tag:blogger.com,1999:blog-8347536403806676272024-03-13T09:08:59.623-07:00Blog educativo para la enseñanza bilingueBlog educativo dedicado a la enseñanza y aprendizaje del Inglés como segunda lengua, ELT,EFL,ELL, TEFL, apoyo a docentes y alumnos, las TICs aplicadas a la educación, noticias educativas sobre la enseñanza de Idiomas, recursos didácticos, y Currículum Integrado de AL y ANL, enmarcado en el Programa Bilingüe del centro (IES Aguadulce)Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.comBlogger247125tag:blogger.com,1999:blog-834753640380667627.post-65325502647970353522023-01-23T11:59:00.000-08:002023-03-05T10:54:16.360-08:00CLIL Guidebook <div dir="ltr">
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<span style="font-family: arial, sans-serif;">While following this course, you are occasionally referred to a reading from the CLIL4U Guidebook.</span></div>
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<span style="font-family: arial, sans-serif;"><br /></span></div>
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<span style="font-family: arial, sans-serif;">This can be downloaded from <a href="http://languages.dk/clil4u/index.html#Guidebook" rel="nofollow" target="_blank">here.</a></span></div>
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<span style="font-family: arial, sans-serif;"><br /></span></div>
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<span style="background-color: transparent; font-family: arial,sans-serif; font-size: 10pt; line-height: 1.6;">On this site, you will also find other materials from the CLIL4U team, such as:</span></div>
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<span style="background-color: transparent; font-family: arial,sans-serif; font-size: 10pt; line-height: 1.6;"><br /></span></div>
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<span style="background-color: transparent; font-family: arial,sans-serif; font-size: 10pt; line-height: 1.6;">Scenarios at Primary level</span></div>
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<span style="background-color: transparent; font-family: arial,sans-serif; font-size: 10pt; line-height: 1.6;">Scenarios at VET level</span></div>
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<span style="background-color: transparent; font-family: arial,sans-serif; font-size: 10pt; line-height: 1.6;"><br /></span></div>
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<span style="background-color: transparent; font-family: arial,sans-serif; font-size: 10pt; line-height: 1.6;"> These are complete with lesson plans, powerpoint presentations and activities to accompany the lessons.</span></div>
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Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-69578860168387133032023-01-09T04:13:00.000-08:002023-03-05T10:53:24.146-08:00“La gramática tiene una importancia exagerada en la enseñanza del inglés”<div class="articulo-datos">
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El
profesor y formador de docentes Scott Thornbury critica que a los niños
se les expliquen los aspectos más formales del idioma desde muy
pequeños. "Es contraproducente", asegura</h2>
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<span class="articulo-localizaciones"><span class="articulo-localizacion" itemprop="contentLocation">Liverpool
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<time class="articulo-actualizado" datetime="2019-04-09T21:36:34+02:00">
<a href="https://elpais.com/tag/fecha/20190409" title="Ver todas las noticias de esta fecha">
9 ABR 2019 - 21:36 <abbr title="Central European Summer Time">CEST</abbr> </a>
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<figure class="foto centro foto_w980" itemprop="image" itemscope="" itemtype="https://schema.org/ImageObject">
<img alt="Scott Thornbury, durante la conferencia IATEFL." height="195" src="https://ep01.epimg.net/economia/imagenes/2019/04/09/actualidad/1554827353_003401_1554828479_noticia_normal.jpg" width="320" />
<figcaption class="foto-pie" itemprop="caption"> <span class="foto-texto">Scott Thornbury, durante la conferencia IATEFL.</span> <span class="foto-firma"><span class="foto-autor" itemprop="author">K. Wozniak</span> <span class="foto-agencia" itemprop="copyrightHolder">Cambridge Assessment English</span></span></figcaption><figcaption class="foto-pie" itemprop="caption"><span class="foto-firma"><span class="foto-agencia" itemprop="copyrightHolder"> </span></span></figcaption><figcaption class="foto-pie" itemprop="caption"><div class="articulo-cuerpo" id="cuerpo_noticia" itemprop="articleBody">
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Un primer vistazo a la bibliografía de <a href="http://www.scottthornbury.com/" target="_blank">Scott Thornbury</a>,
profesor y formador de docentes con más de tres décadas de experiencia,
arroja la errónea conclusión de que es un ferviente defensor de la
gramática. Entre los libros y artículos académicos de este experto en la
enseñanza del inglés, nacido en Nueva Zelanda y afincado en Barcelona,
figura una larga ristra de textos sobre cómo enfrentarse a la tan temida gramática. Su último título, <i><a href="https://www.cambridge.org/ae/cambridgeenglish/catalog/teacher-training-development-and-research/scott-thornburys-101-grammar-questions?format=PB&isbn=9781108701457" target="_blank">101 preguntas sobre gramática</a></i>,
editado por Cambridge University Press, recoge las dudas más frecuentes
que los profesores de inglés, experimentados y novatos, se preguntan
unos a otros en foros, charlas o en redes sociales: ¿qué es una
preposición?, ¿cuál es la diferencia entre <i>for</i> y <i>since</i>?...</div>
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Thornbury critica, sin embargo, el excesivo peso que el
estudio de los aspectos formales del idioma tiene en la enseñanza del
inglés. Su interés, más centrado en la metodología, le llevó a ser el
co-creador del movimiento Dogme, una filosofía de enseñanza que se
desarrolló como un “antídoto al enfoque centrado en la gramática y los
materiales”. El experto viajó la semana pasada a Liverpool para
participar en <a href="https://conference.iatefl.org/index.html" target="_blank">la conferencia anual que organiza la Asociación Internacional de Profesores de Inglés como Lengua Extranjera</a>
(IATEFL, por sus siglas en inglés), un megaevento con más de 500
charlas y talleres en el que participan cada año unos 3.000
profesionales de 100 países diferentes y al que EL PAÍS acudió invitado
por <a href="https://www.cambridgeenglish.org/es/" target="_blank">Cambridge Assessment English</a>.
Allí, ante un auditorio de más de 800 personas, Thornbury desgranó las
claves para atajar uno de los grandes problemas que se da en cualquier
aula de inglés: “En la mayoría de las clases, la interacción se produce
solo porque el profesor hace preguntas. Hay que solucionar esa
asimetría”.</div>
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<b>Pregunta.</b> ¿La gramática es todavía la parte más difícil de entender para los estudiantes y de enseñar para los profesores?</div>
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<b>Respuesta.</b> No lo creo. Claro que es
difícil, en muchos aspectos es distinta a la del español. Pero cuando
preguntas a los estudiantes cuál es su mayor dificultad con el inglés,
para los alumnos españoles suele ser tener fluidez y hablar. Lo que
ocurre es que la gramática es todavía el estado por defecto en la
enseñanza del inglés. Cuando piensas en un idioma, piensas en la
gramática. Los estudiantes, las familias… piensan en ello. Pero aprender
un idioma no es solo aprender la gramática. Creo que tiene una
importancia exagerada. En cualquier caso, como ocupa un espacio tan
central en la mente de la gente, cuando se enseña inglés hay que lidiar
con ella.</div>
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<b>P.</b> ¿Cómo se enseña, entonces?</div>
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<b>R.</b> Como formador de profesores,
siempre intento buscar fórmulas para hacer que la enseñanza de la
gramática sea, de alguna manera, invisible. A través de actividades y
ejercicios que consistan sobre todo en hablar e impliquen utilizar la
gramática, pero de forma que los estudiantes no sean tan conscientes de
ello. Se trata de activar la gramática pasiva que tienen, de enseñarla
cuando el estudiante la necesita. Por eso tienes que crear un entorno y
una situación en la que vayan a necesitarla para comunicarse.</div>
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Uno de los mayores errores que cometen profesores,
instituciones, autoridades educativas… es enseñar gramática cuando los
alumnos son todavía demasiado pequeños. Los niños no tienen el
equipamiento cognitivo necesario para lidiar con conceptos complejos
como el pasado indefinido o la modalidad. Esos son términos muy
sofisticados que incluso los adultos no llegan a entender. Enseñar esto a
los niños de forma expresa es contraproducente. Los más pequeños
deberían estar experimentando, inmersos en el idioma, tanto como sea
posible. A través de juegos, canciones, vídeos… Y luego, cuando
necesiten expresarse, el profesor debería estar formado en técnicas para
enseñar la gramática en ese momento de necesidad. Es una forma reactiva
de enseñar, el profesor trabaja desde atrás.</div>
<div dir="ltr">
<b>P.</b> ¿Por qué nos hemos
enfocado tanto en la gramática? Llevamos tiempo hablando de la
revolución comunicativa y de cómo el sistema ha evolucionado hacia
metodologías más centradas en enseñar a hacer cosas con el idioma, no
tanto en su estudio formal...</div>
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<b>R.</b> La revolución comunicativa nunca
sucedió. En realidad sí ocurrió, duró una década, y después hubo una
contrarrevolución. La noción de la gramática está arraigada en la
conciencia de la gente. Y en países como España, <a href="https://elpais.com/economia/2016/05/24/actualidad/1464089622_354071.html">donde se enseña castellano a alumnos que hablan español</a>,
precisamente se empieza por enseñar la gramática. Pero cuando los niños
españoles aprenden la gramática del castellano, ellos ya pueden hablar
en ese idioma. Deberíamos seguir el mismo proceso cuando se aprende una
segunda lengua. Hay que comenzar intentando hablar en ese idioma;
después viene la gramática para ordenarlo todo. Pero sí, si miras
cualquier libro, cualquier curso, ves que hay un montón de gramática.
Mucha más de la necesaria. Y ese es otro tema. Enseñamos más gramática
de la que hace falta. Para expresarte en inglés no necesitas demasiados
tiempos verbales, puedes arreglártelas muy bien con una pequeña cantidad
de gramática. No hace falta enseñar todo el sistema. Ese es otro error
que cometen las autoridades educativas al elaborar el currículo:
intentan incluirlo todo y no todo es realmente importante.</div>
<div dir="ltr">
<b>P.</b> ¿Cuál es la importancia de <a href="https://elpais.com/politica/2016/05/26/actualidad/1464262077_904773.html">la formación de los profesores</a>?</div>
<div dir="ltr">
<b>R.</b> Es clave. Para ser profesor de
inglés necesitas, en primer lugar, un buen dominio del idioma que
enseñas (y eso no significa que debas ser un hablante nativo), pero
también tienes que saber sobre el lenguaje. Y aquí es cuando entra en
juego la gramática. Necesitas saber cómo funciona el lenguaje y tener
una base de teoría lingüística. Los profesores nativos no tienen esta
parte porque no han tenido que estudiar la lengua desde un punto de
vista teórico, así que ahí tienen una desventaja. El tercer elemento son
las habilidades pedagógicas, que se consiguen a través de la
experiencia, pero también de la formación.</div>
<div dir="ltr">
<b>P.</b> En España llevamos varios años desarrollando programas bilingües en los colegios, pero <a href="https://elpais.com/economia/2019/03/19/actualidad/1553009040_676051.html">una queja común de los docentes es que no reciben formación suficiente</a>.</div>
<div dir="ltr">
<b>R.</b> Si hablamos de un contexto CLIL
[Aprendizaje Integrado de Contenidos y Lenguas Extranjeras, el sistema
impulsado por la Unión Europea que se utiliza en los colegios bilingües
en España y que propone aprender inglés a través de otras asignaturas
impartidas en ese idioma], en el que se enseñan otras asignaturas como
Geografía o Historia a través del inglés, añadimos un cuarto elemento:
se necesita un conocimiento y una habilidad con el idioma, pero también
un conocimiento sobre la asignatura que se imparte. Esto está generando
una exigencia añadida sobre los profesores. A eso, además, hay que
sumarle la metodología. Porque para enseñar en inglés no se trata solo
de tener un buen nivel de inglés. Necesitas técnicas y habilidades
pedagógicas para que ese conocimiento sea accesible para los alumnos. Es
un reto y es difícil, sobre todo si no tienes una confianza absoluta en
tu propio nivel de inglés. Hay que dar mucha formación. Creo que en
España se está haciendo, pero es un proceso de toda una generación.</div>
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<b>P.</b> Cuando se habla de aprender inglés,
todas las partes involucradas (el sistema, los alumnos, las familias)
tienen ciertas expectativas sobre el resultado final de ese proceso.
Pero <a href="https://elpais.com/sociedad/2018/09/24/actualidad/1537811034_517768.html">a veces se critica que esas expectativas no son del todo realistas</a>. ¿Cómo pueden los profesores enfrentarse a esto?</div>
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<b>R.</b> Este es uno de los desafíos de los
docentes. Y no se trata solo de las expectativas poco realistas de las
familias o del resto de las partes involucradas. También hablamos de <a href="https://elpais.com/economia/2017/12/07/actualidad/1512647945_643404.html">las expectativas que generan los exámenes</a>,
que es el otro elefante en la habitación. Los exámenes tienen un
impacto enorme en lo que se enseña. En España, la buena noticia es que
en los últimos años exámenes como la Selectividad están cambiando, se
está mejorando por ejemplo la parte del <i>speaking</i>. Si la
expresión oral no se evalúa, nadie la va a practicar en el aula porque
es difícil organizar ese tipo de actividades en una clase grande. Pero
si entra en el examen, sí. Ese es un ejemplo de un efecto positivo que
pueden tener lo exámenes. Pero si las pruebas se centran solo en la
gramática, tendrán un impacto negativo. Y las expectativas dependen
mucho de aquello sobre lo que se va a evaluar a los alumnos.</div>
<div dir="ltr">
Por otro lado, la gente tiene que ser muy realista
con lo que significa aprender un idioma. Por ejemplo, si los niños
empiezan a estudiar inglés en los colegios públicos con seis años pero
reciben una o dos clases a la semana (es decir, unos 90 minutos), no se
van a conseguir avances rápidos. Aprenderán algunas palabras, los
colores, los días de la semana… pero luego lo olvidarán. Es un proceso
muy lento. Las expectativas tienen que ser realistas y deben tener en
cuenta la cantidad de tiempo que se va a dedicar a aprender inglés. Ese
tiempo no es un elemento con mucho peso en la mayoría de los currículos
educativos, excepto en los entornos CLIL. Por lo tanto, hay que ser
paciente. Aprender un idioma es difícil y la gente quizás tendría que
rebajar un poco sus expectativas.</div>
<div dir="ltr">
<b>P.</b> ¿Ponemos demasiado peso sobre los hombros de los docentes? Cuando algo no funciona, se suele mirar en primer lugar al profesor.</div>
<div dir="ltr">
<b>R.</b> Es algo universal. El nivel de respeto que reciben los profesores varía de un país a otro, pero una de las razones por las que <a href="https://elpais.com/economia/2015/03/27/actualidad/1427484082_021511.html">Finlandia siempre ocupa las primeras posiciones</a>
en el informe PISA es porque la profesión docente es muy respetada, los
profesores reciben una formación extensa, se les selecciona, están bien
pagados… Hay una correlación muy fuerte entre el nivel de respeto que
reciben los profesores de la sociedad y lo bien que los alumnos lo hacen
en <a href="https://elpais.com/tag/informes_pisa/a">las pruebas PISA</a>.
