Cross-curricular Activities & Multiple Intelligences

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Initial Teacher Education for CLIL:

Interdisciplinary Projects with Student Teachers

Mara D. Prez Murillo

Noem vila

M Jos Camacho

Rafael Carballo

Rosa Gonzlez

Irene Solbes

Anna Steele

SCHOOL OF EDUCATION

2M Dolores Prez Murillo

School of Education: Interdisciplinary Projects

Rationale: Students enrolled in the Primary Education Degree

are supposed to acquire adequate knowledge, notonly of the Primary curriculum areas, but also theinterdisciplinary connections that exist among them

(Royal Decree 3857/2007)

Increasing demand for Initial Teacher Education for CLIL:Coyle et al, 2010, Lasagabaster & Ruiz de Zarobe,2010,Madrid & Prez Caado, 2012; Marsh & Lang, 2000, Navs, 2009

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Salient features:

Language and content specialists working together and collaborating through joint planning, decision-making and goal-setting

Adopting a Shared Model: subjects are integrated through a similar theme (Cone, Werner & Cone, 2009)

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Initial Teacher Education for CLIL: A Cross-curricular Teaching Experience in the Primary Education Degree (Bilingualand Mencin de Ingls)

2014-2015 - PIMCD no. 166

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Noem vila Valds (DEXPLAS)

Mara Jos Camacho Miano (EXPMYC)

Rafael Carballo Santaolalla (MIDE)

Rosa Gonzlez Garca (In-service Teacher Trainer)

Mara Dolores Prez Murillo (DLL), Project Coordinator

PROJECT TEAM

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Initial Teacher Education for CLIL: Cross-curricular activities to develop Multiple Intelligences in the Primary classroom

2015-2016 - PIMCD no. 124

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INNOVATION TEACHING PROJECT U.C.M.: Objectives

1. To develop collaboration among university professors of the bilingual education groups, providing a forum for the exchange of ideas and experiences from different perspectives and disciplines.

2. To create teacher training experiences from a CLIL perspective in four subject areas: Art, Psychology, Physical Education and English Language.

3. To build a basis enabling future teachers to collaborate in interdisciplinary tasks in order to develop multiple intelligences in their classrooms.

4. To bring the University closer to real classroom situations, and develop an awareness of the reality of bilingual Primary Schools.

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1 Grado de Magisterio (Bilinge)



4 Grado de Magisterio

(Mencin de I.)

Formacin para el Bilingismo/ Initial Teacher Education for CLIL

Fundamentosde EducacinArtstica/ Art Education

Educacin Fsica y su Didctica/P.E. for Primary Teachers

Psicologa de la

Educacin/Educational Psychology

Subjects and groups involved in the project

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Noem vila Valds (DEXPLAS)

Mara Jos Camacho Miano (EXPMYC)

Rafael Carballo Santaolalla (MIDE)

Anna Steele (DLL)

Rosa Gonzlez Garca (In-service Teacher Trainer)

Irene Solbes Canales (PEE)

Mara Dolores Prez Murillo (DLL), Project Coordinator

PROJECT TEAM

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1) Cross-curricular work: 2014-2015a) Educational Phychology & Art Education: Y. 1 b) Art Education & Initial Teacher Education for CLIL: Y. 3

2) A two-day workshop (27 & 28 October, 2015)

3) Cross-curricular work: 2015-2016a) P. E. for Primary Teachers & Art Education: Y. 2b) Initial Teacher Education for CLIL and the three other

disciplines: Y. 4

4) Project evaluation: different research toolsincluding questionnaires and focus group interviews

STAGES IN THE PROJECT

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Cross-curricular Activities & Multiple Intelligences (MI)

for the Primary classroom

27-28 October, 2015 School of Education, UCM

The project includes a two-day workshop:

a) To bridge the gap between the university and the primary classroom

b) To become familiar with the bilingual school context through teacher experiences

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Educational

Psychology6 ECTS

Educacin Primaria

1er curso

MI

in the

CLIL classroom

Teacher collaboration:Educational Psychology and

Art Education

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1. Explanation of the Multiple intelligences Theory and the concept of Creativity.

