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Diapositiva 1 - CIIE-R10

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Diapositiva 1 - CIIE-R10
La planificación de proyectos en
el enfoque CLIL
Dirección de Capacitación
Provincia de Buenos Aires
http://ciie-r10.wikispaces.com/
[email protected]
Capacitador ETR
Oscar Marino
2013
1
PLANNING CLIL PROJECTS
STAGE 1: Reflection task: Guiding principles and
looking at learning.
• Decide what you mean by CLIL in your own
context/school/class
• Discuss this with your colleagues
• Discuss guiding principles for learning
• Define aims and objectives of CLIL teaching
programme.
2
http://www.youtube.com/watch?NR=1&feature=endscreen&v=9HhVnG0AYfI
3
CLIL FOUNDATION PIECES
The CLIL strategy, above all, involves using a language that is not a student's native language as a medium of
instruction and learning for primary, secondary and/or vocational-level subjects such as maths, science, art
or business. However, CLIL also calls on content teachers to teach some language. In particular, content
teachers need to support the learning of those parts of language knowledge that students are missing and
that may be preventing them mastering the content.
Language teachers in CLIL programmes play a unique role. In addition to teaching the standard curriculum, they
work to support content teachers by helping students to gain the language needed to manipulate content
from other subjects. In so doing they also help to reinforce the acquisition of content.
Thus, CLIL is a tool for the teaching and learning of content and language. The essence of CLlL is integration. This
integration has a dual focus:
1) Language learning is included in content classes (eg, maths, history, geography, computer programming,
science, civics, etc).This means repackaging information in a manner that facilitates understanding. Charts,
diagrams, drawings, hands-on experiments and the drawing out of key concepts and terminology are all
common CLIL strategies.
2) Content from subjects is used in language-learning classes. The language teacher, working together with
teachers of other subjects, incorporates the vocabulary, terminology and texts from those other subjects
into his or her classes. Students learn the language and discourse patterns they need to understand and use
the content.
lt is a student’s desire to understand and use the content that motivates him or her to learn the language. Even
in language classes, students are likely to learn more if they are not simply learning language for
language's sake, but using language to accomplish concrete tasks and learn new content. The language
teacher takes more time to help students improve the quality of their language than the content teacher.
However, finding ways in the CLIL context to inject content into language classes will also help improve
language learning. Thus, in CLIL, content goals are supported by language goals.
In addition to a focus on content and language, there is a third element that comes into play. The development
of learning skills supports the achievement of content language goals. Learning skills goals constitute the
third driver in the CLIL triad.
4
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Core features of CLIL methodology
Multiple focus
• supporting language learning in content classes
• supporting content learning in language classes
• integrating several subjects
• organizing learning through cross-curricular themes and
projects
• supporting reflection on the learning process
Safe and enriching learning environment
• using routine activities and discourse
• displaying language and content throughout the classroom
• building student confidence to experiment with language
and content
• using classroom learning centres
• guiding access to authentic learning materials and
environments
• increasing student language awareness
Authenticity
• letting the students ask for the language help they need
• maximizing the accommodation of student interests
• making a regular connection between learning and the
students' lives
• connecting with other speakers of the CLIL language
• using current materials from the media and other sources
Active learning
• students communicating more than the teacher
• students help set content, language and learning skills outcomes
• students evaluate progress in achieving learning outcomes
• favouring peer co-operative work
• negotiating the meaning of language and content with students
• teachers acting as facilitators
Scaffolding
• building on a student's existing knowledge, skills, attitudes,
interests and experience
• repackaging information in user-friendly ways
• responding to different learning styles
• fostering creative and critical thinking
• challenging students to take another step forward and not just
coast in comfort
Co-operation
• planning courses/lessons/themes in co-operation with CLIL and
non-CLlL teachers
• involving parents in learning about CLIL and how to support
students |
• involving the local community, authorities and employers
From UNCOVERING CLIL by Marsh, Mehisto and Frigols (2008)
6
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STAGE 2:
CLIL Planning
Which is the
starting point of
the planning
process ?
8
According to Doyle, “… it is fundamental to CLIL that the
content of the topic, project, theme, syllabus leads the way.
This means that:
The content is the starting point
of the planning process
9
However, it is useful to think of the project in
two ways: the teaching aims and objectives
and the learning outcomes as in project
planning (Curriculum Design for Secondary
School, Province of Buenos Aires)
10
OBJETIVOS DE ENSEÑANZA
Diferentes investigaciones en el campo de la enseñanza del inglés como lengua extranjera demuestran que se
pueden alcanzar objetivos concretos enseñando una lengua extranjera dentro del marco de los
contenidos aprendidos en otras materias. AICLE pretende facilitar el acceso a la comunicación personal e
intercultural porque los alumnos utilizan la lengua extranjera con diversos fines y están expuestos a
diferentes perspectivas culturales en el contexto de los contenidos que están aprendiendo.
Se parte, entonces, de la premisa de que el aprendizaje de una lengua extranjera se la considera como un
objeto complejo mediante el cual un individuo comprende el mundo y se integra a la sociedad, y que
cumple no solo propósitos comunicativos sino también cognitivos y de reflexión. Desde este punto de
vista, utilizar eficientemente una lengua significa ser capaz de interactuar en la sociedad. En concordancia
con la materia Prácticas del Lenguaje, el objeto de estudio de una lengua extranjera lo constituyen las
prácticas sociales del lenguaje. El enfoque adecuado para lograr el propósito de los programas se basa en
metodologías y técnicas que logren hacer que los alumnos desarrollen competencias en estas prácticas
sociales mediante el dominio de las formas lingüísticas, pragmático-discursivas y sociales requeridas para
la interpretación/ producción de estos textos. De este modo, AICLE ayuda a desarrollar las habilidades en
la lengua extranjera en sus aspectos comunicativos y ofrece nuevas perspectivas en la enseñanza y el
aprendizaje de las lenguas.
En este marco se propone, entonces, que los docentes de inglés utilicen los contenidos aprendidos por los
alumnos en otras materias curriculares como contexto para el aprendizaje de los contenidos de la lengua
extranjera. El objetivo final del aprendizaje de inglés de un alumno de ciclo superior de secundaria es, por
lo tanto, que pueda aprenderlo, experimentarlo y utilizarlo en la realización de proyectos que involucren
contenidos de otras materias de su orientación. En palabras de Davini:
El método de proyectos presenta un importante valor educativo. Además de ser una metodología útil para
desarrollar conocimientos, integra sistemáticamente el conocimiento y la acción, facilitando en los
alumnos el aprendizaje de métodos racionales de trabajo, la habilidad para planear un proyecto y su
realización en el tiempo, la creatividad, las capacidades expresivas (comunicación oral, escrita y gráfica), la
elección de medios para el desarrollo del proyecto, el monitoreo y la evaluación de resultados.
11
Algunos de los principios básicos de enseñanza de la puesta en marcha del enfoque AICLE que
se propone son los siguientes.
• La enseñanza deberá combinar estos elementos.
- Contenido: permite progresar en el conocimiento, las destrezas y la comprensión de los temas
específicos de una o varias materias determinadas.
- Comunicación: el uso de la lengua para aprender mientras se aprende a usar la lengua misma.
- Cognición: implica el desarrollo de las destrezas cognitivas que enlazan la formación de
conceptos (abstractos y concretos), los conocimientos y la lengua.
- Cultura: permite la exposición a perspectivas variadas y a conocimientos compartidos que
hagan más conscientes del otro y de uno mismo.
• La enseñanza centrada en el alumno deberá promover su compromiso con la tarea de
aprender en cooperación con el docente negociando los temas y tareas, utilizando
ejemplos y situaciones reales, realizando trabajo por proyectos, etcétera.
• La enseñanza deberá ser flexible atendiendo a los distintos estilos de aprendizaje y
facilitadora de la comprensión y producción del contenido que sirve como contexto de
aprendizaje.
• La enseñanza estará orientada a promover el aprendizaje interactivo y autónomo mediante el
trabajo en pares y grupal, actividades que involucren la negociación de significados y
desarrollen el trabajo de investigación.
12
OBJETIVOS DE APRENDIZAJE
• Comprender textos orales y escritos con los contenidos
propuestos para el año utilizando estrategias específicas en
función de las necesidades de información y comunicación.
• Producir textos escritos y orales con propósitos
comunicativos aplicados a una situación relacionada con el
contenido propio de las materias relacionadas con su
especialidad y propuestos para el año.
• Reconocer y producir el vocabulario propio de las materias
especificas de los distintos tipos de escuela y modalidad.
• Desarrollar estrategias de la lengua extranjera que faciliten
el acceso al conocimiento, desarrollo personal y de
comunicación en el mundo actual.
• Adquirir autoestima y confianza en sí mismos y aprender a
trabajar con independencia debido a la naturaleza
interactiva y cooperativa del trabajo que el enfoque AICLE
supone.
13
In this course we are going to plan a CLIL
unit/project for your classes.
Use the material provided about water and air to
identify the topic(s) of your project. Then try
completing these statements:
The aim of this unit is to …
The teaching objectives are …
The learning outcomes are … (i.e., by the end of
the project/unit learners will be able to …)
14
KEY ISSUES
 Define the teaching aim(s) (general) and
objectives (specific) of your topic.
 Identify the learning outcomes
 What processes did you have to go through
to identify these?