España está en la mitad. Creo que a los profesores más o menos se les
respeta. Las familias, además, son conscientes de que hacer exámenes de
forma constante es contraproducente porque si te pasas todo el tiempo
evaluando no puedes dedicar mucho a enseñar. Y también hay <a href="https://elpais.com/economia/2019/03/12/actualidad/1552391523_176781.html">una creciente conciencia acerca de los deberes</a>. Se están produciendo ciertos cambios de actitud y eso es muy saludable.</div>
<div dir="ltr">
<b>P.</b> Hay otro debate abierto sobre la diversión y el entretenimiento en clase. ¿Cuál debería ser su papel en la enseñanza del inglés?</div>
<div dir="ltr">
<b>R.</b> La diversión puede ser un motor
positivo si contribuye a involucrar a los estudiantes, a que mantengan
su atención y su interés en el idioma y en aprender. Pero puede tener un
efecto negativo si les distrae, si se trata de solo juego y nada de
trabajo. Ese es también uno de los peligros de la tecnología. Mucha de
la que se utiliza para enseñar idiomas se centra solo en la diversión,
pero no tiene niveles altos de implicación cognitiva. La diversión en
clase tiene que ser facilitadora, no un elemento de distracción. Y hay
cierta condescendencia cuando decimos que los niños tienen que estar
siempre haciendo actividades divertidas.<br />
<br />
<a class="enlace" href="https://elpais.com/economia/2019/03/19/actualidad/1553009040_676051.html"><img alt="“La gramática tiene una importancia exagerada en la enseñanza del inglés”" height="100" src="https://ep01.epimg.net/economia/imagenes/2019/04/09/actualidad/1554827353_003401_1554827688_sumarioapoyo_normal.jpg" width="140" /></a> <br />
<span class="apoyo-titulo"><a href="https://elpais.com/economia/2019/03/19/actualidad/1553009040_676051.html">¿Qué debe saber un profesor para dar una clase bilingüe? Con un buen nivel de inglés no basta
</a></span></div>
<div dir="ltr">
<br />
<br />
<br />
<a class="enlace" href="https://elpais.com/economia/2019/03/12/actualidad/1552391523_176781.html"><img alt="“La gramática tiene una importancia exagerada en la enseñanza del inglés”" height="100" src="https://ep01.epimg.net/economia/imagenes/2019/04/09/actualidad/1554827353_003401_1554827743_sumarioapoyo_normal.jpg" width="140" /> </a><br />
<span class="apoyo-titulo"><a href="https://elpais.com/economia/2019/03/12/actualidad/1552391523_176781.html">Deberes, ¿un problema de cantidad o de calidad?
</a></span><br />
</div>
<div dir="ltr">
Vía: https://elpais.com/economia/2019/04/09/actualidad/1554827353_003401.html </div>
</div>
<span class="foto-firma"><span class="foto-agencia" itemprop="copyrightHolder"> </span></span></figcaption>
</figure>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-88812640985959497462022-11-29T11:22:00.000-08:002023-03-05T10:51:27.353-08:00AICLE: ¿cómo empezamos, dónde estamos y hacia dónde vamos?<iframe src="//www.slideshare.net/slideshow/embed_code/key/Fgva7xgt3SVTju" width="595" height="485" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="//www.slideshare.net/ftsaez/aicle-cmo-empezamos-dnde-estamos-y-hacia-dnde-vamos" title="AICLE: ¿cómo empezamos, dónde estamos y hacia dónde vamos?" target="_blank">AICLE: ¿cómo empezamos, dónde estamos y hacia dónde vamos?</a> </strong> from <strong><a href="https://www.slideshare.net/ftsaez" target="_blank">Fernando Trujillo</a></strong> </div>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-32878228798794891762022-09-25T11:00:00.000-07:002023-03-05T10:52:26.619-08:00La mayoría del alumnado bilingüe termina la ESO con un nivel de usuario independiente en lengua extranjera (B1 o B2) en los Programas Bilingües de La Junta de AndalucíaEl Programa Bilingüe sitúa a la mayoría de los estudiantes (el 69,2%) que lo cursan en el ámbito de usuario independiente (B1/B2) al acabar la Enseñanza Secundaria Obligatoria (ESO), frente a los no bilingües, que adquieren un nivel básico (A1/A2) de media, según revela un estudio realizado por la Agencia Andaluza de Evaluación Educativa, en colaboración con la Universidad Pablo de Olavide.
De este modo, esta evaluación demuestra que tras 12 años de implantación el programa ha cumplido sus objetivos generales de formación lingüística al final de la ESO, al alcanzar la mayoría del alumnado niveles de competencia adecuados para su edad (16 años), de acuerdo con el Marco Común Europeo de Referencia para las Lenguas (MERCL).<br />
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Tanto en Primaria como en Secundaria el alumnado bilingüe obtiene resultados superiores a los obtenidos por el no bilingüe en las destrezas lingüísticas (comprensión oral y escrita y expresión escrita) en la lengua extranjera. Una diferencia que es incluso superior en Secundaria por el efecto acumulativo a lo largo de los años, lo que confirma la eficacia del programa.
Por otra parte, el estudio evidencia que el Programa Bilingüe beneficia también el aprendizaje de la Lengua Castellana. Los resultados desmienten que la enseñanza bilingüe suponga un estancamiento de la competencia en Lengua Castellana. Por el contrario, el alumnado bilingüe muestra en ambas etapas educativas mejores niveles que el no bilingüe en comprensión y expresión oral, y significativamente superiores en producción escrita. Con respecto a las áreas de Ciencia y Tecnología, en el caso de Primaria, y Geografía e Historia, en Secundaria, el alumnado bilingüe se desenvuelve al mismo nivel que el ‘no bilingüe’, con resultados similares en todos los grupos, por lo cual se concluye que el bilingüismo no tiene incidencia alguna en el aprendizaje de estos contenidos.
Otro de los logros constatados por el estudio del Programa Bilingüe es la homogeneización de las puntuaciones entre los distintos niveles de Índice Socio Económico (ISC) de tal modo que se ha detectado que en los centros bilingües disminuye la diferencia en las puntuaciones medias de los diferentes niveles socioeconómicos. De hecho, el ISC determina más el rendimiento en los grupos no bilingües que en los bilingües y, en este caso, lo grupos de ISC más bajo son los más beneficiados por el Programa Bilingüe.
Asimismo, el estudio pone de relieve que el Programa Bilingüe sigue un modelo inclusivo de atención a la diversidad, gracias a su generalización en los centros. Igualmente, el programa ha fomentado la cohesión del trabajo del profesorado junto a la actualización de la metodología de la enseñanza hacia un enfoque más comunicativo y de trabajo por proyectos.<br />
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En cuanto al profesorado, que califica con un notable su satisfacción general con el programa, los datos apuntan a un aumento de la capacitación lingüística de los docentes bilingües a lo largo de los años de implantación del bilingüismo.
Datos del Programa
El Programa Bilingüe se enmarca dentro del Plan Estratégico de las Lenguas de Andalucía (PEDLA: 2016-2020) que prevé que la red de centros bilingües, integrada actualmente por 1.455 (1.417 sostenidos con fondos públicos, con 460.975 estudiantes) llegue al menos hasta los 1.500 en los próximos dos cursos.
La puesta en marcha de este Plan, que se incluye como medida específica en el Plan de Éxito Educativo, supone así un avance más dentro de la política educativa del Gobierno andaluz y presenta como objetivos principales desarrollar la competencia lingüística del alumnado; mejorar la metodología aplicada por el profesorado; aumentar el número de docentes con la acreditación C1 e incrementar el nivel adquirido por los escolares en al menos un idioma diferente al materno, para cumplir la directriz europea de que el 50% de los estudiantes de 15 años alcance como mínimo el nivel B1 en una lengua diferente a la suya.<br />
La enseñanza de idiomas ha sido siempre una prioridad en Andalucía, como prueba de ello destaca la puesta en marcha en 2005 del Plan de Fomento del Plurilingüismo, que ha permitido transformar radicalmente en los últimos cursos escolares el sistema de aprendizaje de lenguas en la comunidad y, además, extender esta formación entre la población andaluza en igualdad de oportunidades. Además, Andalucía es la comunidad donde se enseñan más lenguas, hasta once idiomas (alemán, árabe, chino, francés, griego moderno, inglés, italiano, japonés, portugués, ruso y español para extranjeros).<br />
<br />
<br />
Fuente: <i><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><span style="font-size: x-small;">http://www.juntadeandalucia.es/educacion/portals/web/ced/prensa/-/noticia/detalle/la-mayoria-del-alumnado-bilingue-termina-la-eso-con-un-nivel-de-usuario-independiente-en-lengua-extranjera-bi-o-b2 </span></span></i>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com1tag:blogger.com,1999:blog-834753640380667627.post-58859741288441622062018-05-16T02:53:00.001-07:002018-05-16T02:53:07.177-07:00Influencia de la política educativa de centro en la enseñanza bilingüe en EspañaEl aprendizaje de lenguas extranjeras es una necesidad en un mundo
globalizado y una parte fundamental de la formación que la sociedad
actual demanda. El bilingüismo es una competencia que favorece las
opciones laborales, culturales y sociales de los jóvenes. Recientemente
el Centro de Publicaciones del MECD en coedición con el British
Council ha publicado el libro <i><a href="http://biblioteca-central.educacion.gob.es/record=b1207290~S0*spi" target="_blank">Influencia de la política educativa de centro en la enseñanza bilingüe en España</a>. </i>Esta publicación<i> </i>responde
a una de las actuaciones relativas al Convenio suscrito en 1996 entre
el MEC y el British Council, para fomentar la enseñanza bilingüe en
España.<br />
<br />
<a href="http://biblioteca-central.educacion.gob.es/record=b1207290~S0*spi" target="_blank">Influencia de la política educativa de centro en la enseñanza bilingüe en España</a>
/ José Luis Ortega-Martín, Stephen P. Hughes y Daniel Madrid. [Madrid] :
Ministerio de Educación, Cultura y Deporte, Subdirección General de
Documentación y Publicaciones : Fundación British Council, [2018]<br />
<img alt="Influencia de la politica educativa de centro" class=" wp-image-8718 alignleft" src="http://blogbibliotecas.mecd.gob.es/wp-content/uploads/2018/03/Influencia-de-la-politica-educativa-de-centro-212x300.jpg" height="180" width="127" /><br />
<span style="font-weight: 300;">La investigación que recoge esta obra
presenta un estudio detallado de los cinco pilares de la enseñanza
bilingüe en ocho comunidades autónomas de España recogiendo la opinión
de quienes dirigen coordinan o imparte su docencia en estos centros
además de llegar al alumnado de secundaria con la intención de presentar
una serie de evidencias que podrían marcar la diferencia en la
educación bilingüe de España. La investigación fue encargada por el
British Council y el MECD a un equipo de docentes de nueve universidades
coordinados por la Universidad de Granada en el que aportan una
perspectiva científica, rigurosa, alejada de críticas puramente
ideológicas. El libro está estructurado en once capítulos en los que se
repasa la legislación y normativas vigentes, se detalla el proceso de
investigación y se presentan los estudios realizados en las diferentes
comunidades.</span><br />
El libro <i>Influencia de la política educativa de centro en la enseñanza bilingüe en España </i>está disponible en la Biblioteca y también se puede adquirir en la <a href="https://sede.educacion.gob.es/publiventa/d/22358/17/0" target="_blank">página de Internet</a> del Centro de Publicaciones del MECD.<br />
<br />
También podéis consultar a texto completo <span style="font-weight: 300;">estos dos títulos sobre el Proyecto bilingüe:</span><br />
<a href="https://sede.educacion.gob.es/publiventa/spanishenglish-primary-integrated-curriculum-language-and-literacy/ensenanza-lengua-inglesa/20512" target="_blank">Spanish/English primary integrated curriculum : language and literacy</a>
/ [autores de la presente edición, Mónica Arellano Espitia ...et al.].
