La planificación de proyectos en el enfoque CLIL Dirección de Capacitación Provincia de Buenos Aires http://ciie-r10.wikispaces.com/  Oscar_marino@hotmail.com Capacitador ETR Oscar Marino 2013

PLANNING CLIL PROJECTS   STAGE 1: Reflection task: Guiding principles and looking at learning. Decide what you mean by CLIL in your own context/school/class Discuss this with your colleagues Discuss guiding principles for learning Define aims and objectives of CLIL teaching programme.

http://www.youtube.com/watch?NR=1&feature=endscreen&v=9HhVnG0AYfI

CLIL FOUNDATION PIECES   The CLIL strategy, above all, involves using a language that is not a student's native language as a medium of instruction and learning for primary, secondary and/or vocational-level subjects such as maths, science, art or business. However, CLIL also calls on content teachers to teach some language. In particular, content teachers need to support the learning of those parts of language knowledge that students are missing and that may be preventing them mastering the content. Language teachers in CLIL programmes play a unique role. In addition to teaching the standard curriculum, they work to support content teachers by helping students to gain the language needed to manipulate content from other subjects. In so doing they also help to reinforce the acquisition of content. Thus, CLIL is a tool for the teaching and learning of content and language. The essence of CLlL is integration. This integration has a dual focus: 1) Language learning is included in content classes (eg, maths, history, geography, computer programming, science, civics, etc).This means repackaging information in a manner that facilitates understanding. Charts, diagrams, drawings, hands-on experiments and the drawing out of key concepts and terminology are all common CLIL strategies. 2) Content from subjects is used in language-learning classes. The language teacher, working together with teachers of other subjects, incorporates the vocabulary, terminology and texts from those other subjects into his or her classes. Students learn the language and discourse patterns they need to understand and use the content. lt is a student’s desire to understand and use the content that motivates him or her to learn the language. Even in language classes, students are likely to learn more if they are not simply learning language for language's sake, but using language to accomplish concrete tasks and learn new content. The language teacher takes more time to help students improve the quality of their language than the content teacher. However, finding ways in the CLIL context to inject content into language classes will also help improve language learning. Thus, in CLIL, content goals are supported by language goals. In addition to a focus on content and language, there is a third element that comes into play. The development of learning skills supports the achievement of content language goals. Learning skills goals constitute the third driver in the CLIL triad.

Safe and enriching learning environment Core features of CLIL methodology  Multiple focus • supporting language learning in content classes • supporting content learning in language classes • integrating several subjects • organizing learning through cross-curricular themes and projects • supporting reflection on the learning process  Safe and enriching learning environment • using routine activities and discourse • displaying language and content throughout the classroom • building student confidence to experiment with language and content • using classroom learning centres • guiding access to authentic learning materials and environments • increasing student language awareness  Authenticity • letting the students ask for the language help they need • maximizing the accommodation of student interests • making a regular connection between learning and the students' lives • connecting with other speakers of the CLIL language • using current materials from the media and other sources      Active learning • students communicating more than the teacher • students help set content, language and learning skills outcomes • students evaluate progress in achieving learning outcomes • favouring peer co-operative work • negotiating the meaning of language and content with students • teachers acting as facilitators  Scaffolding • building on a student's existing knowledge, skills, attitudes, interests and experience • repackaging information in user-friendly ways • responding to different learning styles • fostering creative and critical thinking • challenging students to take another step forward and not just coast in comfort  Co-operation • planning courses/lessons/themes in co-operation with CLIL and non-CLlL teachers • involving parents in learning about CLIL and how to support students | • involving the local community, authorities and employers From UNCOVERING CLIL by Marsh, Mehisto and Frigols (2008)

Which is the starting point of the planning process ? STAGE 2: CLIL Planning Which is the starting point of the planning process ?

The content is the starting point of the planning process According to Doyle, “… it is fundamental to CLIL that the content of the topic, project, theme, syllabus leads the way. This means that: The content is the starting point of the planning process

However, it is useful to think of the project in two ways: the teaching aims and objectives and the learning outcomes as in project planning (Curriculum Design for Secondary School, Province of Buenos Aires)

OBJETIVOS DE ENSEÑANZA Diferentes investigaciones en el campo de la enseñanza del inglés como lengua extranjera demuestran que se pueden alcanzar objetivos concretos enseñando una lengua extranjera dentro del marco de los contenidos aprendidos en otras materias. AICLE pretende facilitar el acceso a la comunicación personal e intercultural porque los alumnos utilizan la lengua extranjera con diversos fines y están expuestos a diferentes perspectivas culturales en el contexto de los contenidos que están aprendiendo. Se parte, entonces, de la premisa de que el aprendizaje de una lengua extranjera se la considera como un objeto complejo mediante el cual un individuo comprende el mundo y se integra a la sociedad, y que cumple no solo propósitos comunicativos sino también cognitivos y de reflexión. Desde este punto de vista, utilizar eficientemente una lengua significa ser capaz de interactuar en la sociedad. En concordancia con la materia Prácticas del Lenguaje, el objeto de estudio de una lengua extranjera lo constituyen las prácticas sociales del lenguaje. El enfoque adecuado para lograr el propósito de los programas se basa en metodologías y técnicas que logren hacer que los alumnos desarrollen competencias en estas prácticas sociales mediante el dominio de las formas lingüísticas, pragmático-discursivas y sociales requeridas para la interpretación/ producción de estos textos. De este modo, AICLE ayuda a desarrollar las habilidades en la lengua extranjera en sus aspectos comunicativos y ofrece nuevas perspectivas en la enseñanza y el aprendizaje de las lenguas. En este marco se propone, entonces, que los docentes de inglés utilicen los contenidos aprendidos por los alumnos en otras materias curriculares como contexto para el aprendizaje de los contenidos de la lengua extranjera. El objetivo final del aprendizaje de inglés de un alumno de ciclo superior de secundaria es, por lo tanto, que pueda aprenderlo, experimentarlo y utilizarlo en la realización de proyectos que involucren contenidos de otras materias de su orientación. En palabras de Davini: El método de proyectos presenta un importante valor educativo. Además de ser una metodología útil para desarrollar conocimientos, integra sistemáticamente el conocimiento y la acción, facilitando en los alumnos el aprendizaje de métodos racionales de trabajo, la habilidad para planear un proyecto y su realización en el tiempo, la creatividad, las capacidades expresivas (comunicación oral, escrita y gráfica), la elección de medios para el desarrollo del proyecto, el monitoreo y la evaluación de resultados.

