The Willink CLIL Conference

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1 The Willink CLIL Conference
CLIL for the new curriculum An opportunity to innovate Welcome – local, national, international Especially ‘subject’ colleagues Lucky to have so much expertise under one roof – grateful to speakers. Won’t go into detail of presenters as in delegates pack Why iceberg image? NOT with disaster and titanic, global warming connotations! But think in terms of discovery, wonders of nature, unknown depths. CLIL just becoming a mainstream idea – still very much the realm of pioneers. I hope that in coming years it will develop into something bigger and we will discover and reveal much more potential Language is something we all have in common as teachers. Of course, many other elements to successfully inspiring learning but verbal communication is essential element. The languages we use are just ‘tips of the iceberg’, which is our THINKING: “either language can develop the proficiency which underlies both languages…will help the whole Think Tank to expand” Klapper, 1996 Somebody who’s spent years looking at that fascinating relationship between language and thought… Do Coyle

2 Multilingualism IS the norm
We need to have two or more languages in order to know we have one….. Leonard Orban 26th September 2008

3 Key elements of the new curriculum
Independent & confident learners Creativity Meanings that matter Cross-curricular collaboration Skills & Processes development Inter-cultural understanding First layer ( foundations) should be being delivered throughout the curriculum not just in MFL Second layer is also a cross curricular notion: by delivering MFL in a creative way and by giving it meanings that matter we personalise the curriculum and this builds towards the top layer: independent, life long , whole learners.

4 What is CLIL? CLIL is a developing, flexible concept where content (eg non-language subject/s, cross-curricular themes and holistic issues) and foreign languages - are integrated in some kind of mutually beneficial way so as to provide motivating, value-added experiences to educational outcomes for a wide range of students. University of Nottingham

5 How does this link with the New Curriculum?
What is our CLIL vision? How does this link with the New Curriculum? BIG QUESTIONS Transforming and growing CLIL

6 An opportunity to innovate
What are you trying to achieve? How will you organise learning? How will you know when you are achieving your aims? Disciplined…. Evidence…..Monitoring

7 Innovation ~ Dimensions
Identity & cultural diversity Healthy lifestyles Community participation Enterprise Global dimensions & sustainability Technology & media Creativity & critical thinking Disciplined…. Evidence…..Monitoring

8 KUKREKO

9 Ausstellung fuer Kinder
Franz Marc

10 Independent enquirers
A CLIL Planning Mind Map Independent enquirers Creative thinkers CLIL Module Art through German Effective participators Team workers Self-managers Reflective learners

11 La composition de la Terre
Personal Learning and Thinking

12 La composition de la Terre
le noyau le manteau la croûte

13 « La Terre est comme une pêche »
Un bon modèle: « La Terre est comme une pêche » Le noyau ? = le noyau ! = le manteau La chair ? ? = la croûte La peau La Terre Une pêche

14 ? Apprend 3 mots en 1! ? Le noyau …un atome Le noyau … d’un atome
Le noyau de la Terre ? … d’une pêche ? Le noyau … d’une pêche

15 ? ? Apprend 2 mots en 1! Le manteau … d’une femme
Le manteau de la Terre

16 En résumé, il y a … le noyau le manteau la croûte

17 le manteau: Pour plus de détails, il y a … le noyau
le manteau supérieur le manteau inférieur

18 La croûte: ? ? la croûte océanique Un océan la croûte continentale
noyau La croûte: la croûte océanique Un océan ? ? la croûte continentale Un continent

19 Mots clefs Le noyau Le manteau La croûte Le manteau inférieur
Le manteau supérieur La croûte La croûte continentale La croûte océanique Activité Smart Board – cliquer ci-dessous

20 La composition de la Terre
le noyau le manteau la croûte

21 ? ? ? ? La croûte La croûte est divisée en plaques tectoniques Où est
la plaque eurasiatique ? ? La plaque sud-américaine ? ? Exemple: la plaque africaine ? Exemple: la plaque nord-américaine

22 Où se trouve la plaque pacifique
un globe Les plaques tectoniques sous différentes représentations une planisphère ? une planisphère

23 = Activité 1: Assemble un puzzle des plaques Les pièces du puzzle sont
les plaques tectoniques =

24 Assemble un puzzle des plaques
Activité 1: Assemble un puzzle des plaques Travaille dans un groupe de 4 personnes Parle français ! Tu as minutes

25 As-tu assemblé le puzzle correctement?

26 ? ? Activité 2: Comment se nomment les plaques?
I N S T R U C T I O N S ? Ecoute attentivement! ? Regarde le tableau ’’ ’’’’’ ’’’ Ton professeur va décrire les plaques

27 Comment se nomment les plaques?
Activité 2: Comment se nomment les plaques? I N S T R U C T I O N S Cherche la plaque sur ta planisphère Note le nom et le numéro de la plaque

28 ? Activité 2: Comment se nomment les plaques?
I N S T R U C T I O N S Lève la main quand tu as la réponse La plaque « ... » est le numéro … ?

