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STUDY VISIT `CLIL in an inquiry- based classroom experience´ at the Canadian School of Warsaw, Poland (3/10/2011 – 7/10/2011)
CEDEFOP. European Centre for the Development of Vocational Training.
Lifelong Learning Program
PARTICIPANTSCOORDINATOR: Agnieszka Chojnacka (Canadian School of Warsaw, POLAND.)PARTICIPANTS:Kristina Nugin (Tallinn University, ESTONIA.)Gaëlle Bouvard (École Maternelle_Saint Roch, FRANCE.)Michael Wanick (Staadlicher StudenSeminar für des Lehrant an beruflichen Schülen Nordbayern, GERMANY.)Maria Giovanna Granata (Direzione Didáctica de Gasperi. Palermo, ITALY)Anca Popovici (Asociata Demetrius, ROMANIA)Maricruz Arcos Sorando (Centro de Formación y Recursos, Teruel. SPAIN)Ana Isabel Ferreirós Rey (CEIP RÍA DE VIGO, VIGO, SPAIN)Mª José Román Pomares (CEFIRE, ELCHE, SPAIN)Dilwyn Jones (Flintshire Education Department, Wales UNITED KINGDOM)
THE CANADIAN SCHOOL OF WARSAW. PRIMARY EDUCATION
CLIL vs. bilingual education
Enthusiasm,
commitment and
expertise
Collaboration and support between teachers
and leaders
THE CANADIAN SCHOOL OF WARSAW. PRIMARY EDUCATION
Assessment
High expectations
Quality of discussion from memory
Impressive teachers skill in eliciting
information
Management of aspergers pupils
Natural Approach to building fluency
Grade 5 observation
Register
CSoW. Pre- School. (Smilies)
Learners aware of their own learning:
• Developing learning about learning skills.• Metacognition.
Learning:
• Multisensory: Effectivity.• Inquiry- method: 1. - Appropiate.2. - Constructed
presentation.3. - Scafolding of
learning.
CSoW. Middle School
Quality Planning and Portfolios
Malgorzaza Byke Doctoral research:
Her speech raised the discussion of whether schools are bilingual if they only use 30% English and the final exam is in their mother tongue, assessing only content rather than acquired language skills.
COMPARING CLIL APPROACHES BY PARTICIPATING COUNTRIES
COUNTRIES SIMILARITIES DIFFERENCESSPANISH SYSTEM Integrating content and
language.Aim for collaboration.
Lower ratio of students in the CSoW, implying better quality of practice.
The Bavarian Method Activating teaching methods.Teachers switch to native language when necessary.
Higher qualification of German teachers.
ROMANIAN SYSTEM English is the most used language in CLIL.Teachers can decide the proportion of time devoted to CLIL.
National Geography and History can only be taught in their native language.
ESTONIA SYSTEM CLIL is practiced from kindergarden to High School.Transdisciplinary.
-The Curriculum.
THE FRENCH SYSTEM The rise of private schools and selection of students.
Some structures create federate teachers.
ITALIAN SYSTEM Lack of legislation Cooperation of two teachers teaching together.
THE NATIONAL CURRICULUM IN WALES. UK.
The Five Essential Elements (Range, Skills, Framework skills, pupil voice and well – being)
All teachers are teachers of language and promote cultural awareness.
CHALLENGES AND INNOVATIVE SOLUTIONS
The great challenge is
having `fluent´ qualified teachers
More Effective Training Courses involving
action research as well as practical
enquiry models and
networking.
The creation of an innovative curriculum
based on task work to
promote the enquiry method
Promote collaboration between the Educative
organizations, Institutions
and Universities
Involve the whole school
community and institutions in the educative
process
EXAMPLES OF GOOD PRACTICE AND ASSESSMENT THAT CAN BE TRANSFERRED TO OTHER COUNTRIES
The Wales Skills
framework
document
Self – assessment
of CLIL teachers used in France
The PYP program
The Estonian National
Curriculum pre – school
2008
CREATING FUTURE NETWORKSThe Study Visit has given us an opportunity to create links between ourselves and the host institution for future Comenius Projects, as well as to create links between existing networks we are involved in.
Created by Ana Isabel Ferreirós Rey and based on the participants group report of the Study Visit.