CLIL in language learning CLIL in language learning

(workshop)(workshop)

SALVADOR RODRÍGUEZ ALMENDROS

II Jornada sobre innovació i bones pràctiques educatives a l’aula d’anglès: transversalitat i educació

Facultat de Psicologia, Ciències de l’Educaciói de l’Esport Blanquerna - Universitat Ramon Llull

28th April 2015

The lartey frimpskrolacked blinfly in the

detchy shilborRead the sentence above and answer the following:

1. What kind of frimps were they?

2.What did the frimps do? How?

3.In what kind of shilbor did they krolack?

4.Which is the subject in this sentence?

5.Which is the verb?

Read the sentence above and answer the following:

1. Explain why the frimps were krolacking in the detchy shilbor. Be ready to justify your answers with facts.

2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?

The lartey frimpskrolacked blinfly in the

detchy shilbor

Read the sentence above and answer the following:

1. Explain why the frimps were krolacking in the detchy shilbor. Be ready to justify your answers with facts.

2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?

The lartey frimpskrolacked blinfly in the

detchy shilbor

Read the sentence above and answer the following:

1. Explain why the frimps were krolacking in the detchy shilbor. Be ready to justify your answers with facts.

2. If you had to krolack in the shilbor, which one item would you choose to have with you and why?

The lartey frimpskrolacked blinfly in the

detchy shilbor

What kind of visuals can we use to introduce a topic to primary age children?

Sample topic: Science - food chain/heat transfer

Visual to show process

Set of visuals to start discussion

Visual to develop cognition

AWAPSEAWAPSE

AAvoidingvoidingWaWaterterPPollution ollution SSavingavingEEnergynergy

Simple worksheets and stories

Funny games

Who wants to be Who wants to be a millionaire?a millionaire?

AWAPSE’S

Edition

PLANTSPLANTS

PowerPoint presentationsPowerPoint presentations

Plants only grow well Plants only grow well in the right in the right conditions.conditions.

Temperatures that Temperatures that are too cold or too are too cold or too hot may affect how hot may affect how the plant grows.the plant grows.

Observation gridsObservation grids

ExperimentingExperimenting

Displays creationDisplays creation

M

A

GS

C

U

H

WY

I

F

D

B

LK

J

T

R

QP

ON

EV

Z

WORD BYWORD

(Growing plants)

LIFE UNDER THE SEA

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)

4 Cs framework: 4 Cs framework: content, communication, cognition & culture

3 As for lesson planning:3 As for lesson planning: analyse, add, apply

CumminsCummins’’ matrix:matrix: cognitive and linguistic demands

BloomBloom’’s taxonomy:s taxonomy: for task and activity design

Scaffolding:Scaffolding: both language and content

VygotskyVygotsky’’ss sociosocio--cultural theory:cultural theory: collaborative learning

GardnerGardner’’s multiple intelligences:s multiple intelligences: learning styles

Tools used for designing the unit:

4Cs framework : the mindmapFishing,

preserving and trading

methods

Nutritional value of

fish

Catalan fish

markets and

auctions

Types of existing

life: living & non-living

things

Real facts and data on sea natural

FLORA & FAUNA

Basic parts and characteristics

of fish

Food chains

Sea life dangers

Analysing sea

damage

Discussing about fish

usage

Constructing a sea

environment

Identifying elements in a food

chain

Comparing fishing

methods

Describing different

species of fish

Listing types of fish sold in a fish market

Planning a dissection

CONTENTFish for

eating and fish for

decoration

COMMUNICATION

Language THROUGH learning

Language coming out within the

development of the lessons

Language OF learning

Key vocabulary on marine

ecosystems

Language FOR

learning

Key structures to enable speech

(language patterns)

COGNITION CULTURE

Awareness of caring

about the sea environment

The importance of fish in the

Mediterranean diet

Classifying sea

elements

jellyfish

dolphin

starfish

crab

clam

fish

stingray

seahorse

shark

lobster

octopus

Consciousness of not buying

small fish

LIFE UNDER

THE SEA

33 As lesson planning toolAs lesson planning tool(communication process)(communication process)

Language Language ofof learninglearning

-- Key phrases neededKey phrases needed-- Key vocabularyKey vocabulary

Language Language for for learninglearning

-- Learning how to learnLearning how to learn-- Language for pair groupLanguage for pair group-- Understanding instructionsUnderstanding instructions-- How to deal with not understandingHow to deal with not understanding

Language Language throughthrough learninglearning

-- ‘‘Dictionary useDictionary use’’ for vocabulary extensionfor vocabulary extension

COMMUNICATIONCOMMUNICATION

Language OF learning:Language OF learning:* * Key vocabularyKey vocabulary: : fish, octopus, fish, octopus,

dolphin, starfish, jellyfish, shark, dolphin, starfish, jellyfish, shark, angelfish, living/nonangelfish, living/non--living things, living things, sunlit, twilight and midnight, eat/ sunlit, twilight and midnight, eat/ live in/live up to/weigh/jump/ live in/live up to/weigh/jump/ swim up to. swim up to.

* * Key structuresKey structures: : under the sea, in the under the sea, in the water, are the main enemies of..., water, are the main enemies of..., can it breathe/move/excrete/ can it breathe/move/excrete/ get food/reproduce?get food/reproduce?

Language FOR learning: Language FOR learning: I can see, We can find, there is/are. I can see, We can find, there is/are. I would like to know more about... I would like to know more about...

Language THROUGH learning:Language THROUGH learning:-- Language needed to express previousLanguage needed to express previousknowledge and experiences related toknowledge and experiences related tothe sea depthsthe sea depths

High cognitive demands

Low cognitive demands

High linguistic demands

Low linguistic demands

12

43(LIFE UNDER (LIFE UNDER THE SEA)THE SEA)

Cummin’s Matrix

High order

Low order

Bloom’s Taxonomy

Scaffolding

the language

the content

Vygotsky’s socio-cultural theory

Gardner’s multiple intelligences(learning styles: teaching notes, lesson plans and

resources)

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.