Madrid : Ministerio de Educación, Cultura y Deporte, Subdirección
General de Documentación y Publicaciones, 2015<br />
<a href="https://sede.educacion.gob.es/publiventa/detalle.action?cod=14326" style="font-weight: 300;" target="_blank">Programa de educación bilingüe en España. Informe de la evaluación = Bilingual education project Spain. Evaluation Report</a><span style="font-weight: 300;">. Madrid : British Council, Ministerio de Educación, Subdirección General de Documentación y Publicaciones 2010</span><br />
<br />
<br />
<br />
<span style="font-weight: 300;">Fuente:<span style="font-size: x-small;">http://blogbibliotecas.mecd.gob.es/2018/04/03/influencia-de-la-politica-educativa-de-centro-en-la-ensenanza-bilingue-en-espana/ </span></span>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-23509438214195725932018-04-19T11:58:00.001-07:002018-04-19T11:58:02.838-07:00Learning Diary Module<div dir="ltr">
<strong><span style="font-family: Arial;">Learning Diary</span></strong> <div>
<span style="font-family: arial, sans-serif; font-size: x-small;"><br /></span></div>
<div>
<span style="font-family: Arial;">As
you read through each Module, you will be directed to tasks in a
Learning Diary. You should record your answers to the tasks in your
Learning Diary. </span></div>
<div>
<span style="font-family: Arial;"><br /></span></div>
<div>
<span style="font-family: Arial;">Together with the <a href="https://sites.google.com/site/clil4umaincourse/paper" target="_blank"><span style="color: #0066cc;">PAPeR</span></a> (Pre-Assignment Planning e-Record), this will become your e-Portfolio.</span></div>
<div>
<span style="font-family: arial, sans-serif; font-size: x-small;"><br /></span></div>
<div>
<span style="font-family: arial, sans-serif; font-size: x-small;">Click on the Module Number below to download the part of the Learning Diary for the Module you are doing:</span><span style="font-family: arial, sans-serif; font-size: x-small;"><br /></span></div>
<span style="color: #0066cc;"><hr />
</span></div>
<div class="list-page sites-clear" id="jot-content">
<table class="sites-table goog-ws-list-table" id="goog-ws-list-table">
<tbody>
<tr class="goog-ws-list-tableRow" id="wuid:gx:6889c1ef7bd03a67"><td dir="ltr" width="25%">Learning Diary Module 1 </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%201%20diary.docx?attredirects=0&d=1" target="_new">Download </a> </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%201%20diary.pdf?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://docs.google.com/document/d/1EI9p8ZtEp7UIr-bCMTlNAtRVP2zViWUGLfraColkl34/copy" target="_new">Download</a> </td></tr>
<tr class="goog-ws-list-tableRow" id="wuid:gx:3352060da45e66ae"><td dir="ltr" width="25%">Learning Diary Module 2 </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%202%20diary.docx?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%202%20diary.pdf?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://docs.google.com/document/d/1QgnCDUiRhAxQ0Ams84WU1DCGgN1_yLUUz1yrA7BA9s8/copy" target="_new">Download</a> </td></tr>
<tr class="goog-ws-list-tableRow" id="wuid:gx:10b2500a9e1e4a89"><td dir="ltr" width="25%">Learning Diary Module 3 </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%203%20diary.docx?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%204%20diary.pdf?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://docs.google.com/document/d/1irErDTLaitdZNWk4Qg4YzmJLVOK-oN3RAfdkN-wyG8s/copy" target="_new">Download</a> </td></tr>
<tr class="goog-ws-list-tableRow" id="wuid:gx:59d7c66eb1f74b13"><td dir="ltr" width="25%">Learning Diary Module 4 </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%204%20diary.docx?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%204%20diary.pdf?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://docs.google.com/document/d/1RM5-CYARZQ8nzWid-MLRhtJrEXAy_09S1qVFQgE-qlM/copy" target="_new">Download</a> </td></tr>
<tr class="goog-ws-list-tableRow" id="wuid:gx:44a75aea33272bbe"><td dir="ltr" width="25%">Learning Diary Module 5 </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%205%20diary.docx?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%205%20diary.pdf?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://docs.google.com/document/d/1yYAKpslGV0iTq1SIPDtqbyg3T5853jqx-kfW181zsh8/copy" target="_new">Download</a> </td></tr>
<tr class="goog-ws-list-tableRow" id="wuid:gx:22e4f08f17522933"><td dir="ltr" width="25%">Learning Diary Module 7 </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%207%20diary.docx?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%207%20diary.pdf?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://docs.google.com/document/d/1b-1Xg9X5nCpowdlL-jF3v7LMbSH1x4ZniwEbOVCJ73w/copy" target="_new">Download</a> </td></tr>
<tr class="goog-ws-list-tableRow" id="wuid:gx:2382aa18872c7364"><td dir="ltr" width="25%">Learning Diary Module 9 </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%209%20diary.docx?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%209%20diary.pdf?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://docs.google.com/document/d/1E62f4dasbWjoe0Ahe8LZs18mSLLGqAI-0fYuOeNOCHg/copy" target="_new">Download</a> </td></tr>
<tr class="goog-ws-list-tableRow" id="wuid:gx:5485ff08ec0eb5e9"><td dir="ltr" width="25%">Learning Diary Module 10 </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%2010%20diary.docx?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%2010%20diary.pdf?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://docs.google.com/document/d/1LR02Qy_BraLEVt4nGDqT8nMXk_2iRwFQBSkr4Yd2-I4/copy" target="_new">Download</a> </td></tr>
<tr class="goog-ws-list-tableRow" id="wuid:gx:17f8df065c6c64fd"><td dir="ltr" width="25%">Learning Diary Module 6 </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%206%20diary.docx?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%206%20diary.pdf?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://docs.google.com/document/d/18u72oggQg9hDKHGgegbgOHwxheIGhGEG0JggG9lIAYc/copy" target="_new">Download</a> </td></tr>
<tr class="goog-ws-list-tableRow" id="wuid:gx:71bcbe8f5dc2ad37"><td dir="ltr" width="25%">Answer Sheet </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/Answers%20Section.docx?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/Answers%20Section.pdf?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://docs.google.com/document/d/1WfuCK-Syw0X01zo5DJ84QmJ6dugszXb6lnqhXiWJoxs/copy" target="_new">Download</a> </td></tr>
<tr class="goog-ws-list-tableRow" id="wuid:gx:7653e1623831cadb"><td dir="ltr" width="25%">Learning Diary Module 8 </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%208%20diary.docx?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/New%20Module%208%20diary.pdf?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://docs.google.com/document/d/10SBb9wi4mhwmJtlXEWXZ_g3VP2hyKRRu7E6-nThMlV4/copy" target="_new">Download</a> </td></tr>
<tr class="goog-ws-list-tableRow" id="wuid:gx:23ba39c387cb0cb9"><td dir="ltr" width="25%">Pre-Assignment Planning e-Record </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/Pre-Assignment%20Planning%20Record.docx?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://sites.google.com/site/clil4umaincourse/downloads/Pre-Assignment%20Planning%20Record.pdf?attredirects=0&d=1" target="_new">Download</a> </td><td class="goog-ws-list-url" width="25%"><a href="https://docs.google.com/document/d/1x1loevKt5LSNZ9IuBoBPQP6oRaoiHU3h69qMoFlPxeM/copy" target="_new">Download</a> </td></tr>
</tbody>
</table>
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Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-6826339452565713072018-04-19T11:56:00.004-07:002018-04-19T11:56:48.463-07:00Module 10 - Sample CLIL Lessons<div dir="ltr">
<span style="font-family: arial, sans-serif; font-size: small;"><b>Module 10 – Sample CLIL lessons </b></span><span style="font-family: arial, sans-serif;">
The aim of this module is to show what some other teachers teach through
the CLIL approach, and how they translate CLIL theory into practical
teaching ideas. </span><br />
<span style="font-family: arial, sans-serif;">
‘Clil4U’ is an EU-funded project intended to assist implementation of
CLIL in schools throughout Europe and beyond. As part of the project,
48 ready-to-use Primary and VET scenarios, complete with instructions
and materials, have been prepared by working CLIL teachers. These
scenarios show aims and objectives, and describe how to plan and teach a
CLIL-based module (a subject module from the national curriculum, which
is taught through a foreign language). </span><br />
<b><span style="font-family: arial, sans-serif;">
Learning Stages: </span></b><br />
<ol>
<li><span style="font-family: arial, sans-serif;">To see what scenarios have been written, follow these links: </span></li>
<span style="font-family: arial, sans-serif;">
Primary Scenarios (these can also be used at Secondary Level): </span><br />
<span style="font-family: arial, sans-serif;"><a href="http://languages.dk/clil4u/#Scenarios4Primary" rel="nofollow">http://languages.dk/clil4u/#Scenarios4Primary</a> </span><br />
<span style="font-family: arial, sans-serif;">
VET Scenarios: </span><br />
<span style="font-family: arial, sans-serif;"><a href="http://languages.dk/clil4u/#Scenarios4VET" rel="nofollow">http://languages.dk/clil4u/#Scenarios4VET</a> </span><br />
<li><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 1 – Critiquing a scenario. </span></li>
</ol>
<span style="font-family: arial, sans-serif;"><br /></span>
<span style="font-family: arial, sans-serif;"><strong>
CONGRATULATIONS!</strong> </span><br />
<span style="font-family: arial, sans-serif;">
You have finished the online component of the CLIL4U Blended Learning Course. </span><br />
<span style="font-family: arial, sans-serif;">
The next step is to attend a 1 day Face-2-Face workshop where you can
share your ideas and questions, and discuss the problems facing a CLIL
teacher. </span><br />
<span style="font-family: arial, sans-serif;">
You can use the ideas you have collected in your PAPeR to prepare for an
Assignment. This will involve a practical application of the CLIL
approach by preparing and teaching a lesson.</span></div>
Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-13447576045721158712018-04-19T11:56:00.001-07:002018-04-19T11:56:13.823-07:00Module 9 - Evaluation<span style="font-family: arial, sans-serif;"><b><span style="font-size: small;">Module 9 – Evaluation </span></b><br />
<br />
</span><span style="font-family: arial, sans-serif;">
This module provides <b>guidance </b>in designing a rubric.
</span><br />
<span style="font-family: arial, sans-serif;">
Teachers are used to assessing their students’ achievement and progress
in the subject(s) they teach. For teachers adopting the CLIL approach,
however, the new factor of assessing achievement and progress in the
targeted language as well as in content can be a challenge, and can pose
many questions: </span><br />
<ul>
<li><span style="font-family: arial, sans-serif;">What do I assess, content or language or both together? </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">In what language should I assess? </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">Can students answer in their Mother Tongue? </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">What tools do I use for assessment? </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">How can I assess previous knowledge? </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">If I assess in the targeted
language, how can I minimise the effect in the content assessment of
student use of the targeted language? </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">How can I evaluate skills or
processes, such as planning and investigation, reaching conclusions, or
creating or designing something new? </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">How can I assess group work? </span></li>
</ul>
<span style="font-family: arial, sans-serif;">
There is no simple answer to these questions, but the CLIL approach can suggest some ideas to explore. </span><br />
<b><span style="font-family: arial, sans-serif;">
Learning Stages: </span></b><br />
<ol>
<li><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 1 – Reading about evaluation. </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">It is motivating for students when they know assessment criteria in advance because they can then set targets for themselves. </span></li>
<span style="font-family: arial, sans-serif;">At the start of a lesson, the <b>criteria </b>for the language focus of a lesson <b>can be displayed </b>on
the IWB (for example: understanding new words related to the topic;
using them orally in class; and spelling them correctly). Similarly,
criteria for the subject focus can be made clear. <br />
</span><br />
<span style="font-family: arial, sans-serif;">Alternatively, at the start
of a project or task, students can be given a copy of the evaluation
rubric to be used by the teacher. <br />
</span><br />
<li><span style="font-family: arial, sans-serif;">Motivation can be increased by giving students the opportunity to <b>participate </b>in
the design of a rubric. Together with the teacher, they can brainstorm
possible assessment criteria, select which will be adopted and then
decide their relative importance. Descriptors can also be created
jointly. </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">Where peer evaluation is
suitable, for example in student-led presentations, use of a shared
rubric makes assessment by classmates valid and effective. </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">To <b>encourage self-assessment</b>,
students can be given a series of Yes/No questions to answer, which
will help them to review their output objectively. Students can be
directed to ask themselves, for example: </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span><ul>
<li><span style="font-family: arial, sans-serif;">‘Have I included a detailed explanation of ...?’ </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">‘Have I provided evidence to support my ideas?’ </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">‘Is the layout clear?’ </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">‘Do all members of my group have an opportunity to take part in our presentation?’ </span></li>
</ul>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">The Guidebook provides
examples from various rubrics, including samples of assessment criteria
for content and communication, creativity, cooperation and competence.
Other criteria which can form part of assessment and evaluation
processes are communicative skills, cognitive skills and attitudes
towards learning.</span></li>
</ol>
<span style="font-family: arial, sans-serif;">
Go to your Learning Diary and do Task 2 – Designing a rubric. </span>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-77409068013307264642018-04-19T11:55:00.000-07:002018-04-19T11:55:34.671-07:00Module 8 - CLIL in the Classroom<div style="display: block; text-align: left;">
<span style="background-color: transparent; line-height: 1.6;"><span style="font-family: arial, sans-serif; font-size: small;"><b>Module 8 – CLIL in the Classroom</b></span></span></div>
<span style="font-family: arial, sans-serif;"><br />
This module asks you to consider three important parts of the CLIL approach to teaching:
<br />
</span>
<ul>
<li><span style="font-family: arial, sans-serif;">Scaffolding</span></li>
<li><span style="font-family: arial, sans-serif;">Interaction </span></li>
<li><span style="font-family: arial, sans-serif;">Learner Autonomy</span></li>
</ul>
<span style="font-family: arial, sans-serif;">
Just as learners learn in different ways, so teachers teach in different
ways. However, probably all teachers would agree with the simple
definition of their role as ‘helping learners to learn’. Different
teaching techniques are the specific behaviours that teachers adopt in
order to achieve this.
