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SEMINARI INTERCANVI PILE2012 –13 Catalunya Central Sessió 2

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Temes de debat: AICLE en el PILE

• Compartir i millorar Pla d’actuacions.• CLIL...Què i per què? Context (Enfoc competencial).• Marc Teòric: Enfocament 4/5Cs. Conceptes generals.• Aprofundiment de Content i Communication.• Language of / for / through. Scaffolding.• Anàlisi de l’activitat pròpia.• Estratègies AICLE: Programació per principis. • Anàlisi de materials.• Recursos i Tasca.

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CLIL… què i per què?

CLIL : Content and Language Integrated Learning

CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels.Ref: Maljers, Marsh, Wolff, Genesee, FrigolsMartín, Mehisto, (2010). http://tiny.cc/51k1dw

…and with the objective of promoting learning strategies, creative curiosity, cognitive growth, active participation, social engagement, active citizenship, enterpreneurship...

Ref: http://ow.ly/f7qDP, slide 26

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Context : Alineació amb Europa

On 25 October 2011, the Council of Europe concluded to:“Encourage innovative forms of European co-operation, experimentation and new approaches to language teaching and learning, such as content and language-integrated learning (including in bilingual schools), opportunities for language immersion mobility and, where appropriate, more extensive use of ICT also in creative language learning environments.”

Ref: Council (2011). Council Conclusions on Language Competences to Enhance Mobility., Official Journal of the European Union. Council of the European Union.. EDUC 256 SOC 891 CULT 83, 20.12.2011 (2011/C 372/07) Retrieved from: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0027:0030:EN:PDF

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Context : Gestió plurilingüe al PILE (Catalunya, 2012-2014)

ORDRE: ENS/102/2012, de 5 d’abril, per la qual s’aproven les bases generals per a la selecció de projectes de centres educatius públics i privats concertats de Catalunya per participar en el Pla integrat de llengües estrangeres (PILE), en el marc d’un projecte lingüístic plurilingüe, i s’obre la convocatòria pública per a l’any 2012.

Modalitat a1). Primària,12%, L3: llengua i AICLE.

Modalitat a2). Primària, (L4) en AICLE o projectes temàtics.

Modalitat b). A l’ESO, 15 %, L3 o L4: llengua i AICLE

Modalitat c). FP, L3: llengua o projectes temàtics.

Modalitat d). Pel Batxillerat, 18 % (L3 o L4), autonomia, emprenedoria, i AICLE.

(Batxibac: 33% del currículum Batxillerat (Llengua, Literatura, Hª + altres)

Convocatòria PILE 2012: -Ampliació de les situacions d’aprenentatge en llengua estrangera

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Ref: Imagtge a http://ow.ly/f1Wud

AprenentatgeIntegrat deContingut i

LlenguaEstrangera

AprenentatgeIntegrat deContingut i

LlenguaEstrangera

Marc TeòricMarc Teòric

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Marc teòric: 4CMarc teòric: 4C

• Content /subject matter/project/theme

• communication/language

• cognition/thinking skills• culture/citizenship/community

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4Cs frameworkCommunication

Content CognitionCulture

CLIL

Do Coyle

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(Ref: Adaptat de Do Coyle)

4/5Cs framework

Communication(comunicar, interactuar)

Content(saber -conceptes, fets-, saber fer –procediments)

Cognition(saber ser, saber pensar)Culture

(saber estar, participar)

COMPETENCES

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AICLE, dimensió competencialaltres visions sobre el tema

Comunitat(saber estar, participació cultural

Continguts(sabers)

(dades, informació, i coneixement)

Comunicació(saber fer, projectar-se, interactuar)

Cognició(saber ser, saber pensar)

COMPLEXITAT diversitat, pluralitat, globalitat

CREATIVITATper la presa de decisions

criteri i judici, avaluació i acció, actuació fonamentada

AICLEAICLEcompetencialcompetencial

6-C6-C Diamant competencial de les 6-C Ref: ICE-UB: Group 6.Sis 2009

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Content

• At the heart of the learning process lie successful content or thematic learning and the acquisition of knowledge, skills and understanding.

• Content is the subject or the project theme.

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Content selection

WHAT WHAT

WHY WHY

WHENWHEN

HOW LONG HOW LONG HOW HOW

According to the levelAccording to the levelSyllabus contentcontent

Takes longerTakes longer

Appropriate: Appropriate: ProceduresProcedures

Subject methodologySubject methodology

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Models de qualitat: aprenentatge silent

Many animal behaviors are instinctive. This means the animal knows how to do something when it is born. An example of an instinctive behavior is a bird building its nest. Birds do not need to learn how to build nests. They are born knowing how to do it.

Another type of instinctive animal behavior is called imprinting. Animals do not have to learn this kind of behavior. An example of imprinting is when geese babies learn to follow their mother. A goose baby follows the first thing that makes the call of a goose and that moves.

Ref: http://ow.ly/exzNU

Thanks to eLibrary, Consolate of USA in Barcelona

Learning to organise ideas

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Communication

• Language is a conduit for communication and for learning.

