tag:blogger.com,1999:blog-71111719168127022342024-03-06T07:29:23.889+01:00Reflections on CLILReflections on CLIL (content and language integrated learning) from Rosie Tanner, independent CLIL/education consultant.
www.rosietanner.comUnknownnoreply@blogger.comBlogger42125tag:blogger.com,1999:blog-7111171916812702234.post-70685213150643965752014-11-19T11:11:00.000+01:002014-11-19T11:11:15.293+01:00The Role and Tasks of a CLIL coach
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<em><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">As a follow up to my last blog about the CLIL coach, where I posed some questions about the role and tasks of the CLIL coach, here are some more concrete ideas about the role and tasks of a CLIL coach at your school. Thanks for the input from my CLIL coach group this autumn, who helped to develop these ideas</span></em></div>
<h2 style="margin: 10pt 0cm 0pt;">
<span lang="EN-GB" style="color: #e36c0a; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-size: 11.0pt; mso-themecolor: accent6; mso-themeshade: 191;"><span style="font-family: Arial, Helvetica, sans-serif;">ROLE</span></span></h2>
<div style="margin: 10pt 0cm 0pt;">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">The role of
a CLIL (content and language integrated learning) coach is to support the awareness
and development of their CLIL colleagues in CLIL methodology and (if
appropriate) in language development.</span></span></div>
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;"><o:p></o:p></span></span><br />
<h3>
<span lang="EN-GB" style="color: #e36c0a; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-size: 11.0pt; mso-themecolor: accent6; mso-themeshade: 191;"><span style="font-family: Arial, Helvetica, sans-serif;">TASKS AND
RESPONSIBILITIES<o:p></o:p></span></span></h3>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">
</span><br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">The tasks
and responsibilities of the CLIL coach can be defined as follows. </span>The
CLIL coach…<o:p></o:p></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="mso-ansi-language: EN-GB;">… coaches colleagues on CLIL methodology
by, for example, observing lessons (live or on video), discussing CLIL lessons and
giving feedback.<o:p></o:p></span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="mso-ansi-language: EN-GB;">… helps CLIL teachers to implement
CLIL in their lessons.<o:p></o:p></span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="mso-ansi-language: EN-GB;">… organizes workshops that focus on
CLIL methodology – internally or from external organizations.<o:p></o:p></span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="mso-ansi-language: EN-GB;">… assists colleagues in developing a
CLIL career plan by, for example, suggesting courses (in the Netherlands and/or
the UK or other countries) or passing on recent developments in CLIL.<o:p></o:p></span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0cm 0cm 10pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">5.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="mso-ansi-language: EN-GB;">… liaises with their TTO coordinator
about the development of the CLIL department, inspections from the European
Platform and other CLIL issues.<o:p></o:p></span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">If s/he is
a language expert or language coach, the CLIL coach …<o:p></o:p></span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">6.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="mso-ansi-language: EN-GB;">… helps colleagues with their
language development.<o:p></o:p></span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">7.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="mso-ansi-language: EN-GB;">… assists colleagues in finding
resources and adapting existing resources for their CLIL lessons.<o:p></o:p></span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
<div class="MsoListParagraphCxSpLast" style="margin: 0cm 0cm 10pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;">8.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="mso-ansi-language: EN-GB;">… gives language-related feedback on
tasks, tests, projects, etc. that CLIL teachers have created.<o:p></o:p></span></span></div>
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
<h3 class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span lang="EN-GB" style="color: #e36c0a; mso-ansi-language: EN-GB; mso-themecolor: accent6; mso-themeshade: 191;"><span style="font-family: Arial, Helvetica, sans-serif;">HOURS AND TIMETABLING<o:p></o:p></span></span></h3>
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">In order to
