The Willink CLIL Conference CLIL for the new

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The Willink CLIL Conference CLIL for the new curriculum An opportunity to innovate Do

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

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

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,

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

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

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

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

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:

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

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 Personal Learning and Thinking La Terre

La composition de la Terre le noyau le manteau la croûte 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

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 ?

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

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

En résumé, il y a … le manteau le noyau la croûte

Pour plus de détails, il y a … le manteau: le noyau le manteau

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

La croûte: la croûte Un océanique ? océan le noyau ? continentale la croûte Un

Mots clefs • Le noyau • Le manteau – Le manteau inférieur – Le

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 composition de la Terre le noyau le manteau la croûte La Terre

La croûte est divisée en plaques tectoniques ? ? La plaque sudaméricaine Exemple: la

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

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

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

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 ?

As-tu assemblé le puzzle correctement ?

Activité 2: Comment se nomment les plaques? I N S T R U C

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

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

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

Cliquer sur la boussole pour accéder aux instructions du professeur

MORE BIG QUESTIONS What are CLIL pedagogies? How do our students learn? Transforming and

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 •

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

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

Language Learning

CLIL Contexts Cognition Communication Content Culture Content and Language Integrated Learning

CLIL Contexts Cognition Communication Content Culture Content and Language Integrated Learning

Communication Language using Grammar gains Language learning

Communication Language using Grammar gains Language learning

DEVELOPING THINKING for LEARNING Original Terms New Terms • Evaluation • Creating • Synthesis

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

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

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

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

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

Technology for Cultural Understanding Curricular linking Sister classes (Cummins) Global leap Science Across World Borderless classrooms Transforming and growing CLIL

Linking learners-using technology

Linking learners-using technology

Professional Criticality Accountability RESPONSIBILITY Quality measures Evidence Class-based inquiry Transforming and growing CLIL

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

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

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

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

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

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

From growlers and bergy bits…. . Thank you do. coyle@abdn. ac. uk