Sessió 2
description
Transcript of Sessió 2
Neus Lorenzo
Neus Lorenzo
05/11/2013
Sessió 2
Curs 2013-1014
Seminari d’intercanvi: Centres amb projectes PILE
ST a Maresme – Vallés Oriental
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Neus Lorenzo
• Utilitzar l’entorn col·laboratiu general.• Explicar el context i l’enfocament de les 4/5 Cs.• Descriure el procés de planificació d’una unitat
AICLE. The 3 As Tool.• Localitzar en activitats de referència els
continguts descrits i extreure’n criteris d’anàlisi.• Aplicar aquests criteris a activitats pròpies.• Recollir tècniques i estratègies de treball per a
l’aula AICLE.• Incorporar i compartir recursos AICLE.
OBJECTIUS DE LA SESSIÓ
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Ref: Imagtge a http://ow.ly/f1Wud
AprenentatgeIntegrat deContingut i
LlenguaEstrangera
AprenentatgeIntegrat deContingut i
LlenguaEstrangera
ACTIVEM LES NOSTRES IDEES...
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Neus Lorenzo
Ref: http://ow.ly/f43SM
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Neus Lorenzo
05/11/2013
Seminari PILE - AICLE 1r anyMVO
Curs 2013-1014
PILE Year 1
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Neus Lorenzo
On 25 October 2011, the Council of Europe concluded to:
“Encourage innovative forms of European co-operation, experimentation and new approaches to language teaching and learning, such as content and language-integrated learning (including in bilingual schools), opportunities for language immersion mobility and, where appropriate, more extensive use of ICT also in creative language learning environments.”
Ref: Council (2011). Council Conclusions on Language Competences to Enhance Mobility., Official Journal of the European Union. Council of the European Union.. EDUC 256 SOC 891 CULT 83, 20.12.2011 (2011/C 372/07) Retrieved from:
http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0027:0030:EN:PDF
CONTEXT: EUROPA
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Ref: http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/c5a8e8f3-cc43-4a62-97aa-d000f38507e4/PILE.pdf
• El PILE vol afavorir el desenvolupament de projectes plurilingües de qualitat.
• En especial, vol facilitar les actuacions que impliquin l’ensenyament i l’aprenentatge de continguts curriculars en llengües estrangeres (AICLE) en almenys una àrea no lingüística del currículum, i actuacions que incideixen tant en els aspectes metodològics vinculats amb el desenvolupament de les classes, com en la potenciació d’activitats complementàries i projectes que facilitin l’ús de les llengües en contextos reals i significatius.
CONTEXT: CATALUNYA
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Projecte Lingüístic Plurilingüe
Immersió/acollida en llengües oficials
Llengües estrangeres i accions AICLE
Estratègies transversals a les
altres àrees
Accions comunicatives en
llengües extraescolars
CATALÀ-ARANÈSCASTELLÀ
ANGLÈS - FRANCÈSITALIÀ - ALEMANY
LLENGUA ENALTRES ÀREES
LLENGÜES NOCURRICULARS
CONTEXT: CENTRE
PELTILTIC Euromania ...
Recursos humans
Formació assessoria
Materials didàctics
Recursosorganitzatius
EstratègiesCurrículum i
programacions
PRESA DE DECISIONS
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AprenentatgeIntegrat deContingut iLlenguaEstrangera
AprenentatgeIntegrat deContingut iLlenguaEstrangera
CONTEXT: AULA
http://www.xtec.cat/centres/a8031757/eso.htm
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Ref: Adaptat de Mª Jesús Frigols
+ Llengua + Continguts
CONTEXT: AULA
Total Immersion Partial ImmersionBilingual Immersion Foreign language ImmersionHeritage Language ImmersionSheltered Instruction Observation Protocol
Cognitive Academic Language LearningCross-curricular Language TeachingContent-based Language Teaching
Task-based Language InstructionEnglish for Specific Purposes
Content-based Instruction
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And... Or...And... Or...Such as...Such as...
First... Second...First... Second...TO DESCRIBETO DESCRIBE
Because...Because...In order to...In order to...Whenever...Whenever...
As we can see at...As we can see at...So it happens when...So it happens when...
Therefore...Therefore...
TO JUSTIFYTO JUSTIFY
TO GIVE EVIDENCETO GIVE EVIDENCE
TO EXPLAINTO EXPLAIN
When... then When... then If... then....If... then....
