CLIL introduction course/planning a CLIL lesson

• Geschiedenis
• Middelbare school
• vwo
• Leerjaar 1

Bienvenidos!

Hoy

Origens del hombre

La evolución del Hombre

Australopitecos 

Homo Habilis

Homo Erectus

Homo Sapiens

Homo Sapiens Sapiens

Porque empezó a caminar el Australopitecos?

Los primeros homínidos abandonaron los árboles y comenzaron a caminar erguidos y sobre sus dos pies hace al menos 3.600 millones de años. Y como algunos  sospechaban, los Australopithecus  fueron los primeros en erguirse de forma vertical y andar por el suelo de una manera más eficiente que sus parientes los chimpancés. Esto ha sido confirmado por un estudio difundido ayer por la revista PLoS ONE. Según científicos de tres universidades , se creía que hasta entonces esos homínidos no eran bípedos y pasaban la mayor parte de su vida en los árboles.

Questions

How did you experience this lesson?

Were you able to understand certain parts?

What techniques did you use to understand?

What does this have to do with CLIL?

CLIL: Content Language Integrated Learning​

It is NOT teaching in English, but teaching THROUGH English.​

 

David Marsh (1994): "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language.“​

So it is not a translation of your subject in English

Goals

1. introduction to CLIL and the CLIL Wheel
2. Help you plan for a CLIL lesson.

CLIL wheel for planning 

4 C's

1. Content: the information you will be providing the students
2. Communication: How you will be communicating the information and how you want them to talk to you and each other
3. Cognitive: Not just transferring knowledge, but also trying to stimulate higher order thinking
4. Culture: being aware of HOW you say something and TO WHOM you are speaking it to

10 parameters

Planning a CLIL lesson

Plan for content

Plan for communication

Plan for cognition

Planning for content and language

Combine elements of the CLIL Wheel: What is needed in this situation?
For example, when you start a lesson: 

• What am I teaching today? Concept.
• Which sequence should I use? 
• How can multi-modal input help me?
• Which key language is needed? Vocab?
• What task language is needed?
• How do I make sure the task is understood and checked?

Example: A lesson plan on how the city of Leiden has grown.

History of Leiden (Concept)

Start of lesson: Show a picture/map of Leiden at two contrasting times. What do they see? (Multimedia input) 

Which words will they need to describe the scene (task language)

What can a map like that tell us about the rise of a city (key language: what is a city, what is trade?)? 

Example drafting an essay on the development of Leiden as a city based on a video

Concept: History of Leiden

Key terms: Trade, city, city rights

Before the start of the lesson: tell them which words they might find difficult during the video. Define them.

During the video: have a list of questions to help them identify what the essential information is. 

After the video: Use the information to draft an essay

Scaffolding: Give them sentences they can use in their essay.

Plan not only content but also for language 

Know what vocabulary is needed for the content you’re teaching. ​

Understand your learners’ language needs. ​

Don't overestimate! Especially in the upper forms 

Plan hands-on and problem-based activities that involve communication​ (they produce output).

Differentiate

Split the group:

Group 1: in groups of 3-4 prepare your next TTO lesson using the CLIL wheel. Plan for content AND language!

Group 2: Another example of a CLIL lesson/more explanation on CLIL/CLIL wheel.

Activity: preparing a lesson

Create a lesson plan. For each lesson stage use the CLIL wheel and the following questions:

What is the concept?

What will the sequence of the lesson be?

What subject-specific terms will they learn?

What task-specific words do they need to use?

What could you use to help students understand (use of multimedia)

What kind of output do they need to produce? How could you help them?

How will check the understanding of the activity?

Example of a lesson

Class: T1

Subject: History

Term 2

Level of English: Mixed

Content	Students can explain how ancient irrigation took place
Communication	Concept language: Terms: irrigation, shaduf Put into words what they see in a picture Task language: Simple past (they build, they went, they thought, etc.) Terminology: Canals, Levee, crops,
Cognition	fill in words (scaffolding) Draw the situation

Activity: preparing a lesson

Create a lesson plan. For each lesson stage use the CLIL wheel and the following questions:

What is the concept?

What will the sequence of the lesson be?

What subject-specific terms will they learn?

What task-specific words do they need to use?

What could you use to help students understand (use of multimedia)

What kind of output do they need to produce? How could you help them?

How will check the understanding of the activity?

CLIL coaching 

CLIL coaches at school: Priscilla Kauling & Ruth Nusser 

• pre-chat establishes where you would like support 
• lesson observation 
• Post-chat further support & reflection 

CLIL digital materials  

1. Digiplein 

2. Bestanden 

3. Onderwijs algemeen 

4. CLIL 

5. Classroom vocabulary/ workshop presentations/AWL wordlists/support materials