B1 ENGLISH COURSE: 2ND LECTURE
Cooperative Learning
and creating
Positive Classroom Dynamics
Contents:
• What is cooperative learning? Why use it?
• How do we apply cooperative learning to the classroom?
• Learning to work together: Classroom management and dynamics
• Practical activities: useful vocabulary and classroom expressions.
• Working all the skills through cooperative learning
• Different learning styles. What are you
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment or activity until all group members successfully understand and complete it.
Source: http://edtech.kennesaw.edu/intech/cooperativelearning.htm
Why use it in class?
Research has shown that cooperative learning techniques:
• promote student learning and academic achievement
• increase understanding of subjects
• enhance student satisfaction with their learning experience
• help students develop skills in oral communication
• develop students' social skills
• promote student self-esteem
• help to promote positive relations among students
Speaking task:
How can we apply this to the classroom? Think of 5 ways to organise your class so that you create a more cooperative atmosphere:
1. ……………………………………..
2. ……………………………………...
3. ……………………………………..
4. …………………………………….
5. ……………………………………..Mingling activity:
Do you agree with the following statements? Discuss your opinions in groups.
√ X
1 Always strive to make your lessons fun and enjoyable.
2 Make your students responsible for their own learning.
3 Never tell your students what you’re going to do. Keep it secret. It’s more fun that way.
4 Take different learning styles into account.
5 Be prepared to change the pace and content of your lesson at any time.
6 Doing problem solving tasks is a good approach.
7 Tell your students what you expect of them. They need to have clear goals and signposts.
8 Losing control is a natural part of every lesson.
9 Group activities are slower but more productive.
10 Aim to make your lessons as interactive as possible.
11 Try not to rearrange the furniture. It creates chaos.
12 Don’t expect too much of your students if it’s raining.
What do good dynamics achieve? What should you see in your students having adopted these strategies?
• Increased motivation & confidence
• Better communication amongst students and between T & Stds
• A dynamic classroom atmosphere (& sometimes more chaotic)
• A more positive and cooperative learning environment
• Increased understanding of why we do certain things at certain times
Examples of Cooperative Activities and Positive Group Dynamics
1. The Family Tree Game
2. Find Someone Who
3. A Drawing Dictation
4. Line up Categories
5. Problem Solving Role Plays
6. Multiple Intelligences
7. Adapting Textbook Activities
8. Random Elements Scenes
The Family Tree Game
Person 1
1. Tom's grandfather is called Douglas.
2. Sally's husband is an electrician.
3. Anne has 2 boys.
4. Rebecca is Amanda's cousin.
5. Joanna's father is a teacher.
6. Sylvia is a grandmother. Person 3
1. The editor is married to David.
2. Mark is Amanda's father.
3. Joanna and Rebecca are sisters.
4. Douglas has 2 sons and a daughter.
5. Nina is Peter's wife.
6. Peter is Sylvia's son.
Person 2
1. Amanda's mother is a nurse.
2. Peter has 2 daughters.
3. Sylvia's daughter-in-law is a doctor.
4. David and Peter are brothers.
5. Sally has 2 brothers. Person 4
1. Sally is Bob's aunt.
2. One of Peter's nephews is called Bob.
3. David married Anne.
4. Amanda is an only child.
5. The accountant is called David.
Please only look at your section! It's a communication
The James Family Tree
Find someone who
NAME
1.
…is a twin or has twins in the family.
2.
…has a better half!
3.
…has a profession that runs in the family.
4.
…is a godparent
5.
…has more than 3 siblings.
6.
…is the black sheep of the family!
7.
…can tell you an old wives’ tale.
8.
…has relations living abroad.
9.
…is an only child.
10.
…knows a confirmed bachelor or spinster.
Drawing Dictation
Comparing Pictures
Use: “er” with one syllable adjectives.
Example: The sun is bigger in your picture than in the original drawing.
Use: “ier” with 2 syllable adjectives that end in “y”
Example: The sofa is prettier in the original painting.
Use: “more” with adjectives of 2 or more syllables
Example: The comb is more dominant in your picture than in the original drawing.
For comparing things that are equal, use “as_________as”
Example: The walls in your drawing are not as green as the walls in the original.
