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Percorsi CLIL per insegnare e apprendere nella scuola primaria
©S.Rampone
CLIL PLANNING
O Context (learners age and skills, teachers cooperation, subjects inolved,etc)
O Content (motivating, the most appropriate, embedded in the curriculum or linked to cross-curricular projects, etc.)
Connecting content and cognition (which Higher Order Thinking skills? Which activities to promote them? Which scaffolding? etc.)
Communication (defining language learning and use – meaningful interaction)
Cultural awareness (added value to the learning of the topic through another language, curriculum links with other schools, impact on pluricultural understanding…)
Before starting planning, consider…
Il modello delle 4 Cs (Do Coyle-Modulo 1) aiuta a focalizzare gli elementi fondamentali per una progettazione CLIL. Vi presentiamo un esempio di mappe riferite al tema «Habitats»
TOPIC:Habitats
Ref. Coyle, Hood,Marhs (2010).CLIL. Cambdrige University Press
Content
Cognition
Culture
Communication
Language of
learning
Language for
learning
Language through learning
Content
Ref. Coyle, Hood,Marhs (2010).CLIL. Cambdrige University Press
Animals in their
habitats
Understand how living things
interact
Types of Habitats
Create a diorama (habitat in a box)
Cognition
Ref. Coyle, Hood,Marhs (2010).CLIL. Cambdrige University Press
Investigating features of different habitats
Planning how to re-create an
habitat in a «box»
Hypothesize/discuss how animals could live in a different habitat from their
own
Understand cause/effect
Animal adaptation
Languagefor
learning
Ref. Coyle, Hood,Marhs (2010).CLIL. Cambdrige University Press
Communication
Languageof
learning
Languagethrough
Learning
Key vocabulary/chunksLanguage of describing,
explaining, hypothesizing..Simple present
etc.
Answering and asking questionsUnderstanding instructions
How to describe (animals/habitats)Reading for specific information
Language for group work
It’s the language learners need to access concepts related to the content
It’s the language learners need to carry out the activities effectively
It’s the new language that emerges during the task
Using feedbackDictionary/web surfing skills
Record, predict and learn new words which arise from
activities
Culture
Ref. Coyle, Hood,Marhs (2010).CLIL. Cambdrige University Press
Diversity of landscapes/ecosystems
Become aware of the importance of respecting the environment
Hypothesize solutions to save endangered
animals together with other classes/schools
Compare habitats/animals
with a school from another country
Tutto questo presuppone la progettazione di un ambiente di apprendimento completamente nuovo, nel quale l’insegnante adotta strategie didattiche che rendano accessibili i contenuti da trasmettere e scelte metodologiche che offrano a chi apprende nuove opportunità di riflessione, stimolazione cognitiva e spazi di autentica interazione linguistica.
Alla luce della metodologia CLIL e del Task approach, proponiamo questo modello di progettazione che prevede una prima parte in cui indicare: 1. Tematica/ambito disciplinare - 2. Obiettivi di contenuto - 3. Obietti cognitivi
4. Obiettivi linguistici 5. Risultati attesi 6.Risorse
ed una seconda parte in cui dettagliare tutte le fasi del task ed allegare i relativi materiali didattici
A PLANNING model based on the Task Cycle
O 1. Tuning in - Pre-task
O 2. Finding out - Task
O 3. Sorting out - Task
O 4. Reflection - Post-task
(vedi materiali di studio sul task approach)
Nelle slides successive trovate esempi di strategie che possono essere usate nelle diverse fasi del percorso di apprendimento. Sarà compito del docente selezionare quelle più adatte al contenuto e al contesto della classe in fase di progettazione al fine di coinvolgere attivamente gli alunni e preparare materiali efficaci.
1. Tuning in – pre-taskactivating prior knowledge
Connecting new and old
O Predictions (give a title, predict 5 ideas)
ENERGY
• Give an image, guess the content
• Give some words and guess the topic
Rock
Gas
hydrogen
helium
inner
outer
hot
cold
near
far
Start from the students…
O What would happen if we didn’t need to eat?
O Find 5 things in the room made of different materials
O Put the pictures into groups choosing your own criteria
Grouping
K W LWhat I know What I want to
knowWhat I learnt
K-W-L chart: (e.g. Plants)
The WolfWhat we know – What we have learnt
What can you see in the sky during the day?
What can you see in the sky at night ?
Graffiti or Placemat
«What does the word «TREE» make you think of?»
TRUE AND FALSE
2. FINDING OUTdiscoverying the content through the right materials prepared by the
teacher!
Need to scaffold reading Successful readers: read in phrases guess from context differentiate between essential and non-essential
lexis know the grammatical category of an unknown word read in chunks
(see examples in the Scaffolding Input and Output presentation)
Making predictions
Matching pictures to definition
Select a text. Write a list of several key words or phrases from the text and make enough copies for small group of students
Give each group a set of key words. Give time to read and help each other understand the words.
Tell the students to divide the slips between them and to listen carefully to you reading the text.
While you read the text, they must place the key words on the table in the order they hear them.
Read the text again
Let them send a spy to the other groups to compare the order of the words. Then check as a whole class.
Groups take turns to retell the text by using the key-words to make sentences
Each group glues the key words on paper trying to make short sentences and write the missing verbs/words.
Listening with key words
Example of cards and text for Listening with key words
JIGSAW READINGOpportunities to negotiate meaning - both individual and group responsibilityOLearners work in groups.OEach individual reads part of the text and prepares a plan to teach it to the group.
OGroup meets and all learners share their partO Groups complete assessment
summarizing activity (quiz, summary, outline, storyboard…)
© S.Rampone
C. SORTING OUTOrganising and applying knowledge
(Task report)
DRAMA
COMPARING
Creating games/handouts
Comparing and presenting data
Creating riddles /poems/songs
It is red but it’s not a strawberry
It has many seeds but it’s not a kiwi fruit
It is juicy but it’s not a peach
It is round but it’s not an apple
What is it?
INVENTING A NEW PLANET
CREATING GAMES FOR PEERS
Matching memory game
Pupils’ generated quiz
