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Strategies for CLIL – young learners

S.Rampone (IT) – DD Pinerolo IV Circolo

ramponesilvana1@gmail.com

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

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