Don't forget adverbs!
The man is much/ a lot/slightly/a bit/a little bit smaller than he is in the original painting.
Problem Solving Role Play
A role-play involving different objectives
1. Separate students into 3 groups:
A = Travel Agent
B = A group of friends
C = A family
2. First give groups a role to prepare.
Group A - Prepare 3 different holidays with destinations and costs.
Objective: to sell the most expensive holiday on your list.
Group B - Decide what sort of holiday you want. Prepare questions and to get information about a holiday regardless of cost.
Objective: You want a relaxing holiday
Group C – Decide what sort of holiday you want and where you want to go. Prepare questions. You want a holiday that doesn’t cost too much money.
Objective: To get the cheapest possible holiday for your family
What are learning styles?
Learning styles are simply different approaches or ways of learning.
What are the types of learning styles?
Visual Learners:
learn through seeing... .
These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.
Auditory Learners:
learn through listening...
They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.
Tactile/Kinesthetic Learners:
learn through , moving, doing and touching...
Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
Source: http://www.ldpride.net/learningstyles.MI.htm
Textbook Activities
Miguel went into his local bar.
He bought a lottery ticket from a blind vendor.
Miguel put his trousers in the washing machine.
He found the wet lottery ticket in his pocket.
Miguel won the lottery!
The organisers refused to pay Miguel the money.
An expert analysed the ticket.
Finally, Miguel received 36, 000 Euros
Random Elements Role Play
Group 1.
Time: midnight
Place: by the river
Character: a teenager
Atmosphere/Emotion: jealousy
Group 2.
Time: dinner time
Place: on a bus
Character: a nurse
Atmosphere/Emotion: very hot
Group 3
Time: Summer
Place: on top of a mountain
Character: a gardener
Atmosphere/Emotion: sadness
Group 4
Time: 3pm
Place: in the doctor’s waiting room
Character: a spy
Atmosphere/Emotion: in a ru
miércoles, 21 de abril de 2010
jueves, 15 de abril de 2010
B1 ENGLISH COURSE: 2ND LECTURE
Cooperative Learning
and creating
Positive Classroom Dynamics
Contents:
• What is cooperative learning? Why use it?
• How do we apply cooperative learning to the classroom?
• Learning to work together: Classroom management and dynamics
• Practical activities: useful vocabulary and classroom expressions.
• Working all the skills through cooperative learning
• Different learning styles. What are you?
•
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment or activity until all group members successfully understand and complete it.
Source: http://edtech.kennesaw.edu/intech/cooperativelearning.htm
Why use it in class?
Research has shown that cooperative learning techniques:
• promote student learning and academic achievement
• increase understanding of subjects
• enhance student satisfaction with their learning experience
• help students develop skills in oral communication
• develop students' social skills
• promote student self-esteem
• help to promote positive relations among students
Speaking task:
How can we apply this to the classroom? Think of 5 ways to organise your class so that you create a more cooperative atmosphere:
1. ……………………………………..
2. ……………………………………...
3. ……………………………………..
4. …………………………………….
5. ……………………………………..
Mingling activity:
Do you agree with the following statements? Discuss your opinions in groups.
√ X
1 Always strive to make your lessons fun and enjoyable.
2 Make your students responsible for their own learning.
3 Never tell your students what you’re going to do. Keep it secret. It’s more fun that way.
4 Take different learning styles into account.
5 Be prepared to change the pace and content of your lesson at any time.
6 Doing problem solving tasks is a good approach.
7 Tell your students what you expect of them. They need to have clear goals and signposts.
8 Losing control is a natural part of every lesson.
9 Group activities are slower but more productive.
10 Aim to make your lessons as interactive as possible.
11 Try not to rearrange the furniture. It creates chaos.
12 Don’t expect too much of your students if it’s raining.
What do good dynamics achieve? What should you see in your students having adopted these strategies?