Despite /Despite of...Despite /Despite of...
Ref: Adaptat de Neus Santmartí, http://www.slideshare.net/francescvilabatalle
La interacció dialògica: compartir, una estratègia AICLE
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Neus Lorenzo
05/11/2013
Seminari PILE - AICLE 1r anyMVO
Curs 2013-1014
PILE Year 1
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eLibrary
The digestive system in one animal, such as a fish,
is very different from the digestive system
in another animal, such as a bird.
This is because animals have very different bodies, eat different food, and use
the food differently.
Thanks to eLibrary, Consolate of USA in Barcelona
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Cells •Cells are the smallest living part of an animal's body. •Every part of an animal's body is made up of different types of cells.•The cells look different and workin different ways. •Heart cells and blood cells are both part of the circulatory system, but these two kinds of cells look very different.
Thanks to eLibrary, Consolate of USA in Barcelona
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Ref: http://ow.ly/exzNU
The solar system is the part of space around the sun. The solar system includes Earth, the other planets, and many other things in space. Planets are large objects that orbit, or go in a circle around, the sun.
Thanks to eLibrary, Consolate of USA in Barcelona
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• The two most important chemical processes in the living world are photosybthesis and glycolysis. These processes happen over and over again while an organism is alive.
• Photosynthesis is a chemical reaction that creates energy for plants. Photosynthesis usually takes place in the leaves of plants. The leaves get energy from the sun. Photosynthesis turns the sun's energy into chemical energy for the plant. The process of photosynthesis builds sugar. Sugar is a kind of stored energy in plants. Plants need photosynthesis to live.
• Plants also need glycolysis to live. Glycolysis is a chemical reaction that breaks down sugars. Glycolysis happens in most living things, including humans.This process gives energy to the cells in the organism. Cells are the smallest living parts of organisms. Some tiny organisms are made up of only one cell. Humans are made up of billions of cells. Without photosynthesis and glycolysis, plants could not stay alive
Ref: eLibrary http://ow.ly/ezvXI
Thanks to eLibrary, Consolate of USA in Barcelona
Water is transferd from below ground...Absortion & ReleaseRoots, leaves (plant)
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“The major future challenges in the educational field are how to reform our learning systems to prepare our young people for jobs that do not exist yet, using technologies that have not been invented yet, in order to solve problems that haven’t been identified yet.”
(Jan Figel, 2009)
Neus Lorenzo
Neus Lorenzo
05/11/2013
Seminari PILE - AICLE 1r anyMVO
Curs 2013-1014
PILE Year 1
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Neus Lorenzo
Putting information together in an innovative way.
Making judgements based on a set of guidelines.
Breaking the concept into parts and understand how each part is related to one another.
Use the knowledge gained in new ways.
Making sense of what you have learned.
Recalling relevant knowledge from long term memory.
Ref http://www.learningandteaching.info/learning/bloomtax.htm
Bloom’s taxonomy
Low Order Thinking - LOT
High Order Thinking - HOT
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And... Or...And... Or...Such as...Such as...
First... Second...First... Second...TO DESCRIBETO DESCRIBE
Because...Because...In order to...In order to...Whenever...Whenever...
As we can see at...As we can see at...So it happens when...So it happens when...
Therefore...Therefore...
TO JUSTIFYTO JUSTIFY
TO GIVE EVIDENCETO GIVE EVIDENCE
TO EXPLAINTO EXPLAIN
When... then When... then If... then....If... then....
Despite /Despite of...Despite /Despite of...
Ref: Adaptat de Neus Santmartí
La llengua de les ciències
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Many animal behaviors are instinctive. This means the animal knows how to do something when it is born. An example of an instinctive behavior is a bird building its nest. Birds do not need to learn how to build nests. They are born knowing how to do it.
Another type of instinctive animal behavior is called imprinting. Animals do not have to learn this kind of behavior. An example of imprinting is when geese babies learn to follow their mother. A goose baby follows the first thing that makes the call of a goose and that moves.
Thanks to eLibrary, consolate of USA in Barcelona. Ref: http://ow.ly/exzNU
L’estructura del text
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Ref: "bikini girls" mosaic (found by archeological excavation of the ancient Roman villa del Casale near Piazza Armerina in Sicily.Wikipedia http://en.wikipedia.org/wiki/File:Casale_Bikini_modified.jpg & http://commons.wikimedia.org/wiki/File:Armerina.jpgRef: http://www.unrv.com/culture/ancient-roman-clothing.php & http://www.newsfinder.org/site/more/bikini_an_ancient_swimsuit/
• Was the Bikini in fashion during the Roman Empire? • How can you prove it? (Can you locate this image?)
