TO PEER FOR CLIL? WHY? WHAT ABOUT? HOW?

Roma Valiukienė

Vilnius University Lithuania

CLIL project in Vilnius University:

profile 2011 – 2013 In English, German and French 2 modules (language development, methodology) Seminars for school administrators Trainer team

Language professionals Language and methodology sub-teams

Trainee pool From secondary schools, colleges Subject teachers (IT, mathematics, geography, psychology,

etc.)

In our project, peer work manifests

through The craft model The applied science model The reflective model

We are ‘Critical Friends’

Subject + language teacher tandem Benefit from different multiple intelligences Done when

2 teachers hold a joint presentation Teachers take different times of the same class Both teachers plan and one of them runs the class

‘Notions of good teaching are very subjective; they are to a large extent intangible and unable to be addressed through a list of criteria, and giving a constructive feedback is a difficult skill where the observer risks giving offence.’Jill Cosh, 2003

Our trainees as our peers a more socially responsible, even transformative,

pedagogy suitable for communities teacher-student and student-teachers concepts advancing subject knowledge through a foreign

language medium innovative ideas about how foreign language and

other academic subjects could be taught Critical pedagogy

Why not LOCIT?

Lesson Observation and Critical Incident Technique

Positive and constructive Gives learners ‘a voice’ Procedure

Record a lesson In teacher and learner groups, review, analyze, edit

(selected video clips) Retrospectively select learning moments Compare the edited versions

Why not T-Team?

Continuous collaboration Before the subject class, the language teacher identifies

language needs During the subject class, the language teacher supports

and gives feedback After the subject class, the language teacher does

remedial language work Shared responsibility Complementary roles

Why not mutual supervision?

Turns taken equally between the supervisor and the supervisee

Listen with full attention and empathy An open, non-judgmental way and unconditional

regard for the supervisee’s narrative Supervisee’s mapping of the lesson The time given to the supervisee is entirely their

time The supervisor never observes any of your

lessons