• Increased motivation & confidence
• Better communication amongst students and between T & Stds
• A dynamic classroom atmosphere (& sometimes more chaotic)
• A more positive and cooperative learning environment
• Increased understanding of why we do certain things at certain times
Examples of Cooperative Activities and Positive Group Dynamics
1. The Family Tree Game
2. Find Someone Who
3. A Drawing Dictation
4. Line up Categories
5. Problem Solving Role Plays
6. Multiple Intelligences
7. Adapting Textbook Activities
8. Random Elements Scenes
The Family Tree Game
Person 1
1. Tom's grandfather is called Douglas.
2. Sally's husband is an electrician.
3. Anne has 2 boys.
4. Rebecca is Amanda's cousin.
5. Joanna's father is a teacher.
6. Sylvia is a grandmother. Person 3
1. The editor is married to David.
2. Mark is Amanda's father.
3. Joanna and Rebecca are sisters.
4. Douglas has 2 sons and a daughter.
5. Nina is Peter's wife.
6. Peter is Sylvia's son.
Person 2
1. Amanda's mother is a nurse.
2. Peter has 2 daughters.
3. Sylvia's daughter-in-law is a doctor.
4. David and Peter are brothers.
5. Sally has 2 brothers. Person 4
1. Sally is Bob's aunt.
2. One of Peter's nephews is called Bob.
3. David married Anne.
4. Amanda is an only child.
5. The accountant is called David.
Please only look at your section! It's a communication exercise.
The James Family Tree
…………….. accountant …………………. …………………..
Family &
Find someone who
NAME
1.
…is a twin or has twins in the family.
2.
…has a better half!
3.
…has a profession that runs in the family.
4.
…is a godparent
5.
…has more than 3 siblings.
6.
…is the black sheep of the family!
7.
…can tell you an old wives’ tale.
8.
…has relations living abroad.
9.
…is an only child.
10.
…knows a confirmed bachelor or spinster.
Drawing Dictation
Comparing Pictures
Use: “er” with one syllable adjectives.
Example: The sun is bigger in your picture than in the original drawing.
Use: “ier” with 2 syllable adjectives that end in “y”
Example: The sofa is prettier in the original painting.
Use: “more” with adjectives of 2 or more syllables
Example: The comb is more dominant in your picture than in the original drawing.
For comparing things that are equal, use “as_________as”
Example: The walls in your drawing are not as green as the walls in the original.
Don't forget adverbs!
The man is much/ a lot/slightly/a bit/a little bit smaller than he is in the original painting.
Problem Solving Role Play
A role-play involving different objectives
1. Separate students into 3 groups:
A = Travel Agent
B = A group of friends
C = A family
2. First give groups a role to prepare.
Group A - Prepare 3 different holidays with destinations and costs.
Objective: to sell the most expensive holiday on your list.
Group B - Decide what sort of holiday you want. Prepare questions and to get information about a holiday regardless of cost.
Objective: You want a relaxing holiday
Group C – Decide what sort of holiday you want and where you want to go. Prepare questions. You want a holiday that doesn’t cost too much money.
Objective: To get the cheapest possible holiday for your family
What are learning styles?
Learning styles are simply different approaches or ways of learning.
What are the types of learning styles?
Visual Learners:
learn through seeing... .
These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.
Auditory Learners:
learn through listening...
They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.
Tactile/Kinesthetic Learners:
learn through , moving, doing and touching...
Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
Source: http://www.ldpride.net/learningstyles.MI.htm
Textbook Activities
Miguel went into his local bar.
He bought a lottery ticket from a blind vendor.
Miguel put his trousers in the washing machine.
He found the wet lottery ticket in his pocket.
Miguel won the lottery!
The organisers refused to pay Miguel the money.
An expert analysed the ticket.
Finally, Miguel received 36, 000 Euros
Random Elements Role Play
Group 1.
Time: midnight
Place: by the river
Character: a teenager
Atmosphere/Emotion: jealousy
Group 2.
Time: dinner time
Place: on a bus
Character: a nurse
Atmosphere/Emotion: very hot
Group 3
Time: Summer
Place: on top of a mountain
Character: a gardener
Atmosphere/Emotion: sadness
Group 4
Time: 3pm
Place: in the doctor’s waiting room
Character: a spy
Atmosphere/Emotion: in a rush
and creating
Positive Classroom Dynamics
Contents:
• What is cooperative learning? Why use it?
• How do we apply cooperative learning to the classroom?
• Learning to work together: Classroom management and dynamics
• Practical activities: useful vocabulary and classroom expressions.
