If you were not limited by the demands of the
national/regional curriculum, what would you say is the most important thing
you would teach your students about your subject (in a CLIL context)? How would
you assess their learning?
From my point of view, if it were not limited by the
requirements of national and regional curriculum, in my subject, within the
area of language and knowledge of the environment, to begin teaching my
students in accordance with their age and knowledge, I would work to through
projects, and CLIL methodology. Because I think it's a good methodology with
some students can learn without following a book full of regulated and full of
topics that do not allow time to explain during a single course texts. Current
text books, are extensive and usually to see all the issues, you have to give
them very fast and all the students are not able to come to understand all the
contents, methodology and evaluation through projects, learning is more
dynamic, with more resources and students are more aware of their learning.
What does the teacher teach a class session with the
CLIL methodology?
For one part, student centered education which is
promoting the involvement of trainees. While this learning should promote
cooperation of all parties (students and teacher). All this can get, among
others, the following ways: Negotiating topics and tasks, starting from the
particular to the generated and not the other (based on specific plants to reach
their classification.), to use examples and real situations close to reality
that students know, carrying out project work and work roles.
Also, flexible Teaching and facilitator, taking into
account the different learning styles. These involves first facilitate the
understanding of the content and context, which can be achieved: Using texts
for children or younger students, Carrying out tasks compression of text, audio
or materials used to support some scaffolding, using alternating L1 and L2 code
as necessaries, using different strategies as both linguistic paralinguistic,
such as: Repeat, paraphrase, simplify, exemplify, make analogies, gesturing,
use images, using organization charts ideas, diagrams, timelines, etc. And,
finally, to use all kinds of scaffolding that need at different times.
For other hand, more interactive and independent
learning, aspects that can be promoted and developed through: Work in pairs and
in groups, activities involving the negotiation of meaning, Development and
discovery research work, training in understanding and monitoring strategies of
the class (show lack of understanding, seek clarification, to distinguish the
essential, deduce, etc.), use of rubrics for evaluation, peer evaluation
strategies.
Then, to use multiple resources and materials,
especially ICT, which provides a rich and varied context. Furthermore, this use
also promotes interactivity and learner autonomy. This aspect is carried out
mainly by the: Use of digital resources and especially the Web: texts,
podcasts, videos, etc. Using tools and spaces of Web 2.0, bookmarks or
favorites, Blogs, Wikis, those who do participate to parents and students, and
platforms (Edmodo, etwinning, Helvia)
Moreover, Focused on learning processes and tasks "A
task is an activity that requires students to use the language, with an
emphasis on meaning, to obtain an objective" (Bygate, Skehan, and Swain,
2001: 11). Therefore, the task will be essential unity will involve carrying
out a series of one or more activities for perform or obtain the proposed task,
each target final product. The best jobs are those that promote both learning
the contents of the subject as the communicative use of the L2.
Finally, Session class, the largest source of
linguistic contribution (input) comes from textual and auditory materials and
therefore the most practice skills is reading and listening, but other skills
are equally important. Most classes are based on the use of texts or passages
hearing affordable level (avoiding the frustration especially in the
beginning). The language is viewed from a lexicon that grammatical point of
view, placing greater emphasis on learning vocabulary in the use of grammatical
prescription structures. Grammar will be answered in English class or the
corresponding L2. You have to start with simple tasks that allow the student
does not feel lost and frustrated.
How to design a CLIL
activity
Decide the theme you're going to work: define the
content, objectives and evaluation criteria.
Identify the need to work such content language:
vocabulary, structures, and speech skills.
Think of the context element that can relate to this
subject to closer to the reality of the classroom.
Localized the resources you use (text and / or audio,
video) (look resources)
Decides and sets the type of final task and activities
carried out in the learning process
Plans and designs the kind of scaffolding that will be
part of activities to facilitate the language.
Choose the ICT tools that you can use (search tools)
Define the methodological aspects related groupings,
roles, time, etc.
Define how you will evaluate the activity / task
reflecting criteria and instruments.
These elements don’t need be thought and defined in
this order. Similarly, it isn’t to define every whenever propose an activity or
CLIL unit, some will always be accurate (eg. Objectives, content, language) but
others may be dispensable depending on each case.
To plan all these elements is useful to use a template
for planning the sequence / activity CLIL
Template to design a CLIL didactic unit
Example CLIL activity
template
Subject: Environmental Awareness Teacher: Armen
Farinós Olmos.
Title Parts unit of a flower Course 3rd primary /
Level
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1. Learning
Objectives
/ Evaluation
criteria
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- Know the parts of the flowers
- Know the functions of flowers
- Describe the parts and functions
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2. Content of matter
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Plants, parts of a flower.
Functions of parts. How pollination occurs.
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3. Content Language / Communication
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Vocabulary
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Names: petals, sepals, buds,
stamens, anthers, filaments, pistil, stigma, style, ovary, carpel, nectar,
stem, ovule, stalk, pollen. Insects, buds. Pollination, fruit, seed. Bee.
Sun, nutrients, water. Sunflowers, movement.
