COMENIUS REGIO Science for ActiVe citizEnship in Europe

SAVE EU

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REVISION  OF  PLANNING  

C  O  N  T  E  X  T  

CONTEXT

C  O  N  T  E  X  T  

CONTEXT   Culture  

Cogni:on  

The 4Cs Framework of CLIL

From CLIL Coyle, Hood, Marsh

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REVISION  OF  PLANNING  

•  The  4C  have  to  be  present  •  Integra:on  between  cogni:on  and  language  •  True-­‐life  tasks  •  Support  to  learning  (scaffolding)  •  Learner’s  produc:on  •  Monitoring  the  class  work  •  Integrated  evalua:on  

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IN  A  CLIL  UNIT  

Cogni&ve  skills  

Learners  progress  from  informa&on  processing  or  concrete  thinking  (such  as  iden&fying  and  organising  informa&on  (what,  when,  which  and  who)  to  abstract  thinking  such  as  reasoning  and  hypothesising  (why  and  what  if  ques&ons)  

Learning  skills  

Learning  skills  involve  learning  how  to  learn  and  developing  learner  autonomy.  They  can  be  cultural,  linguis&c,  scien&fic,  social  and  interpersonal  skills  

From The TKT Course CLIL Module CUP 2010

ALLEGATO  3  

LESSON  FRAMEWORK    1°  PHASE  

1)  Processing  the  text  •  The  best  texts  are  those  accompanied  by  illustra:ons  so  

that  learners  can  visualise  what  they  are  reading.    •  Learners  need  structural  markers  in  texts  to  help  them  

find  their  way    through  the  content.    •  These  markers  may  be  linguis:c  (headings,  sub-­‐

headings)  and/or  diagramma:c.  •  Once  a  'core  knowledge'  has  been  iden:fied,  the  

organisa:on  of  the  text  can  be  analysed      

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LESSON  FRAMEWORK  2ND  PHASE  

Iden&fica&on  and  organisa&on  of  knowledge    •  Texts  are  o\en  represented  diagramma:cally.  •  These  structures  are  known  as  'idea:onal  frameworks'  or  

'diagrams  of  thinking',  and  are  used  to  help  learners  categorise  the  ideas  and  informa:on  in  a  text.    

•  Diagram  types  include  tree  diagrams  for  classifica:on,  groups,  hierarchies,  flow  diagrams  and  :melines  for  sequenced  thinking  such  as  instruc:ons  and  historical  informa:on,  tabular  diagrams  describing  people  and  places,  and  combina:ons  of  these.    

•  The  structure  of  the  text  is  used  to  facilitate  learning  and  the  crea:on  of  ac:vi:es  which  focus  on  both  language  development  and  core  content  knowledge.    

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LESSON  FRAMEWORK  3RD PHASE

Language  iden&fica&on    

•  Learners  are  expected  to  be  able  to  reproduce  the  core  of  the  text  in  their  own  words.    

•  it  is  a  good  idea  for  the  teacher  to  highlight  useful  language  in  the  text  and  to  categorise  it  according  to  func:on.    

•  Learners  may  need  the  language  of  comparison  and  contrast,  loca:on  or  describing  a  process,  but  may  also  need  certain  discourse  markers,  adverb  phrases  or  preposi:onal  phrases.  Colloca:ons,  semi-­‐fixed  expressions  and  set  phrases  may  also  be  given  a_en:on  as  well  as  subject-­‐specific  and  academic  vocabulary.      

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LESSON  FRAMEWORK  4TH  PHASE  

Tasks  for  students  

•  There  is  li_le  difference  in  task-­‐type  between  a  CLIL  lesson  and  a  skills-­‐based  ELT  lesson.    

•  A  variety  of  tasks  should  be  provided,  taking  into  account  the  learning  purpose  and  learner  styles  and  preferences.    

•  Recep:ve  skill  ac:vi:es  are  of  the  'read/listen  and  do'  genre.    

•  Tasks  designed  for  produc:on  need  to  be  subject-­‐orientated,  so  that  both  content  and  language  are  recycled.  

