Présentation au sujet: "The Willink CLIL Conference Do Coyle CLIL for the new curriculum An opportunity to innovate."— Transcription de la présentation:
The Willink CLIL Conference Do Coyle CLIL for the new curriculum An opportunity to innovate
Multilingualism IS the norm We need to have two or more languages in order to know we have one….. Leonard Orban 26 th September 2008
Key elements of the new curriculum Independent & confident learners Creativity Inter-cultural understanding Skills & Processes development Cross-curricular collaboration Meanings that matter
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
What is our CLIL vision? How does this link with the New Curriculum? Transforming and growing CLIL BIG QUESTIONS
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
Innovation ~ Dimensions Identity & cultural diversity Healthy lifestyles Community participation Enterprise Global dimensions & sustainability Technology & media Creativity & critical thinking Disciplined…. Evidence…..Monitoring
Ausstellung fuer Kinder http://www.youtube.com/watch?v=rEroJSYjDwo http://www.youtube.com/watch?v=mZjidAomAvc&feature=related http://www.youtube.com/watch?v=A7YdHKC6xsU&feature=related Franz Marc
Independent enquirers Effective participators Reflective learners Creative thinkers CLIL Module Art through German A CLIL Planning Mind Map Self-managers Team workers
La composition de la Terre La Terre Personal Learning and Thinking
La composition de la Terre La Terre le noyau le manteau la croûte
Le noyau La chair La peau Un bon mod è le: = le manteau = le noyau ! = la croûte ? ? ? « L a T e r r e e s t c o m m e u n e p ê c h e » Une pêche La Terre
Le noyau … dune pêche Apprend 3 mots en 1! Le noyau de la Terre … dune pêche Le noyau …un atome dun atome ? Le noyau … ?
Le manteau de la Terre Le manteau … dune femme Apprend 2 mots en 1! ? ?
le noyau le manteau la croûte En résumé, il y a …
le noyau le manteau: Pour plus de détails, il y a … le manteau inférieur le manteau supérieur
le noyau La croûte: Un océan Un continent la croûte océanique la croûtecontinentale la croûte continentale ? ?
Mots clefs Le noyauLe noyau Le manteauLe manteau –Le manteau inf é rieur –Le manteau sup é rieur La cro û teLa cro û te –La cro û te continentale –La cro û te oc é anique Activité Smart Board – cliquer ci-dessous
La composition de la Terre La Terre le noyau le manteau la croûte
La croûte est divisée en plaques tectoniques nord-américaine Exemple: la plaque nord-américaine africaine Exemple: la plaque africaine La croûte ? ? Où est la plaque eurasiatique ? ? La plaque sud- américaine ? ?
Les plaques tectoniques sous différentes représentations pacifique Où se trouve la plaque pacifique un globe une planisphère ?
Activité 1: Assemble un puzzle des plaques Les pièces du puzzlesont = les plaques tectoniques
Activité 1: Assemble un puzzle des plaques Travaille dans un groupe de 4 personnes Parle français ! 5 minutes Tu as 5 minutes
Activité 2: Comment se nomment les plaques? Ecoute attentivement! Ton professeur va décrire les plaques Regarde le tableau I N S T R U C T I O N S ? ?
Activité 2: Comment se nomment les plaques? Note le nom et le numéro Cherche la plaque I N S T R U C T I O N S sur ta planisphère de la plaque
Activité 2: Comment se nomment les plaques? Lève la main quand tu as la réponse I N S T R U C T I O N S La plaque «... » est le numéro … ?
Cliquer sur la boussole pour accéder aux instructions du professeur
What are CLIL pedagogies? How do our students learn? Transforming and growing CLIL MORE BIG QUESTIONS
Modern Languages Perspective active learning creativity linking with other subjects languages ladder Successful learners ~ confident individuals ~ responsible citizens
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
Content Cognition Culture Communication Contexts CLIL Content and Language Integrated Learning
Communication Language using Grammar gains Language 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) DEVELOPING THINKING for LEARNING
CL I L Communication ContentCognition Culture A 4Cs Approach to Integrated Curriculum Planning Teaching and Learning through a foreign language
Using a matrix for quality audit High cognitive 34 LowHighLinguistic 21 Low cognitive
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?
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
Technology for Cultural Understanding Curricular linking Sister classes (Cummins) Global leap Science Across World Borderless classrooms Transforming and growing CLIL
Professional Criticality Accountability RESPONSIBILITY Quality measures Evidence Class-based inquiry Transforming and growing CLIL
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
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
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. Its about their learning so thats what Im working on… Marta
BUILDING LEARNING COMMUNITIES Professional Learning Communities Formal & Informal Learning Networking Linking with Community Agendas Transforming and growing CLIL