Algunos de los principios básicos de enseñanza de la puesta en marcha del enfoque AICLE que se propone son los siguientes. • La enseñanza deberá combinar estos elementos. - Contenido: permite progresar en el conocimiento, las destrezas y la comprensión de los temas específicos de una o varias materias determinadas. - Comunicación: el uso de la lengua para aprender mientras se aprende a usar la lengua misma. - Cognición: implica el desarrollo de las destrezas cognitivas que enlazan la formación de conceptos (abstractos y concretos), los conocimientos y la lengua. - Cultura: permite la exposición a perspectivas variadas y a conocimientos compartidos que hagan más conscientes del otro y de uno mismo. • La enseñanza centrada en el alumno deberá promover su compromiso con la tarea de aprender en cooperación con el docente negociando los temas y tareas, utilizando ejemplos y situaciones reales, realizando trabajo por proyectos, etcétera. • La enseñanza deberá ser flexible atendiendo a los distintos estilos de aprendizaje y facilitadora de la comprensión y producción del contenido que sirve como contexto de aprendizaje. • La enseñanza estará orientada a promover el aprendizaje interactivo y autónomo mediante el trabajo en pares y grupal, actividades que involucren la negociación de significados y desarrollen el trabajo de investigación.

OBJETIVOS DE APRENDIZAJE • Comprender textos orales y escritos con los contenidos propuestos para el año utilizando estrategias específicas en función de las necesidades de información y comunicación. • Producir textos escritos y orales con propósitos comunicativos aplicados a una situación relacionada con el contenido propio de las materias relacionadas con su especialidad y propuestos para el año. • Reconocer y producir el vocabulario propio de las materias especificas de los distintos tipos de escuela y modalidad. • Desarrollar estrategias de la lengua extranjera que faciliten el acceso al conocimiento, desarrollo personal y de comunicación en el mundo actual. • Adquirir autoestima y confianza en sí mismos y aprender a trabajar con independencia debido a la naturaleza interactiva y cooperativa del trabajo que el enfoque AICLE supone.

In this course we are going to plan a CLIL unit/project for your classes. Use the material provided about water and air to identify the topic(s) of your project. Then try completing these statements: The aim of this unit is to … The teaching objectives are … The learning outcomes are … (i.e., by the end of the project/unit learners will be able to …)

KEY ISSUES Define the teaching aim(s) (general) and objectives (specific) of your topic. Identify the learning outcomes What processes did you have to go through to identify these? How easy is this to do? What are the issues?

A Six Stage- Framework.

The Six-T's Approach: Themes, Texts, Topics, Threads, Tasks, Transitions.

What does “C” stand for? The planing framework

The 4 Cs framework seeks to assure quality in terms of guidance for: Content: progression in knowledge and skills Communication: interaction, language use to learn Cognition: engament: thinking & understanding Culture: self and other awareness/ citizenship

“Animals in literature” Analysis of plans “A paper chase” “Animals in literature”

Using the 4Cs planning guide Remember the CLIL tool kit Chapter 1 “Water, water” from Redford, R. 2009. English: An international approach. Oxford: OUP. Chapter 3 “Air” from Redford, R. 2009. English: An international approach. Oxford: OUP.

Start with content. Define it. What will I teach? What will students learn? What are my teaching aims/objectives? What are the learning outcomes?

Now link content with communication. What language do students need to work with the content? Specialised vocabulary and phrases? What kind of talk will they engage in? Will I need to check out key grammatical coverage of a particular tense or feature, e.g. comparatives and superlatives? What about the language of tasks and classroom activities? What about discussion and debate?

Now explore the kind of thinking skills you can develop according to decisions made above. Cognition What kind of questions must I ask in order to go beyond ‘display’ questions? Which tasks will I develop to encourage higher order thinking- what are the language (communication) as well as the content implications? Which thinking skills will we concentrate on which are appropriate for the content?

Bloom's Taxonomy of Learning Domains Adapted from Anderson and Krathwohl (2000). A Taxonomy of Learning

When developing curriculum for your class, keep this list nearby When developing curriculum for your class, keep this list nearby. This will help you determine the level of response you are anticipating from your students.

Culture is not a post script but rather a thread which weaves it way throughout the topic. Think of it as a circle which envelops the topic. It is not enough to justify pluriculturalism by using another language without explicit reference via the other 3Cs to cultural opportunities which would not have existed in a mother tongue setting. Eg Using target language countries where there is drought so that case studies can be used to examine the project from an alternative perspective – interviews with children whose lives have been changed when Water Aid has provided them with a water well. What are the cultural implications of the topic? What about otherness and self? How does this connect with the all Cs?

Note Create a grid/mind map/advanced organiser with 4 Cs for your topic. Fill in demonstrating how each of the Cs interconnect and relate to each other. Always check finally in the communication column that all the other columns are covered- without communication no learning take place.