2. First individual activity: VISUAL THINKING GAME.

3. Second group activity: COLLABORATIVE AND CREATIVE ART PROJECT

4. Evaluation (of the session and of the whole project)

SESSION ON MULTIPLE INTELLIGENCES AND

CREATIVITY IN ARTS: STAGES

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Model of intelligence that differentiates intelligence into specific "modalities", rather than seeing it as dominated by a single general ability (there is a wide range of relatively

independent abilities, with only very weak correlations among them)

Gardners Theory of Multiple Intelligences (MI)

Linguistic Ability to use words and Languages (e.g: Writer)

Logical-Mathematical

Logic, abstractions, reasoning, numbers and critical thinking (e.g: Scientist)

SpatialSpatial judgment and the ability to visualize with the mind's eye and to manipulate three dimensions in space (e.g.: Architect)

MusicalAbility to understand and use concepts such as rhythm, melody, harmony (e.g.: Composer)

Bodily-kinesthetic

Control of gross motor and fine motor skills (e.g.: Athlete)

NaturalisticAbility to distinguish and categorize objects or phenomena in Nature (e.g: Botanist)

InterpersonalCapacity to interact with and understand other people (e.g: Politician)

IntrapersonalAbility to understand and use your own feelings, preferences andinterests (e.g.: Actor)

ExistentialCapacity to contemplate phenomena or questions beyond sensorial data, such as infinity or space (e.g.: Cosmologist)

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P. E. for Primary

Teachers6 ECTS

Educacin Primaria

2 curso

MI in the CLIL

classroom

Cross-curricular

activities

Teacher collaboration:P. E. for Primary Teachers, Initial Teacher Education for CLIL and

Art Education

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EnglishCreate a short story about what is happening in the work of art.

Arts & New techonologiesTableau Vivant VideoMaking of Video

Physical EducationBody representation of the painting, using creative movement vocabulary

THE ART OF CREATIVE MOVEMENT

Main MI involvedBodily-kinesthetic and Spatial-visual intelligences

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The Spinners, or The Fable of Arachne.

(Velzquez, 1655 1660)

This is a complex and highly intellectual representation of the classical myth of Arachne. According to the fable told by the Roman author, Ovid (Metamorphoses, Book VI, I), Arachne was a young Lydian (Asia Minor) so skilled in the art of weaving that she challenged Athena, goddess of Wisdom, to a contest of skills. During the competition, the latter realized that Arachne was superior to her. And when Arachne made fun of her by weaving into her tapestry images of the conjugal infidelity of the goddess's fatherZeus, who transformed into a bull in order to kidnap the nymph, Europe she turned the talented weaver into a spider ()Further information: https://www.museodelprado.es/en/the-collection/online-gallery/on-line-

gallery/obra/the-fable-of-arachne-or-the-tapestry-weavers/GROUP LAS HILANDERAS

10 students

1 director

1 camera man/woman

THE ART OF CREATIVE MOVEMENT

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Art Education6 ECTS

Educacin Primaria

3er curso

MI in the CLIL

classroom

Cross-curricular

activities on

contemporary artists

Teacher collaboration:Art Education

and Initial Teacher Education for CLIL

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A work of art is . . . a representation of

the world outside of art, often the

everyday social world. () In general

education, the purpose of art education

is not to induct individuals into the world

of the professional fine arts community. .

. . [It] is to enable individuals to find

meaning in the world of art for life in the

everyday world.

Arthur Efland, ART AND COGNITION:

INTEGRATING THE VISUAL ARTSIN THE CURRICULUM

Contemporary art is the work of artists

who are living in the twenty-first

century.

Contemporary art mirrors

contemporary culture and society,

offering teachers, students, and

general audiences a rich resource

through which to consider current

ideas and rethink the familiar.

Artists today explore ideas, concepts,

questions, and practices that examine

the past, describe the present, and

imagine the future.

Art 21

http://www.art21.org/

Contemporary Art

Main MI involvedSpatial-visual and Interpersonal intelligences

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Contemporary Artists

KARA WALKER

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Initial Teacher

Education for CLIL6 ECTS

Educacin Primaria

4 curso

MI in the CLIL

classroom

Cross-curricular

teaching units

Teacher collaboration:Initial Teacher Education for

CLIL, Art Education, Educational Psychology and P.E. for Primary

Teachers

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Multiple Intelligences Theory (MI): Implications for lesson planning

(Palmberg, 2011, p. 29)

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Children create their own colour mask and choose which colour they want to see the world

Suggestions from the Art Teacher Educator: Making the most of mask-making eg. Accessing prior knowledgeLead a class discussion of masks by asking the questions below:

- Who wears masks?