29 Cliquer sur la boussole pour accéder aux instructions du professeur

30 What are CLIL pedagogies? How do our students learn?
MORE BIG QUESTIONS Transforming and growing CLIL

31 Modern Languages Perspective
active learning creativity linking with other subjects languages ladder Successful learners ~ confident individuals ~ responsible citizens

32 Geography Perspectives
Making sense of the world Communicate clearly Explore own values and beliefs Alterative future scenarios for planet Interconnectedness Cultural understanding & diversity Creativity linking with other subjects Successful learners ~ confident individuals ~ responsible citizens

33 Language Learning

34 CLIL Content and Language Integrated Learning Content Communication
Contexts Cognition Culture Content and Language Integrated Learning

35 Communication Language using Grammar gains Language learning

36 Original Terms New Terms
DEVELOPING THINKING for LEARNING Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analysing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

37 A 4Cs Approach to Integrated Curriculum Planning
Communication Culture CLIL Content Cognition Teaching and Learning through a foreign language

38 Using a matrix for quality audit
High cognitive 3 4 Low High Linguistic Linguistic 2 1 Low cognitive

39 Four stages for successful CLIL planning
Stage 1: CLIL Vision- what are you trying to achieve? What do I want to achieve for our learners, their school and myself - blue skies? Stage 2: School Context Who is available to develop CLIL - where, when and how? What does my school CLIL team offer? What is most appropriate for our learners, parents, area in relation to stage 1?

40 Four stages for successful CLIL planning
Stage 3: the MINDMAP setting clear goals- start small Working with a conceptual framework such as the 4Cs, what will a unit of work consist of? Which content do we select, what will be our teaching aims and learning outcomes? What are the kinds of feedback and assessment will we build into the process (formative, summative) Stage 4: Designing and implementing task types, materials and resources What kind of tasks and activities will achieve stage 3? What materials and resources will we need to support these? Mapping Curriculum priorities

41 Cultural Understanding
Technology for Cultural Understanding Curricular linking Sister classes (Cummins) Global leap Science Across World Borderless classrooms Transforming and growing CLIL

42 Linking learners-using technology

43 Professional Criticality
Accountability RESPONSIBILITY Quality measures Evidence Class-based inquiry Transforming and growing CLIL

44 LOCIT for Teacher-Researchers
By selecting which aspects of practice teachers wish to problematise, and by critically examining recorded observational data, together with other evidence their students provide, they are taking charge of their own professional development. (Wells 1999) Since all teachers have a theory of teaching, at least an implicit one, the first task of curricular renewal is to invite interested teachers to examine their own theory, making it explicit… and determine options for pedagogical action on its basis. (Van Lier 1996) Promoting class-based inquiry

45 LOCIT for Teacher Researchers
Lesson Observation & Critical Incident Technique Analysing lessons with learners and colleagues to construct a shared Theory of Practice Promoting class-based inquiry

46 Towards a theory of practice
In my class, I think the pupils learn best by doing and experimenting so I have to get them to use commentaries as they work. This means they have to talk about what they are doing and why and what they are learning. The thing is they can only do that if I am there to support this talk by asking the right sort of questions. This is hard to organise but I think I am getting there. It’s about their learning so that’s what I’m working on… Marta

47 BUILDING LEARNING COMMUNITIES
Professional Learning Communities Formal & Informal Learning Networking Linking with Community Agendas Transforming and growing CLIL

48

49 Independent & confident
Key elements of CLIL Independent & confident learners Creativity Meanings that matter Cross-curricular collaboration Skills & Processes development Inter-cultural understanding First layer ( foundations) should be being delivered throughout the curriculum not just in MFL Second layer is also a cross curricular notion: by delivering MFL in a creative way and by giving it meanings that matter we personalise the curriculum and this builds towards the top layer: independent, life long , whole learners.

50 From growlers and bergy bits…..
Thank you