The Willink CLIL Conference CLIL for the new
- Slides: 50
The Willink CLIL Conference CLIL for the new curriculum An opportunity to innovate Do Coyle
Multilingualism IS the norm We need to have two or more languages in order to know we have one…. . Leonard Orban 26 th September 2008
Key elements of the new curriculum Independent & confident learners Creativity Cross-curricular collaboration Meanings that matter Skills & Processes development Inter-cultural understanding
What is CLIL? CLIL is a developing, flexible concept where content (eg non-language subject/s, cross-curricular themes and holistic issues) and foreign languages are integrated in some kind of mutually beneficial way so as to provide motivating, value-added experiences to educational outcomes for a wide range of students. University of Nottingham
BIG QUESTIONS What is our CLIL vision? How does this link with the New Curriculum? Transforming and growing CLIL
An opportunity to innovate What are you trying to achieve? How will you organise learning? How will you know when you are achieving your aims? Disciplined…. Evidence…. . Monitoring
Innovation ~ Dimensions • Identity & cultural diversity • Healthy lifestyles • Community participation • Enterprise • Global dimensions & sustainability • Technology & media • Creativity & critical thinking Disciplined…. Evidence…. . Monitoring
KUKREKO http: //www. youtube. com/watch? v=2 IFzp 2 c. BA 5 g&feature=related
Ausstellung fuer Kinder Franz Marc http: //www. youtube. com/watch? v=r. Ero. JSYj. Dwo http: //www. youtube. com/watch? v=m. Zjid. Aom. Avc&feature=related http: //www. youtube. com/watch? v=A 7 Yd. HKC 6 xs. U&feature=related
A CLIL Planning Mind Map Independent enquirers Effective participators CLIL Module Art through German Creative thinkers Team workers Self-managers Reflective learners
La composition de la Terre Personal Learning and Thinking La Terre
La composition de la Terre le noyau le manteau la croûte La Terre
Un bon modèle: » e h c ê p e n u e m m o c t s e e r « La Ter =Le le noyau? ! = La le manteau chair ? =La la peau croûte ? La Terre Une pêche
Apprend 3 mots en 1! Le atome Le noyau …un … d’un atome ? Le noyau de la Terre Le noyau d’une pêche ? …… d’une
Apprend 2 mots en 1! Le manteau … d’une femme ? ? Le manteau de la Terre
En résumé, il y a … le manteau le noyau la croûte
Pour plus de détails, il y a … le manteau: le noyau le manteau supérieur le manteau inférieur
La croûte: la croûte Un océanique ? océan le noyau ? continentale la croûte Un
Mots clefs • Le noyau • Le manteau – Le manteau inférieur – Le manteau supérieur • La croûte – La croûte continentale – La croûte océanique Activité Smart Board – cliquer ci-dessous
La composition de la Terre le noyau le manteau la croûte La Terre
La croûte est divisée en plaques tectoniques ? ? La plaque sudaméricaine Exemple: la plaque ? nord-américaine Où est la plaque eurasiatique ? Exemple: la plaque ? africaine ?
Où se trouve la plaque pacifique un globe Les plaques tectoniques sous différentes représentations une planisphère ? une planisphère
Activité 1: Assemble un puzzle des plaques Les pièces du puzzle sont les plaques tectoniques =
Activité 1: Assemble un puzzle des plaques Travaille dans un groupe de 4 personnes Parle français ! Tu as 5 minutes
As-tu assemblé le puzzle correctement ?
Activité 2: Comment se nomment les plaques? I N S T R U C T I O N S ? Ecoute attentivement! ? Regarde le tableau ’’ ’’’ Ton professeur va décrire les plaques
Activité 2: Comment se nomment les plaques? I N S T R U C T I O N S Cherche la plaque sur ta planisphère Note le nom et le numéro de la plaque
Activité 2: Comment se nomment les plaques? I N S T R U C T I O N S Lève la main quand tu as la réponse ? La plaque «. . . » est le numéro …
Cliquer sur la boussole pour accéder aux instructions du professeur
MORE BIG QUESTIONS What are CLIL pedagogies? How do our students learn? Transforming and growing CLIL
Modern Languages Perspective • active learning • creativity • linking with other subjects • languages ladder Successful learners ~ confident individuals ~ responsible citizens
Geography Perspectives • • Making sense of the world Communicate clearly Explore own values and beliefs Alterative future scenarios for planet Interconnectedness Cultural understanding & diversity Creativity linking with other subjects Successful learners ~ confident individuals ~ responsible citizens
Language Learning
CLIL Contexts Cognition Communication Content Culture Content and Language Integrated Learning
Communication Language using Grammar gains Language learning
DEVELOPING THINKING for LEARNING Original Terms New Terms • Evaluation • Creating • Synthesis • Evaluating • Analysis • Analysing • Application • Applying • Comprehension • Understanding • Knowledge • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
A 4 Cs Approach to Integrated Curriculum Planning Communication Culture CLIL Content Cognition Teaching and Learning through a foreign language
Using a matrix for quality audit High cognitive 3 4 Low Linguistic High Linguistic 2 1 Low cognitive
Four stages for successful CLIL planning Stage 1: CLIL Vision- what are you trying to achieve? What do I want to achieve for our learners, their school and myself - blue skies? Stage 2: School Context • Who is available to develop CLIL - where, when and how? • What does my school CLIL team offer? • What is most appropriate for our learners, parents, area in relation to stage 1?
Four stages for successful CLIL planning Stage 3: the MINDMAP setting clear goals- start small Working with a conceptual framework such as the 4 Cs, what will a unit of work consist of? Which content do we select, what will be our teaching aims and learning outcomes? What are the kinds of feedback and assessment will we build into the process (formative, summative) Stage 4: Designing and implementing task types, materials and resources • What kind of tasks and activities will achieve stage 3? • What materials and resources will we need to support these? • Mapping Curriculum priorities
Technology for Cultural Understanding Curricular linking Sister classes (Cummins) Global leap Science Across World Borderless classrooms Transforming and growing CLIL
Linking learners-using technology
Professional Criticality Accountability RESPONSIBILITY Quality measures Evidence Class-based inquiry Transforming and growing CLIL
LOCIT for Teacher-Researchers By selecting which aspects of practice teachers wish to problematise, and by critically examining recorded observational data, together with other evidence their students provide, they are taking charge of their own professional development. (Wells 1999) Since all teachers have a theory of teaching, at least an implicit one, the first task of curricular renewal is to invite interested teachers to examine their own theory, making it explicit… and determine options for pedagogical action on its basis. (Van Lier 1996) Promoting class-based inquiry
LOCIT for Teacher Researchers • Lesson Observation & • Critical Incident Technique • Analysing lessons with learners and colleagues to construct a shared Theory of Practice Promoting class-based inquiry
Towards a theory of practice In my class, I think the pupils learn best by doing and experimenting so I have to get them to use commentaries as they work. This means they have to talk about what they are doing and why and what they are learning. The thing is they can only do that if I am there to support this talk by asking the right sort of questions. This is hard to organise but I think I am getting there. It’s about their learning so that’s what I’m working on… Marta
BUILDING LEARNING COMMUNITIES Professional Learning Communities Formal & Informal Learning Networking Linking with Community Agendas Transforming and growing CLIL
Key elements of CLIL Independent & confident learners Creativity Cross-curricular collaboration Meanings that matter Skills & Processes development Inter-cultural understanding
From growlers and bergy bits…. . Thank you do. coyle@abdn. ac. uk
- Albert carel willink
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