• Working all the skills through cooperative learning
• Different learning styles. What are you?
•
Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment or activity until all group members successfully understand and complete it.
Source: http://edtech.kennesaw.edu/intech/cooperativelearning.htm
Why use it in class?
Research has shown that cooperative learning techniques:
• promote student learning and academic achievement
• increase understanding of subjects
• enhance student satisfaction with their learning experience
• help students develop skills in oral communication
• develop students' social skills
• promote student self-esteem
• help to promote positive relations among students
Speaking task:
How can we apply this to the classroom? Think of 5 ways to organise your class so that you create a more cooperative atmosphere:
1. ……………………………………..
2. ……………………………………...
3. ……………………………………..
4. …………………………………….
5. ……………………………………..
Mingling activity:
Do you agree with the following statements? Discuss your opinions in groups.
√ X
1 Always strive to make your lessons fun and enjoyable.
2 Make your students responsible for their own learning.
3 Never tell your students what you’re going to do. Keep it secret. It’s more fun that way.
4 Take different learning styles into account.
5 Be prepared to change the pace and content of your lesson at any time.
6 Doing problem solving tasks is a good approach.
7 Tell your students what you expect of them. They need to have clear goals and signposts.
8 Losing control is a natural part of every lesson.
9 Group activities are slower but more productive.
10 Aim to make your lessons as interactive as possible.
11 Try not to rearrange the furniture. It creates chaos.
12 Don’t expect too much of your students if it’s raining.
What do good dynamics achieve? What should you see in your students having adopted these strategies?
• Increased motivation & confidence
• Better communication amongst students and between T & Stds
• A dynamic classroom atmosphere (& sometimes more chaotic)
• A more positive and cooperative learning environment
• Increased understanding of why we do certain things at certain times
Examples of Cooperative Activities and Positive Group Dynamics
1. The Family Tree Game
2. Find Someone Who
3. A Drawing Dictation
4. Line up Categories
5. Problem Solving Role Plays
6. Multiple Intelligences
7. Adapting Textbook Activities
8. Random Elements Scenes
The Family Tree Game
Person 1
1. Tom's grandfather is called Douglas.
2. Sally's husband is an electrician.
3. Anne has 2 boys.
4. Rebecca is Amanda's cousin.
5. Joanna's father is a teacher.
6. Sylvia is a grandmother. Person 3
1. The editor is married to David.
2. Mark is Amanda's father.
3. Joanna and Rebecca are sisters.
4. Douglas has 2 sons and a daughter.
5. Nina is Peter's wife.
6. Peter is Sylvia's son.
Person 2
1. Amanda's mother is a nurse.
2. Peter has 2 daughters.
3. Sylvia's daughter-in-law is a doctor.
4. David and Peter are brothers.
5. Sally has 2 brothers. Person 4
1. Sally is Bob's aunt.
2. One of Peter's nephews is called Bob.
3. David married Anne.
4. Amanda is an only child.
5. The accountant is called David.
Please only look at your section! It's a communication exercise.
The James Family Tree
…………….. accountant …………………. …………………..
Family &
Find someone who
NAME
1.
…is a twin or has twins in the family.
2.
…has a better half!
3.
…has a profession that runs in the family.
4.
…is a godparent
5.
…has more than 3 siblings.
6.
…is the black sheep of the family!
7.
…can tell you an old wives’ tale.
8.
…has relations living abroad.
9.
…is an only child.
10.
…knows a confirmed bachelor or spinster.
Drawing Dictation
Comparing Pictures
Use: “er” with one syllable adjectives.
Example: The sun is bigger in your picture than in the original drawing.
Use: “ier” with 2 syllable adjectives that end in “y”
Example: The sofa is prettier in the original painting.
Use: “more” with adjectives of 2 or more syllables
Example: The comb is more dominant in your picture than in the original drawing.
For comparing things that are equal, use “as_________as”
Example: The walls in your drawing are not as green as the walls in the original.
Don't forget adverbs!
The man is much/ a lot/slightly/a bit/a little bit smaller than he is in the original painting.