carry out these tasks effectively, the CLIL coach needs about <b style="mso-bidi-font-weight: normal;"><span style="color: #e36c0a; mso-themecolor: accent6; mso-themeshade: 191;">100 clock hours per 15 teachers</span></b><span style="color: #e36c0a; mso-themecolor: accent6; mso-themeshade: 191;"> </span>per
year. If the CLIL coach also has a language coach role in their school, s/he
needs an extra <b style="mso-bidi-font-weight: normal;"><span style="color: #e36c0a; mso-themecolor: accent6; mso-themeshade: 191;">50 hours per 15 teachers</span></b><span style="color: #e36c0a; mso-themecolor: accent6; mso-themeshade: 191;"> </span>per
year.<o:p></o:p></span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">
</span><br />
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">The
timetable needs to allow the CLIL coach space to be able to observe and give
feedback to CLIL colleagues.</span></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;"><em>What are your ideas about the role and tasks of a CLIL coach? I would love to hear from you...</em></span></span></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="font-size: 9pt; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-size: 11.0pt;"><o:p><span style="font-family: Calibri;"> </span></o:p></span></i></div>
<br />
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<i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="font-size: 9pt; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-size: 11.0pt;"><o:p><span style="font-family: Calibri;"> </span></o:p></span></i></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-30529134753383003592014-10-07T12:43:00.000+02:002014-10-07T12:43:51.628+02:00CLIL coaching
<span lang="EN-US" style="font-family: "Arial","sans-serif";">I<em> have recently been training a group of 15 secondary
school teachers from Dutch secondary schools to become CLIL coaches. In three
days, we work on CLIL coaching skills, observing teachers and the role and
tasks of the CLIL coach at school.</em> <o:p></o:p></span><br />
<span lang="EN-US" style="font-family: "Arial","sans-serif";"><o:p> </o:p></span><br />
<span lang="EN-US" style="font-family: "Arial","sans-serif";"><span style="color: #cc0000;">ROLES AND TASKS OF A CLIL COACH<o:p></o:p></span></span><br />
<br />
<div class="Body" style="line-height: 150%; margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif";">The idea of a CLIL coach - a colleague at your school who
supports other CLIL teachers In working on their language and CLIL methodology - is a
relatively new one, and so new issues have emerged during the course. We have
discussed, for example, issues like:<o:p></o:p></span></div>
<br />
<div class="Body" style="line-height: 150%; margin: 0cm 0cm 0pt 9pt; mso-list: l3 level1 lfo1; tab-stops: list 9.0pt; text-indent: -9pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica; mso-text-raise: -1.0pt; position: relative; top: 1pt;"><span style="mso-list: Ignore;"><span style="font-family: Helvetica;">•</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN-US" style="font-family: "Arial","sans-serif";">What can a CLIL coach do if he or she is asked to coach a "difficult" colleague, or a colleague who doesn't really want to work (any more) in the bilingual stream?</span><span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Helvetica; mso-text-raise: -1.0pt; position: relative; top: 1pt;"><o:p></o:p></span></div>
<br />
<div class="Body" style="line-height: 150%; margin: 0cm 0cm 0pt 9pt; mso-list: l1 level1 lfo2; tab-stops: list 9.0pt; text-indent: -9pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica; mso-text-raise: -1.0pt; position: relative; top: 1pt;"><span style="mso-list: Ignore;"><span style="font-family: Helvetica;">•</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN-US" style="font-family: "Arial","sans-serif";">In which language do coaches want to coach? English or the teacher’s - and often their own - first language? What are the advantages and disadvantages of each? </span><span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Helvetica; mso-text-raise: -1.0pt; position: relative; top: 1pt;"><o:p></o:p></span></div>
<br />
<div class="Body" style="line-height: 150%; margin: 0cm 0cm 0pt 9pt; mso-list: l0 level1 lfo3; tab-stops: list 9.0pt; text-indent: -9pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica; mso-text-raise: -1.0pt; position: relative; top: 1pt;"><span style="mso-list: Ignore;"><span style="font-family: Helvetica;">•</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN-US" style="font-family: "Arial","sans-serif";">How can teachers approach their school management about the position and facilitation of a CLIL coach at school, in times of economic cut backs in education? In other words, how can they 'sell' the idea that a CLIL coach at their school will improve the quality of teaching and perhaps team feeling, if a school invests in one?</span><span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Helvetica; mso-text-raise: -1.0pt; position: relative; top: 1pt;"><o:p></o:p></span></div>
