Transcript The Willink CLIL Conference

The Willink CLIL Conference
CLIL for the new curriculum
An opportunity to innovate
Do Coyle
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 & confident
learners
Creativity
Cross-curricular
collaboration
Meanings that matter
Skills & Processes
development
Inter-cultural
understanding
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
BIG QUESTIONS
What is our CLIL vision?
How does this link with the
New Curriculum?
Transforming and growing CLIL
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 thinking
Disciplined…. Evidence…..Monitoring
KUKREKO
http://www.youtube.com/watch?v=2IFzp2cBA5g&feature=related
Ausstellung fuer Kinder
Franz Marc
http://www.youtube.com/watch?v=rEroJSYjDwo
http://www.youtube.com/watch?v=mZjidAomAvc&feature=related
http://www.youtube.com/watch?v=A7YdHKC6xsU&feature=related
A CLIL Planning Mind Map
Independent
enquirers
Effective
participators
CLIL Module
Art through German
Creative
thinkers
Team workers
Self-managers
Reflective
learners
La composition de
la Terre
Personal Learning and Thinking
La Terre
La composition de la Terre
le noyau
le manteau
la croûte
La Terre
Un bon modèle:
=Le
le noyau?!
= La
le manteau
chair ?
=La
la peau
croûte
?
La Terre
Une pêche
Apprend 3 mots en 1!
Le
atome
Le noyau
noyau …un
… d’un
atome
?
Le noyau de la
Terre
Le noyau
d’une pêche
pêche
? …… d’une
Apprend 2 mots en 1!
Le manteau … d’une
femme
?
?
Le manteau de
la Terre
En résumé, il y a …
le manteau
la croûte
Pour plus de détails, il y a …
le manteau:
le manteau supérieur
le manteau inférieur
La croûte:
la croûte
Un
océanique
? océan
? continentale
la croûte
Un
continent
Mots clefs
• Le noyau
• Le manteau
– Le manteau inférieur
– Le manteau supérieur
• La croûte
– La croûte continentale
– La croûte océanique
Activité Smart
Board – cliquer
ci-dessous
La composition de la Terre
le noyau
le manteau
la croûte
La Terre
La croûte est divisée en plaques tectoniques
?
Où est
la plaque eurasiatique ?
?
La plaque sudaméricaine
?
Exemple: la plaque
Exemple: la plaque
nord-américaine
?
africaine ?
Où se trouve
la
plaque pacifique
un globe
Les plaques tectoniques sous
différentes représentations
une planisphère
?
une planisphère
Activité 1:
Assemble un puzzle des plaques
Les pièces du puzzle sont les plaques tectoniques
=
Activité 1:
Assemble un puzzle des plaques
Travaille dans
un groupe de
4 personnes
Parle
français !
Tu as
5 minutes
As-tu
assemblé le
puzzle
correctement
?
Activité 2:
Comment se nomment les plaques?
I N S T R U C T I O N S
?
Ecoute attentivement!
?
Regarde le tableau
’’ ’’’’’ ’’’
Ton professeur va décrire les plaques
Activité 2:
Comment se nomment les plaques?
I N S T R U C T I O N S
Cherche la plaque
sur ta planisphère
Note le nom et le numéro
de la plaque
Activité 2:
Comment se nomment les plaques?
I N S T R U C T I O N S
Lève la main quand tu as la réponse
?
La plaque « ... »
est le numéro …
Cliquer sur la
boussole pour
accéder aux
instructions du
professeur
MORE BIG QUESTIONS
What are CLIL pedagogies?
How do our students learn?
Transforming and growing CLIL
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
Language
Learning
CLIL
Contexts
Cognition
Communication
Content
Culture
Content and Language Integrated Learning
Communication
Language using
Grammar gains
Language learning
DEVELOPING
THINKING
for
LEARNING
Original Terms
New Terms
• Evaluation
•Creating
• Synthesis
•Evaluating
• Analysis
•Analysing
• Application
•Applying
• Comprehension
•Understanding
• Knowledge
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
A 4Cs Approach to Integrated Curriculum
Planning
Communication
Culture
CLIL
Content
Cognition
Teaching and Learning through a foreign language
Using a matrix for quality audit
High cognitive
3
4
Low
Linguistic
High
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 small
Working 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 implementing
task 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 for
Cultural Understanding
Curricular linking
Sister classes (Cummins)
Global leap
Science Across World
Borderless classrooms
Transforming and growing CLIL
Linking learners-using technology
Professional Criticality
Accountability
RESPONSIBILITY
Quality measures
Evidence
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 Communities
Formal & Informal Learning
Networking
Linking with Community Agendas
Transforming and growing CLIL
Key elements of CLIL
Independent & confident
learners
Creativity
Cross-curricular
collaboration
Meanings that matter
Skills & Processes
development
Inter-cultural
understanding
From growlers and bergy bits…..
Thank you
[email protected]