the willink clil conference do coyle clil for the new curriculum an opportunity to innovate
TRANSCRIPT
The Willink CLIL Conference
Do Coyle
CLIL for the new curriculumAn opportunity to innovate
Multilingualism IS the norm
We need to have two or more languages in order to know we have one…..
Leonard Orban
26th September 2008
Key elements of the new curriculum
Independent & confidentlearners
Creativity
Inter-cultural understanding
Skills & Processesdevelopment
Cross-curricular collaboration
Meanings that matter
What is CLIL?
CLIL is a developing, flexible concept where content (eg non-language subject/s, cross-curricular themes and holistic issues) and foreign languages - are integrated in some kind of mutually beneficial way so as to provide motivating, value-added experiences to educational outcomes for a wide range of students.
University of Nottingham
What is our CLIL vision?How does this link with the
New Curriculum?
Transforming and growing CLIL
BIG QUESTIONS
An opportunity to innovate
What are you trying to achieve?
How will you organise learning?
How will you know when you are achieving your aims?
Disciplined…. Evidence…..Monitoring
Innovation ~ Dimensions
•Identity & cultural diversity•Healthy lifestyles•Community participation•Enterprise•Global dimensions & sustainability•Technology & media•Creativity & critical thinkingDisciplined…. Evidence…..Monitoring
http://www.youtube.com/watch?v=2IFzp2cBA5g&feature=related
KUKREKO
Ausstellung fuer Kinder
http://www.youtube.com/watch?v=rEroJSYjDwo
http://www.youtube.com/watch?v=mZjidAomAvc&feature=relatedhttp://www.youtube.com/watch?v=A7YdHKC6xsU&feature=related
Franz Marc
Independent enquirers
Effectiveparticipators
Reflective learners
Creative thinkers
CLIL ModuleArt through German
A CLIL Planning Mind Map
Self-managersTeam workers
La composition de la Terre
La Terre
Personal Learning and Thinking
La composition de la Terre
La Terre
le noyaule noyau
le manteaule manteau
la la croûtecroûte
Le noyau
La chair
La peau
Un bon modèle:
= le manteau
= le noyau !
= la croûte?
?
?
« La Terre est comme une
pêche »
Une pêche
La Terre
Le noyau … d’une pêche
Apprend 3 mots en 1!
Le noyau de la Terre
… d’une pêche
Le noyau …un atomed’un atome
?
Le noyau …
?
Le manteau de la Terre
Le manteau … d’une femme
Apprend 2 mots en 1!
?
?
le noyau
le manteaule manteau
la croûtela croûte
En résumé, il y a …
le
noyau
le manteau:le manteau:
Pour plus de détails, il y a …
le manteau inférieur
le manteau supérieur
le
noyau
La croûte:
Un océanUn océan
Un continentUn continent
la croûtela croûte océanocéaniqueique
la croûtela croûte continentcontinentaleale
?
?
Mots clefsMots clefs•Le noyauLe noyau
•Le manteauLe manteau– Le manteau Le manteau infinférieurérieur– Le manteau Le manteau supsupérieurérieur
•La croûteLa croûte– La croûte continentLa croûte continentaleale– La croûte océanLa croûte océaniqueique
Activité Smart Board – cliquer ci-dessous
La composition de la Terre
La Terre
le noyaule noyau
le manteaule manteau
la la croûtecroûte
La croûte est divisée en plaques tectoniques
Exemple: la plaque nord-américainenord-américaine
Exemple: la plaque africaineafricaine
La croûte
??
??
OùOù est est la plaque la plaque
eurasiatique ?eurasiatique ?
??
La plaque La plaque sud-sud-américaineaméricaine
??
??
Les plaques tectoniques sous différentes représentations
Où se trouve la plaque pacifiquepacifique
un globe
une planisphère
une planisphère
??
Activité 1:
Assemble un puzzle des plaques
Les pièces du puzzlesont
=
les plaques tectoniques
Activité 1:
Assemble un puzzle des plaques
Travaille dans un groupe de 4 personnes
Parle français
!
Tu as 5 5
minutesminutes
As-tu assemblé le
puzzle correctement
?