<br />
<div class="Body" style="line-height: 150%; margin: 0cm 0cm 0pt 9pt; mso-list: l4 level1 lfo4; tab-stops: list 9.0pt; text-indent: -9pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica; mso-text-raise: -1.0pt; position: relative; top: 1pt;"><span style="mso-list: Ignore;"><span style="font-family: Helvetica;">•</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN-US" style="font-family: "Arial","sans-serif";">What are the limits of the CLIL coach's responsibilities? Where do they start and end?</span><span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Helvetica; mso-text-raise: -1.0pt; position: relative; top: 1pt;"><o:p></o:p></span></div>
<br />
<div class="Body" style="line-height: 150%; margin: 0cm 0cm 0pt 9pt; mso-list: l2 level1 lfo5; tab-stops: list 9.0pt; text-indent: -9pt;">
<!--[if !supportLists]--><span lang="EN-US" style="mso-bidi-font-family: Helvetica; mso-fareast-font-family: Helvetica; mso-hansi-font-family: Helvetica; mso-text-raise: -1.0pt; position: relative; top: 1pt;"><span style="mso-list: Ignore;"><span style="font-family: Helvetica;">•</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";"> </span></span></span><!--[endif]--><span lang="EN-US" style="font-family: "Arial","sans-serif";">How can we communicate to our colleagues that the CLIL coach is more than someone who gives feedback on language?</span><span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-fareast-font-family: Helvetica; mso-text-raise: -1.0pt; position: relative; top: 1pt;"><o:p></o:p></span></div>
<span lang="EN-US" style="font-family: "Arial","sans-serif";"><o:p> </o:p></span><br />
<div class="Body" style="line-height: 150%; margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif";">We haven't yet got clear answers to all of these
questions, but we are working on them. As a result of these discussions, the
group is creating a letter which will go to school management at the end of the
CLIL coach course, to clarify to their schools about what a CLIL coach is. This
letter will include information about the role and tasks of a CLIL coach. In my
next blog, I will share some of these ideas. <o:p></o:p></span></div>
<br />
<div class="Body" style="line-height: 150%; margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif";"><span style="color: #cc0000;">GUIDE ON THE SIDE</span></span></div>
<div class="Body" style="line-height: 150%; margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif";">The biggest step that my coaches have made is that of
realizing that they are <i>guides on the side, </i>that their role is to coach
other teachers to find their own solutions to a CLIL challenge or classroom
dilemma. And this role demands, for some of them, a set of new skills. A CLIL
coach might be a bit more of a CLIL expert than the teachers he or she coaches,
but it is not his or her role to give advice or tell someone else what to do. <o:p></o:p></span></div>
<br />
<div class="Body" style="line-height: 150%; margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif";"><span style="color: #cc0000;">FOR CLIL TRAINERS: RESOURCES</span></span><span lang="EN-US" style="font-family: "Arial","sans-serif";"><o:p> </o:p></span></div>
<span lang="EN-US" style="font-family: "Arial","sans-serif";">For trainers who might be interested, I have made thankful
use of two classics on mentoring and coaching: Julian Edges's (mine is pretty
dog-eared) book, <b><a href="http://www.amazon.co.uk/Cooperative-Development-Professional-Self-development-Cooperation/dp/0582064651/ref=sr_tc_2_2?ie=UTF8&qid=1412614337&sr=1-2-ent" target="_blank">Cooperative Development</a></b> (1992, Longman) and <b><a href="http://www.amazon.co.uk/Mentor-Courses-Trainer-Trainers-Cambridge-Development/dp/0521566908" target="_blank">MentorCourses</a></b> by Angi Malderez and </span><span lang="EN-US" style="color: #333333; font-family: "Arial","sans-serif";">Caroline Bodsczky </span><span lang="EN-US" style="font-family: "Arial","sans-serif";"><span style="mso-spacerun: yes;"> </span>(1999, Cambridge University Press). Ideas from
Bateson about reflection form the basis of my coaching model, keeping the
teacher and their development centre stage during coaching. Short clips of CLIL
teachers from </span><span lang="EN-US"><span class="Hyperlink0"><span style="font-family: "Arial","sans-serif";"><span style="color: blue;"><a href="http://leraar24.nl/">leraar24.nl</a></span></span></span></span><span lang="EN-US" style="font-family: "Arial","sans-serif";"> (this is a Dutch site: search under
<em>CLIL skills</em>) provide useful food for discussion about, <i>How would you coach
