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Dr DIANA HICKSDr DIANA HICKSDr DIANA HICKSDr DIANA HICKS

EDUCATIONAL CONSULTANT Supreme Education Council,Qatar

EU TEACHER TRAINER – COMENIUS

CHILDRENS ELT TEXTBOOK WRITER- CambridgeUniversity Press

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CLIL Content and Language IntegratedCLIL Content and Language IntegratedCLIL Content and Language IntegratedCLIL Content and Language IntegratedLearningLearningLearningLearning

Cognition, Creativity and Content in language learning

The Big Cs :

Confidence

World Citizenship

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What do you think are the problems with implementing CLIL?

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Some problems in implementing CLILSome problems in implementing CLILSome problems in implementing CLILSome problems in implementing CLIL

Teachers lack of confidence

Lack of published materials

Increased preparation time

Need to educate parents

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More problems…More problems…More problems…More problems…

Reluctant colleagues

Absence of appropriate assessment tools

Absence of resources

Role of language

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Even more problems…Even more problems…Even more problems…Even more problems…

Absence of best practice orthodoxy

Unpredictability of learners language needs

Inbalance between accuracy and fluency

These problems lead to a need for a theory of practiceembedded in a set of principles

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Changing focus of educationChanging focus of educationChanging focus of educationChanging focus of education

“ Students in Korea are increasingly dissatisfied with theirteachers because they can learn more information from theWeb than they can from their teachers in the classrooms.Parents are asking for enquiries into teacher incompetence ‘’

Gulf Times March 31. 2006

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FoodFoodFoodFood

Creativity

What would happen if we didn’t need to eat?

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Cognition

How do we get our food?

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Content

Which food is good for you?

Which food is not so good for you?

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Models of EducationModels of EducationModels of EducationModels of Education

What are the features of each model?

Share some ideas

1 Transmission

2 Developmental

3 Interactive

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TransmissionTransmissionTransmissionTransmission

1 Teachers passes on knowledge to the learners

2 Teachers are the only conduit and judge of knowledgeacquisition

3 All children are assumed to be the same

4 There is a fixed, certain and finite pool of knowledge

= ‘WHAT?’ based

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DevelopmentalDevelopmentalDevelopmentalDevelopmental

1 learner learns when ready

2 learner learns through play and experimentation

3 learning is in the hands of the child

= HOW based

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Interactive/inquiry modelInteractive/inquiry modelInteractive/inquiry modelInteractive/inquiry model

1 teacher helps learners construct their own understanding

2 learning opportunities are challenging for every learner

3 teacher recognises individual learning styles

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Movement from knowledge to inquiryMovement from knowledge to inquiryMovement from knowledge to inquiryMovement from knowledge to inquiry

Transmission = knowledge

Developmental= skills

Interactive/inquiry = Understanding

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What do want our children to be?What do want our children to be?What do want our children to be?What do want our children to be?

C

O

N

F

I

D

E

N

T

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C O M M U N I C A T O R S

C O M P A S S I O N A T E

I N Q U I R E R S

R E F L E C T I V E

R I S K T A K E R S

O P E N M I N D E D

T H I N K E R S

P R I N C I P L E D

T O L E R A N T

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How do we achieve this?How do we achieve this?How do we achieve this?How do we achieve this?

Three main views:

1 CLIL is the domain solely of the language teacher

2 CLIL is the domain of the language teacher with occasionalsupport from specialist colleagues

3 CLIL is a shared enterprise – language across thecurriculum- with shared inputs from as many colleagues aspossible in L1,L2 and L3

What do you think are the advantages anddisadvantages of each approach?

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Features of successful CLIL activitiesFeatures of successful CLIL activitiesFeatures of successful CLIL activitiesFeatures of successful CLIL activities

Activities should

1 focus on communication

2 stimulate fluency rather than accuracy

3 be open tasks – leading to inclusivity

4 allow for age appropriate cognition

5 encourage creativity

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6 Draw on other skills – drawing/IT/drama/music

7 foster links with the outside world

8 make links forward to or backwards from other curriculumsubjects

9 allow for TPR

10 start from the child

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What does this mean?What does this mean?What does this mean?What does this mean?

For:

1 the language syllabus?

2 Unit and lesson planning?

3 Assessment of learning?

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Language syllabusLanguage syllabusLanguage syllabusLanguage syllabus

Now driven by topic/theme/inquiry/questioningnot by traditional graded and staged grammaticalsyllabus

That is to say – vocabulary – lexical sets – semantic fields-come first

‘’ Without grammar, little can be conveyed. Withoutvocabulary, nothing can be conveyed’’Lewis,M [1993] The Lexical Approach LTP Publications

The result is a greater confident fluency not necessarilygrammatical accuracy

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Enquiry learningEnquiry learningEnquiry learningEnquiry learning

Stages of lesson/Unit of work

1 Tuning in

2 Finding Out

3 Sorting Out

4 Reflecting

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Strategies used at each stageStrategies used at each stageStrategies used at each stageStrategies used at each stage

1 Tuning in

A. Concept mapping

B. Brainstorming

C. Asking questions

D, Making diagrams/pictures

E Discussion

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Stage 2 Finding out

A. Reading

B Researching

C Visiting speakers

D outside visits

E experiments

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Stage 3 Sorting Out

A classifying/grouping/sorting

B visual representations – pictures/charts/graphs/models

C writing

D presenting – posters, talks

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Stage 4 Reflection

A Self evaluation and self assessment

B peer evaluation and peer assessment

C learning journals

D portfolio choices

E location of display/publication of work

F teacher assessment of learning

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Types of questions to assess understanding

A to clarify concepts

1 Why are you saying that?

2 What does this mean exactly?

3 Can you give me an example?

4 Are you saying X or Y?