</span>
<span style="font-family: arial, sans-serif;">
<br />
<b>A. <u>Scaffolding </u></b>
</span>
<div>
<span style="font-family: arial, sans-serif;"><b><u><br />
</u>
Learning Stages: </b>
<br />
</span>
<ol>
<li><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 1 – How you support learning.</span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">In the CLIL approach, we
describe ways that teachers support learning as ‘scaffolding’. To
understand this metaphor, look at the picture below. </span></li>
<div style="display: block; text-align: left;">
<a href="https://sites.google.com/site/clil4umaincourse/module-8/module%208%20image%201.jpg?attredirects=0"><span style="font-family: arial, sans-serif;"><img border="0" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423470959261/module-8/module%208%20image%201.jpg" /></span></a></div>
<span style="font-family: arial, sans-serif;"><br />
<br />
In the rea<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">l world, scaffolding is a framework builders use to help them reach higher.</span>
</span><span style="font-family: arial, sans-serif;">
‘In education, scaffolding refers to a variety of instructional
techniques used to move students progressively toward stronger
understanding and, ultimately, greater independence in the learning
process... ‘
<br />
(taken from <a href="http://edglossary.org/scaffolding/" rel="nofollow">http://edglossary.org/scaffolding/</a>)
</span><br />
<span style="font-family: arial, sans-serif;">
Listen to a description of <a href="http://multidict.net/wordlink/?navsize=1&sl=en&url=http://multidict.net/clilstore/page.php?id=2295" rel="nofollow" target="_blank">scaffolding.</a></span><br />
<li><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do: </span></li>
<span style="font-family: arial, sans-serif;"><br />
Task 2 - Reading about scaffolding
<br />
Task 3 – Is scaffolding new to you?
</span>
<li><span style="font-family: arial, sans-serif;">Scaffolding is particularly important
in the CLIL approach. Both teachers and students are unable to rely on
communicating as easily as they can in a non-CLIL classroom. </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span><ol style="list-style-type: lower-alpha;">
<li><span style="font-family: arial, sans-serif;">In each module of this course, your attention has been directed towards other <b>examples of simple techniques to support learning. </b></span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">Here is a <b>table </b>showing some of the Scaffolding Techniques used in the CLIL approach. Click on it to enlarge:</span></li>
<span style="font-family: arial, sans-serif;"><br />
<a href="https://sites.google.com/site/clil4umaincourse/module-8/module%208%20image%202.jpg?attredirects=0" style="background-color: #cfd5e3; font-size: 13.33px; line-height: 21.33px;"><img border="0" height="328" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423470961532/module-8/module%208%20image%202.jpg" width="400" /></a>
<br />
</span>
<li><span style="font-family: arial, sans-serif;">When teachers scaffold <u>instruction</u>, they typically <b>break up</b> a learning experience, concept, or skill <b>into discrete parts</b>, and then give students the assistance they need to deal with each part. For <b>example</b>, teachers may </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span><ul>
<li><span style="font-family: arial, sans-serif;">give students <b>an excerpt</b> of a longer text to read </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">engage them in a <b>discussion </b>of the excerpt to improve their understanding of its purpose </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;"><b>teach </b>them the <b>vocabulary </b>they need to comprehend the text before assigning them the full reading </span></li>
<span style="font-family: arial, sans-serif;"><br />
(taken from <a href="http://edglossary.org/scaffolding/" rel="nofollow">http://edglossary.org/scaffolding/</a>) </span></ul>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">Steps a CLIL teacher can take to scaffold understanding of a written text: </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span><ul>
<li><span style="font-family: arial, sans-serif;"><b>Highlight </b>the important
content words which you would like your students to know, and decide how
you are going to help your students learn them </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;"><b>Underline </b>‘difficult’ vocabulary and grammar structures. Replace these with simpler words and grammar </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">Notice the length of the sentences. Where possible, <b>replace </b>one long sentence with two or three shorter ones. </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;"><b>Split the text</b> into short sections, each with a <b>side heading </b></span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">Put the text into <b>bullet points </b></span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">Find or create <b>illustrations</b>, <b>diagrams </b>or <b>maps </b>to help students understand better </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">Choose a <b>graphic organiser</b> to enable students to extract information from the text more easily (You can read more about Graphic Organisers below) </span></li>
</ul>
</ol>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">Go to the your Learning Diary to do Task 4 – Making a text more accessible.</span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;"><b>Graphic Organisers</b> are a valuable tool for scaffolding understanding. Teachers will already be familiar with using <b>representations of information</b> such as <b>timelines </b>and <b>mind maps</b>.
Graphic Organisers are particularly useful in developing organisational
and thinking skills, and in allowing transfer and collection of
information and ideas with little reliance on the written or spoken
word. </span></li>
<span style="font-family: arial, sans-serif;"><br />
There is a huge variety of Graphic Organisers available on the Internet, at sites such as: <a href="http://my.hrw.com/nsmedia/intgos/html/igo.htm" rel="nofollow">http://my.hrw.com/nsmedia/intgos/html/igo.htm</a> or <a href="http://www.studenthandouts.com/graphicorganizers.htm" rel="nofollow">http://www.studenthandouts.com/graphicorganizers.htm</a>
<br />
There is a selection of graphic organisers in ‘The TKT Course – CLIL Module’ by Kay Bently (CUP). <a href="https://books.google.com.mt/books?id=_dxaUFvv3vAC&pg=PA43&lpg=PA43&dq=tkt+clil+graphic+organisers&source=bl&ots=uWRShMvtx5&sig=sNScG0wcDyWeLJEfrh0FR2y-juw&hl=en&sa=X&ei=_eKvVPjuM8KqaZC5gYAL&redir_esc=y#v=onepage&q=tkt%20clil%20graphic%20organisers&f=false">Click here </a> and click again on <b><u>Page 43 >></u></b> on the webpage. Then scroll down to Pages 44-46 to see the graphic organisers.
</span>
<li><span style="font-family: arial, sans-serif;">Now go to your Learning Diary and do Task 5 – Choosing a graphic organiser. </span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">Here are two <b>spider diagrams</b> showing the different ways in which teachers and students utilise Graphic Organisers. Click on them to enlarge them: </span></li>
</ol>
<div style="display: block; text-align: left;">
<a href="https://sites.google.com/site/clil4umaincourse/module-8/teachers%20use%20graphic%20organizers%20to....jpg?attredirects=0"><span style="font-family: arial, sans-serif;"><img border="0" height="400" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423474659290/module-8/teachers%20use%20graphic%20organizers%20to....jpg?height=400&width=383" style="height: 393px; width: 396px;" width="383" /></span></a></div>
<div style="display: block; text-align: left;">
<span style="font-family: arial, sans-serif;"><br />
</span></div>
<div style="display: block; text-align: left;">
<div style="display: block; text-align: left;">
<a href="https://sites.google.com/site/clil4umaincourse/module-8/students%20use%20graphic%20organizers%20to....jpg?attredirects=0"><span style="font-family: arial, sans-serif;"><img border="0" height="398" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423474654487/module-8/students%20use%20graphic%20organizers%20to....jpg?height=398&width=400" width="400" /></span></a></div>
<span style="font-family: arial, sans-serif;"><br />
</span></div>
<span style="font-family: arial, sans-serif;"><br />
This <b>Venn Diagram</b> shows some of the advantages of Graphic
Organisers to both teachers and students. Once again, you can click on
the image to enlarge it.</span></div>
<div>
<span style="font-family: arial, sans-serif;"> </span>
<div style="display: block; text-align: left;">
<a href="https://sites.google.com/site/clil4umaincourse/module-8/module%208%20image%203.jpg?attredirects=0"><span style="font-family: arial, sans-serif;"><img border="0" height="288" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423470964710/module-8/module%208%20image%203.jpg?height=288&width=400" width="400" /></span></a></div>
<span style="font-family: arial, sans-serif;"><br />
<br />
<b>B. <u>Interaction </u></b></span></div>
<div>
<span style="font-family: arial, sans-serif;"><b><u><br />
</u></b>
<b>
Learning Stages: </b>
</span>
<ol>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">The
CLIL Approach stresses the importance of interaction between students.
Interaction is an opportunity to bring together students’ existing ideas
and language with new ideas and language, in the meaningful context of
subject development. It provides an opportunity for students to think
about what they are learning, and make sense of it. Interacting with
other students results in the creation of joint understanding and new
knowledge. With the CLIL approach, this is done in a different language.
The students have to work and think harder, and so their learning is
deeper than that of students who learn in their first language.</span></span></li>
</ol>
<span style="font-family: arial, sans-serif;">
Go to the diary to do:
<br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Task 6 – Reading about interaction</span>
<br />
Task 7 – Adding interactive opportunities to your planning outline </span></div>
<div>
<span style="font-family: arial, sans-serif;">
<br />
<b>C. <u>Learner Autonomy </u></b></span></div>
<span style="font-family: arial, sans-serif;"><b><u><br />
</u></b>
Learning Stages:
<br />
</span>
<ol>
<li><span style="font-family: arial, sans-serif;">Teaching and learning through
CLIL mean there is more focus on what students do to learn, and less on
the active role of the teacher. Learners have to become more independent
and to take responsibility for their work. To achieve this, of course,
they need support and encouragement from their teacher. </span></li>
<span style="font-family: arial, sans-serif;"><br />
Go to your Learning Diary to do Task 8 – Reading about learner autonomy.
</span>
<li><span style="font-family: arial, sans-serif;">There are several ways that CLIL
teachers can help students to become autonomous. Increasing pair and
group interaction and co-operation is a good starting point. It is also
important to <b>train students in how to learn for themselves</b>.</span></li>
<span style="font-family: arial, sans-serif;"><br />
</span><ul>
<li><span style="font-family: arial, sans-serif;">For language learning, for
example, a personal vocabulary notebook or computer file, where students
write down the words they want to learn, should be the student’s
responsibility, and not the teacher’s. However, the teacher can train
learners how to store their chosen vocabulary, with meaning, use and
associated words and phrases noted, all in the targeted language.</span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">Students can also be encouraged to <b>keep records</b> of Can Do achievements at the end of each lesson, so that they are made aware of their own progress and needs.</span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;">Students can think about and plan their own learning. <b>Raise students’ awareness</b>
of the relative amounts of time they spend outside school on health and
fitness, hobbies, socialising, ‘down time’ – and studying. Encourage
them to commit to useful patterns of homework and study.</span></li>
</ul>
<span style="font-family: arial, sans-serif;"><br />
Go to your Learning Diary and do Task 9 - Self-assessment through Can Do statements. </span>
<li><span style="font-family: arial, sans-serif;">In the CLIL approach, it is important
for students to realise that they are responsible for their own
learning, and to move away from reliance on the teacher towards making
their own decisions about how, when and where to learn.</span></li>
<span style="font-family: arial, sans-serif;"><br />
Go to your learning diary and do Task 10 – Planning a classroom discussion.
</span></ol>
Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-28672926636370211032018-04-19T11:53:00.001-07:002018-04-19T11:53:53.287-07:00Module 7 - Multimodality<div dir="ltr">
<span style="font-family: arial, sans-serif;"><span style="font-size: small;"><b>Module 7 – Multimodality</b></span> <br />
<br />
In this module, you will think about how to adopt and/or adapt multimodular resources and activities in your CLIL teaching. <br />
<br />
The CLIL4U Guidebook says: <br />
“In CLIL, it is important to use audio-visual aids and multimedia in
order to overcome problems caused by the use of a new language” (Page
24) <br />
<br />
According to Dale, van de Es, Tanner (CLIL Skills, European Platform 2010 Page 41): <br />
<br />
“Since learners use different ways to take in input, it is useful if
input is multimodal at various stages of a lesson or lessons. In the
CLIL classroom, it is even more important to exploit as many input modes
as possible , both linguistic and non-linguistic, to ensure as many
learners as possible understand the input.” <br />
<br />
For the CLIL teacher, a multimodal approach to the classroom can result
in the creation of attractive and professional resources, and can
provide linguistic support. <br />
<br />
For the CLIL student, a multimodal approach can be a powerful
motivator. It can add variety and interaction to a lesson and provide
stimulating visuals to support understanding of language. It can also be
a rich source of cultural awareness. Most of all, it can allow students
to work both collaboratively and independently. <br />
<br />
<b>Learning Stages: </b><br />
</span>
<ol>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 1 – Reading about 'Why CLIL?' </span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">It
is helpful to find different ways (multimodal ways) to introduce new
vocabulary to your students. Using a short video to introduce new
vocabulary, or a gapped text, where students can choose words to fill
the gaps, is very effective. </span></span></li>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Another way to introduce new vocabulary is by using classroom </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">posters</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">. These can show </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">categorised mindmaps, labelled diagrams</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> or </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">pictures</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">, or a </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">short topic-related text</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">. </span>
</span></ol>
<div>
<span style="font-family: arial, sans-serif;"> <u><strong>Examples</strong></u>
</span></div>
<div>
<span style="font-family: Arial;"> </span></div>
<div>
<span style="font-family: Arial;"> Click on the images to enlarge them.</span></div>
<div>
<span style="font-family: Arial;"><br /></span></div>
<ol>
<span style="font-family: arial, sans-serif;"><a href="https://sites.google.com/site/clil4umaincourse/module-7/Module%207%20Secretarial%20English%20PosterDiagram.jpg?attredirects=0" style="font-size: 10pt; line-height: 1.6;"><img border="0" height="292" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423466118790/module-7/Module%207%20Secretarial%20English%20PosterDiagram.jpg?height=292&width=400" width="400" /></a>
</span><br />
<span style="font-family: arial, sans-serif;"><a href="https://sites.google.com/site/clil4umaincourse/module-7/Module%207%20arithmetic.jpg?attredirects=0" style="font-size: 10pt; font-style: italic; line-height: 1.6;"><img border="0" height="400" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423466104566/module-7/Module%207%20arithmetic.jpg?height=400&width=274" width="274" /></a>
</span><br />
<span style="font-family: arial, sans-serif;"><a href="https://sites.google.com/site/clil4umaincourse/module-7/Module%207%20musicposter.jpg?attredirects=0" style="font-size: 10pt; line-height: 1.6;"><img border="0" height="349" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423466107042/module-7/Module%207%20musicposter.jpg?height=349&width=400" width="400" /></a>
</span><br />
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Now go to your Learning Diary and do Task 2 – Creating resources. </span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">The
CLIL teacher’s role often consists less in teaching material to
students, and more in guiding them towards resources and information.
