Giovanna Moggia

PRACTICE II, DIDACTICS OF ELT. Adjunto a/c Prof. Estela N. Braun (2016). Assistant Teacher: Prof. Vanesa Cabral.

SESSION 29: September, 15th, 2016.

Módulo 3: Enfoques, Métodos y Técnicas en la enseñanza de inglés como lengua extranjera. FOCUS ON CLIL.

Objectives:

1. They will INTEGRATE main concepts within CLIL or AICLE

(Content and language Integrated Learning) through a Practical (14).

2. They will apply ICT to CLIL through the use of webquest design.

OBJECTIVE 1.

ACTIVITY 1:

THEORY: ppt and examples.

In pairs, answer the following questions in detail:

Which are the five dimensions of CLIL? Do they act in isolation?Explain each of them in detail:

Why are the following didactic strategies necessary when we use CLIL? A.ScaffoldingB. Anchoring into previous learning

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C. Chunking and repackaging knowledgeD. Fostering creative and critical thinkingE. Challenging students to step just outside their comfort zone

How do you think the following CLIL key terms interact in a CLIL lesson? target language, exposure, ICT, Intercultural knowledge and understanding, language awareness, learning styles and learning strategies? How do visual organizers help to scaffold students´learning? Provide graphic examples.

Explain the impact of Bloom´s taxonomy to help students reach higher order thinking. How can we achieve this at Primary school level? In pairs, design a lesson plan following CLIL.

Think about a CLIL activity that you could develop with your classes during

Practicum. Work in pairs. You will have to plan one to be used with 5th or sixth

Grades by following pupils’ Natural Sciences or Social Sciences manuals (or any

other subject within the Primary School Curriculum).

The didactic sequence should contain:

School:

Course/ Grade:

Related Discipline:

LOTS: Lower thinking skills required.

WARM UP

CORE TASK

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FOLLOW UP

HOTS: Higher order thinking skills stimulated through the lesson plan.

Materials:

Main concepts about CLIL from http://clileducation.blogspot.com.ar/p/clil-compendium.html

Chapter 5: Opening windows for personal achievement, in

“Uncovering CLIL”, Mehisto, Marsh & Frigols (2008). Oxford, Macmillan

Education.

Chapter 4, Content and Language integrated Learning, CLIL

implementation at primary school level, IN “Hacia Una Didactica del Ingles

para Niños en escuelas Primarias”, Braun et al (2011).

http://www.cambridgeenglish.org/images/22194-tkt-clil-glossary- document.pdf

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OBJECTIVE 1

ACTIVITY 1

THEORY:

Which are the five dimensions of CLIL? Do they act in isolation?Explain each of them in detail:

The 4Cs framework for CLIL starts with content (such as subject matter, themes, cross-curricular approaches) and focuses on the interrelationship between content (subject matter), communication (language), cognition (thinking) and culture (awareness of self and ‘otherness’) with the purpose of combining integrating learning (content and cognition) and language learning (communication and cultures).

a. Subject matter is not only about acquiring knowledge and skills, it is about the

learner constructing his/her own knowledge and developing skills.

b. Acquiring subject knowledge, skills and understanding is related to learning and

thinking (cognition). To enable the learner to construct an understanding of the

subject matter, the linguistic demands of its content must be analysed and made

accessible.

c. Thinking processes (cognition) need to be analysed for their linguistic demands.

d. Language needs to be learned in context, learning through the language,

reconstructing the subject themes and their related cognitive processes e.g.

language intake/output.

e. Interaction in the learning context is fundamental to learning. This has

implications when the learning context operates through L2.

f. The relationship between cultures and languages is complex. Intercultural

awareness and learning is fundamental to CLIL

The 4Cs Framework holds that it is through progression in knowledge, skills and understanding of the subject matter, engagement in associated cognitive processing, interaction in a communicative context, developing appropriate

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language knowledge and skills as well as acquiring a deepening intercultural awareness through the positioning of self and ‘otherness’, that effective CLIL takes place whatever the model.

