TIPS FOR CLIPS A STEP BEYOND CLIL Mary

TIPS FOR CLIPS A STEP BEYOND CLIL Mary Avakian Giuseppe Venturi

TEACHER TALK VS TEACHER WORK • TALK • WORK

BUT TODAY, IN BERLIN • We can use this golden opportunity to share ideas and good practices within the sphere of LLPs and especially Etwinning – great tools to face the challenges of our tasks as teachers.

Whatever our approach, be it CLIL or the age-old grammar method and everything else that has come in-between, student (and teacher) motivation and active involvement have always been and are a must. • Traditional teacher- student (non)-activity • Active project work in teams

FROM CLIL TO CLIP • The CLIL approach seems to be giving considerably • good results both for learners and teachers. However, if the main aim of CLIL is that of achieving a bilingual society, we need to prepare an army of bilingual teachers before we expect students to master two languages. Our school, ITIS Pacinotti in Taranto, is working hard in this direction and recent experience has shown that we can all go one step beyond CLIL by including the CLIP approach in our practices.

CLIP- Content and Language Integrated PROJECT – is the use of CLIL in a project. Interest in project work and its integration into not only foreign language but any subject teaching is growing around the world because it lends itself to authentic language use, authentic tasks, and learner centredness. • Surfing with granny

In project work, students and teachers cooperate to achieve a common purpose, a concrete outcome (e. g. , a brochure, a written report, a bulletin board display, a video, an article for a school newspaper, or even an item, a device, etc). • EU laws for minors

GIUSEPPE – OUR MAGICIAN! • Giuseppe Venturi, a precursor of both CLIL, CLIP and E-Twinning • • activities in our school, worked on a CLIP within a Bilateral Comenius we had with a school in Mainz. Our students specializing in Chemistry and their German peers studying Economy worked together on the production and the eventual commercialization of biodiesel. The students created survey questionnaires; conducted interviews; compiled, sorted, analyzed, and summarized survey data; they also prepared oral presentations and written reports to present their final product. In the process, they used the target language in a variety of ways: they talked to each other, read about the focal point of their project, wrote survey questionnaires, and listened carefully to those whom they interviewed. As a result, all of the skills they were trying to master came into play in a natural way. • The following slides are meant to give you an idea of the CLIP.

COMENIUS SCHOOLPARTNERSHIP ITALIA-GERMANIA

Biodiesel from Coffee Grounds Researchers of all the world are looking at some less conventional materials to extract biofuels. In a paper published in the Journal of Agricultural and Food Chemistry, some researchers of University of Nevada, describe the process to extract the oil from spent coffee grounds and then transesterify the processed oil to convert it into biodiesel. . .

…moreover the italian chemist Roberto Intonti in 1938 had already completed the process to extract the oil from coffee grounds. http: //www. uniroma 1. it/eventi/ricerca/caffe. php The coffee grounds after oil extraction are ideal materials for garden fertiliser, feedstock for ethanol, and as fuel pellets. Coffee Could Power Your Car, As Well As Wake You Up in the Morning!!! Spent coffee grounds contain between 11 and 20 percent oil by weight.

Extraction of Coffee Oil from used coffee grounds In our “Pacinotti” school institute. 1) Drying Coffee Grounds: here you can see coffee grounds being sun dried. It took about one day. 2) 20 grams of coffee grounds were put into a glass extraction thimble. The goal is to find what percentage (by weight) of the coffee grounds is coffee oil.

Our work in the lab

our coffee ground is placed inside a thimble made from thick filter paper, which is loaded into the main chamber of the Soxhlet extractor. The Soxhlet extractor is placed into a flask containing the extraction solvent (trichloroethylene)

The condenser ensures that any solvent vapour cools, and drips back down into the chamber housing the solid material. When the Soxhlet chamber is almost full, the chamber is automatically emptied by a siphon side arm, with the solvent running back down to the distillation flask. The chamber containing the solid material slowly fills with warm solvent. Some of the desired compound will then dissolve in the warm solvent. The solvent vapour travels up a distillation arm, and floods into the chamber housing the thimble of solid. The solvent is heated to reflux. This cycle may be repeated many times.

After extraction the solvent is removed, typically by means of a rotary evaporator, yielding the extracted compound. The non-soluble portion of the extracted solid remains in the thimble, and is usually discarded.

After extraction we didn’t remove the solvent by rotary evaporator but by a distillation apparatus: Distillation is a method of separating mixtures based on differences in their volatilities in a boiling liquid mixture. Distillation is a physical separation process, and not a chemical reaction.

YOU TASTE YOUR WASTE OUR HASTE

Our oil from coffee grounds Now it’s time to convert it into biodiesel Mr. Venturi Giuseppe Chemistry department “Pacinotti” school institute Taranto Italy

Our next idea for a CLIP? ETWINNING …COMENIUS… The RIVER Research Inside and Verify the Environmental Risk

ORGANIZED BUT FLEXIBLE It goes without saying that project work cannot be carried out in a haphazard manner if it is meant to be successful. It has to be carefully planned from A to Z and must also schedule “gaps” to be filled in with regular surveys of the proceedings of the work and check if changes in plan and modifications are required.

