CLIL Unit

Noemi Navas Arranz

April 2011

Background.CLIL experiences

Theoretical principles.Unit planning

Materials.ScaffoldingAssessment

Reflection.

DATA HANDLINGCLIL

ESCOLA BUFALÀ Badalona (Catalonia) State school Working-class neighbourhood Pre-primary and primary education Different languages spoken.

First experience Pre-primary: routines Primary: CI – Art CM & CS– Art, Experiments and Mental Arithmetic Nowadays Pre-primary: routines Primary: CI – Art CM & CS– Maths and Science

The 4Cs FrameworkContent: carefully selectedCognition: trigger HOTs to develop pupils’ cognitive processesCommunication: Real language (of, for and through)Culture: Awareness in globalized world

According to Meyer (2010), there are 6 principles:

Rich input Scaffolding learning Rich interaction and pushed output Adding the (inter-)cultural dimension Make it H.O.T. – Linguistic and cognitive

demands Sustainable learning

Meyer, O. (2010) Introducing the CLIL-Pyramid: Key Strategies and Principles for Quality CLIL Planning and Teaching. In Eisenmann, M. & T. Summer (eds.) Basic Issues in EFL-Teaching and Learning. Heidelberg: Winter.

DATA HANDLINGLesson plans A survey Charts Frequency and average Our class

When planning a CLIL unit, take into account school context and previous CLIL

experiences. theories supporting CLIL: 4 Cs framework

and quality principles. vision and mind map. progression, scaffolding and assessment.

CLIL is not easy. No magic wands. Different possible answers. Not everything works. Always ready. Open our minds. We are all CLIL learners.

C I

Thank you!

C I