CLIL Course – Nottingham 2009

EXPERIMENTING WITH PHYSICAL PROCESSES

Anabel Borràs González CEIP Joan Sallarès i Pla

Main aspects of the presentation

The school & the background Our English project Theoretical approach A general overview Some activities Assessment Conclusion

My school

It’s a CAEP Around 400 students and 40 teachers Infant + Primary education 2 form entry Learners’ mother tongue: 80% Spanish (including South-

american) , 5% Catalan, 15% others

The background

Sabadell – Campoamor Industrial area Mainly state subsidised

housing Large number of gypsies

and immigrants (foreigners + other Spanish communities)

Working class – low/medium economic level

Infant P530 mins. a week

Our English project

English bags, theater, role plays,

projects, ICT

EnglishCI – 1’30CM – 2

CS – 2’30

CLILCI – Art&crafts – 1’30CM&CS – Science –

1 unit per term

Oral language(split group)

CM&CS – 1h/fortnight

CLIL – Art & crafts

Art & crafts Artists: Mondrian, Seurat, Warhol. The seasons: displays, crafts. Festivities: Halloween, Xmas, Easter, Carnival. Topics worked in the English class: toys, pets, fruit,

house, clothes. Songs & rhymes: Old McDonald, 2 little butterflies,

Humpty Dumpty, Incy Wincy Spider.

CLIL - Science

CM-1: matter states, plants, recycling.

CM-2: dissolving, the senses, transport.

CS-1: magnetism, machines, the pond.

CS-2: volcanoes, light, substances.

Theoretical approach

The 4Cs – in the whole planning Bloom’s Taxonomy – cognition Cummins’ Matrix – cognition+language The 3As – language of, for and through Vygotsky ZPD – activities Scaffolding – activities

Content

Cognition

- Predicting & checking results- Remembering vocabulary learnt

- Experimenting- Classifying & making lists

- Interpreting & relating experiments to theory

- Comparing different issues- Applying practice to get theory- Reporting theory by completing

charts or drawings- Stating facts

Culture

Communication

Language of learning- specific vocabulary from the 3 content areas & the language of experiments

Language for learning

- understanding instructions- asking & answering questions

- language of discussion- collaborative skills

Language through learning- language which emerges

from experiments- questioning that cannot be

predicted

Magnetism- magnetic & non-magnetic objects

- magnetic strength- magnetic forces- magnetic fields Light

- light & reflection- refraction & lenses- the light spectrum

Substances- dissolving substances- separating mixtures

- reversible & irreversible changes

- Raise awareness of physical processes

- The use of English as a tool- A look into the past

- Sharing ideas and opinionsExperimenting with physical

processes

Some activities – Group work + report

Some activities – Pair & individual work

Some activities – Oral comprehension

http://videos.howstuffworks.com/hsw/6242-out-of-darkness-lenses-video.htm

Teacher assessment

Student self-assessment

Conclusion

Explain what CLIL is to colleagues but also to the rest of teachers

Review all the Science and Art&crafts lessons to introduce the 4Cs methodology and teach THROUGH English

Scaffold EVERYTHING Create an individual CLIL portfolio Always try to be in touch with people who works with

CLIL to get feedback