Explain each of them in detail:

Why are the following didactic strategies necessary when we use CLIL? A.ScaffoldingB. Anchoring into previous learningC. Chunking and repackaging knowledgeD. Fostering creative and critical thinkingE. Challenging students to step just outside their comfort zone

The following didactic strategies are necessary to erase limitations and increasing opportunities for personal achievement. Those didactic strategies enable teachers and learners to take greater control over the learning process and to improve learning results.

Scaffolding:

The concept of scaffolding developed by Bruner involves structured interaction between an adult and a child with the aim of helping the child achieve a specific goal. Children are dependent on their adult support, but as they become more independent in their thinking and acquire new skills and knowledge, the support can be gradually faded.

Anchoring into previous learning:

Just as scaffolding surrounding a building needs you be on a firm of foundation, so does scaffolding in education. To make progress in “understanding” means “linking to prior learning”. Just reproducing something is not evidence of understanding, of learning. “Relational links are the ones that fixes learning in memory”, and the first relational link that needs to be made is to one´s prior learning. Our existing knowledge base and our current level of understanding serve as a foundation and as an anchor for new learning.

Chunking and repackaging knowledge

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Breaking big bundles into smaller pieces helps one to succeed. Information is better absorbed when it is packaged into bites. It is commonly believed that the average person can hold no more than seven pieces of information in his/her short-term working memory, so our minds unconsciously reject excess information. To move information into out long-term memory so it can be recalled at a later time, we need to anchor it to prior knowledge by defining relational links and contrasting new knowledge with old.

Fostering creative and critical thinking

Creative thinking involves the creation of further development of ideas, processes, objects, relational links, synergies and quality relationships. Critical thinking involves the evaluating of all the above. In the context of education, critical thinking can be described as mental processes that learners use “to plan, describe and evaluate their thinking and learning”. It is self-directed thinking, and, essential to learning. By working to improve the quality of our thinking, we improve learning. Creative thinking as well, is an essential element in affective planning and has the potential to improve planning.

Challenging students to step just outside their comfort zone

Scaffolding and critical thinking strategies are tools for extending learning, for helping students to step out of and expand their comfort zone. Those strategies are about helping students to operate in the called ZPD (zone of proximal development), the zone which lies between current knowledge and that which can be accomplished with the assistance of teachers and peers. These strategies help students to move from their current understanding of content and attitudes to a new level of understanding, and then to take another step forwards right back into the ZPD.

How do you think the following CLIL key terms interact in a CLIL lesson? target language, exposure, ICT, Intercultural knowledge and understanding, language awareness, learning styles and learning strategies?

The main aim of a CLIL lesson is to foster intercultural knowledge and to promote a better understanding to students, as well as to create an environment where they can learn a target language through a constant exposure to it, making them able to

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find meaning on what they are learning. A CLIL lesson also involves different learning styles and strategies to approach the new language.

How do visual organizers help to scaffold students´learning? Provide graphic examples.

Visual organizers help to scaffold student's learning since they allow students to classify, categorize or summarize the information provided. Through doing this activities we can favour the understanding and learning of new information.

One of the visual organizers is the “fishbone organizer” that is used to explore the many aspects or effects of a complex topic, helping the student to organize their thoughts in a simple, visual way.

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Explain the impact of Bloom´s taxonomy to help students reach higher order thinking. How can we achieve this at Primary school level?

Bloom's taxonomy is one of the most used ways of organizing the learning objectives that teachers have on students. Organizing the expected outcomes of students allows the teacher to select appropriate classroom assessment techniques for the course. By using Bloom's teachers can identify the intellectual level at which students are capable of working. Bloom's taxonomy also helps them ask questions and create instructions for critical thinking, so students can reach the top of three levels: analysis, synthesis and evaluation.

At primary level we can achieve the higher order thinking, through making students higher level questions about the topic we are dealing with, also fostering for independent thinking and motivating them to think critically.