Verbs: smell, look, make, protect,
Attract, fail, stick, eat out, shrink.
Adjectives: bright, beautiful,
shy, male, female.
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Structures
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Present to be. Present simple.
Let’s……. So that
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Type of discourse
(description, narration, etc.)
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simple descriptions of flowers and
the process of pollination and fruit production.
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Language skills
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Play (video), read (video text,
images, etc.), write (the flower parts and functions for preparation of
presentation), talk (presentation).
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4.Context (cultural element)
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Connect the theme with plants and
flowers from their environment.
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5. Cognitive processes (analyze, synthesize, etc.)
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understand, repeat, analyze,
explain.
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6. (a) Task (s)
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The final task is to ensure that
students describe a flower in your home or environment, for example the
flowers of a tree in the middle and the fruits they produce and describe them
orally. They can be used to take pictures themselves with the teacher or
parents. It will be prepared and conducted in pairs and can have some pointed
words on paper that will be available if necessary.
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6. (b) Activities
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1. Look at a picture of the parts
of a plant. Review some of the key words of the parts of the flower. Use
presentation.
2. Watch the video stopping at key
moments, repeated and / or drawing at a time in his notebook.
3. Assign tags to the image of a
flower with its parts.
4. Final task: oral presentation
in pairs.
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7. Methodology
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Organization and distribution in class / time
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2 sessions / final task in pairs
of two helping in the preparation and explanation. Day Three review answering
the quiz together.
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Resources / Materials
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Image parts of a flower with the
same names.
This presentation can also be used
to review the names before seeing the video and to label a posteriori, if we
double and transform the slides by removing the names.
Or we can print the image or link
the parts of a flower without the names to be labeled.
Document with very clear
definition of the parties to assist in the preparation of the exhibition -
1st sheet of this document
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Basic skills
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language, digital, knowledge and
interaction with the environment, learning to learn, social
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8. Evaluation (criteria and instruments)
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Activity labels assign names in
the drawing of the parts of a flower.
Exposure will be evaluated
according to the criteria of success in the names of the parts of the flower
and the description of at least two of the functions and processes.
|
Other example
Coordinación bilingüe Exemple
School
Subject: Natural
Science Teacher: Carmen Olmos Farinós
Unit 4: REPRODUCTION
FUNCTION
Level 2º ESO
|
1. Learning outcomes
/ Evaluation criteria
|
- To understand the purpose of reproduction and to
distinguish between asexual and sexual reproduction
- To identify the two types of reproduction in
plants and in animals
- To recognise the different parts of the sexual
organs in plants and animals
- To compare the different embryonic develops in
animals
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2. Subject Content
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- Asexual reproduction in plants: budding, cutting, bulbs, tubers
and fragmentation
- Sexual reproduction in plants: pollination,
fertilisation, seed and fruit
formation, seed dissemination and seed germination.
- Asexual reproduction in animals: budding and
fragmentation
- Sexual reproduction in animals: gamete formation,
fertilisation and embryonic development
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3. Language Content / Communication
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|
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Vocabulary
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- Nouns:
budding, offspring, gamete, zygote, bud, tuber, bulb, seed, pollen grain,
ovum, ova, yolk, envelop, courtship ....
- Verbs:
lay on, hatch, garden, mature, develop, germinate, bury …..
- Adjectives: damaged, asexual,
- Prepositions:
underside ...
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Structures
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Relative pronouns (recognition) : which, where,
when, who, how and that
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Language skills / Discourse type
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Reading, listening and speaking
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4. Contextual (cultural) element
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To know
the living beings’ process in order to love and protect nature
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5. Cognitive (thinking) processes
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understand, compare, analyse,
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6. (a) Task(s)
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Worksheet
nº1: Animals and plants reproduction
Worksheet
nº2: Frog metamorphosis
Worksheet
nº 3: Butterfly metamorphosis
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6. (b) Activities
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Reading the texts
Activities (Worksheets I- IX):
Answer
questions with simple sentences
Use
drawings to label specific vocabulary
Matching
activities
True
or false activities
Filling gaps in simple sentences
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7. Methodology
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Organization and
class distribution / timing
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The
methodology will be active and participatory; in addition, it must facilitate
both individual and group learning.
The
methodology will be applied through the establishment of work habits,
including completing activities in the student’s book.
|
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Resources / Materials
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Book and
fotocopies
Presentations:
Videos:
Interactive activities :
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Key Competencies
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Specific basic competencies that will be practiced:
linguistic, mathematical, social, digital, cultural, learn to learn,
autonomy, etc.
|
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8. Evaluation (criteria and
instruments)
|
Evaluation criteria:
- To distinguish between asexual and sexual
reproduction: advantages and disadvantages
- To identify the parts of a flower and know what
pollination is
- To describe the fertilisation process and the
formation of fruit and seeds
- To know what fertilisation and the different
embryonic developments are, in animals
Evaluation instruments:
Continuous
assessment of each student with different oral
and written
test, every other week.
At the end of
the topic, the students will take a cumulative test.
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