JSP 2010-2011

UNIT 10. CLIL LESSON PLANNING

JSP 2010-2011

AIMS OF THE UNIT Describe instructional indicators and

strategies for classroom organization and elivery on instruction.

JSP 2010-2011INTRODUCTION TO CLIL LESSON PLANNING Specific needs:

First language Educational background Literacy levels Living situation Culture Socioeconomic status Expectations Life experiences

JSP 2010-2011

SHELTERED INSTRUCTION http://mediateca.educa.madrid.org/reproducir

.php?id_video=vkxzo27wv5dea9ev Listen and take notes (15 min.)

JSP 2010-2011

SHELTERED INSTRUCTION Providing meaningful instruction in content

areas for transitioning Limited English Proficient students (LEP) to higher academic achievement while reaching English fluency.

The content is equal to that of native English speakers

Varied methods of instruction Does not focus entirely on language

development, but on methods through which English is achieved.

JSP 2010-2011

STRATEGIES Set format of instruction Define clearly language and content Make the activity meaningful Classroom concepts:

Hands-on Controlled vocabulary Scaffolding Authentic assessment Heterogeneous grouping

JSP 2010-2011

SHELTERED INSTRUCTION PROTOCOL www.siopinstitute.net Model for lesson planning Means for

making content more accessible Promoting English language development

Practice of highlighting key language features and incorporating strategies

Developed by the Centre for Research on Education, Diversity and Excellence (CREDE)

JSP 2010-2011

CREDE’S PHILOSOPHY All children can learn Children learn best when challenged by high

standards English proficiency is attainable by everybody Bilingual proficiency is desirable Language and cultural diversity Teaching and learning must accomodate

individuals Schools can mitigate risk factors by teaching

social and learning skills Solutions to risk factors must be grounded in a

valid general theory of development, teaching and schooling processes.

JSP 2010-2011

TYPES OF SHELTERED PROGRAMMEES Content-based ESL: focus on language

development. Sheltered instruction: focus on content

curricula.

JSP 2010-2011

THE EIGHT STEPS Lesson preparation

Clearly define content objectives Clearly define language objectives

Building background Student’s experience Old and new Key vocabulary

Comprehensible input Speaking Step by step Variety of techniques Strategy learning

Strategies Explicit instruction Use Scaffolding techniques Social-affective strategies

Cooperative learning: think – pair – share Affective filter (Krashen)

JSP 2010-2011

THE EIGHT STEPS Interaction

Frequent Grouping Time Clarification

Practice / Application Hands-on materials Activities for applying knowledge Language skills integrated

Lesson delivery Support content objectives Support language objectives Engage students Appropriate timing

Review/ Assessment Vocabulary: mnemonics Content word wall Content concepts Feedback Student comprehension and learning

JSP 2010-2011

TEACHING READING PROCESS Survey Question Predict Read Respond Summarize

JSP 2010-2011

EXAMPLES

JSP 2010-2011

EXAMPLES www.isabelperez.com/clil.htm www.clilcompendium.com www.clil-axis.net www.cilt.org.uk/faqs/clil.htm www.xtec.cat/crle/05/aicle.htm www.factworld.info www.diposit.ub.edu./dspace/handle/2445/164

1 www.scribd.com/doc/3273805/Published-Mat

erial-for-CLIL-Classes-Spain

JSP 2010-2011

Task: Design a lesson planning according to the techniques presented during the lesson. Use the websites for help.

http://cefire.edu.gva.es/sfp/index.php?seccion=convocatoria&id=27&edicion=2CAS01-ANGLB&clave=1b73a2394c1d12d0c49de03453213e23

JSP 2010-2011

SEE YOU ON MAY, 3RD

THANK YOU