Problem Solving Role Play
A role-play involving different objectives
1. Separate students into 3 groups:
A = Travel Agent
B = A group of friends
C = A family
2. First give groups a role to prepare.
Group A - Prepare 3 different holidays with destinations and costs.
Objective: to sell the most expensive holiday on your list.
Group B - Decide what sort of holiday you want. Prepare questions and to get information about a holiday regardless of cost.
Objective: You want a relaxing holiday
Group C – Decide what sort of holiday you want and where you want to go. Prepare questions. You want a holiday that doesn’t cost too much money.
Objective: To get the cheapest possible holiday for your family
What are learning styles?
Learning styles are simply different approaches or ways of learning.
What are the types of learning styles?
Visual Learners:
learn through seeing... .
These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.
Auditory Learners:
learn through listening...
They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.
Tactile/Kinesthetic Learners:
learn through , moving, doing and touching...
Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
Source: http://www.ldpride.net/learningstyles.MI.htm
Textbook Activities
Miguel went into his local bar.
He bought a lottery ticket from a blind vendor.
Miguel put his trousers in the washing machine.
He found the wet lottery ticket in his pocket.
Miguel won the lottery!
The organisers refused to pay Miguel the money.
An expert analysed the ticket.
Finally, Miguel received 36, 000 Euros
Random Elements Role Play
Group 1.
Time: midnight
Place: by the river
Character: a teenager
Atmosphere/Emotion: jealousy
Group 2.
Time: dinner time
Place: on a bus
Character: a nurse
Atmosphere/Emotion: very hot
Group 3
Time: Summer
Place: on top of a mountain
Character: a gardener
Atmosphere/Emotion: sadness
Group 4
Time: 3pm
Place: in the doctor’s waiting room
Character: a spy
Atmosphere/Emotion: in a rush
B1 ENGLISH COURSE
COURSE DOCUMENTS
1ST LECTURE
Introducing CLIL:
English Across the Curriculum
CLIL is an “umbrella” term which means using a second language to learn content material (Science, Geography, Art, PE, Music) AND using content to learn a second language.
CLIL aims to:
Develop intercultural communication skills
Prepare for internationalisation
Provide opportunities to study content through different perspectives
Access subject-specific target language terminology
Improve overall target language competence
Develop oral communication skills
Increase learner motivation
Diversify methods & forms of classroom practice
It´s not so much what we know but how we use it.
David Marsh
CLIL teachers are both second language teachers who teach other subject areas through English, and specialist teachers who use English to teach their subjects. In CLIL, every teacher is a language teacher, and every teacher learns along with the students.
In class, CLIL teachers need to:
Emphasize the development of oral language.
Use a variety of activities (Learner preferences, Multiple Intelligences)
Written work: Use guided practice.
Use cooperative learning activities.
Teach using visuals.
Get students thinking.
In the next few days, we will be looking at ways to do these things in class.
CLIL (Content and Language Integrated Learning) works because skills and knowledge transfer from one language to the other. Languages and language skills, thinking skills, and what we learn in subjects in school all support one another in learning. However, we can use specific techniques to help the process of transfer.
Dr. Jim Cummins compares two languages in the brain to two icebergs. They appear very different and completely separate on the surface (different sounds, grammar, and spelling). However, languages share common elements (parts of speech, story structure, rules of conversation and many more) below the surface. This is similar to the bottom of an iceberg, which joins what appear to be two or more smaller icebergs. Because of this common base, what is learned in one language (concepts and skills) and about language can transfer to other languages we learn.
CLIL in the Classroom:
Planning for CLIL
For more information:
• www.iteachilearn.com/cummins/ Dr. Jim Cummins’s web site about second language acquisition
www.aprendemas.com/Noticias/DetalleNoticia.asp?Noticia=525 Spanish article about language interdependence
• www.onestopclil.com/section.asp?theme=mag&docid=453&catid=238 article: “What is CLIL?”