Their investigations help them to learn for themselves as they work to
complete an assignment. The teacher monitors their learning and ensures
that any gaps in curriculum outcomes are achieved. </span></span></li>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">See this </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">table</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> for some </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">useful tips</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> for finding online resources: </span></span><br />
<table border="1" cellpadding="0" cellspacing="0" style="border-collapse: collapse; border: currentColor;">
<tbody>
<tr>
<td style="background: rgb(255,192,0); border: 1pt solid windowtext; padding: 0cm 5.4pt; width: 224.55pt;" width="449">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<b><span lang="EN-US"><span style="font-family: arial, sans-serif;">Resources</span></span></b></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
</td>
<td style="background: rgb(255,192,0); border-color: windowtext windowtext windowtext currentColor; border-style: solid solid solid none; border-width: 1pt 1pt 1pt medium; padding: 0cm 5.4pt; width: 218.25pt;" width="437">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<b><span lang="EN-US"><span style="font-family: arial, sans-serif;"><br />
</span></span></b></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<b><span lang="EN-US"><span style="font-family: arial, sans-serif;">Examples</span></span></b></div>
</td>
</tr>
<tr>
<td style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; padding: 0cm 5.4pt; width: 224.55pt;" width="449">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">Video Clips</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 218.25pt;" width="437">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;"><br />
</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">YouTube</span></span></div>
</td>
</tr>
<tr>
<td style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; padding: 0cm 5.4pt; width: 224.55pt;" width="449">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">Spoken Text</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 218.25pt;" width="437">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;"><br />
</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">iTunes, podcasts</span></span></div>
</td>
</tr>
<tr>
<td style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; padding: 0cm 5.4pt; width: 224.55pt;" width="449">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">Educational
Documentaries</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 218.25pt;" width="437">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;"><br />
</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">TED, TeachersTV</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
</td>
</tr>
<tr>
<td style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; padding: 0cm 5.4pt; width: 224.55pt;" width="449">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">Written &
Spoken Input</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 218.25pt;" width="437">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;"><br />
</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">How Stuff works</span></span></div>
</td>
</tr>
<tr>
<td style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; padding: 0cm 5.4pt; width: 224.55pt;" width="449">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">Online News
Resources</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 218.25pt;" width="437">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">CNN, BBC World
Service, Guardian Online, CBBC Newsround, Kidson Media-Link</span></span></div>
</td>
</tr>
<tr>
<td style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; padding: 0cm 5.4pt; width: 224.55pt;" width="449">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">Visuals</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 218.25pt;" width="437">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;"><br />
</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">Google images</span></span></div>
</td>
</tr>
<tr>
<td style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; padding: 0cm 5.4pt; width: 224.55pt;" width="449">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">Maps</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 218.25pt;" width="437">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;"><br />
</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">Google Earth</span></span></div>
</td>
</tr>
<tr>
<td style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; padding: 0cm 5.4pt; width: 224.55pt;" width="449">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">Lyrics</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<br /></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 218.25pt;" width="437">
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;"><br />
</span></span></div>
<div align="center" style="line-height: normal; margin: 0cm 0cm 0pt; text-align: center;">
<span lang="EN-US"><span style="font-family: arial, sans-serif;">Lyrics, Azlyrics</span></span></div>
</td>
</tr>
</tbody>
</table>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 3 – Finding resources. </span></span></li>
<li><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Students can read online texts such as webpages more easily by using </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Wordlink</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">, which is part of the Multidict suite. </span></span></li>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Download and watch this demonstration of Wordlink in use: </span>
</span><br />
<blockquote style="border: currentColor; margin: 0px 0px 0px 40px; padding: 0px;">
<blockquote style="border: currentColor; margin: 0px 0px 0px 40px; padding: 0px;">
<ul>
<li><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; font-style: normal; line-height: 1.6;">Processing a Webpage - </span><a href="https://dl.dropboxusercontent.com/u/253140516/CLIL_M%20Videos/Wordlink%201%20-%20processing%20a%20webpage.wmv" rel="nofollow" style="background-color: transparent; font-size: 10pt; font-style: normal; line-height: 1.6;" target="_blank">Click Here</a></span></li>
<li><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; font-style: normal; line-height: 1.6;">Creating a Page - </span><a href="https://dl.dropboxusercontent.com/u/253140516/CLIL_M%20Videos/Wordlink%202%20-%20Creating%20a%20page.wmv" rel="nofollow" style="background-color: transparent; font-size: 10pt; font-style: normal; line-height: 1.6;" target="_blank">Click Here</a></span></li>
</ul>
</blockquote>
</blockquote>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 4 – Practising with Wordlink. </span></span></li>
<li><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">We can see from the </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">diagram </b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">of
21st Century Learning below that as part of a multimodal approach to
CLIL learning, Digital/ICT Literacy is vital for our students. Click on
the image to enlarge it.</span></span></li>
<span style="font-family: arial, sans-serif;"><a href="https://sites.google.com/site/clil4umaincourse/module-7/module%207%20point%208.jpg?attredirects=0" style="font-size: 10pt; line-height: 1.6;"><img border="0" height="262" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423466113117/module-7/module%207%20point%208.jpg?height=262&width=400" width="400" /></a>
</span><br />
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Indeed, it is a necessary job requirement in today’s world. </span>
</span><br />
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">It
is also integral to a CLIL approach to teaching. ‘ Using ICT as a
teaching resource’ is one of the Competences of a CLIL Teacher. </span>
</span><br />
<span style="font-family: arial, sans-serif;"><a href="https://sites.google.com/site/clil4umaincourse/module-7/module%207%20point%208%202.jpg?attredirects=0" style="font-size: 10pt; line-height: 1.6;"><img border="0" height="60" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423466110581/module-7/module%207%20point%208%202.jpg?height=94&width=612" width="400" /></a>
</span><br />
<span style="font-family: arial, sans-serif;"><a href="http://lendtrento.eu/convegno/files/mehisto.pdf" rel="nofollow" style="background-color: transparent; font-size: 10pt; line-height: 1.6;">http://lendtrento.eu/convegno/files/mehisto.pdf</a>
</span><br />
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">“
Technology will never replace teachers, but teachers who use technology
will replace teachers who don’t”. (Dr Ray Clifford, 1983) </span></span></li>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">New
technologies become effective and relevant educational tools by
allowing students to access new information, to connect with others ,
and to build links between their lives, their community and the world at
large. </span>
</span><br />
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">It
is good pedagogy which drives education, not technology. However,
technology is a tool to support learning. Its value is in enabling
students to develop their thinking. </span>
</span><br />
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">In
the Module on Cognition, we looked at Bloom’s Revised Taxonomy of
Thinking Skills, which describes traditional classroom practices,
behaviours, knowledge and actions. The Taxonomy has also been adapted to
show how ICT tools and technologies can facilitate learning. </span>
</span><br />
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">See the </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">chart</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> below - you can click on the image to enlarge it:</span>
</span><br />
<span style="font-family: arial, sans-serif;"><a href="https://sites.google.com/site/clil4umaincourse/module-7/module%207%20point%209.jpg?attredirects=0" style="font-size: 10pt; line-height: 1.6;"><img border="0" height="317" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423466116149/module-7/module%207%20point%209.jpg" width="400" /></a>
</span><br />
<span style="font-family: arial, sans-serif;"><a href="http://www.educatorstechnology.com/2013/03/a-great-concept-map-on-blooms-digital.html" rel="nofollow" style="background-color: transparent; font-size: 10pt; line-height: 1.6;">http://www.educatorstechnology.com/2013/03/a-great-concept-map-on-blooms-digital.html</a>
</span><br />
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Bloom's
Digital Taxonomy lends itself especially to task and project-based
learning, where students work independently to solve problems and
develop their own knowledge and skills. </span>
</span><br />
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 5 – Exploring ICT tools and techniques.</span></span></li>
</ol>
</div>
Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-45793399506914484302018-04-19T11:51:00.007-07:002018-04-19T11:51:57.983-07:00Module 6 - Community<div dir="ltr">
<span style="font-family: arial, sans-serif;"><b><span style="font-size: small;">Module 6 – Community </span>
</b><br />
This module examines another of the 5 Cs of CLIL - Community. <br />
<br />
The CLIL approach is learner-centred. It raises awareness of the
student’s own culture, including learned attitudes and behaviours, and
of how that culture relates to other cultures. This enables learners to
understand themselves and others, and to recognise their place in the
global community. <br />
<br />
The classroom community is a part of the school community, which itself
is part of the local community, of the national community, and of the
global community. </span><div>
<span style="font-family: arial, sans-serif;"><br />
</span><div style="display: block; text-align: left;">
<a href="https://sites.google.com/site/clil4umaincourse/module-6/Module%206%20Community.jpg?attredirects=0"><span style="font-family: arial, sans-serif;"><img border="0" height="236" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423146909303/module-6/Module%206%20Community.jpg?height=236&width=400" width="400" /></span></a></div>
<span style="font-family: arial, sans-serif;"><br />
In the classroom, students are motivated to learn about themselves and
the world they live in, as they interact with each other and with the
teacher, with the rest of the school, and with wider communities
outside. <br />
<br />
Use of an additional language for learning is itself a gateway to
connect the classroom to the world outside. In the CLIL approach,
community and culture are all about connection. CLIL is a way of
connecting learning to students’ lives, to local communities, and to
wider communities, cultures and environments. <br />
<br />
The task for a CLIL teacher is to find ways of leading students to an
understanding of these connections through the content they are
learning. <br />
<br />
In this module, teachers will have opportunities to explore what is
meant by community, to consider how it links to content, and to find
ways of building links for their students to the outside world. <br />
<br />
Later on in the course, you will have an opportunity to see how other teachers have connected classroom learning and community. <br />
<br />
<b>Learning Stages: </b></span><div>
<span style="font-family: arial, sans-serif;"><b><br /></b>
</span><blockquote style="border: currentColor; margin: 0px 0px 0px 40px; padding: 0px;">
<span style="font-style: normal;"><b><span style="font-family: arial, sans-serif;">Awareness of Culture and Community</span></b></span></blockquote>
<ol>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">We can help our students to better understand how we are affected by the community and culture in which we live. </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Go to your Learning Diary and do: </span> </span></ol>
<ol><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Task 1 - What makes us what we are? </span> </span></ol>
<ol><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Task 2 – What do you understand by community and culture? </span>
</span>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><b>Community within the CLIL context </b></span>
</span><br />
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Teachers
often bring the community into the classroom by inviting ‘outsiders’
(such as grandparents, local businessmen and businesswomen and/or
members of local government) to come into the classroom and talk to
students. </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">CLIL
teachers can also find members of the community who use or have
knowledge of the CLIL targeted language and ask them to share their
experience. It could be possible to contact people from local cultural
organisations, consulates or embassies, locally-based international
employers, or travel agencies. What contacts can you think of in your
local community who could bring the targeted language into the
classroom? </span>
</span>
<li><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">One
of the most useful ways you can help your students see how their
learning connects to the outside world is to form a link with a school
from another country. Useful sites for finding a school to link with,
together with guidance on what to do, are <a href="http://www.bbc.co.uk/worldclass/" rel="nofollow" target="_blank">World Class</a></span><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> and <a href="http://www.etwinning.net/ww/en/pub/etwinning/index2006.htm/" rel="nofollow" target="_blank">e-Twinning</a>. </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Links with other schools provide an instant window into another community/culture. </span>
</span>
<li><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Another site to consider is <a href="http://www.epals.com/" rel="nofollow" target="_blank">e-Pals</a></span><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">,
which connects more than seven million students and educators in over
190 countries. The site helps create links for classroom-to-classroom
project-sharing, practising language and literacy skills, and
teacher-supervised communication between pen-pals across the globe. </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 3 – Connecting learning to community. </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">You
have now added to your planning outline teaching ideas about four of
the five Cs – Cognition, Competence, Communication and Community. The
fifth C is Content.</span><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> </span></span></li>
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 5 – What Content will you teach? </span></span></ol>
</div>
</div>
</div>
Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-67620371150947239212018-04-19T11:51:00.003-07:002018-04-19T11:51:20.207-07:00Module 5 - Communication<span style="font-family: arial, sans-serif; font-size: small;"><b style="background-color: transparent; line-height: 1.6;">Module 5 – Communication </b>
</span>
<br />
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">This module gives you the opportunity to think about and practise some ideas for teaching language. </span>
</span><br />
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Communication
as one of the 5 Cs of CLIL refers primarily to the use of a targeted
language for learning. For the subject being taught through CLIL,
students need to know: </span>
</span><br />
<ul>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Vocabulary </span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Grammatical structures </span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Functional language (the language that is meant to achieve a particular purpose, such as making or agreeing to a suggestion) </span></span></li>
</ul>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Without this language knowledge, students are unable to understand the subject or to talk and write about it. </span>
</span><br />
<span style="font-family: arial, sans-serif;"><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Learning Stages: </b>
</span><br />
<ol>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 1 – Reading about the language that CLIL teachers teach. </span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">When
students and teachers first change to using an additional (or targeted)
language for classroom learning and teaching, language can feel like a
barrier rather than a means to communication. However, CLIL language
learning is set in the context of content learning, and so is always
relevant and of immediate use to students. It develops in step with
content knowledge, and is <b>taught in bite-sized amounts</b> which the teacher can plan for outside the classroom. </span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Some <b>practical tips</b> for CLIL teachers dealing with new language: </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
</span><ol style="list-style-type: lower-alpha;">
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">There are several things you can do when you are unsure of pronunciation. </span></span></li>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Go to your Learning Diary and do Task 2 – Pronunciation tips. </span>
</span><br />
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">So
that learners can be more relaxed in their language use, CLIL teachers
focus on subject-related concepts and understanding, rather than on
language accuracy. Instead of highlighting language mistakes
immediately, you can reformulate (where the teacher responds to a
mistake with a correct form of the language in use), or delay correction
until a later stage of the lesson. </span></span></li>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Go to your Learning Diary and do Task 3 – Practising reformulation. </span>
</span><br />
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Try
to avoid asking the question ‘Do you understand?’ Students are often
unwilling to answer ‘No’; but if they say ‘Yes’, we still can’t be sure
that they really do understand, or just think that they do. Instead, to
