Generalitat de Catalunya Departament d'Educació

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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

Text of Generalitat de Catalunya Departament d'Educació

  • Generalitat de Catalunya Departament d'EducaciLIFE UNDER THE SEA (Postgraduate Certificate in CLIL) Salvador Rodrguez Almendros CEIP BARRUFET (Barcelona)









  • Situation: Barcelona city, in the district of Sants-Montjuc.Building: old factory with the original chimney (also library).History: 40 years old (teachers 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 (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...contentlanguageCLIL? 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?

  • LETSSS: our project Learning English Through Science and Social StudiesAIMSMETHODOLOGY To integrate curricular contents

    To improve foreign language skills

    To develop new teaching methodsSESSIONS 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 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: content, communication, cognition & culture

    3 As for lesson planning: analyse, add, apply

    Cummins matrix: cognitive and linguistic demands

    Blooms taxonomy: for task and activity design

    Scaffolding: both language and content

    Vygotskys socio-cultural theory: collaborative learning

    Gardners multiple intelligences: learning styles

    Tools used for designing the unit:

  • 4Cs framework : the mindmap

  • 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

    COMMUNICATIONLanguage 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 demandsLow cognitive demandsHigh linguistic demandsLow linguistic demands1243(LIFE UNDER THE SEA)Cummins Matrix

  • Blooms Taxonomy

  • Scaffolding the languagethe content

  • Vygotskys socio-cultural theory

  • Gardners 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 orLearning 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.