Think about a CLIL activity that you could develop with your classes during Practicum. Work in pairs. You will have to plan one to be used with 5th or sixth Grades by following pupils’ Natural Sciences or Social Sciences manuals (or any other subject within the Primary School Curriculum).

The didactic sequence should contain:

This lesson plan will be focused primarily on student knowledge acquired in other subjects such as natural sciences, and the relationship they can establish regarding wild animals.

This lesson will be expected to reinforce the difference between vertebrates and invertebrates animals, to describe animals by differentiating their habitats, foods and abilities, to learn about endangered animals and to practice the listening, speaking, reading and writing macro-skills.

The teacher will began the class writing down the date. Then she will ask what vertebrates and invertebrate are, and as a way of reinforcing it she will gave an extra sheet of paper in which students have to complete the gaps with the word vertebrates or invertebrates. The teacher will check the activity all together in the board.

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Then the teacher will read aloud a text about endangered animals. Afterwards, the teacher will introduce a listening activity of this text and students have to do an activity of true or false. The teacher will check the activity all together in the board.

Afterwards, the teacher will explain a project about endangered animals of La Pampa. The teacher will be divided the class into 6 groups and the students will have to work on a leaflet about endangered animals of La Pampa. Then, the teacher will give to each group of students, information about an endangered animal of La Pampa, an image of the animal and a cardboard.

Students have to fold the cardboard into three parts to form the model of a leaflet.In one part of the leaflet they have to write the habitat of the animal. In the other part they have to glue the image of the animal, write the name of it, write about its physical appearance and write about what it can or can´t do. In the other part they have to write what the animal eats

School: Number 6°

Course/ Grade: Sixth grade

Related Discipline: Natural Sciences

LOTS: Lower thinking skills required :

As a way of reinforcing what they have learned in the previous class; the difference between vertebrates and invertebrates animals, the teacher will give an extra sheet of paper and individually students have to complete the gaps with the words VERTEBRATES or INVERTEBRATES.

WARM UP:

The teacher will begin the class writing down the date. The teacher will ask what vertebrates and invertebrates animals are. The teacher will give an extra sheet of paper and students have to work

individually to reinforce the difference between vertebrates and invertebrates animals.

The teacher will check the activity altogether in the board.

CORE TASK

The teacher will read aloud the text about endangered animals and then they are going to do a listening activity with the same text.

The students will have to do a true or false activity.

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FOLLOW UP

The classroom will be divided into 6 groups and the students will have to work on a leaflet about endangered animals of La Pampa.

The teacher will give to each group of students, information about an endangered animal of La Pampa, an image of the animal and a cardboard.

Students have to fold the cardboard into three parts to form the model of a leaflet. In one part of the leaflet they have to write the habitat of the animal. In the other

part they have to glue the image of the animal, write the name of it, write about its physical appearance and write about what it can or can´t do. In the other part they have to write what the animal eats.

HOTS: Higher order thinking skills stimulated through the lesson plan .

The students by working in groups in a cooperative and collaborative way are expected to create a leaflet about endangered animals. As a way of starting with the leaflet the members of the group have to discuss and share ideas about why they think that the animal that the teacher gave to them is under threat of extinction. Students are expected to read and understand the text given by the teacher and then they have to write the information provided by the teacher in each part of the leaflet. In one part they have to write the habitat of the animal. In the other part they have to glue the image of the animal, write the name of it, write about its physical appearance and write about what it can or can´t do. In the other part they have to write what the animal eats.

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Lesson plan

Teacher: Estela Braun

Trainees: Moggia Giovanna

School: School N°6

Course: 6th grade.

Textbook: Howdy Friends

Date: September, 12th 2016

Topic: Wild animals and their habitats

Class: N° 6

LEARNING OBJECTIVES

To reinforce the difference between vertebrates and invertebrates animals. To describe animals by differentiating their habitats, foods and abilities. To learn about endangered animals. To practice the listening, speaking, reading and writing macro-skills.

