greta coneference 2014 workshop - eclil4you - silvana rampone
TRANSCRIPT
eCLIL4YOUeCLIL4YOU
Strategies for CLIL – young learners
S.Rampone (IT) – DD Pinerolo IV Circolo
EUROPEAN CLIL PROJECTSEUROPEAN CLIL PROJECTSEUROPEAN CLIL PROJECTSEUROPEAN CLIL PROJECTS
European partnerships:16 schools in 15 countries
Kindergartens Primary schools
Creating environments whereyoung students (5-11) can:
• work collaboratively
• learn how to learn
• develop thinking skills and
their own learning strategies
AIMS
take responsability of theirlearning
be users of the target language(English) in motivating and meaningful contexts
learn a content THROUGH English
Lessons should focus on ‘making’ rather than ‘doing’.
Students of all ages have to be users and producers of English (not only consumers)
SUCCESSFULL CLIL: HOW OF LEARNINGSUCCESSFULL CLIL: HOW OF LEARNINGSUCCESSFULL CLIL: HOW OF LEARNINGSUCCESSFULL CLIL: HOW OF LEARNING
Strategies
A learning strategy is a person's approach to learning
and using information. Students who do not know or
use good learning strategies often learn passively and
ultimately fail in school.
Learning strategy instruction focuses on making the
students more active learners by teaching them how to
learn and how to use what they have learned to solve
problems and be successful.
HOW?1. Stretching Higher Order
Thinking Skills
What happens when the activity says..What happens when the activity says..What happens when the activity says..What happens when the activity says..
O 1 Listen and point?1 Listen and point?1 Listen and point?1 Listen and point?
O 2 Listen and match?2 Listen and match?2 Listen and match?2 Listen and match?
O 3 Listen and colour?3 Listen and colour?3 Listen and colour?3 Listen and colour?
What happens when the teacher says..What happens when the teacher says..What happens when the teacher says..What happens when the teacher says..
O ‘‘‘‘What do you think …….?’What do you think …….?’What do you think …….?’What do you think …….?’
O ‘What do you know about…?’‘What do you know about…?’‘What do you know about…?’‘What do you know about…?’
O ‘What can you see in the picture?’‘What can you see in the picture?’‘What can you see in the picture?’‘What can you see in the picture?’
We often ask children to label, show, name or describe.
from Lower from Lower from Lower from Lower OOOOrder rder rder rder TTTThinkinghinkinghinkinghinking SSSSkillskillskillskills........
LOTSLOTSLOTSLOTS
What, which, where,
when, who, how many?
Label, describe, name,
show..
TO HOTS
Cognitive processing in practiceCognitive Cognitive Cognitive Cognitive
processesprocessesprocessesprocesses
from LOTS..from LOTS..from LOTS..from LOTS..
Science: AnimalsScience: AnimalsScience: AnimalsScience: Animals Cognitive Cognitive Cognitive Cognitive
processesprocessesprocessesprocesses
to HOTSto HOTSto HOTSto HOTS
Science: AnimalsScience: AnimalsScience: AnimalsScience: Animals
rememberingrememberingrememberingremembering How many animals do
you remember that live
in different continents?
analysinganalysinganalysinganalysing Choose two animals.
How are they
different? Why?
understandingunderstandingunderstandingunderstanding Compare two animals
from two continents
evaluatingevaluatingevaluatingevaluating Read your partner’s
description of an
animal. Can you
guess it? Which
words helped you?
applyingapplyingapplyingapplying Say one fact about an
animal that lives in the
South of the world and
one that lives in the
North
creative creative creative creative
thinkingthinkingthinkingthinking
Prepare comic strips
in pairs or in group
for an animal cartoonVideo:
http://vimeo.com/63466491
2. Be aware of CALP!(Cummins)
Skills needed to communicate in
social situations
SkillsSkillsSkillsSkills neededneededneededneeded to talk and to talk and to talk and to talk and thinkthinkthinkthink aboutaboutaboutabout
cognitive cognitive cognitive cognitive problemsproblemsproblemsproblems////languagelanguagelanguagelanguage of the of the of the of the subjectsubjectsubjectsubject
BICSBICSBICSBICS
CALPCALPCALPCALP
3. SCAFFOLDINGmakes language and content comprehensible
I think it will….I’d choose…This food is healthier because….