Activité 2:
Comment se nomment les plaques?
’’ ’’’’’ ’’’
Ecoute attentivement!
Ton professeur va décrire les plaques
Regarde le tableau
I N S T R U C T I O N S
??
??
Activité 2:
Comment se nomment les plaques?
Note le nom et le numéro
Cherche la plaque
I N S T R U C T I O N S
sur ta planisphère
de la plaque
Activité 2:
Comment se nomment les plaques?
Lève la main quand tu as la réponse
I N S T R U C T I O N S
La plaque « ... » est le numéro …??
Cliquer sur la boussole pour accéder aux instructions du professeur
What are CLIL pedagogies?How do our students learn?
Transforming and growing CLIL
MORE BIG QUESTIONS
Modern Languages Perspective
• active learning
• creativity
• linking with other subjects
• languages ladder
Successful learners ~ confident individuals ~ responsible citizens
Geography Perspectives
• Making sense of the world • Communicate clearly• Explore own values and beliefs• Alterative future scenarios for planet• Interconnectedness• Cultural understanding & diversity• Creativity• linking with other subjects
Successful learners ~ confident individuals ~ responsible citizens
Content
Cog
nitio
n
Culture
Com
mu
nic
ati
on
Contexts
CLIL
Content and Language Integrated Learning
CommunicationLanguage using
Grammar gainsLanguage learning
Original Terms New Terms
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
•Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
DEVELOPING THINKING for LEARNING
CLIL
Communication
Content Cognition
Culture
A 4Cs Approach to Integrated Curriculum Planning
Teaching and Learning through a foreign language
Using a matrix for quality audit
High cognitive
3 4
Low HighLinguistic Linguistic
2 1
Low cognitive
Four stages for successful CLIL planning
Stage 1: CLIL Vision- what are you trying to achieve?What do I want to achieve for our learners, their school and myself - blue skies?
Stage 2: School Context• Who is available to develop CLIL - where, when and
how?• What does my school CLIL team offer?• What is most appropriate for our learners, parents, area
in relation to stage 1?
Four stages for successful CLIL planning
Stage 3: the MINDMAP setting clear goals- start smallWorking with a conceptual framework such as the 4Cs, what will a unit of work consist of? Which content do we select, what will be our teaching aims and learning outcomes? What are the kinds of feedback and assessment will we build into the process (formative, summative)
Stage 4: Designing and implementingtask types, materials and resources• What kind of tasks and activities will achieve stage 3?• What materials and resources will we need to support these?• Mapping Curriculum priorities
Technology forCultural Understanding
Curricular linkingSister classes (Cummins)
Global leapScience Across WorldBorderless classrooms
Transforming and growing CLIL
Linking learners-using technology
Professional CriticalityAccountability
RESPONSIBILITY
Quality measuresEvidence
Class-based inquiry
Transforming and growing CLIL
LOCIT for Teacher-Researchers
By selecting which aspects of practice teachers wish to problematise, and by critically examining recorded observational data, together with other evidence their students provide, they are taking charge of their own professional development. (Wells 1999)
Since all teachers have a theory of teaching, at least an implicit one, the first task of curricular renewal is to invite interested teachers to examine their own theory, making it explicit… and determine options for pedagogical action on its basis. (Van Lier 1996)
Promoting class-based inquiry
LOCIT for Teacher Researchers
• Lesson Observation &
• Critical Incident Technique
• Analysing lessons with learners and colleagues to construct a shared
Theory of Practice
Promoting class-based inquiry
Towards a theory of practice
In my class, I think the pupils learn best by doing and experimenting so I have to get them to use commentaries as they work. This means they have to talk about what they are doing and why and what they are learning. The thing is they can only do that if I am there to support this talk by asking the right sort of questions. This is hard to organise but I think I am getting there. It’s about their learning so that’s what I’m working on… Marta
BUILDING LEARNING COMMUNITIES
Professional Learning CommunitiesFormal & Informal Learning
NetworkingLinking with Community Agendas
Transforming and growing CLIL
Key elements of CLIL
Independent & confidentlearners
Creativity
Inter-cultural understanding
Skills & Processesdevelopment
Cross-curricular collaboration
Meanings that matter