this teacher?, What qualities does this teacher have that you can name?, What
does this teacher do really well? What compliments<span style="mso-spacerun: yes;"> </span>could you give this teacher about his lesson?</i></span><span lang="EN-US" style="font-family: "Arial","sans-serif";"><o:p> </o:p></span><br />
<br />
<div class="Body" style="line-height: 150%; margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="font-family: "Arial","sans-serif";">Key to the course at the start was to create a safe
environment where potential coaches feel safe together, through spending time
on getting to know each other. We have worked on looking at teachers' qualities
and using them during coaching, and helping teachers through <a href="http://en.wikipedia.org/wiki/Active_listening" target="_blank">active listening</a>. And
the coaches have practiced a lot of coaching In threes (teacher, coached and
observer) and given feedback to each other about coaching skills.</span></div>
<span lang="EN-US" style="font-family: "Arial","sans-serif";"><div class="Body" style="line-height: 150%; margin: 0cm 0cm 0pt;">
</div>
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</span><span lang="EN-US" style="font-family: "Arial","sans-serif";">The next <a href="http://www.rosietanner.com/index.php/news.html" target="_blank">CLIL coach course</a> starts in December. </span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-29775042985846118182014-09-22T19:44:00.003+02:002014-09-22T19:45:52.247+02:00Jolly CLIL lollies<span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;"> <o:p></o:p></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiDsWDNX-rUTaP3mLZYkeq-WHxXPGdRTDE4DHD6f5CincapB0ZWkloVI7-5Vog9tOmCeES5mELExCKOE-9dXCf09Bg0lJ4dfIsElDSp9G7qQ-UZCjyn_XF7FDZpL4VjhJN7yl3uzHwcrY/s1600/Lollipop+sticks.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiiDsWDNX-rUTaP3mLZYkeq-WHxXPGdRTDE4DHD6f5CincapB0ZWkloVI7-5Vog9tOmCeES5mELExCKOE-9dXCf09Bg0lJ4dfIsElDSp9G7qQ-UZCjyn_XF7FDZpL4VjhJN7yl3uzHwcrY/s1600/Lollipop+sticks.jpg" height="161" width="200" /></span></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;">I am often asked to give workshops on encouraging CLIL
students to speak more. Among <span style="mso-spacerun: yes;"> </span>the
challenges that CLIL teachers face in organizing speaking in their classrooms
is the problem that not everyone participates. “The shy students don’t
participate,” the teachers say, or, “Not everyone participates in the lesson.”<o:p></o:p></span></span><br />
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<span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;">Apparently only about a quarter of your students consistently
put their hands up to answer a question, or so says </span><span lang="EN" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN;"><a href="http://www.dylanwiliam.org/" target="_blank">Dylan Wiliam</a>, of
London's Institute of Education. T</span><span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;">he rest just turn off. Some
teachers have banned ‘hands up’ as a teaching strategy in favour of different strategies
to get students involved in their classrooms. Using wooden lollipop sticks is
one of these and apparently Professor Wiliam has been using them for over a
decade.<o:p></o:p></span></span></div>
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<span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"><span style="color: blue;"><strong>Lollipop sticks<o:p></o:p></strong></span></span></span></div>
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<span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;">So how do I use these <i style="mso-bidi-font-style: normal;">communication regulators</i> in my workshops? At the start of a
workshop, I put an 11cm wooden lollipop stick next to each participant’s place,
which gets them wondering where the ice creams are, or what they are going to
do with the lolly sticks. Then I ask everyone to write their name – the one they
would like to be called - on a lolly stick and I collect them together. I have
a special lollipop tin for this. <o:p></o:p></span></span></div>
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<span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;">I don’t ask my participants to put their hands up;
instead, I try to engage everyone by using the lolly sticks. Each time we have
a discussion, or I ask a question, I pause for a while so that everyone has
time to think about their answer, then choose a random lollipop stick. That
person then answers the question. This means that I don’t always work with the
‘keen’ participants, that everyone stays awake and thinks, since anyone might be
asked to answer my question. <o:p></o:p></span></span></div>