•  Since  content  is  to  be  focused  on,  more  language  support  than  usual  in  an  ELT  lesson  may  be  required.  

  http://www.teachingenglish.org.uk/article/clil-a-lesson-framework

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THE  LANGUAGE  OF  SCIENCE  

Scientific subjects use language to •  Describe scientific phenomena •  Explain •  Analyse

Multimodal input •  Teacher explanations, instructions and demonstrations •  Written texts: scientific articles, laboratory reports, instructions for

experiments •  Video or audio input: websites on scientific topics and models •  Objects and models: animals, plants, equipment •  Hands-on work: experiments, fieldwork and demonstrations, visit to

scientific museums •  Visuals: pictures, photographs, diagrams, graphs and charts

Developing language for thinking skills •  Reasoning •  Questioning •  Creative problem-solving •  Evaluating

Highly  standardized  Unfamiliar  terms  

Words  of  La:n/Greek  origin  Use  of  objects,  images,  symbols,  graphs  

Integra:on  with  other  languages    

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THE LANGUAGE OF SCIENCE VARIETY OF LANGUAGE FUNCTIONS, GENRES AND TEXT-TYPES

It recounts- i.e. retells factual events in a chronological order in reports (Past tenses and Passive, words for time- next)

It describes and informs: it uses factual, informative, technical language It instructs- how to do experiments (Imperative) It explains how and why scientific processes work (Present Tense, casual

linking- because, listing words – thirdly, etc.) It persuades about a scientific issue (data, linking words- moreover) It discusses- presents reasoned arguments on scientific issues- argues and

gives opinions- tentative verbs- Those in favour of nuclear power claim) It predicts and hypothesises- (future tenses and conditionals) It uses figures, symbols and abbreviations (aslo from latin and Greek) It uses technical terms It uses nouns instead of verbs and adjectives (motion-moves), long noun

phreases (water retention rates) and adjective phrases Attachment 1

CLIL Activities, Liz Dale and Rosie Tanner, CUP, 2012 LUISANNA PAGGIARO

Activities –Tasks True-to-life tasks imply cognitive skills and set in motion complex actions

Tasks which ask •  to solve a problem •  to realize an objective •  to employ personal

abilities •  to be creative

Complex tasks •  Interview •  Role-play •  Presentation •  Article/essay •  Exhibition

Language activities/execises like T/F Cloze Multiple choice Short answer Summary Guided conversation Composition

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ASSESSMENT  AND  EVALUATION  

Integrated

Separate

Language  and  Content  

Content  

Language  

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CRITERIA  FOR  EVALUATION  DESCRIPTORS  Content  

 •  Quan:ty  of  informa:on  •  Balance  in  the  

informa:on  provided  •  Presenta:on  of  various  

points  of  view  •  Cogni:ve  level  •  Originality  

Language/Commmunica&on      •  A_en:on  to  the  addressee  •  A_en:on  to  the  context  •  Suitability  of  the  text  typology  •  Structure  of  the  text  •  Fluency    •  Accuracy  •  Vocabulary  •  Specific  language  

Oral  Communica4on  •  Development  of  ideas  •  Coherence  •  Flexibility  •  Turn-­‐taking  •  Fluency  •  Accuracy  (grammar,  

vocabulary,  pronuncia:on)  

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Analytic assessment grid for content, language and cooperative work

  Criteria

5 excellent

4 good

3 satisfactory

Content Language Creativity Cooperative work Evaluation

Tolerance for mistakes

(Quartapelle F., Assessment and Evaluation in CLIL)

•  Ques&onnaire  for  students:    

•  at  the  beginning  (expecta8ons)  

•  at  the  end  of  the  path  (posi8ve  and  cri8cal  points)  

Teacher’s  logbook  (notes  or  a  structured  report/descrip:on  of  the  work  in  class  

Teacher’s  self-­‐evalua&on  chart  (focused  on  the  process)  

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EVALUATION  

INITIAL IDEA

PLANNING CONCLUSION (Product)

EVALUATION AND DISSEMINATION

Init

ial e

valu

atio

n

Fina

l eva

luat

ion

Process of evaluation

IMPLEMENTATION

Monitoring