Explore webs of Roman clothes (describe)Translate Latin texts (on-line translation)Investigate on the Bikini and its history (…?)Present your conclusionsand your research process.Make a list of useful:- Lexis & Structures-Topic information- ICT Tools- Working attitudes
El component cultural
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• Integració d’aprenentatges (continguts, cultura i llengua)
Ref: http://ow.ly/f1Wud
AprenentatgeIntegrat deContingut i
LlenguaEstrangera
AprenentatgeIntegrat deContingut i
LlenguaEstrangera
• Integració curricular (desenvolupament competencial)
• Gestió del coneixement (desenvolupament cognitiu)
• Experimentació educativa (innovació)
• Coordinació docent (cohesió de centre)
• Funcionalitat comunicativa de la llengua (context, vehicle i objectiu d’aprenentatge)
AICLE: Principis estratègics
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04/20/23
Rol del professor
Rol de l’alumne• Cre
ar la
situ
ació
• Connectar
• Org
anitz
ar
• Participar
• Mos
trar
el p
rocé
s
•Gestionar la recepció
• Fac
ilita
r ei
nes
• Accedir a la informació
• Ass
esso
rar
• Col·laborar amb l’equip
• Est
imul
ar
• Produir, actuar
• Afa
vorir
•Reflexionar
• Ava
luar
•Avaluar
• Què volem que l’alumne sigui capaç de fer? (OBJECTIUS COMPETENCIALS)• Com sabrem que ho ha après? (CRITERIS D’AVALUACIÓ)• Què farem per arribar-hi? (ESTRATÈGIES)
LA SEQÜÈNCIA DIDÀCTICA
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Neus Lorenzo
05/11/2013
Seminari PILE - AICLE 1r anyMVO
Curs 2013-1014
PILE Year 1
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La única cosa que sabem del futur, és que serà diferent. Peter Drucken
És tasca de l’escola ajudar a les noves generacionsa descobrir i imaginar el futur que volen construir...
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Ensenyament tradicional
• ESCOLA:Proporciona el modeli centralitza els recursos. [escolàstica]
Arbre de sciència, Ramon Llull, 1296
Experimentació i pràctica:Ivan P. PavlovB. F. SkinnerAlbert Bandura, Ed. Lee Thorndike John B Watson ...
• PROFESSORAT:Programa per continguts(acumulació d’informació) [positivisme]
Ref: http://ow.ly/f40mj
• ALUMNAT:Aprèn per memorització de dades, reproducció i creació d’hàbit. [conductisme]
(s.I –s.XX)
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Ensenyament modern i contemporaniAnàlisi i seqüència:Ferdinand Saussure, Jean Piaget, Lew S. Vygotsky, Jerome Bruner, Laurence KohlbergPaul Bloom...
•PROFESSORAT:Programa per processosi rutines d’aprenentatge [evolucionisme]
http://ow.ly/f41NX
•ALUMNATAprèn per transferència,organització d’informaciói creació de coneixement. [constructivisme]
http://ow.ly/f40YI
•ESCOLA:Controla el procési selecciona ritmes. [funcionalista]
Ref: http://ow.ly/f47W1
(s.XX)
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Ensenyament innovador i proactiuMultiperspectiva:Howard Gardner ,George Siemens Stephen DownesSugata MitraMark JohnsonGeorge Lakoff…
•PROFESSORAT:Programa per principis i escenaris d’aprenentatge [lideratge]
Ref: http://ow.ly/f48vC
•ALUMNATAprèn per interacció, implicació idesenvolupament competencial. [connectivisme]
http://ow.ly/f4RPO
•ESCOLA:Facilita oportunitats i situacions d’aprenentatgediversificades [inclusiva]
http://ow.ly/f4SGX
(s.XXI)
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Neus Lorenzo
“The major future challenges in the educational field are how to reform our learning systems to prepare our young people for jobs that do not exist yet, using technologies that have not been invented yet, in order to solve problems that haven’t been identified yet.”