STEPS 1 TO 3 § Step I: Define a theme. In collaboration with students, identify a theme that will amplify the students' understanding of an aspect of their future work and provide relevant language practice. In the process, teachers will also build interest and commitment. By pooling information, ideas, and experiences through discussion, questioning, and negotiation, the students will achieve consensus on the task ahead. § Step II: Determine the final outcome. Define the final outcome of the project (e. g. , written report, brochure, debate, video) and its presentation (e. g. , collective or individual). Agree on objectives for both content and language. § Step III: Structure the project. Collectively determine the steps that the students must take to reach the final outcome and agree upon a time frame. § Specifically, identify the information that they will need and the steps they must take to obtain it (e. g. , library research, letters, interviews, faxes). Consider the authentic materials that the students can consult to enhance the project (e. g. , advertisements from English magazines, travel brochures, menus in English, videos, etc. )

STEP 4 § Step IV: Identify language skills and strategies. There are times, during project work, when students are especially receptive to language skill and strategy practice. Consider students' skill and strategy needs and integrate lessons into the curriculum that best prepare students for the language demands associated with Steps V, VI, and VII. § a. Identify the language skills (e. g. , reading, writing, speaking, listening) § b. Determine the skills and strategies that students will need to compile information that may have been gathered from several sources and/or by several student groups (Step VI). For example, they may have to read each other's notes, interpret visual materials (e. g. , charts and grids), or listen to and take notes from taped interviews. Plan activities to prepare them for these tasks. § c. Identify the skills and strategies that students will need to present the final project to their peers, other classes, or the headmaster (Step VII).

STEPS 5 & 6 § Step V: Gather information. After students design instruments for data collection (e. g. , questionnaires, surveys, interview questions, grids), have them gather information inside and outside the classroom, individually, in pairs, or in groups. It is important that students "regard the tracking down and collecting of resources as an integral part of their involvement" in the project (Haines 1989: 11). § Step VI: Compile and analyze information. Working in groups or as a whole class, students should compile information they have gathered, compare their findings, and decide how to organize them for efficient presentation. During this step, students may proofread each other's work, cross-reference or verify it, and negotiate with each other for meaning.

AND THE RESULT IS …. . § Step VII: Present final product. Students will present the outcome of their project work as a culminating activity. The manner of presentation will largely depend on the final form of the product. It may involve the screening of a video; the staging of a debate; the submission of an article to the school newspaper or a written report to the headmaster; or the presentation of a brochure to a local tourist agency or hotel. § Step VIII: Evaluate the project. In this final phase of project work, students and teacher reflect on (1) the steps taken to accomplish their objectives and (2) the language, communicative skills, and information they have acquired in the process. They can discuss the value of their experience and its relationship to future vocational needs. They can also identify aspects of the project which could be improved and/or enhanced in future attempts at project work.

TYPES OF CLIPs Scholars have identified four types of projects: § information and research projects § survey projects § production projects § and performance/organizational projects. What these different types of projects have in common is their emphasis on student involvement, collaboration, and responsibility.

BY THE WAY…. § There’s too much to learn and life is never long enough. I myself keep learning a lot from CLIPs, together with my students.

A GEOGRAPHY CLIP An example of an information and research project § For example, we don’t have to be experts in geography to elaborate an E-Twinning CLIP in which students in different nations plan and produce brochures of their of territories (physical geography, economy, customs, currency, tourism etc) to exchange with those of their partner nations.

THE OLYMPIC GAMES! An example of a survey project § We don’t need to be PE teachers to plan a contest between two or more schools in as many nations in which students (and teacher/s) carry out research work on their champions in various sports and make a website with pics, comments, achievements, records etc.

OUR ETWINNING CONTEST ON OLYMPIC CHAMPIONS: WHO’S WON THE GREATEST NUMBER OF MEDALS?

HEALTHY MINDS, HEALTHY BODIES Another example of a mixed information and survey project § We don’t need to be biologists, dieticians or anything of the sort to plan a CLIP on healthy food and healthy habits.

E-twinning CLIP on habits § Students observe life habits in their own class/school/town, prepare questionnaires, collect information, take pictures, draw conclusions. § They exchange info with their partners and compare results. § They draw conclusions based on compared results.

Biodiesel from Coffee Grounds An example of a production project

NETMARKETING An example of an organizational project § An E-twinning project for would-be retailers/buyers. Each class can set up its own virtual “shop”, learning the tricks of advertising, promoting, bargaining, negotiating etc. § Students may also offer services depending on their field of study and competences.

THE ARTS An example of a performance project § RAGAZZI IN GAMBA – “COOL KIDS” § An annual NO COMPETITION, ONLY PARTICIPATION international meeting organized by Pacinotti. § YOU ARE ALL INVITED!

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HARD WORK + GOOD WORK= § GREAT FUN FOR US LLs (LIFELONG LEARNERS) HOSTED HERE TODAY. § THANK YOU, BERLIN!