background preloader

Article: Planning CLIL lessons

Article: Planning CLIL lessons
By John Clegg To overcome the language barrier, CLIL teachers need to plan their lessons to include language support as well as content teaching. John Clegg explores the strategies that can be applied. Teaching in L1 If you teach a subject in the first language (L1) of your learners – or in a language in which they are fluent – there are some things which you normally feel you can count on. a) Basic language ability Most teachers feel they can count on their learners being able to use the language of learning; in other words that they can talk without struggling with vocabulary and syntax; that they can listen with reasonable understanding to people talking at some length about a topic; and that can read and write at least at a minimally skilled level. If you teach your subject in a second language (L2), you know that you normally can’t count on these things. b) Academic language proficiency The truth is that schools don’t often teach these skills explicitly. Teaching in L2

Reflections on CLIL: Lesson Reflection in CLIL We can think of a CLIL lesson as a three course meal: an appetizer that energizes the learners at the start; the main course activities that hit all the key learning objectives for the lesson; and a final dessert that reflects on the lesson by consolidating what's been learnt. It’s essential to plan for reflection at the end of a lesson in order to get feedback on the lesson — have the objectives for the lesson actually been achieved? For CLIL, wrapping up the lesson can be an opportunity to reflect on both the learning of subject content and also of language. It can also be an activity that provides another opportunity for learners to produce spoken output, sharing their ideas and reviewing their learning with each other. I often get asked by teachers for ideas for lesson reflectors. “The best part of the lesson was…” “The most difficult part of the lesson was…” “The most interesting part of the lesson was…”

CLIL Resources / Recursos AICLE English: Portals and Encyclopedias / Maths, Physics, Chemistry, Technology, etc / Natural Science, Biology, etc / Physical Education / Geography, History, Literature, Art, Philosophy, etc. Classroom language / lenguaje para el aula Classroom Language- stages in the lesson - pdf Classroom English PhrasesEAP Speaking - Language Les mots de la classe Videos, Podcasts, images, animaciones, etc. Google Videos Videopedia YouTube Edu Vimeo Teacher Tube Tes Teach The Naked Scientists Khan Academy Encyclopeadia Britannica Educational podcasts Visual dictionaryonline Wikimedia Commons Free Clip Art by Phillip Martin Shahi - A visual dictionary | pictures from Flicker, Google and Yahoo. Free Technology for teachers Some Tools Flash Saver - capture flash files, download flash files by a simple click Download VLC Media Player (to play any kind of audio or video)Brenden's Resource GeneratorAdd Subtitles to your Videos - Overstream / dotsubCreate Maps English Learning Resource Exchange for schools Tes.co.uk Wikipedia

Andamiaje (scaffolding) en CLIL / AICLE Concepto de Andamiaje El concepto de andamiaje, equivalente del término inglés "scaffolding" es un concepto clave en las teorías de la educación más vigentes y es también de los conceptos fundamentales en AICLE. La idea de andamiaje está relacionada con las teorías de Vigotsky (1978), según las cuales, la capacidad de resolución de problemas y otras estrategias se pueden dividir en tres categorías: 1) aquellas que el alumno puede realizar independientemente, 2) aquellas que no puede realizar incluso con ayuda, y 3) aquellas que el alumno puede realizar con ayuda de otros. Esta última categoría es la que se relaciona con lo que Vigotsky denomina “Zona de Desarrollo Próximo (ZPD)“, que hace referencia a la distancia existente entre el nivel real de desarrollo del alumno, determinado por su capacidad de resolver un problema por él mismo y el nivel de desarrollo potencial que el alumno puede conseguir si es ayudado por un adulto o en la interacción con un compañero más capacitado.