 How easy is this to do? What are the
issues?
15
A
Six
StageFramework.
16
The Six-T's Approach:
Themes,
Texts,
Topics,
Threads,
Tasks,
Transitions.
17
What does “C” stand for?
The planing framework
18
The 4 Cs framework seeks to assure quality in
terms of guidance for:
Content: progression in knowledge and skills
Communication: interaction, language use to learn
Cognition: engament: thinking & understanding
Culture: self and other awareness/ citizenship
19
Analysis of plans
“A paper chase”
“Animals in literature”
20
Using the 4Cs planning guide
Remember the CLIL tool kit
Chapter 1 “Water, water” from
Redford, R. 2009. English: An international approach.
Oxford: OUP.
Chapter 3 “Air” from
Redford, R. 2009. English: An international approach. Oxford:
OUP.
21
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Start with content. Define it.
•What will I teach?
•What will students learn?
•What are my teaching aims/objectives?
•What are the learning outcomes?
23
Now link content with communication.
•What language do students need to work with the
content?
•Specialised vocabulary and phrases?
•What kind of talk will they engage in?
•Will I need to check out key grammatical coverage of
a particular tense or feature, e.g. comparatives and
superlatives?
•What about the language of tasks and classroom
activities?
•What about discussion and debate?
24
Now explore the kind of thinking skills you can
develop according to decisions made above.
Cognition
•What kind of questions must I ask in order to go
beyond ‘display’ questions?
•Which tasks will I develop to encourage higher
order thinking- what are the language
(communication) as well as the content
implications?
•Which thinking skills will we concentrate on which
are appropriate for the content?
25
• Bloom's Taxonomy of Learning Domains
Adapted from Anderson and Krathwohl (2000). A Taxonomy of Learning
26
When developing curriculum for your class, keep this list nearby.
This will help you determine the level of response you are
anticipating from your students.
27
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29
Culture is not a post script but rather a thread which weaves it way
throughout the topic. Think of it as a circle which envelops the topic. It
is not enough to justify pluriculturalism by using another language
without explicit reference via the other 3Cs to cultural opportunities
which would not have existed in a mother tongue setting. Eg Using
target language countries where there is drought so that case studies
can be used to examine the project from an alternative perspective –
interviews with children whose lives have been changed when Water
Aid has provided them with a water well.
•What are the cultural implications of the topic?
•What about otherness and self?
•How does this connect with the all Cs?
30
• Note Create a grid/mind map/advanced
organiser with 4 Cs for your topic.
• Fill in demonstrating how each of the Cs
interconnect and relate to each other. Always
check finally in the communication column
that all the other columns are coveredwithout communication no learning take
place.
31
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GLOBAL GOAL: The importance of work within the
historical and social context.
UNIT TITLE: Globalization and Jobs.
EVOLUTION OF
WOMEN’S JOB IN THE
WORLD. POSTERS
WITH PICTURES
SHOWING THE
CHANGES
FAMILY
SURVEY
WORKING
CONDITIONS
30 YEARS AGO
ECONOMIC
SITUATION IN
ARGENTINA
AND CHILD
LABOR
TOP SKILLS
REQUIRED
FOR A JOB
JUB
SECURITY
QUALITY AND
CONDITIONS
OF JOBS
GLOBALIZATION
CONTENT
CULTURE
KEY
VOCABULARY
INFINITIVE
GERUND
PRESENT
PERFECT
CONTINUOUS
PASSIVE VOICE
A
CLASSROOM
LANGUAGE
DEGREES OF
PREDICTION
WILL/MADE
COULD
LANGUAGE OF LEARNING
USING
DICTIONARY
COMMUNICATION
LANGUAGE FOR LEARNING
MAKING
COMPARISONS
WRITING
CONCLUSIONS
MAKING
GRAPHS WITH
SURVEYS
RESULTS
GLOBALIZATION
AND JOBS
READING
STRATEGIES
FOR DIFFERENT
TYPE OF TEXTS
RECOGNIZING
AND PREDICTING
NEW WORDS
THROUGH
CONTEXT
LANGUAGE
THROUGH
LEARNING
EXPRESSING
DIFFERENCES
IDENTIFYING
KEY
CONCEPTS
CREATING A
PRESENT
SHOWING
GRAPHS AND
CONCLUTIONS
UNDERSATNDING
MAIN
INFORMATION
AND CLASSIFYING
IT
TRADE AND
CHILD LABOR
RECOGNISING
AND INFERRING
TEXTS AND
GRAMMAR
COGNITION
PREDICTING
SITUATIONS
APPLYING
INFORMATION
IN SURVEYS
COMPARING
DIFFERENT
PIECES OF
INFORMATION
RECYCLING
QUESTION
MAKING
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Fly UP