Let’s create a comic
str ip! Part I I
A
GENERAL
OVERVIEW
Examples of activities
Old MAcDonald
Old macdonald had a farm
(e i e i o),and on that farm he had a(n) x
(e i e i o),
with a y, y, hereand a y, y, therehere a y, there a y,everywhere a y, y,
old macdonald had a farm
(e i e i o)!
Chuu! Buchu! Smack!
¡Mua! ¡Chuick!Muà!
Catalan Spanish English
Japanese
DON
MARTIN
FRAK!
BOIMP!
Sound Invented Onomatopoeias
Raindrops
falling
Scissors
DISPLAYS
ResourcesCIREL
http://phobos.xtec.cat/cirel/cirel/
Delicioushttp://delicious.com/clil_catalonia/
http://archive.teachfind.com/ttv/www.teachers.tv/videos
http://www.education.gov.uk/schools/toolsandinitiatives/teacherstv/
MOTIVATION: The Missing Link
Sarah Phillips
MICK WATERS
INVOLVE CHILDREN IN MAKING THINGS/ NOT ONLY
IN DOING THINGS
Children are not empty bags
EMOTIONAL INTELLIGENCE: You’re unique
You’re important You’re part of
Letting them grow in a cognitive way: children are not just brains.
“What a children do in co-operation today he will be able to
do alone tomorrow” Vygotsky 1962
Students learn by interacting with others.
Society does lots of things but it doesn’t reflect.
Discuss to build up knowledge.
Don’t spoonfeed our students.
Be careful with dead soldiers!
Be careful with fosilized rankings!
If something changes in your mind is forever.
MICK WATERS
Learning strategies for the CLIL classroom
Dictogloss
03/13/13
* Reconstruction actively involves pupils in the negotiation of meaning, rather than the literal reconstruction of a text.
* Productions can be used for assessment.
* Generates much pupil-pupil talk about language.
* Works at two levels: GLOBAL READING and DETAIL.
Rationale
* Identify the strategies they had used to help them to reconstruct the story.
* Associating the language with pictures.
* Reading words out loud when reconstructing the story.
*Listening out for words linked to Spanish or catalan words..
Debriefing
Learning strategies for the CLIL classroom
Running dictation
03/13/13
Learning strategies for the CLIL classroom
Running dictation
* Memorisation plays an important part in language learning.
* Good language learners are aware of the language learning strategies they use.
* Pupils need to be supported and shown how they might “work on their memory”.
* Works at two levels: GLOBAL READING and DETAIL (helps to become a more efficient reader).
Rationale
03/13/13
MISSING