(Jan Figel, 2009)
05/11/2013
Seminari PILE - AICLE 1r anyMVO
Curs 2013-1014
PILE Year 1
4 C’s Framework
Jigsaw Reading
Theoretical framework
Communication
Content Cognitioncontext
Do Coyle – The 4 Cs Framework
The 4cs Framework: Communication
Learning strategies for the CLIL classroom
• Language OF learning
• Language FOR learning
• Language THROUGH learning
Dictogloss!
The 3 As Tool
Communication is in 3 planning stages:
1. ANALYSE: The content, cognition, culture for language OF learning.
2. ADD: language FOR learning - all the language students will need to operate in the CLIL classroom. Eg discussion skills, effective group work skills, research skills.
3. APPLY: language THROUGH learning – new language which grows from the learning to the recycling of language.
The 3 As Tool
Communication: 3 stages:
1. ANALYSE: language OF learning.
2. ADD: language FOR learning
3. APPLY: language THROUGH learning
Communication
Cultural awareness
Intercultural understanding
Pluri-culturalism
Through
The Why:
Cognition
(Thinking)
Of
The What:
Content
For
How to:
Meta-cognition and Grammar
system
Embedding language in CLIL: an analytical framework (Do Coyle)
Our
CLIL
teacher
Profile
(revisited)
01 – Language + Content
08 – Planning language
11 – Use of L1 + L2
12 – Detailed language support
14 – Communication vs. Grammar accuracy
16 – Receptive / productive competence in L2
18 – Never use L1
19 – Pupils use of L2. When?
20 – Pupils need a high level of L2
21 – Plan language support
24 – Teacher: confident and fluent in L2
26 – Knowledge of skills for language
reception/ production
Some
ideas
about
LANGUAGE
In
CLIL
1. RIVER2. I AGREE WITH YOU
3. THIS HAPPENS BECAUSE THE WATER PARTICLES WERE MORE SEPARATED4. WHAT DOES “BONE” MEAN?
5. BONE6. MOUNT EVEREST IS THE HIGHEST IN THE WORLD
7. SHAPE: IT HAS GOT...8. CITYSCAPE
9. READ THE INSTRUCTIONS CAREFULLY10. HOW MANY TIMES DO YOU BREATH IN A MINUTE?
LANGUAGE OF LANGUAGE FOR LANGUAGE THROUGH
Classify the words and sentences using the table
River I agree with you This happens because…
What does ‘bone’ mean?Bone Mount Everest is the highest in the
WorldShape: It has got…
Cityscape
Read the instructions carefully
How many times do you breath in a
minute?
Analysing your CLIL activities
Communication
Content Cognitioncontext
Do Coyle – The 4 Cs Framework
Try to identify the 4c’s in your activity: Communication, Cognition, Content and Culture.
Define the 3 A’s or the 3 types of language: OF-FOR-THROUGH
Mind map
www.mywebspiration.com
http://www.youtube.com/watch?v=rcqghsgtmq0&feature=related
WHERE ARE YOU FROM?
A report about a country
CONTENT
COGNITION
CULTURE
COMMUNICATION
How to search for
information
Main geographical features of a
country
Multicultural diversity in the world
Awareness of how the
human being has organised the world
Language of learning
Language for
learning
Language through learning
Language from
Internet/books
searching
Language to speak
spontaneously
Language involved in reading / listening / watching
reports
Language for
analysing data and
comparing
Language for
questioning and
answering with w
question words or simple
questions
Language for a
presentation
Geographical vocabulary
and concepts
Language for
description
Language for a
presentation
Language to write a
report
Language for
describing accurately: descriptive
and narrative
How to make a digital
presentation
Remembering
Understanding
Applying
Analysing
Evaluating
Creating
Language for
discussion in groups or pairs
Listen, watch and read
geographical information
about countries
Write descriptions
with previous
knowledge
Distinguish /Select the relevant
information
Order a collection of pictures to illustrate a
presentation
Write a text or report
about a country
Prepare a report about a country
Select detailed relevant
information for a
presentation
Create a digital
presentation gathering all
the information
How to write a country general report
Look for gaps in
information collected
Mind map
Working in pairs in your own mind map
05/11/2013
Seminari PILE - AICLE 1r anyMVO
Curs 2013-1014
PILE Year 1
Neus Lorenzo
Neus Lorenzo
• crear mind map de l’activitat que heu dut a la sessió 2.
• trobar les 3 A i les 4 C de la unitat didactica, l'activitat l'heu de dur el proper dia per seguir treballant amb ella.
TASCA 2