check understanding of new vocabulary, ask questions which are easy to
understand, and can be answered with only one word, preferably ‘Yes’ or
‘No’. These are known as concept-checking questions (CCQs). </span></span></li>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Go to your Learning Diary and do Task 4 – Practising CCQs. </span>
</span><br />
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Collect useful language for your subject. </span></span></li>
<ul>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">A good place to collect subject-specific language is a school textbook written for native speakers of the target language. </span></span></li>
<li><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">For the language that students need to learn to enable them </span>to<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">
communicate with each other and with the teacher (BICS), ask one of the
language teachers in your school to show you the language course
book(s) used in your school, and find examples of functional language
such agreeing or disagreeing, asking for information, making suggestions
or sharing opinions. </span></span></li>
<li><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">For the words students need to know to organize and express their thoughts (CALP), see <a href="http://www.uefap.com/vocab/select/awl.htm" rel="nofollow" target="_blank">the Academic Word List</a></span><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">, which gives the words most commonly used in academic texts, divided into sub-lists depending on frequency. </span></span></li>
</ul>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">It
is helpful to find different ways (multimodal ways) to introduce new
language to your students. You will read about Multimodality in Module
7. </span></span></li>
</ol>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do: </span></span></li>
</ol>
<blockquote style="border: currentColor; margin: 0px 0px 0px 40px; padding: 0px;">
<span style="font-style: normal;"><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Task 5 – Preparing to teach a grammar structure<br />
</span><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Task 6 – Preparing to teach vocabulary<br />
</span><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Task 7 – Planning classroom instructions and questions. </span></span></span></blockquote>
Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-21257409663205021702018-04-19T11:50:00.001-07:002018-04-19T11:50:38.625-07:00Module 4 - Competence<div dir="ltr">
<b style="background-color: transparent; font-size: medium; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Module 4 – Competence </span></b><br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">In this module you will consider the implications of Competence for both CLIL teachers and CLIL students. </span></span><br />
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Competence
is one of the 5 Cs of CLIL. It refers to the measurable or observable
knowledge, skills, abilities, and behaviours critical to successful
performance. </span><br />
<br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Competences
reflect successful learning outcomes. They are often subject-specific
and are an automatic part of any teacher’s lesson planning. </span></span><br />
<span style="font-family: arial, sans-serif;"><br />
<b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Learning Stages:</b></span><br />
<ol>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 1 – Subject-specific competences. </span></span></li>
<li><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Competence as one of the 5 Cs of CLIL can have a wider application than just Content knowledge. It is useful to </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">consider </b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Competence in </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">other applications</b></span></li>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">For </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">example</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">, '</span><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">CLIL Teacher competences'</span><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> support the development of a rich CLIL learning environment in a wide variety of contexts. </span>
</span><br />
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Look at the </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">diagram</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> below, which shows areas of competence for CLIL teachers, and </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">consider the relative importance</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> of each to you in your own teaching context. </span></span><br />
<span style="font-family: arial, sans-serif;"><a href="https://sites.google.com/site/clil4umaincourse/module-4/Module4%20Diagram.jpg?attredirects=0" style="font-size: 10pt; line-height: 1.6;"><img border="0" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1422005278055/module-4/Module4%20Diagram.jpg?height=388&width=400" /></a>
<br />
</span><br />
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do: </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Task 2 – Assessing your own competences as a CLIL teacher </span>
<br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Task 3 – Planning to develop your competences. </span>
</span>
<li><span style="font-family: arial, sans-serif;"><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">If you would like to</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> read about CLIL Teacher competences in more detail, <a href="http://lendtrento.eu/convegno/files/mehisto.pdf" rel="nofollow" target="_blank">click here</a>. </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">‘Can Do’ statements are a useful way of defining competences . </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">An excellent example of their use for defining language competences is seen <a href="http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Key_reference/EAQUALSBank_checklists_EN.pdf" rel="nofollow" target="_blank">the Common European Framework of Reference for Languages.</a>
This internationally recognised framework describes language ability in
a scale of levels which ranges from A1 for beginners to C2 for those
who have mastered a language. </span>
<br />
</span><ul><span style="font-family: arial, sans-serif;"><br />
</span></ul>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 4 – Assessing your level of English. </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">In
the Module on Cognition, we looked at Bloom’s Taxonomy of Thinking
Skills. However, as well as thinking skills, Bloom’s Taxonomy describes
different types of knowledge. </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
</span><ul>
<li><span style="font-family: arial, sans-serif;"><u style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Factual knowledge</u><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> (the basic elements of a subject), eg knowing musical symbols, or major natural resources </span></span></li>
<li><span style="font-family: arial, sans-serif;"><u style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Conceptual knowledge</u><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">
(how parts of the whole are related), eg how periods of geological time
are classified, or models used to explain ideas, such as the Theory of
Evolution </span></span></li>
<li><span style="font-family: arial, sans-serif;"><u style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Procedural knowledge</u><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> (how to do something), eg whole number division, or how to conduct a scientific experiment </span></span></li>
<li><span style="font-family: arial, sans-serif;"><u style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Metacognitive knowledge</u><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">
(understanding of how to learn), eg how to write an outline summary of a
text, or the best method (for the individual student) of learning new
information </span></span></li>
</ul>
<span style="font-family: arial, sans-serif;"><br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Click here to see </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><a href="http://eductechalogy.org/swfapp/blooms/wheel/engage.swf" rel="nofollow" target="_blank">an interactive diagram</a> showing the relationship</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> between thinking skills, activities and different types of knowledge.</span><br />
</span><ul><span style="font-family: arial, sans-serif;"><br />
</span></ul>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Can
Do statements as learning outcomes are often a combination of the
thinking skills in Bloom’s Taxonomy and and the types of knowledge he
defined. </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">We
can use Bloom’s Wheel to write Can Do statements using a verb to
describe the cognitive process, together with the type of knowledge that
the student is expected to develop. </span>
</span>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">See the </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">examples </b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">clearly </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">labelled </b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">in the </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">table </b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">below:</span><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> </span></span><br />
</ol>
<table border="1" cellpadding="0" cellspacing="0">
<tbody>
<tr>
<td style="border: 1pt solid windowtext; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<b><span lang="MT"><span style="font-family: arial, sans-serif;">Cognitive Process</span></span></b></div>
</td>
<td style="border-color: windowtext windowtext windowtext currentColor; border-style: solid solid solid none; border-width: 1pt 1pt 1pt medium; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<b><span lang="MT"><span style="font-family: arial, sans-serif;">Can</span></span></b></div>
</td>
<td style="border-color: windowtext windowtext windowtext currentColor; border-style: solid solid solid none; border-width: 1pt 1pt 1pt medium; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<b><span lang="MT"><span style="font-family: arial, sans-serif;">Do (the Thinking Skill)</span></span></b></div>
</td>
<td style="border-color: windowtext windowtext windowtext currentColor; border-style: solid solid solid none; border-width: 1pt 1pt 1pt medium; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<b><span lang="MT"><span style="font-family: arial, sans-serif;">Knowledge</span></span></b></div>
</td>
</tr>
<tr>
<td style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; padding: 0cm 5.4pt; width: 119.7pt;" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<span lang="MT"><b><span style="font-family: arial, sans-serif;">Remember</span></b></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 119.7pt;" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<span lang="MT"><span style="font-family: arial, sans-serif;">I can</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">recognise & recall </span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">the dates of important events
in recent american history</span></span></div>
</td>
</tr>
<tr style="height: 26.1pt;">
<td rowspan="3" style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; height: 26.1pt; padding: 0cm 5.4pt; width: 119.7pt;" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<span lang="MT"><b><span style="font-family: arial, sans-serif;">Understand</span></b></span></div>
</td>
<td rowspan="3" style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 26.1pt; padding: 0cm 5.4pt; width: 119.7pt;" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<span lang="MT"><span style="font-family: arial, sans-serif;">I can</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 26.1pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">give examples</span></span></div>
<div style="line-height: normal; margin-bottom: 0pt;">
<br /></div>
<div style="line-height: normal; margin-bottom: 0pt;">
<br /></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 26.1pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">of different painting
styles</span></span></div>
</td>
</tr>
<tr style="height: 26.1pt;">
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 26.1pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">classify </span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 26.1pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">minerals </span></span></div>
</td>
</tr>
<tr style="height: 26.1pt;">
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 26.1pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">write a summary</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 26.1pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">of a video presentation</span></span></div>
</td>
</tr>
<tr>
<td style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; padding: 0cm 5.4pt; width: 119.7pt;" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<span lang="MT"><b><span style="font-family: arial, sans-serif;">Apply</span></b></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 119.7pt;" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<span lang="MT"><span style="font-family: arial, sans-serif;">I can</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">divide</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">one whole number by
another whole number</span></span></div>
</td>
</tr>
<tr style="height: 39.15pt;">
<td rowspan="2" style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; height: 39.15pt; padding: 0cm 5.4pt; width: 119.7pt;" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<span lang="MT"><b><span style="font-family: arial, sans-serif;">Analyse</span></b></span></div>
</td>
<td rowspan="2" style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 39.15pt; padding: 0cm 5.4pt; width: 119.7pt;" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<span lang="MT"><span style="font-family: arial, sans-serif;">I can</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 39.15pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">structure</span></span></div>
<div style="line-height: normal; margin-bottom: 0pt;">
<br /></div>
<div style="line-height: normal; margin-bottom: 0pt;">
<br /></div>
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<br /></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 39.15pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">evidence for and against a
particular interpretation of a historical event</span></span></div>
<div style="line-height: normal; margin-bottom: 0pt;">
<br /></div>
</td>
</tr>
<tr style="height: 39.15pt;">
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 39.15pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">recognise</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 39.15pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">the point of view of the
author of an article</span></span></div>
</td>
</tr>
<tr style="height: 7.7pt;">
<td rowspan="2" style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; height: 7.7pt; padding: 0cm 5.4pt; width: 119.7pt;" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<span lang="MT"><b><span style="font-family: arial, sans-serif;">Evaluate</span></b></span></div>
</td>
<td rowspan="2" style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 7.7pt; padding: 0cm 5.4pt; width: 119.7pt;" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<span lang="MT"><span style="font-family: arial, sans-serif;">I can</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 7.7pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">determine</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 7.7pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">if conclusions follow from
data</span></span></div>
</td>
</tr>
<tr style="height: 7.7pt;">
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 7.7pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">judge</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 7.7pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">if the solution to a
problem is valid</span></span></div>
</td>
</tr>
<tr style="height: 7.7pt;">
<td rowspan="2" style="border-color: currentColor windowtext windowtext; border-style: none solid solid; border-width: medium 1pt 1pt; height: 7.7pt; padding: 0cm 5.4pt; width: 119.7pt;" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<span lang="MT"><b><span style="font-family: arial, sans-serif;">Create</span></b></span></div>
</td>
<td rowspan="2" style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 7.7pt; padding: 0cm 5.4pt; width: 119.7pt;" width="160">
<div align="center" style="line-height: normal; margin-bottom: 0pt; text-align: center;">
<span lang="MT"><span style="font-family: arial, sans-serif;">I can</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 7.7pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">devise</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 7.7pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">a procedure for completing
the task</span></span></div>
</td>
</tr>
<tr style="height: 7.7pt;">
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 7.7pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">design</span></span></div>
</td>
<td style="border-color: currentColor windowtext windowtext currentColor; border-style: none solid solid none; border-width: medium 1pt 1pt medium; height: 7.7pt; padding: 0cm 5.4pt; width: 119.7pt;" valign="top" width="160">
<div style="line-height: normal; margin-bottom: 0pt;">
<span lang="MT"><span style="font-family: arial, sans-serif;">a model of a building</span></span></div>
</td>
</tr>
</tbody>
</table>
<span lang="MT" style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;"> </span></span>
<div>
<span style="font-family: arial, sans-serif;"><br />
</span>
<div>
<span lang="MT" style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;"> 9. Go to
your Learning Diary and do Task 5 – Writing Can Do statements.</span></span></div>
</div>
</div>
Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-19270888867667517642018-04-19T11:49:00.000-07:002018-04-19T11:49:30.665-07:00Module 3 - Cognition<div dir="ltr">
<span style="font-family: arial, sans-serif;"><b><span style="font-size: small;">Module 3 – Cognition </span></b><br />
<br />
In this Module, you will begin to think about integrating one of the 5 Cs – Cognition – into a CLIL lesson. <br />
<br />
You may be familiar with Bloom’s Taxonomy of Thinking Skills. It was
revised by Anderson and Krathwohl in 2004. It includes a focus on
knowledge processes. <br />
<br />
Here is a <b>diagram </b>showing the progression of the 6 Thinking Skills:
</span><div>
<span style="font-family: arial, sans-serif;"><br />
</span><div>
<div style="display: block; text-align: left;">
<a href="https://sites.google.com/site/clil4umaincourse/module-3/Module%203%20Diagram.jpg?attredirects=0"><span style="font-family: arial, sans-serif;"><img border="0" height="142" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1421829258443/module-3/Module%203%20Diagram.jpg" width="400" /></span></a></div>
<span style="font-family: arial, sans-serif;"><br />
<br />
<b>Learning Stages: </b><br />
</span><ol>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do: </span></span></li>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Task 1 – Refreshing your memory </span>
<br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Task 2 – Checking understanding. </span>
</span>
<li><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">In the classroom, one way CLIL teachers help students develop their thinking skills is through </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">the tasks we set</b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">.
