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Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

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Page 1: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

Generalitat de CatalunyaDepartament d'Educació

LIFE UNDER THE SEA (Postgraduate Certificate in

CLIL)

Salvador Rodríguez AlmendrosCEIP BARRUFET (Barcelona)

Page 2: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

INTRODUCTION

* SCHOOL CONTEXT

* ENGLISH LANGUAGE TEACHING TIMING

* CLIL? WHAT IS IT?

* LET’SSS: OUR PROJECT

* MY UNIT: CONTENTS

* TOOLS USED FOR DESIGNING THE UNIT

* CONCLUSIONS

Page 3: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

Situation: Barcelona city, in the district of Sants-Montjuïc.

Building: old factory with the original chimney (also library).

History: 40 years old (teacher’s cooperative state school).

Educational levels: Pre-Primary and Primary (two form entry).

Number of students: 450 (25 per class group).

Languages: Catalan, Spanish and English. Origin of the families: mainly Catalan but also foreign.

School Context

Page 4: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

English Language Teaching Timing

2h 30’(+ workshop

time)

1h 30’ (small group)

3/4h3/4h1h

3rd4th5th6th

1h 30’ (+ workshop

time)

3/4h (half group)

3/4h (half group)

2nd

1h 30’(+ workshop

time)

3/4h (half group)

3/4h (half group)

1st

Weekly hours

Language Workshop

s

3rd Languag

e Session

2nd Language Session

1st Language Session

Level

2h (small group)

1h 30’ (small group)

The school applied for an Experimental Plan on Foreign Languages 3 years ago: CLIL methodology was then introduced.

Page 5: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

Content and Language Integrated Learning, but...

contentlanguage

CLIL? What is it?

contentlanguage

INITIAL DOUBTS: - Do we have to plan all the language we use?- How do we explain the tasks?- Do we need to use a lot of visual support?

WHAT WE DID:- To read articles and books about CLIL theory. - To analyse local/foreign Primary school experiences.- To surf the Net searching for good resources.

Having problems?

Look for solutions!

OR ?

Page 6: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

LET’SSS: our project ‘Learning English Through Science and Social

Studies’AIMS METHODOLOGY

• To integrate curricular contents

• To improve foreign language skills

• To develop new teaching methods

SESSIONS

• Natural contact with the language

•Meaningful and real contents

• Cognitive and cooperative learning

• 1 hour a week from 3rd to 6th grades

• Division of groups (2 teachers)

• Part of a new topic every term

Our UNITS so far cover contents such as plants, water pollution, recycling, nutrition, global warming, the respiratory system, vertebrates, native Americans, cultural aspects BCN-London, School camp topics... LIFE UNDER THE SEALIFE UNDER THE SEA

Page 7: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

MY UNIT: contents LESSON 1: types of marine life

LESSON 2: real facts on sea flora & fauna

LESSON 3: food chains

LESSON 4: species of fish and their characteristics

LESSON 5: the art of fishing

LESSON 6: fishing technique and methods

LESSON 7: the impact of fishing

LESSON 8: fish for eating

LESSON 9: the dissection of a sardine

LESSON 10: having fun in the sea depths (assessment)

Page 8: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

4 Cs framework: 4 Cs framework: content, communication, cognition & culture

3 As for lesson planning:3 As for lesson planning: analyse, add, apply

Cummins’ matrix:Cummins’ matrix: cognitive and linguistic demands

Bloom’s taxonomy:Bloom’s taxonomy: for task and activity design

Scaffolding:Scaffolding: both language and content

Vygotsky’s socio-cultural theory:Vygotsky’s socio-cultural theory: collaborative learning

Gardner’s multiple intelligences:Gardner’s multiple intelligences: learning styles

Tools used for designing the unit:

Page 9: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

4Cs framework : the mindmapFishing,

preserving and trading

methods

Nutritional value of

fish

Catalan fish

markets and

auctions

Types of existing

life: living & non-living

things

Real facts and data on sea natural

FLORA & FAUNA

Basic parts and characteristics

of fish

Food chains

Sea life dangers

Analysing sea

damage

Discussing about fish

usage

Constructing a sea

environment

Identifying elements in a food

chain

Comparing fishing

methods

Describing different

species of fish

Listing types of fish sold in a fish market

Planning a dissection

CONTENTFish for

eating and fish for

decoration

COMMUNICATION

Language THROUGH learning

Language coming out within the

development of the lessons

Language OF learning

Key vocabulary on marine

ecosystems

Language FOR

learning

Key structures to enable speech

(language patterns)

COGNITION CULTURE

Awareness of caring

about the sea environment

The importance of fish in the

Mediterranean diet

Classifying sea

elements

jellyfish

dolphin

starfish

crab

clam

fish

stingray

seahorse

shark

lobster

octopus

Consciousness of not buying

small fish

LIFE UNDER

THE SEA

Page 10: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)
Page 11: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)
Page 12: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)
Page 13: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)
Page 14: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

3 As lesson planning tool (communication process)

Language of learning

- Key phrases needed- Key vocabulary

Language for learning

- Learning how to learn- Language for pair group- Understanding instructions- How to deal with not understanding

Language through learning

- ‘Dictionary use’ for vocabulary extension

COMMUNICATION

Language OF learning: * Key vocabulary: fish, octopus,

dolphin, starfish, jellyfish, shark, angelfish, living/non-living things, sunlit, twilight and midnight, eat/ live in/live up to/weigh/jump/ swim up to.

* Key structures: under the sea, in the water, are the main enemies of..., can it breathe/move/excrete/ get food/reproduce?

Language FOR learning: I can see, We can find, there is/are. I would like to know more about...

Language THROUGH learning:- Language needed to express

previousknowledge and experiences related

tothe sea depths

Page 15: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

High cognitive demands

Low cognitive demands

High linguistic demands

Low linguistic demands

12

43(LIFE (LIFE

UNDER THE UNDER THE SEA)SEA)

Cummin’s Matrix

Page 16: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

Hig

h o

rder

Low

ord

er

Bloom’s Taxonomy

Page 17: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

Scaffoldingthe

language

the content

Page 18: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

Vygotsky’s socio-cultural theory

Page 19: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

Gardner’s multiple intelligences (learning styles: teaching

notes and resources)

Page 20: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

Conclusions - It is really important for teachers to have time for reflecting on

their daily practice to improve their teaching methods.

- If proper scaffolding is set, language should not be a problem to explain content. Substitution tables are a very useful tool.

- Regardless the subject being taught, there is always a type of language and a cultural background associated to it.

- The 4Cs framework refers to the most important ‘Cs’ but there are some others to take into account: context, competences, curriculum, ‘collegiality’, curiosity, coherence, confidence, etc.

‘Learning English Through Science and Social Studies’ or

‘Learning Science and Social Studies Through English’?

Answer: ‘use languages to learn and learn to use languages’

Page 21: Generalitat de Catalunya Departament d'Educació LIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona)

And remember...

‘Teachers open the doors but students enter themselves. Do not underestimate them since they are not empty bags. They are full of ideas to exploit and no-one better than pupils to help you see what they really need and can cope with.’

Success is up to you, so bear this in mind when planning a CLIL unit.