• www.isabelperez.com/clil.htm lots of information about CLIL in English and Spanish
• www.factworld.info/clil/cafe/090122/index.htm (Podcast about characteristics of CLIL teachers)
• www.ub.es/filoan/CLIL/padres.pdf (article in Spanish about CLIL)
• www.soniacasal.es (Integrated Curriculum in Bilingual Programs)
• www.onestopclil.com Onestopclil (Resource bank for teachers)
• www.factworld.info/ Factworld (Worldwide forum for CLIL teachers)
• http://bilingualeduc.ning.com/ Bilingual education platform (sharing space for teachers)
• Material for BL primary classes www.booksandmore.es/catalog/index.php
www.treehouse.es/productos.htm
• CLIL blog: http://robseville.blogspot.com/
• www.teachingbilingual.es/index.php?option=com_content&view=article&id=20&Itemid=22 (This site says it is for Primary, but much of the material is appropriate for Secondary)
• www.iessierramorena.es/ (Bilingual secondary school with examples from integrated units)
• CPR Oviedo: Recursos: Actividades para la enseñanza de inglés a través de contenidos en secundaria (available in PDF on the CPR web site)
http://web.educastur.princast.es/cpr/oviedo/web/index.php
Thank you for your attention and interest.
Patti
1ST LECTURE
Introducing CLIL:
English Across the Curriculum
CLIL is an “umbrella” term which means using a second language to learn content material (Science, Geography, Art, PE, Music) AND using content to learn a second language.
CLIL aims to:
Develop intercultural communication skills
Prepare for internationalisation
Provide opportunities to study content through different perspectives
Access subject-specific target language terminology
Improve overall target language competence
Develop oral communication skills
Increase learner motivation
Diversify methods & forms of classroom practice
It´s not so much what we know but how we use it.
David Marsh
CLIL teachers are both second language teachers who teach other subject areas through English, and specialist teachers who use English to teach their subjects. In CLIL, every teacher is a language teacher, and every teacher learns along with the students.
In class, CLIL teachers need to:
Emphasize the development of oral language.
Use a variety of activities (Learner preferences, Multiple Intelligences)
Written work: Use guided practice.
Use cooperative learning activities.
Teach using visuals.
Get students thinking.
In the next few days, we will be looking at ways to do these things in class.
CLIL (Content and Language Integrated Learning) works because skills and knowledge transfer from one language to the other. Languages and language skills, thinking skills, and what we learn in subjects in school all support one another in learning. However, we can use specific techniques to help the process of transfer.
Dr. Jim Cummins compares two languages in the brain to two icebergs. They appear very different and completely separate on the surface (different sounds, grammar, and spelling). However, languages share common elements (parts of speech, story structure, rules of conversation and many more) below the surface. This is similar to the bottom of an iceberg, which joins what appear to be two or more smaller icebergs. Because of this common base, what is learned in one language (concepts and skills) and about language can transfer to other languages we learn.
CLIL in the Classroom:
Planning for CLIL
For more information:
• www.iteachilearn.com/cummins/ Dr. Jim Cummins’s web site about second language acquisition
www.aprendemas.com/Noticias/DetalleNoticia.asp?Noticia=525 Spanish article about language interdependence
• www.onestopclil.com/section.asp?theme=mag&docid=453&catid=238 article: “What is CLIL?”
• www.isabelperez.com/clil.htm lots of information about CLIL in English and Spanish
• www.factworld.info/clil/cafe/090122/index.htm (Podcast about characteristics of CLIL teachers)
• www.ub.es/filoan/CLIL/padres.pdf (article in Spanish about CLIL)
• www.soniacasal.es (Integrated Curriculum in Bilingual Programs)
• www.onestopclil.com Onestopclil (Resource bank for teachers)
• www.factworld.info/ Factworld (Worldwide forum for CLIL teachers)
• http://bilingualeduc.ning.com/ Bilingual education platform (sharing space for teachers)
• Material for BL primary classes www.booksandmore.es/catalog/index.php
www.treehouse.es/productos.htm
• CLIL blog: http://robseville.blogspot.com/
• www.teachingbilingual.es/index.php?option=com_content&view=article&id=20&Itemid=22 (This site says it is for Primary, but much of the material is appropriate for Secondary)
• www.iessierramorena.es/ (Bilingual secondary school with examples from integrated units)
• CPR Oviedo: Recursos: Actividades para la enseñanza de inglés a través de contenidos en secundaria (available in PDF on the CPR web site)
http://web.educastur.princast.es/cpr/oviedo/web/index.php
Thank you for your attention and interest.
Patti
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