WARM UP

The teacher will begin the class writing down the date. The teacher to reinforce what they had learned in the previous class will ask

what vertebrates and invertebrates animals are. The teacher will give an extra sheet of paper and individually students have

to complete the gaps with the words VERTEBRATES or INVERTEBRATES. The teacher will check the activity with the students altogether on the board.

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Write VERTEBRATES or INVERTEBRATES:

1- Animals with bones are called………………………………………

2- Humans are………………………………………………………………….

3- Animas with no bones are called………………………………….

4- Insects are……………………………………………………………………

5- Mammals are……………………………………………………………….

6- Spiders are…………………………………………………………………..

7- Fishes are…………………………………………………………………….

8- Reptiles are………………………………………………………………….

9- Birds are………………………………………………………………………

10- Worms are…………………………………………………………………

Type of interaction: Teacher-students.

Macro-skills: speaking.

Timing: 5 minutes.

Materials: Blackboard

DEVELOPMENT

First activity:

The teacher will read aloud the text about endangered animals and then they are going to do a listening activity with the same text.

The students will have to do a true or false activity.

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Type of interaction: Students individually.

Macro-skills: reading and writing.

Timing: 10 minutes.

Materials: Textbook

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Third activity:

The classroom will be divided into 6 groups and the students will have to work on a leaflet about endangered animals of La Pampa.

The teacher will give to each group of students, information about an endangered animal of La Pampa, an image of the animal and a posterboard.

Students have to fold the cardboard into three parts to form the model of a leaflet. In one part of the leaflet they have to write the habitat of the animal. In the other

part they have to glue the image of the animal, write the name of it, write about its physical appearance and write about what it can or can´t do. In the other part they have to write what the animal eats.

Pumas

Pumas are large wild cats. They live in different habitats; in the forest, in the mountains, and also they live here, in the plain of La Pampa. They are plain light-brown. They have got a compact body and a round head with upright ears. Pumas have an excellent vision to hunt. They are carnivorous, so they eat others animals like rabbits, sheep, foxes. They can run very fast and they can jump very high! They are endangered because they are hunted for their fur.

Rheas

Rheas are large birds. They live in open lands, like in the plain of La Pampa. Rheas have long legs, long necks and big wings. They have grey and brown plumage. They eat fruits, grass and also small reptiles and rodents. They can ran very fast but they can´t fly. They are under threat of extinction because they are hunted for their skins.

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Vizcachas

They are large rodents. They live in the pampas of Argentina. They live in groups in burrows. They have long tails, small ears and black moustaches. They are gray and white. They are herbivorous; they eat herbs and seeds during the night. They can run very fast and they can emit alarms calls when they are endangered. They are hunted for their fur and for their meat.

Deer

They are ruminant mammals. The can live in the forest and in open spaces, like in the plain of La Pampa. They have strong legs, a small tail and long ears. All male deer possess antlers. They are brown. They can jump, they can swim and they can run very fast. They are herbivores; they eat grass, leaves and fruits. They are hunting for their fur, their antlers and for their meat. They are under threat of extinction.

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Tatú Carreta - Armadillo

They are small mammals and they are solitary animals. They live in the woods. They dig to during the night to eat invertebrate animals such as spiders, ants, worms and vegetables. Armadillos have short legs and they can move quite quickly. They can not see well but they can smell to hunt their food. They are in danger of extension because they are hunted down.

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Oso Hormiguero- Anteater

They are solitary mammals with brown hair and a long snout and a thin tongue inside. They live in the forest and in the rainforests. They eat insects like ants and termites. They cannot see well but they can smell and hear very well. They are hunted down because of their fur.

TITLE: ENDANGERED ANIMALS

Habitat Name of the Animal Food

They live... They have got... They eat...They can...They can’t...They are vertebrates/invertebrates

Type of interaction: In groups

Macro-skills: Reading and Writing

Timing: 25 minutes.

Materials: Cardboard-information and images- LEAFLET

CLOSING UP:

The teacher will say goodbye.