- When and where do people wear masks?

- What other activities are happening when they wear

masks? (Maybe special foods, trick-or-treating, music,

other holiday celebrations.)

- What is it like to wear a mask?

- What do you think about when you make a mask?

- Most importantly, why do you wear masks? (To mark a

holiday, celebrate with family and community, for fun, etc.)

http://www.smithsonianeducation.org/educators/lesson_

plans/carnival/index.html

Masks (Arts & Crafts Activity)

Main MI involvedVerbal-linguisticSpatial-visual and Interpersonalintelligences

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INITIAL EVALUATION

FINAL EVALUATION

A pre-test was administered to the students to find out what they knew about inter-disciplinarity before implementing the cross-curricular classroom activities.

Then, students answered a post-test after the activities had been implemented in the different groups. Each item offered a five-point scale of response, reflecting 1 disagreement and 5 strong agreement.

Evaluation of the project

Cross-curricular classroom activities

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FROM THE STUDENT PERSPECTIVE

The results from the final questionnaire showed that the students had a very positive attitude towards interdisciplinary teaching/learning ( M = 4,27) and they had been able to make cross-curricular links among the different subjects areas.

They stated that their motivation towards the disciplines involved in the projects had improved over time (M=4,39).

They also expressed great satisfaction with the different interdisciplinary activities they had carried out for university course work.

Finally, they pointed out their intention to implement an interdisciplinary approach in their future Primary teaching practice( M = 4,88).

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THE TEACHER PERSPECTIVE The outcomes were positive and very beneficial

for students and professors as measured by the degree of satisfaction that they expressed.

This opportunity to actively apply an interdisciplinary approach at university level was considered by the professors themselves to be a positive professional development experience.

It enabled them to explore the connecting links between their own disciplinary area and others, while actively collaborating with colleagues from other departments.

However, it also required an enormous amount of work to restructure subject matter and develop interdisciplinary experiences.

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We have focused on an initial teacher education context, the School of Education, and provided a brief account of two interdisciplinary projects that have been carried out there in the last two academic years.

We have described the nature of teacher collaboration in these projects and pointed out that a collaborative approach to teaching/learning enhances (future) teachers professional development.

To conclude, we would argue that teacher collaboration among language and content teachers, is essential at all educational levels and teacher educators should not be an exception.

CONCLUDING REMARKS

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Cone, T. P., Werner, P., Cone, S. (2009). Interdisciplinary Elementary Physical Education. Human Kinetics: Champaing, IL.

Coyle, D. Hood, P. y Marsch, D. (2010). CLIL : Content and Language Integrated Learning. Cambridge : Cambridge University Press.

Lagasabaster, D. & Ruiz de Zarobe, Y. (eds.) (2010). CLIL in Spain: Implementation, Results and Teacher Training. Newcastele Upon Tyne: Cambridge Scholars Publishers.

Marsh, D. y Lange , G. (2000). Using Languages to Learn and Learning to Use Languages. Jyvaskyla , Finland: UniCOM, University of Jyva skyla on behalf of TIE-CLIL.

REFERENCES

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Madrid, D. & Prez Caado , M. L. (2012). CLIL Teacher Training. In J. de D. Martnez Agudo (Ed.). Teaching and Learning English through Bilingual Education (pp. 181-212). Newcastle upon Tyne: Cambridge Scholars.

Nave s, T. (2009). Effective Content and Language Integrated Learning Programmes. In Y. Ruiz de Zanobe, & R. Jime nez Catala n (Eds.). Content and Language Integrated Learning: Evidence from Research in Europe (pp. 22-40). Bristol: Multilingual Matters.

Palmberg, R. (2011). Multiple Intelligences Revisited. Retrieved from https://www.englishclub.com/download/PDF/EnglishClub-Multiple-Intelligences-Revisited.pdf

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Thank you very much!

Contact:

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Cross-curricular Activities & Multiple Intelligences