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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 - PowerPoint PPT Presentation
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Generalitat de CatalunyaDepartament d'Educació
LIFE UNDER THE SEA (Postgraduate Certificate in
CLIL)
Salvador Rodríguez AlmendrosCEIP 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
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
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.
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 ?
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
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)
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:
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
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
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
Hig
h o
rder
Low
ord
er
Bloom’s Taxonomy
Scaffoldingthe
language
the content
Vygotsky’s socio-cultural theory
Gardner’s multiple intelligences (learning styles: teaching
notes and resources)
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’
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.