• learning to use language and using language to learn

• Language of learning (linked to the content)

• Language for learning (linked to tasks-scaffolding)

• Language through learning (emerging during the learning process)

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Communication

Language that comes up in the process.

ofLanguage

for

through

Learning

Difficult to predict before carrying out the activities.

Key vocabulary and specific language

and grammar structures.

Language functions (discussing, giving reasons, reporting,...)Language needed for task completion and classroom

management

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Suport lingüístic: centrat en l’alumnatFrom bottom-up & from top-down

Ref: https://clilingmesoftly.files.wordpress.com/2012/03/l4c-model.png

Cal diferenciar contextos de precisió

-“The map is very big” (conversa informal) Vs.- “The scale of the map allows to see small details” (text formal)

Cal identificar les accions concretes (verbs)

-”Water and salt go up the roots”... (col·loquial)Vs-“ Water and salt are absorved by...” (científic)

Cal objectivar l’observació (no personificació)

-”Crassa plants like living in dry weather”... Vs.- “Crassa plants are adapted to dry weather”

Cal evitar tautologies (Causalitat-Seqüència)

-”Trees grow because they add branches and leaves every day ”...Vs.- “Trees grow when they obtain mineral salts and water, in sunlight...”

http://goo.gl/zCto2

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And... Or...And... Or...Such as...Such as...

First... Second...First... Second...TO DESCRIBETO DESCRIBE

Because...Because...In order to...In order to...Whenever...Whenever...

As we can see at...As we can see at...So it happens when...So it happens when...

Therefore...Therefore...

TO JUSTIFYTO JUSTIFY

TO GIVE EVIDENCETO GIVE EVIDENCE

TO EXPLAINTO EXPLAIN

When... then When... then If... then....If... then....

Despite /Despite of...Despite /Despite of...

Ref: Adaptat de Neus Santmartí, http://www.slideshare.net/francescvilabatalle

La interacció: estructures per a compartir.

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Les bastides:

visualització i planificació

del discurs argumental

Ref: http://abrahams.wikispaces.com/file/view/thi_map.gif/158780729/thi_map.gif

•Mind maps (association)

•Concept map (relationship)

•Thinking maps (flow)

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LANGUAGE SCAFFOLDING

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• : language used, use of questions, check regularly whether students understand, signal the organization of their talk clearly, summarize regularly.

• : pictures, diagrams, charts, flashcards, power point presentations…

• : matching, sequencing, chart-filling, speaking and writing frames, lists of useful words and phrases, etc.

• : whole-class, pair work, small groups. Cooperative work.

• : explicitly taught. Note-taking, using dictionaries, doing research, planning for writing, etc.

TIPS for LANGUAGE SCAFFOLDINGTeacher-talk

Learning strategies

Forms of interaction

Task design

Use of visuals and body language

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eLibrary

The digestive system in one animal, such as a fish,

is very different from the digestive system

in another animal, such as a bird. 

This is because animals have very different bodies, eat different food, and use

the food differently.

Thanks to eLibrary, Consolate of USA in Barcelona

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Ref: http://ow.ly/exzNU

The solar system is the part of space around the sun. The solar system includes Earth, the other planets, and many other things in space. Planets are large objects that orbit, or go in a circle around, the sun.

Thanks to eLibrary, Consolate of USA in Barcelona

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• The two most important chemical processes in the living world are photosybthesis and glycolysis. These processes happen over and over again while an organism is alive.

• Photosynthesis is a chemical reaction that creates energy for plants. Photosynthesis usually takes place in the leaves of plants. The leaves get energy from the sun. Photosynthesis turns the sun's energy into chemical energy for the plant. The process of photosynthesis builds sugar. Sugar is a kind of stored energy in plants. Plants need photosynthesis to live.

• Plants also need glycolysis to live. Glycolysis is a chemical reaction that breaks down sugars. Glycolysis happens in most living things, including humans.This process gives energy to the cells in the organism. Cells are the smallest living parts of organisms. Some tiny organisms are made up of only one cell. Humans are made up of billions of cells. Without photosynthesis and glycolysis, plants could not stay alive

Ref: eLibrary http://ow.ly/ezvXI

Thanks to eLibrary, Consolate of USA in Barcelona

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Polítiques lingüístiques d’aprenentatge integrat de llengües i continguts (2012)

El professorat ha de proporcionar:

[+] Aprenentatge actiu - Learning by doing

[+] Participació cultural i activisme social

[+] Ús significatiu i contextual de la llengua.

[+] Adquisició integrada de continguts

[+] Comunicació efectiva, interacció

[+] Estratègies d’aprenentatge de llengua

[+] Pensament crític, ments inquisitives...

Framework web: http://tiny.cc/spf0dw & http://clil-cd.ecml.at/ On line Framework: http://tiny.cc/4sk1dw

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Tasca 2

• Compartir materials al Wiki (Recursos). • Revisar l’activitat segons els criteris treballats.

Incorporar scaffolding (suport lingüístic).• Afegir alguna activitat d’avaluació.• Caldrà lliurar l’activitat.

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SEMINARI INTERCANVI PILE2012 – 2013 Catalunya Central