Présentation au sujet: "The Willink CLIL Conference"— Transcription de la présentation:
1 The Willink CLIL Conference CLIL for the new curriculumAn opportunity to innovateWelcome – local, national, internationalEspecially ‘subject’ colleaguesLucky to have so much expertise under one roof – grateful to speakers.Won’t go into detail of presenters as in delegates packWhy 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 potentialLanguage 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, 1996Somebody 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 Orban26th September 2008
3 Key elements of the new curriculum Independent & confidentlearnersCreativityMeanings that matterCross-curricularcollaborationSkills & ProcessesdevelopmentInter-culturalunderstandingFirst layer ( foundations) should be being delivered throughout the curriculum not just in MFLSecond 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 theNew Curriculum?BIG QUESTIONSTransforming 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
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 SCherche la plaquesur ta planisphèreNote le nom et le numérode la plaque
28 ? Activité 2: Comment se nomment les plaques? I N S T R U C T I O N SLève la main quand tu as la réponseLa 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 QUESTIONSTransforming and growing CLIL
31 Modern Languages Perspective active learningcreativitylinking with other subjectslanguages ladderSuccessful learners ~ confident individuals ~ responsible citizens
32 Geography Perspectives Making sense of the worldCommunicate clearlyExplore own values and beliefsAlterative future scenarios for planetInterconnectednessCultural understanding & diversityCreativitylinking with other subjectsSuccessful learners ~ confident individuals ~ responsible citizens
36 Original Terms New Terms DEVELOPING THINKING for LEARNINGOriginal Terms New TermsEvaluationSynthesisAnalysisApplicationComprehensionKnowledgeCreatingEvaluatingAnalysingApplyingUnderstandingRemembering(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
37 A 4Cs Approach to Integrated Curriculum Planning CommunicationCultureCLILContentCognitionTeaching and Learning through a foreign language
38 Using a matrix for quality audit High cognitive3 4Low HighLinguistic Linguistic2 1Low 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 ContextWho 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 smallWorking 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 implementingtask types, materials and resourcesWhat 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 forCultural UnderstandingCurricular linkingSister classes (Cummins)Global leapScience Across WorldBorderless classroomsTransforming and growing CLIL
43 Professional Criticality AccountabilityRESPONSIBILITYQuality measuresEvidenceClass-based inquiryTransforming 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 TechniqueAnalysing lessons with learners and colleagues to construct a sharedTheory of PracticePromoting 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 CommunitiesFormal & Informal LearningNetworkingLinking with Community AgendasTransforming and growing CLIL
49 Independent & confident Key elements of CLILIndependent & confidentlearnersCreativityMeanings that matterCross-curricularcollaborationSkills & ProcessesdevelopmentInter-culturalunderstandingFirst layer ( foundations) should be being delivered throughout the curriculum not just in MFLSecond 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.