We can define a task as a problem to solve or objective to accomplish,
often set as part of a lesson, and usually within a limited amount of
time. Learners are left with some freedom in approaching the task. </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">The </span><b style="background-color: transparent; font-size: 10pt; line-height: 1.6;">diagram </b><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">of Bloom’s Wheel below exemplifies the words we can use when setting tasks in order to encourage different thinking skills. </span>
</span>
<div style="display: block; text-align: left;">
<a href="https://sites.google.com/site/clil4umaincourse/module-3/Module%203%20Diagram%202.jpg?attredirects=0"><span style="font-family: arial, sans-serif;"><img border="0" height="303" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1421829256047/module-3/Module%203%20Diagram%202.jpg" width="400" /></span></a></div>
<span style="font-family: arial, sans-serif;"><br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">We can link the taxonomy to classroom activities. </span>
</span>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do: </span></span></li>
<span style="font-family: arial, sans-serif;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Task 3 – Analysing classroom tasks </span>
<br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Task 4 – Creating classroom tasks. </span>
</span>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">There are some criteria for designing a successful task. </span></span></li>
<span style="font-family: arial, sans-serif;">
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">Questions for successful task design: </span>
</span><ul>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Will the task engage my students’ interests? </span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Is there a clear goal or outcome? </span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Will the students know when the task has been completed? </span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Does the task relate to a real-world activity? </span></span></li>
</ul>
<span style="font-family: arial, sans-serif;"><br />
</span>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 5 – Evaluating tasks.</span></span></li>
</ol>
</div>
</div>
</div>
Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-48403343571081376572018-04-19T11:47:00.001-07:002018-04-19T11:47:17.394-07:00Module 2 -The 5 Cs<div dir="ltr">
<span style="font-family: arial, sans-serif;"><b><span style="font-size: small;">
<div style="display: block; text-align: left;">
<b style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-size: small;">Module 2 – The 5 Cs </span></b></div>
</span></b>
<br />
In this Module, you will begin to think about planning a lesson through CLIL. <br />
<br />
CLIL lessons integrate five components. Not only do they combine Content
and Language Learning (Communication), but they also integrate thinking
skills (Cognition), ‘Can Do’ statements (Competence), and an
understanding of how the content relates to learners’ lives outside
school (Community). <br />
<br />
</span>
<div>
<span style="font-family: arial, sans-serif;"><b>Learning Stages: </b><br />
</span>
<ol><a href="https://sites.google.com/site/clil4umaincourse/module-2/Module%202%20Mind%20Map.jpg?attredirects=0" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="227" src="https://sites.google.com/site/clil4umaincourse/_/rsrc/1423483191609/module-2/Module%202%20Mind%20Map.jpg?height=240&width=400" style="height: 341px; width: 599px;" width="400" /></a>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Go to your Learning Diary and do Task 1 – Planning for CLIL, and then Task 2 – Reading about the 5 Cs. </span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">The
5 Cs can be shown graphically. Here is a Mind Map to show how a teacher
has started planning a lesson to take the 5Cs into account. </span></span></li>
<span style="font-family: arial, sans-serif;"><br />
<b style="font-size: 13.33px; line-height: 21.33px;"><span style="font-size: small;"></span></b><br />
</span><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; line-height: 1.6;">For this lesson, the teacher has chosen the topic of ‘habitats’. </span>
</span></ol>
<ol><span style="font-family: arial, sans-serif;">Click on the picture to enlarge it and see it more clearly.</span>
</ol>
</div>
<blockquote style="border: none; margin: 0 0 0 40px; padding: 0px;">
<div>
<span style="background-color: transparent; font-family: arial,sans-serif; font-size: 10pt; font-style: normal; line-height: 19.39px;">Go to your Learning Diary and do:</span></div>
</blockquote>
<div>
<ol><span style="font-family: arial, sans-serif;"><span style="background-color: transparent; line-height: 1.6;">Task 3 – Restating information </span><br />
<span style="background-color: transparent; line-height: 1.6;">Task 4 – Choosing a topic. </span></span></ol>
</div>
</div>
Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-20994254740093763882018-04-19T11:45:00.000-07:002018-04-19T11:45:13.370-07:00Clil4U Teacher Course Module 1This course is designed to help CLIL teachers learn about the CLIL
approach to teaching. During this course you will be asked to: Discover
an aspect of teaching through CLIL. Download a Learning Diary where you
will be asked to perform certain tasks and keep an electronic record of
them - your e-portfolio. Build up a framework of the components of a
CLIL lesson in a Pre-Assignment Planning e-Record (PAPeR). Reflect upon
what you have learnt, to be able to discuss your experiences with other
teachers<br />
<br />
<h1 style="margin: 3px 0;">
</h1>
<h1 style="margin: 3px 0;">
</h1>
<span style="font-family: arial, sans-serif; font-size: large;"><b>Module 1 – What is CLIL?</b></span><br />
<span style="font-family: arial, sans-serif;"><br />
<br />
In this Module, you will think about what you already know about CLIL.
You will learn about CLIL from a video and a written text, and you will
consider the benefits of using CLIL.<br />
<br />
In this and in all other modules, you will be asked:<br />
</span><ul>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">to note some of the <b>techniques </b>used in the CLIL approach to teaching</span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">to reflect on your learning</span></span></li>
</ul>
<span style="font-family: arial, sans-serif;"><b>Learning Stages:</b>
</span><div>
<blockquote>
<span style="font-family: arial, sans-serif;"><span style="font-style: normal;"><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">1. Go to your Learning Diary and do Task 1 – What do you know about CLIL? </span><br />
<span style="background-color: transparent; font-size: 10pt; line-height: 1.6;">2. Watch a</span><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"> video about CLIL.</span></span><b style="background-color: transparent; font-size: 10pt; font-style: normal; line-height: 1.6;"><span><br /> </span>Read this summary before you watch: </b></span></blockquote>
</div>
<div>
<span style="font-family: arial, sans-serif;"><span> <span> <span> </span></span></span>The video gives a definition of CLIL (Content and Language Integrated Learning), a system of teaching and learning <span> <span><span> </span></span></span>which focuses on two things: <br />
</span><ul><ul>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">content</span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">the language in which the content is taught.</span></span></li>
</ul>
</ul>
<span style="font-family: arial, sans-serif;"><span> <span> <span> </span></span></span>The presentation highlights three important aspects of CLIL:<br />
</span><ol><ol>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">Both language and content are taught at the same time. CLIL is the integration of both the language and the content.</span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">The
language used for both teaching and learning is not the students' or
teachers' mother tongue, but an additional language. So the methods of
instruction used need to change in order to make the learning process
easier.</span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">For
any given level, the content curriculum is already established, but
what language to teach also has to be decided before classes can begin.
Making sure that content and language can be taught to pre-defined
levels is an important part of the planning process.</span></span></li>
</ol>
</ol>
<span style="font-family: arial, sans-serif;">
The video presentation concludes by listing some important requirements that teachers need to be aware of when <span> <span> </span></span>teaching through CLIL:<br />
</span><ul>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">the adaptation of the curriculum </span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">the revision of teaching methods and teaching materials</span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">the introduction of new ways of:</span></span></li>
<ul>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">assessing learning processes and results </span></span></li>
<li><span style="background-color: transparent; font-size: 10pt; line-height: 1.6;"><span style="font-family: arial, sans-serif;">approaching the teaching / learning process</span></span></li>
</ul>
</ul>
<span style="font-family: arial, sans-serif;"><a href="https://www.youtube.com/watch?v=MuBcjp7ji8g" target="_blank">Watch the video </a>– it lasts for five and a half minutes. </span><blockquote>
<span style="font-style: normal;"><span style="font-family: arial, sans-serif;">3. Go to your Learning Diary and do Task 2 – What did you learn from the video?<br />
<br />
4. When you do a reading task, you might find an <b>online dictionary</b>
useful. We suggest you use Multidict. Multidict allows you to access a
number of online dictionaries for a large number of languages. Type in
the word you want to translate, <span> </span>and select the language you want to translate into. You can choose a different dictionary if you need more help.</span></span></blockquote>
<span style="font-family: arial, sans-serif;"> <span> <span> <span> </span></span></span><a href="http://multidict.net/multidict/" rel="nofollow" target="_blank">Click here</a> to go to Multidict:<br />
<span> <span> <span> </span></span></span><br />
<br />
<span> </span>5. Continue working in your diary and do Tasks 3 and 4 - The benefits of CLIL</span></div>
<span style="font-family: arial, sans-serif;"><br />
<span> </span>6. Other videos which might be interesting:<br />
<br />
<span> <span> <span> </span></span></span><a href="https://www.youtube.com/watch?v=-Czdg8-6mJA" target="_blank">David Marsh</a> <br />
<span> <span> <span> </span></span></span><a href="https://www.youtube.com/watch?v=uIRZWn7-x2Y" target="_blank">Joan Alberich</a></span>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-24801455684017532492018-02-21T04:24:00.000-08:002018-02-21T04:24:00.160-08:00Sorry STEM, Google just made the case for more foreign language educationScience, technology, engineering, and math are not the only (or perhaps even the most) valuable 21st century skills. Even Google says so.<br />
<br />
In the last decade, American education has been increasingly
concerned with promoting STEM subjects. Between 2000 and 2010, the
number of students enrolled in STEM degree programs <a href="https://www.nsf.gov/nsb/sei/edTool/data/college-02.html">increased 36%</a>. Then-President Obama asked Congress for a <a href="https://www.theatlantic.com/education/archive/2016/02/obamas-push-for-computer-science-education/459276/">$4 billion investment</a> in computer science in K-12 schools. States like <a href="http://www.mlive.com/news/index.ssf/2017/03/state_house_approves_changes_t.html">Michigan</a> now allow high school students to fulfill foreign language credit requirements by learning to code. Government officials in <a href="https://www.insidehighered.com/news/2013/01/30/north-carolina-governor-joins-chorus-republicans-critical-liberal-arts">North Carolina</a> and <a href="https://www.usnews.com/news/us/articles/2016-01-29/in-kentucky-a-push-for-engineers-over-french-lit-scholars">Kentucky</a> have proposed defunding non-technical majors in state universities, on the basis that they “don’t get someone a job”.<br />
<strong>But Google, of all sources, just revealed the importance of other, softer skills for emerging leaders and managers.</strong><br />
<div class="wp-caption aligncenter post-item__attachment" id="attachment_6558" style="max-width: 1034px;">
<a href="https://www.flickr.com/photos/carlosluna/2856173673"><img alt="" class="size-large wp-image-6558" height="266" src="https://blogs.transparent.com/language-news/files/2018/01/google-1024x683.jpg" width="400" /></a><div class="wp-caption-text">
“Google” by Carlos Luna on Flickr is licensed under CC BY 2.0</div>
</div>
The Washington Post recently reported on <a href="https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/20/the-surprising-thing-google-learned-about-its-employees-and-what-it-means-for-todays-students/?utm_term=.6e483985a152&wpisrc=nl_sb_smartbrief">a 2013 Google study of its hiring, firing, and promotion data</a> since 1998. <strong>The
study, called Project Oxygen, sought to identify key skills and
behaviors in the company’s managers. Surprisingly, the data revealed
that among the eight most important qualities of Google’s top leaders
and managers, STEM expertise comes in last.</strong><br />
So, what came out on top? “The seven top characteristics of
[managerial] success at Google are all soft skills: being a good coach;
communicating and listening well; possessing insights into others
(including others different values and points of view); having empathy
toward and being supportive of one’s colleagues; being a good critical
thinker and problem solver; and being able to make connections across
complex ideas.” Strong technical skills are a must, particularly for
engineers, designers, and so on. But as employees look beyond individual
contributions and into management roles, people skills are paramount.<br />
<h4>
The soft skills valued in leaders are byproducts of foreign language acquisition.</h4>
<img alt="" class="aligncenter size-large wp-image-6541" height="285" src="https://blogs.transparent.com/language-news/files/2017/12/foreign-language-classoom-1024x732.jpg" width="400" /><br />
The majority of these soft skills are byproducts of the hard skill
that continues to be put on the back burner or brushed aside entirely:
learning a foreign language.<br />
<ul>
<li><strong>Communicating and listening well:</strong> Here’s an obvious
one—bilinguals are better communicators. When learning another
language, understanding others and making yourself understood is always
front of mind.</li>
<li><strong>Possessing different values and points of view:</strong> You
may have heard that learning a new language provides a new perspective
on the world; that statement isn’t just a feel-good catchphrase. Studies
out of Chicago show that even young children exposed to multiple
languages are <a href="https://www.npr.org/2016/03/21/471316384/studies-suggest-multilingual-exposure-boosts-childrens-communication-skills">better at understanding other people’s perspectives</a>.</li>
<li><strong>Having empathy toward others:</strong> A 2015 study from University of Chicago indicated bilingual children are <a href="https://www.bustle.com/articles/87489-bilingual-children-are-more-likely-to-be-empathetic-study-shows-so-start-brushing-up-on-that">more likely to be empathetic</a>.
