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Generalitat de Catalunya Departament d'Educació

Generalitat de Catalunya Departament d'Educació. LIFE UNDER THE SEA (Postgraduate Certificate in CLIL). Salvador Rodríguez Almendros CEIP BARRUFET (Barcelona). INTRODUCTION. * SCHOOL CONTEXT * ENGLISH LANGUAGE TEACHING TIMING * CLIL? WHAT IS IT? * LET’SSS: OUR PROJECT

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Generalitat de Catalunya Departament d'Educació

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  1. Generalitat de CatalunyaDepartament d'Educació LIFE UNDER THE SEA(Postgraduate Certificate in CLIL) Salvador Rodríguez AlmendrosCEIP BARRUFET (Barcelona)

  2. INTRODUCTION * SCHOOL CONTEXT * ENGLISH LANGUAGE TEACHING TIMING * CLIL? WHAT IS IT? * LET’SSS: OUR PROJECT * MY UNIT: CONTENTS * TOOLS USED FOR DESIGNING THE UNIT * CONCLUSIONS

  3. School Context • Situation: Barcelona city, in the district of Sants-Montjuïc. • Building: old factory with the original chimney (also library). • History: 40 years old (teacher’s cooperative  state school). • Educational levels: Pre-Primary and Primary (two form entry). • Number of students: 450 (25 per class group). • Languages: Catalan, Spanish and English. • Origin of the families: mainly Catalan but also foreign.

  4. Level 1st Language Session 2nd Language Session 3rd Language Session Language Workshops Weekly hours 1st 3/4h (half group) 3/4h (half group) 1h 30’ (+ workshop time) 2nd 3/4h (half group) 3/4h (half group) 1h 30’ (+ workshop time) 3rd 4th 5th 6th 1h 3/4h 3/4h 1h 30’ (small group) 2h 30’ (+ workshop time) English Language Teaching Timing 2h (small group) 1h 30’ (small group) The school applied for an Experimental Plan on Foreign Languages 3 years ago: CLIL methodology was then introduced.

  5. CLIL? What is it? Content and Language Integrated Learning, but... ? OR content language language content • INITIAL DOUBTS: • Do we have to plan all the language we use? • How do we explain the tasks? • Do we need to use a lot of visual support? Having problems? • WHAT WE DID: • To read articles and books about CLIL theory. • To analyse local/foreign Primary school experiences. • To surf the Net searching for good resources. Look for solutions!

  6. LET’SSS: our project ‘Learning English Through Science and Social Studies’ METHODOLOGY AIMS SESSIONS • To integrate • curricular contents • To improve foreign • language skills • To develop new • teaching methods • Natural contact • with the language • Meaningful and • real contents • Cognitive and • cooperative learning • 1 hour a week from • 3rd to 6th grades • Division of groups • (2 teachers) • Part of a new topic • every term • Our UNITS so far cover contents such as plants, water pollution, recycling, nutrition, global warming, the respiratory system, vertebrates, native Americans, cultural aspects BCN-London, School camp topics... LIFE UNDER THE SEA

  7. MY UNIT: contents • LESSON 1: types of marine life • LESSON 2: real facts on sea flora & fauna • LESSON 3: food chains • LESSON 4: species of fish and their characteristics • LESSON 5: the art of fishing • LESSON 6: fishing technique and methods • LESSON 7: the impact of fishing • LESSON 8: fish for eating • LESSON 9: the dissection of a sardine • LESSON 10: having fun in the sea depths (assessment)

  8. Tools used for designing the unit: 4 Cs framework: content, communication, cognition & culture 3 As for lesson planning:analyse,add, apply Cummins’ matrix:cognitive and linguistic demands Bloom’s taxonomy:for task and activity design Scaffolding:both language and content Vygotsky’s socio-cultural theory:collaborative learning Gardner’s multiple intelligences:learning styles

  9. 4Cs framework : the mindmap

  10. 3 As lesson planning tool(communication process) Language of learning - Key phrases needed - Key vocabulary Language for learning - Learning how to learn - Language for pair group - Understanding instructions - How to deal with not understanding Language through learning - ‘Dictionary use’ for vocabulary extension

  11. Cummin’s Matrix High cognitive demands 3 4 (LIFE UNDER THE SEA) High linguistic demands Low linguistic demands 2 1 ? Low cognitive demands

  12. Low order High order Bloom’s Taxonomy

  13. Scaffolding the language the content

  14. Vygotsky’s socio-cultural theory

  15. Gardner’s multiple intelligences(learning styles: teaching notes and resources)

  16. Conclusions • - It is really important for teachers to have time for reflecting on their daily practice to improve their teaching methods. • If proper scaffolding is set, language should not be a problem to explain content. Substitution tables are a very useful tool. • Regardless the subject being taught, there is always a type of language and a cultural background associated to it. • The 4Cs framework refers to the most important ‘Cs’ but there are some others to take into account: context, competences, curriculum, ‘collegiality’, curiosity, coherence, confidence, etc. ‘Learning English Through Science and Social Studies’ or ‘Learning Science and Social Studies Through English’? Answer: ‘use languages to learn and learn to use languages’

  17. And remember... ‘Teachers open the doors but students enter themselves. Do not underestimate them since they are not empty bags. They are full of ideas to exploit and no-one better than pupils to help you see what they really need and can cope with.’ Success is up to you, so bear this in mind when planning a CLIL unit. Thank you very much for your attention

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