Workshop Clil Feb 2014
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Transcript of Workshop Clil Feb 2014
COMENIUS REGIO Science for ActiVe citizEnship in Europe
SAVE EU
LUISANNA PAGGIARO
REVISION OF PLANNING
C O N T E X T
CONTEXT
C O N T E X T
CONTEXT Culture
Cogni:on
The 4Cs Framework of CLIL
From CLIL Coyle, Hood, Marsh
LUISANNA PAGGIARO
REVISION OF PLANNING
• The 4C have to be present • Integra:on between cogni:on and language • True-‐life tasks • Support to learning (scaffolding) • Learner’s produc:on • Monitoring the class work • Integrated evalua:on
LUISANNA PAGGIARO
LUISANNA PAGGIARO
IN A CLIL UNIT
Cogni&ve skills
Learners progress from informa&on processing or concrete thinking (such as iden&fying and organising informa&on (what, when, which and who) to abstract thinking such as reasoning and hypothesising (why and what if ques&ons)
Learning skills
Learning skills involve learning how to learn and developing learner autonomy. They can be cultural, linguis&c, scien&fic, social and interpersonal skills
From The TKT Course CLIL Module CUP 2010
ALLEGATO 3
LESSON FRAMEWORK 1° PHASE
1) Processing the text • The best texts are those accompanied by illustra:ons so
that learners can visualise what they are reading. • Learners need structural markers in texts to help them
find their way through the content. • These markers may be linguis:c (headings, sub-‐
headings) and/or diagramma:c. • Once a 'core knowledge' has been iden:fied, the
organisa:on of the text can be analysed
LUISANNA PAGGIARO
LESSON FRAMEWORK 2ND PHASE
Iden&fica&on and organisa&on of knowledge • Texts are o\en represented diagramma:cally. • These structures are known as 'idea:onal frameworks' or
'diagrams of thinking', and are used to help learners categorise the ideas and informa:on in a text.
• Diagram types include tree diagrams for classifica:on, groups, hierarchies, flow diagrams and :melines for sequenced thinking such as instruc:ons and historical informa:on, tabular diagrams describing people and places, and combina:ons of these.
• The structure of the text is used to facilitate learning and the crea:on of ac:vi:es which focus on both language development and core content knowledge.
LUISANNA PAGGIARO
LESSON FRAMEWORK 3RD PHASE
Language iden&fica&on
• Learners are expected to be able to reproduce the core of the text in their own words.
• it is a good idea for the teacher to highlight useful language in the text and to categorise it according to func:on.
• Learners may need the language of comparison and contrast, loca:on or describing a process, but may also need certain discourse markers, adverb phrases or preposi:onal phrases. Colloca:ons, semi-‐fixed expressions and set phrases may also be given a_en:on as well as subject-‐specific and academic vocabulary.
LUISANNA PAGGIARO
LESSON FRAMEWORK 4TH PHASE
Tasks for students
• There is li_le difference in task-‐type between a CLIL lesson and a skills-‐based ELT lesson.
• A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences.
• Recep:ve skill ac:vi:es are of the 'read/listen and do' genre.
• Tasks designed for produc:on need to be subject-‐orientated, so that both content and language are recycled.
• Since content is to be focused on, more language support than usual in an ELT lesson may be required.
http://www.teachingenglish.org.uk/article/clil-a-lesson-framework
LUISANNA PAGGIARO
THE LANGUAGE OF SCIENCE
Scientific subjects use language to • Describe scientific phenomena • Explain • Analyse
Multimodal input • Teacher explanations, instructions and demonstrations • Written texts: scientific articles, laboratory reports, instructions for
experiments • Video or audio input: websites on scientific topics and models • Objects and models: animals, plants, equipment • Hands-on work: experiments, fieldwork and demonstrations, visit to
scientific museums • Visuals: pictures, photographs, diagrams, graphs and charts
Developing language for thinking skills • Reasoning • Questioning • Creative problem-solving • Evaluating
Highly standardized Unfamiliar terms
Words of La:n/Greek origin Use of objects, images, symbols, graphs
Integra:on with other languages
LUISANNA PAGGIARO
THE LANGUAGE OF SCIENCE VARIETY OF LANGUAGE FUNCTIONS, GENRES AND TEXT-TYPES
It recounts- i.e. retells factual events in a chronological order in reports (Past tenses and Passive, words for time- next)
It describes and informs: it uses factual, informative, technical language It instructs- how to do experiments (Imperative) It explains how and why scientific processes work (Present Tense, casual
linking- because, listing words – thirdly, etc.) It persuades about a scientific issue (data, linking words- moreover) It discusses- presents reasoned arguments on scientific issues- argues and
gives opinions- tentative verbs- Those in favour of nuclear power claim) It predicts and hypothesises- (future tenses and conditionals) It uses figures, symbols and abbreviations (aslo from latin and Greek) It uses technical terms It uses nouns instead of verbs and adjectives (motion-moves), long noun
phreases (water retention rates) and adjective phrases Attachment 1
CLIL Activities, Liz Dale and Rosie Tanner, CUP, 2012 LUISANNA PAGGIARO
Activities –Tasks True-to-life tasks imply cognitive skills and set in motion complex actions
Tasks which ask • to solve a problem • to realize an objective • to employ personal
abilities • to be creative
Complex tasks • Interview • Role-play • Presentation • Article/essay • Exhibition
Language activities/execises like T/F Cloze Multiple choice Short answer Summary Guided conversation Composition
LUISANNA PAGGIARO
ASSESSMENT AND EVALUATION
Integrated
Separate
Language and Content
Content
Language
LUISANNA PAGGIARO
CRITERIA FOR EVALUATION DESCRIPTORS Content
• Quan:ty of informa:on • Balance in the
informa:on provided • Presenta:on of various
points of view • Cogni:ve level • Originality
Language/Commmunica&on • A_en:on to the addressee • A_en:on to the context • Suitability of the text typology • Structure of the text • Fluency • Accuracy • Vocabulary • Specific language
Oral Communica4on • Development of ideas • Coherence • Flexibility • Turn-‐taking • Fluency • Accuracy (grammar,
vocabulary, pronuncia:on)
LUISANNA PAGGIARO
Analytic assessment grid for content, language and cooperative work
Criteria
5 excellent
4 good
3 satisfactory
Content Language Creativity Cooperative work Evaluation
Tolerance for mistakes
(Quartapelle F., Assessment and Evaluation in CLIL)
• Ques&onnaire for students:
• at the beginning (expecta8ons)
• at the end of the path (posi8ve and cri8cal points)
Teacher’s logbook (notes or a structured report/descrip:on of the work in class
Teacher’s self-‐evalua&on chart (focused on the process)
LUISANNA PAGGIARO
LUISANNA PAGGIARO
EVALUATION
INITIAL IDEA
PLANNING CONCLUSION (Product)
EVALUATION AND DISSEMINATION
Init
ial e
valu
atio
n
Fina
l eva
luat
ion
Process of evaluation
IMPLEMENTATION
Monitoring