Chapter 13 - Games for Learning Science Science Teaching Series Internet Resources I. II. III. IV. V. VI. Chapter 13 - Games for Learning Science (13.1) Science Jeopardy Science Jeopardy resources (13.2) Science Taboo Science Taboo resources (13.3) Science Bingo Science Bingo resouces (13.4) Science Pictionary (13.5) Science Bowl Science Bowl resources (13.6) Science Baseball Science Baseball resouces (13.7) What in the World? (13.8) Twenty Questions Twenty Question resources (13.9) Logic Games Logic Games Additional Resources Products | playingCLIL playingCLIL handbook The playingCLIL eBook (full version), EN The handbook (short version), EN Das Handbuch (Kurzversion), DE Manual (Versión breve), ES Manual (versiunea scurtă), RO Postcard flyer playingCLIL flyer, EN playingCLIL flyer, DE playingCLIL flyer, ES playingCLIL flyer, RO Booklet playingCLIL: Content and language integrated learning inspired by drama pedagogy, EN playingCLIL: Dramapädagogik für den bilingualen Unterricht, DE playingCLIL: Aprendizaje integrado del contenido y la lengua inspirado por la pedagogía del teatro, ES playingCLILÎnvățarea integrată de conținut și de limbă străină inspirată de pedagogia jocului, RO Reports The Tester’s Training Course (D17), EN Seminars attached to playingCLIL conferences (D32), EN Exploitation Strategy and stakeholders analysis per country (D34), EN Interim Quality Report (D37), EN Final Quality Report (D38), EN Project logo The project logo

CLIL: A lesson framework Underlying principlesClassroom principlesLesson frameworkConclusion Underlying principlesThe principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation. While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.

6 Scaffolding Strategies to Use With Your Students What’s the opposite of scaffolding a lesson? Saying to students, “Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday.” Yikes! No safety net, no parachute—they’re just left to their own devices. Let’s start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Simply put, scaffolding is what you do first with kids. Scaffolding and differentiation do have something in common, though. So let’s get to some scaffolding strategies you may or may not have tried yet. 1. How many of us say that we learn best by seeing something rather than hearing about it? Try a fishbowl activity, where a small group in the center is circled by the rest of the class; the group in the middle, or fishbowl, engages in an activity, modeling how it’s done for the larger group. 2. 3. All learners need time to process new ideas and information. 4. 5. 6.

Student Fishbowl Student Fishbowl This activity requires 60-90 minutes. Purpose: Fishbowl activities force participants to listen actively to the experiences and perspectives of a specific group of people. A student fishbowl gives pre-service and in-service educators an opportunity to hear the experiences, ideas, and feedback of current students while giving the students an opportunity to be active in the dialogue on educational equity. Preparation: The only major resources needed for this activity are current K-12 students. To prepare for the actual fishbowl dialogue, ask the fishbowl students to sit in a circle in the middle of the room. Instructions: The following steps will set the ground rules, then initiate and process the dialogue for the student fishbowl activity: One important ground rule must guide the participation of the observers: During the course of the fishbowl, observers are not allowed to speak. Facilitator Notes: A few simple strategies will help you facilitate this activity smoothly.

Think Alouds Classroom Strategies Background Think Alouds help students learn to monitor their thinking as they read an assigned passage. Students are directed by a series of questions which they think about and answer aloud while reading. This process reveals how much they understand a text. Benefits Think Alouds are practical and relatively easy for teachers to use within the classroom. Create and use the strategy Begin by modeling this strategy. What do I know about this topic? Teachers should next (1) give students opportunities to practice the technique, either in pairs, small groups or individually; and (2) offer structured feedback to students. Initially, the teacher reads the selected passage aloud as the students read the same text silently. Further reading Davey, B. (1983). Olshavsky, J. Wilhelm, J. Wilhelm, J.

4 Get Out of Your Seat and Move Around Activities for Your ESL ELLs – Kid-Inspired Classroom Scroll down if you want to get straight to the activities 🙂 As teachers, we have known this for a long time: Getting students out of their seats and moving around can be hugely helpful when it comes to learning in the classroom. It can be easy to forget though and make it a secondary priority. “I should get through a certain amount of material first.” “I am just going to keep pressing on because we have so much to do.” We don’t really have time to get out of our seats for a move-around activity.” But then it gets more and more difficult to keep the students' attention, or keep them on task. I have to be stricter with them, and they get frustrated and lose interest more easily. The efficiency of the class goes down drastically. It takes me longer to get anything done with them because they are dragging their feet every step of the way. They become like rusty old engines that haven’t been turned on in a while. For the next five minutes, they remember so much more of what they practice. 1. 2. 3. 4.

Related: