Download - Designing CLIL worksheets
Designing checklists for novice CLIL teachers
Makoto [email protected]
CLIL 2012: From Practice to visions, Utrecht, 21 April 2012
This interactive task-based session covers:
✔ Talking about my context
✔ Identifying CLIL training tools
✔ Designing checklists for CLIL pedagogy
open lectures, seminars and workshops by CLIL specialists from Europe,
MA module in the Sophia TESOL, programme (‘Principles and Practice of CLIL’),
INSET (in-service training) sessions,
To promote CLIL, we offer
However ...
CLIL in Japan is still in its infancy, so we need effective ‘tools’ to train teachers who have never heard of CLIL.
2 Identifying ‘training tools’
Your are asked to train new CLIL teachers IN THREE HOURS! What aspects would you pick up and how would you transfer them to your poor trainees?
Possible key aspects
Definition(s) Comparison with other methodologies Principles (e.g. 4Cs framework) Pedagogical skills and techniques Materials development procedures Other
Effective ‘training tools’
Words (e.g. definitions, quotations) Graphic organisers (e.g. charts,
diagrams, spider maps) Tables, lists, matrixes Checklists & criteria Photos & pictures Video clips Other
Definition: Various faces of CLIL
‘What is CLIL to you?’- methodology- facilitation of language- approach- fusion/synergy- systematic learning- mindset/attitude- education
Narrow definition
Broad definition
Diagram: CLIL in ELT methodologies
GTM
AL
CLT (strong)TBI
Submersion‘sink or swim’
EFL EFL/ESL ESL
CLT (weak)
PPP
CLIL
CBI
EFL = English as a foreign language CLT = Communicative Language TeachingESL = English as a second language PPP = Presentation-Practice-ProductionGTM = Grammar translation method TBI = Task-based instructionAL = Audiolingualism CBI = Content-based instruction
Immersion
Structure-basedinstruction
Communicative
instruction
Natural
acquisition
Diagram: ‘Communication’ in CLIL
Language through learning
Language forlearning
Language of learning
Communication
Flowchart: CLIL materials development
STEP 1 STEP 2 STEP 3
Content
Communication
Cognition
Community
(Culture)
Worksheets
List: authentic materials
Texts textbooks, books, websites,articles, reports, novels, etc.
Visuals photos, pictures, maps, diagrams, etc.
Statistics tables, graphs, etc. Videos TV programmes, video clips,
films, etc. Audios radio programmes, podcasts,
songs, teacher’s lectures, etc.
Flowchart: lesson planning
Input Processing Output
CLIL lesson structure
Comprehension tasks
Cognitive tasks
Production tasks
1. Listingbrainstorming, fact-finding
2. Ordering and sortingsequencing, ranking, classifying
3. Comparingfinding similarities and differences
4. Problem-solvinglogic puzzles, real-life problems, case studies
5. Sharing personal experiencesanecdotes, reminiscence, opinions, reactions
6. Projects and creative taskssurvey, research, creative writing, skits
List: task types
(Willis, J. 1996, A Framework for Task-Based Learning, Harlow: Longman; Willis D. & J. Willis, Doing Task-based Teaching, Oxford: Oxford University Press)
Diagram: task patterns
(Nunan, D. 2004, Task-Based Language Teaching, Oxford: Oxford University Press)
Matrix: task design
Work
LOTS HOTSMemori-sation
Under-standing
Appli-cation
Analysis Evalu-ation
Creation
Solo
Pair
Group
Class
* LOTS = Lower Order Thinking Skills, HOTS = Higher Order Thinking Skills
List: worksheet layout
Characters different fonts, font sizes, styles (bold, italic,underline, CAPITALS)
Positioning center, left, right, indents, block style
Other features boxes, tables, shades, pictures, frames, arrows, diagrams, bullet points, numbering
List: worksheet layout
Don’t overcrowd the page. Use numbering systems (numbers and
letters). Don’t use too many different fonts. Be consistent in the use of styles for
headings. Pictures, graphics and logos make a page
more appealing. Think carefully about the space for learners
to write in answers.
(Adapted from Andon, N., 2008, Handouts for Materials Development in ELT, Session 10: Design and layout of materials, MA in ELT and applied linguistics, King’s College London)
Criteria: good CLIL materials
1. Give rich input in content and language.2. Use authentic materials.3. Give multimodal input (e.g. texts,
photos, pictures, maps, diagrams, graphs, statistics, etc.)
4. Scaffold content and language.5. Involve both LOTS and HOTS.
6. Develop academic skills.7. Encourage cooperative learning.8. Stimulate content and language
output.9. Integrate the 4Cs. 10. Pursue good layout and design.
Based on Mehisto, P. 2010, ‘Criteria for producing CLIL learning materials’, and Meyer, O. 2010, ‘Introducing the CLIL-Pyramid: key strategies and principles for quality CLIL planning and teaching’.
3 Designing checklists
Existing checklists provide useful frameworks for lesson planning and reflection, but it is important for teacher educators to adapt them or develop their own to make the checklists more relevant to their training contexts.
Your three-hour session is almost over and you want to give a checklist for good CLIL practice to your trainee teachers.
Talk about your criteria for an effective checklist and produce a sample list based on your discussion.
My design criteria
Design the checklist for novice CLIL teachers.
List only essential items. List only feasible/observable items. List only tested items. Group items in a logical order. Use simple and consistent language. Give examples, if necessary.
My checklist: Good CLIL pedagogy
1 Equal emphasis is placed on contentlearning and language learning.
2 Authentic materials are used. (e.g. webpages, newspaper articles)
3 Multimodal input is given. (e.g. written/spoken texts, graphics, statistics, videos)
4 Various levels of thinking skills are cultivated. (i.e. LOTS and HOTS)
5 Diverse tasks are assigned.
6 Teacher-student and student-studentinteractions are abundant.
7 Cooperative learning is encouraged.(e.g. pair work, group work)
8 Scaffolding in content and language isprovided.
9 Elements of cross-cultural understandingor global issues are incorporated.
10 The four skills are integrated.