Struggling your way through a second language can be humbling, making
it much easier to put yourself in others’ shoes and understand those who
are different or whose beliefs differ from yours.</li>
<li><strong>Being a good critical thinker: </strong><a href="http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-foreign-language-Benefits-of-bilingualism.html">Studies from the University of Chicago</a>
show that bilinguals are better able to pick up on nuances and
subtleties. This leads to more informed decision making, rather than
emotional decision making.</li>
<li><strong>Making connections across complex ideas:</strong> Bilinguals possess <a href="https://blogs.transparent.com/language-news/2013/12/02/5-cognitive-benefits-of-bilingualism/">many cognitive skills</a>
that heighten awareness of complexities in a given situation. Studies
show bilinguals have more control over their attention, make more
rational decisions, and are more perceptive and observant.</li>
</ul>
<h4>
The benefits of foreign language learning aren’t limited to soft skills and cognitive function.</h4>
<div class="wp-caption aligncenter post-item__attachment" id="attachment_6560" style="max-width: 1034px;">
<a href="https://www.flickr.com/photos/cantoni/17314687602"><img alt="" class="size-large wp-image-6560" height="400" src="https://blogs.transparent.com/language-news/files/2018/01/scantron-1024x1024.jpg" width="400" /></a><div class="wp-caption-text">
“Scantron” by Brian Cantoni on Flickr.com is licensed under CC BY 2.0</div>
</div>
Of course, the benefits and advantages afforded by foreign language
study are not limited to employable skills. Parents, educators, and
employers have many reasons to emphasize languages with the same
intensity as STEM:<br />
<ul>
<li>Language learning supports academic achievement in <a href="https://www.actfl.org/advocacy/what-the-research-shows#academic_achievement">myriad ways</a>,
including higher standardized test scores (especially in math and
science!), increased ability to hypothesize, and improved reading
abilities.</li>
<li>Studying a language may take time away from studying STEM subjects,
but it doesn’t detract from performance in those areas. A 2007 <a href="http://www.newsminer.com/business/the-benefits-of-learning-a-foreign-language/article_d189bc9c-b7e0-11e3-b994-0017a43b2370.html">study</a>
by the University of Massachusetts showed that “children who study a
foreign language, even when this second language study takes time away
from the study of mathematics, outperform students who do not study a
foreign language and have more mathematical instruction during the
school day.” The same study indicated this benefit applies to other
subjects as well.</li>
<li>Learning a foreign language can improve your native language. As you
ingest the grammar rules, syntax, and other complexities of a new
language, your knowledge of the mechanics of language improve. This
awareness can carry over to your first language, making you a better
speaker and writer—skills whose utility cannot be denied.</li>
<li>Learning a language, even at lower proficiency levels, can stave off
dementia by up to 4 years (almost 4 times as long as the leading
medical treatment for the disease).</li>
</ul>
<h4>
STEM is but one part of a well-rounded, preparatory education.</h4>
<img alt="" class="aligncenter size-full wp-image-6561" height="224" src="https://blogs.transparent.com/language-news/files/2018/01/people-2562626_960_720.jpg" width="400" /><br />
As a tech company, we do not deny the necessity of STEM skills in the
modern workplace. In fact, we think STEM and languages are <a href="https://blogs.transparent.com/language-news/2013/08/12/putting-the-fl-in-stem-the-link-between-foreign-languages-and-the-stem-fields/">complementary skills</a>.
But offering scholarships or distributing state education funds based
on which degrees earn money or guarantee employment only narrows our
tunnel vision. CNN host Fareed Zakaria agrees, arguing:<br />
“This dismissal of broad-based learning, however, comes from a
fundamental misreading of the facts — and puts America on a dangerously
narrow path for the future. The United States has led the world in
economic dynamism, innovation and entrepreneurship thanks to exactly the
kind of teaching we are now told to defenestrate. <strong>A broad
general education helps foster critical thinking and creativity.
Exposure to a variety of fields produces synergy and cross
fertilization. Yes, science and technology are crucial components of
this education, but so are English and philosophy.”</strong><br />
Particularly at younger ages—at least through high school—an
introduction to the full spectrum of technical and social sciences
develops the soft skills that can be harder to learn later on. Languages
in particular are <a href="http://www.telegraph.co.uk/education/educationopinion/11151726/Children-should-start-learning-languages-at-age-three.html">best started as early as possible</a> to develop the skills and qualities so highly desired by Google.<br />
<h4>
What does this mean for employers?</h4>
<img alt="" class="aligncenter size-full wp-image-6562" height="213" src="https://blogs.transparent.com/language-news/files/2018/01/office.jpg" width="320" /><br />
<strong>Lest you think the title of this post is using Google’s name
as nothing more than a buzzword, it’s not just the internet behemoth who
feels this way.</strong> According to <a href="http://www.naceweb.org/store/2016/job-outlook-2016/">NACE’s Job Outlook 2016 survey</a>
and the 260 employers it surveyed, important hirable attributes include
“written communication skills, problem-solving skills, verbal
communication skills, and a strong work ethic”. In fact, “respondents to
the current survey gave slightly greater weight to verbal communication
skills than was the case last year, and slightly less weight to
analytical/quantitative skills.”<br />
The increased value placed on STEM degrees, unfortunately, has
resulted in a decrease in value for other majors. While they value
attributes associated with the social sciences and humanities, survey
respondents also indicated that academic major has the most significant
influence on hiring decisions. Foreign language abilities and study
abroad experiences, on the other hand, wield “not much influence”.<br />
This inconsistency is massively important for educators, law makers,
parents, and employers to realize. It’s time for employers to see the
value of degrees in languages, philosophy, history, the arts, and
beyond. Some have already noticed; billionaire investor Mark Cuban <a href="http://www.businessinsider.com/mark-cuban-liberal-arts-is-the-future-2017-2">predicts</a> “a greater demand in 10 years for liberal arts majors than […] for programming majors and maybe even engineering”.<br />
Emphasizing foreign languages and other social sciences is still
relevant – critical, even – in the 21st century. As the Washington Post
points out, <strong>even Steve Jobs infamously insisted STEM wouldn’t be
enough. The future will require experts in “the human, cultural, and
social as well as the computational."</strong><br />
<br />
<br />
<br />
<br />
<span style="font-size: x-small;"><i>Fuente:https://blogs.transparent.com/language-news/2018/01/01</i></span><br />
Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-52840460512905077792017-11-29T09:46:00.000-08:002017-11-29T09:46:04.771-08:00Teaching Other Subjects Through English (Resource Books for Teachers)<p style=" margin: 12px auto 6px auto; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none; display: block;"> <a title="View Teaching Other Subjects Through English (Resource Books for Teachers) on Scribd" href="https://www.scribd.com/document/213065281/Teaching-Other-Subjects-Through-English-Resource-Books-for-Teachers#from_embed" style="text-decoration: underline;" >Teaching Other Subjects Through English (Resource Books for Teachers)</a> by <a title="View Hai Duy Nguyen-Le's profile on Scribd" href="https://es.scribd.com/user/40296224/Hai-Duy-Nguyen-Le#from_embed" style="text-decoration: underline;" >Hai Duy Nguyen-Le</a> on Scribd</p><iframe class="scribd_iframe_embed" title="Teaching Other Subjects Through English (Resource Books for Teachers)" src="https://www.scribd.com/embeds/213065281/content?start_page=1&view_mode=scroll&access_key=key-1n4ikgboqzeo2n0r7vqn&show_recommendations=true" data-auto-height="false" data-aspect-ratio="0.7729220222793488" scrolling="no" id="doc_36806" width="480" height="570" frameborder="0"></iframe>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-9347030889083036982017-11-27T09:56:00.001-08:002017-11-27T09:56:58.968-08:00El programa bilingüe en la comunidad de Madrid a examen. Un análisis crítico de sus fundamentos<b>El informe “El Programa Bilingüe a Examen. Análisis crítico de sus
fundamentos” surge de la preocupación generada por los efectos
provocados en nuestro sistema educativo por la implantación del Programa
Bilingüe de la Comunidad de Madrid (PBCM)</b>.<br />
Para ello, hemos realizado un análisis de los fundamentos en los que
descansa el PBCM a partir de la investigación científica más reciente y
de la pedagogía comparada.<br />
<ul>
<a href="https://accioneducativa-mrp.org/wp-content/uploads/2017/10/portada-low-216x300.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img alt="" border="0" class="alignright size-medium wp-image-3440" height="300" src="https://accioneducativa-mrp.org/wp-content/uploads/2017/10/portada-low-216x300.jpg" width="216" /></a>
<li>En los dos primeros capítulos hemos procedido a la búsqueda de
información sobre la enseñanza de lenguas extranjeras en el resto de
Europa; así como sobre la aplicación de la metodología AICLE.</li>
<li>En los dos siguientes, nos hemos centrado en las variables “edad” y
“utilización exclusiva de la segunda lengua (L2)”, dos rasgos
característicos del PBCM. La Consejería de Educación da por hecho que
cuanto antes se empiece y más tiempo de exposición se tenga a la L2,
mejor.</li>
<li>El capítulo quinto se centra en la posible segregación que puede
estar generando en nuestro sistema educativo en base a la experiencia de
otros países. Nos preocupa que el PBCM esté beneficiando a los alumnos
más favorecidos y poniéndoselo más difícil a quienes más difícil lo
tienen.</li>
<li>Dedicamos el capítulo sexto a recoger la inspiradora experiencia de
New Brunswick (Canadá) que proporciona un modelo de debate social basado
en la investigación.</li>
<li>En el último capítulo se recogen un conjunto de propuestas generadas
a partir de las conclusiones y sugerencias de cada uno de los capítulos
entre las que destacan la moratoria en la aplicación del PBCM o la
eliminación de cualquier agrupamiento o itinerario segregador asegurando
un acceso equitativo y universal al aprendizaje de lenguas extranjeras.</li>
<li>Entre las sugerencias se incluye el diseño de una evaluación
rigurosa tanto del PBCM como del resto de programas de enseñanza de
lenguas extranjeras aplicados actualmente en la Comunidad de Madrid, que
atienda no solo al rendimiento en inglés sino a la repercusión
socioeducativa de los diferentes programas en vigor y al coste económico
que conllevan.</li>
</ul>
El informe pretende aportar evidencias al imprescindible debate que
la educación madrileña debe abordar –de modo similar a lo experimentado
en otros países (y regiones) en el mundo–, con el fin de llegar a un
consenso social sobre la enseñanza de lenguas extranjeras, asegurando
que no se pone en peligro el carácter inclusivo que cualquier programa
que se introduzca en el sistema educativo debería tener.<br />
<div align="justify">
<span style="color: black;"><span style="font-family: "helvetica" , sans-serif;"><span style="font-size: x-small;"><b>Documentos elaborados</b></span></span></span></div>
<ul>
<li><span style="color: black;"><span style="font-family: "helvetica" , sans-serif;"><span style="font-size: x-small;">Informe “<a href="http://accioneducativa-mrp.org/wp-content/uploads/2017/10/informe-bilinguismo-2017-low.pdf" rel="noopener" target="_blank"><b>El programa Bilingüe a examen. Un análisis crítico de sus fundamentos</b></a>”. Octubre 2017.</span></span></span></li>
<li><a href="http://accioneducativa-mrp.org/wp-content/uploads/2017/10/Resumen-ejecutivo.pdf" rel="noopener" target="_blank"><b>Resumen Ejecutivo del Informe</b></a>. Octubre 2017.</li>
<li><a href="http://accioneducativa-mrp.org/2015/05/11/reflexiones-sobre-las-consecuencias-de-los-programas-de-bilinguismo-establecidos-en-la-comunidad-de-madrid/" rel="noopener" target="_blank"><b>Reflexiones sobre las consecuencias de los Programas de Bilingüismo establecidos en la Comunidad de Madrid. Mayo 2015</b></a>.</li>
</ul>
<br />
<br />
Fuente: http://accioneducativa-mrp.org/el-programa-bilingue-a-examen/ <br />
<ul>
</ul>
Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-20784443113477526742017-11-23T11:22:00.005-08:002017-11-23T11:22:50.833-08:00Perspectiva Internacional de la Enseñanza Bilingüe CIEB 2017<iframe allowfullscreen="" frameborder="0" height="270" src="https://www.youtube.com/embed/5NP2f-nZRqg" width="480"></iframe>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-7741350701033985892017-11-23T11:22:00.003-08:002017-11-23T11:22:32.845-08:00Enseñanza bilingüe: Investigaciones y publicaciones CIEB 2017<iframe allowfullscreen="" frameborder="0" height="270" src="https://www.youtube.com/embed/VJ9D-KB4Z_o" width="480"></iframe>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-57887758501474571632017-11-23T11:22:00.001-08:002017-11-23T11:22:07.307-08:00Cristina Pérez Guillot en CIEB 2017<iframe allowfullscreen="" frameborder="0" height="270" src="https://www.youtube.com/embed/ZtckcAqxuIU" width="480"></iframe>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-14382955178232253582017-11-23T11:21:00.001-08:002017-11-23T11:21:26.235-08:00Xavier Gisbert en CIEB 2017<iframe allowfullscreen="" frameborder="0" height="270" src="https://www.youtube.com/embed/dQ0udJVhtvQ" width="480"></iframe>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-35823238157395523992017-11-23T11:20:00.001-08:002017-11-23T11:20:49.949-08:00David Marsh en CIEB 2017<iframe allowfullscreen="" frameborder="0" height="270" src="https://www.youtube.com/embed/hihXgo9RI5Q" width="480"></iframe>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0tag:blogger.com,1999:blog-834753640380667627.post-38477056753407446722017-11-23T11:18:00.001-08:002017-11-23T11:18:40.350-08:00Acto de Apertura del CIEB 2017<iframe allowfullscreen="" frameborder="0" height="270" src="https://www.youtube.com/embed/9ylWOGWhze8" width="480"></iframe>Antonio Piedrahttp://www.blogger.com/profile/15093754257335348358noreply@blogger.com0