LANGUAGE FRAMEor substitution table
Which part of a plant are you eating?
O SimplifySimplifySimplifySimplify the the the the languagelanguagelanguagelanguage butbutbutbut notnotnotnot the the the the contentcontentcontentcontent
O Frequent checks of comprehension,
repetition, rephrasing, and consolidation
O Divide a text into paragraphs – make short
sentences – add pictures and diagrams
O Use visuals, presentations, drama, songs..
It’sIt’sIt’sIt’s notnotnotnot appropriate: WHY??appropriate: WHY??appropriate: WHY??appropriate: WHY??
new language
familiar subject content
familiar language
new subject content
Extra Extra Extra Extra supportsupportsupportsupport
SupportSupportSupportSupport languagelanguagelanguagelanguage
SupportSupportSupportSupport subjectsubjectsubjectsubject conceptsconceptsconceptsconcepts
boringboringboringboring notnotnotnot challengingchallengingchallengingchallenging
4. PLANNING
Learning process (planning)
O A. A. A. A. TuningTuningTuningTuning inininin
O B. B. B. B. FindingFindingFindingFinding outoutoutout
O C. C. C. C. SortingSortingSortingSorting out out out out
O D. D. D. D. ReflectionReflectionReflectionReflection ////assessmentassessmentassessmentassessment
A. Tuning inActivating prior knowledge
ConnectingConnectingConnectingConnecting new and new and new and new and oldoldoldold
O PredictionsPredictionsPredictionsPredictions (give a title, predict 5 ideas)
ENERGYENERGYENERGYENERGY
• GiveGiveGiveGive an image, an image, an image, an image, guessguessguessguess the the the the contentcontentcontentcontent
• GiveGiveGiveGive 3 3 3 3 ideasideasideasideas and and and and guessguessguessguess the the the the topictopictopictopic
FatsFatsFatsFats
fibrefibrefibrefibre
proteinsproteinsproteinsproteins
The WolfWhat we know – What we learned
WhatWhatWhatWhat can can can can youyouyouyou seeseeseesee in the in the in the in the skyskyskysky duringduringduringduring
the the the the daydaydayday????
WhatWhatWhatWhat can can can can youyouyouyou seeseeseesee in the in the in the in the skyskyskysky atatatat
night ?night ?night ?night ?
O Graffiti or Placemat:
«What is a tree?»
TRUE TRUE TRUE TRUE –––– FALSE FALSE FALSE FALSE –––– I DON’T KNOWI DON’T KNOWI DON’T KNOWI DON’T KNOW
B. FINDING OUTdiscoverying the content through the right materials
prepared by the teacher!(Constructivism)
Need to scaffold reading Need to scaffold reading Need to scaffold reading Need to scaffold reading = Successful readers:
O read in phrases not single words
O guess from context (use colour codes)
O differentiate between essential and non-essential lexis
Teachingskimming- scanning
O SKIMMINGSKIMMINGSKIMMINGSKIMMING is a method of rapidly moving
the eyes over text with the purpose of
getting only the main ideas and a general
overview of the content.
O SCANNINGSCANNINGSCANNINGSCANNING rapidly covers a great deal of
material in order to locate a specific fact or
piece of information without reading the
entire article.
The traffic lights
GreenGreenGreenGreen = words I know
YellowYellowYellowYellow = words I can guess from the context
RedRedRedRed = words I don’t know
SCANNING with key-words
BEFORE READING A TEXT
Learning by Learning by Learning by Learning by doingdoingdoingdoing: : : :
howhowhowhow doesdoesdoesdoes an an an an
archeologistarcheologistarcheologistarcheologist work?work?work?work?
((((DifferenceDifferenceDifferenceDifference betweenbetweenbetweenbetween traditionaltraditionaltraditionaltraditional and CLIL and CLIL and CLIL and CLIL approachapproachapproachapproach))))
CREATING GAMES FOR PEERSCREATING GAMES FOR PEERSCREATING GAMES FOR PEERSCREATING GAMES FOR PEERS