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<span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"><span style="font-size: small;"><span style="color: blue;"><strong>More ways<o:p></o:p></strong></span></span></span></span></div>
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<span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;">You can use the lolly sticks in other ways:</span></span></div>
<ul>
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<span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"></span><span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">For pair work. Give their two lollipop sticks to a pair of students. Pose a question, give students time to think, then the person whose lollipop stick is turned over first must answer first.<o:p></o:p></span></span></div>
</li>
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<!--[endif]--><span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">For dividing your class into groups: shuffle the lollipop sticks and create groups. <o:p></o:p></span></span></div>
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<!--[endif]--><span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">For group work: give each group their sticks. They must answer a discussion question in turn, as their lollipop stick is revealed.<o:p></o:p></span></span></div>
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<!--[endif]--><span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">For a class discussion. Choose three sticks and pose a (higher order) question. The first two students respond to the question; the third student says which answer he or she finds the most appropriate and why. <o:p></o:p></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSihm_YU01Ryt4CDNLfUFp3jPWbv7jJ08lusJ7rY0d_skbWAqzj8zoaMWcatugmDnjmgkfQT07sc6ezFWnFfzWghcdZKssS4rwncZCn5KLLvYPrufPNxFD0ElkXD8MAbnd12J6uT5dvno/s1600/Coloured+lolly+sticks.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSihm_YU01Ryt4CDNLfUFp3jPWbv7jJ08lusJ7rY0d_skbWAqzj8zoaMWcatugmDnjmgkfQT07sc6ezFWnFfzWghcdZKssS4rwncZCn5KLLvYPrufPNxFD0ElkXD8MAbnd12J6uT5dvno/s1600/Coloured+lolly+sticks.jpg" height="146" width="200" /></span></a><span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"><span style="font-size: small;"><span style="color: blue;"><strong><span style="font-family: Arial, Helvetica, sans-serif;">Coloured lolly sticks<o:p></o:p></span></strong></span></span></span></div>
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<span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">I have also recently discovered and ordered coloured
lolly sticks and will be thinking of some creative ways to use these.<o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="line-height: 115%; mso-ansi-language: EN-GB;"><span style="color: blue;"><strong>Multi-sided dice</strong></span></span><span lang="EN-GB" style="color: #333333; line-height: 115%; mso-ansi-language: EN;"> </span><span lang="EN" style="color: #333333; font-size: 10pt; line-height: 115%; mso-ansi-language: EN;"><o:p></o:p></span></span></div>
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</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbYM8k3e2CfWCQlKo-3tDQCf4AferzfC7oy04RMtmD0wD63lbxXpGVV-NxV2qqzulBZthY8iHlInQIqvpLh2bOwl4AszMC2a_ZFH6KJQgwCdcyuPUz9jIyV2B3oLvnPE83rrWTWbjrW6M/s1600/20+sided+die.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbYM8k3e2CfWCQlKo-3tDQCf4AferzfC7oy04RMtmD0wD63lbxXpGVV-NxV2qqzulBZthY8iHlInQIqvpLh2bOwl4AszMC2a_ZFH6KJQgwCdcyuPUz9jIyV2B3oLvnPE83rrWTWbjrW6M/s1600/20+sided+die.jpg" height="200" width="200" /></span></a><span lang="EN-GB" style="font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">Some enterprising teachers I worked with recently in
Essen in Germany showed me other communication regulators which they use
twenty- and thirty-sided dice, which have a similar purpose. They throw the
die, then check their name list: whoever’s name is at that number on their
class list must answer the question. And if they can’t answer the question,
they are allowed to ask another question. <span style="color: #333333;"><o:p></o:p></span></span></span></div>
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<span lang="EN-GB" style="color: #333333; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">A one hour BBC programme, <b style="mso-bidi-font-weight: normal;">The Classroom Experiment</b>, on the use of
lollipop sticks and other strategies to get students involved and engaged. Includes
the mystery of the missing lolly sticks…</span></span></div>
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<span lang="EN-GB" style="color: #333333; font-size: 10pt; line-height: 115%; mso-ansi-language: EN-GB;"><o:p><span style="font-family: Arial, Helvetica, sans-serif;"></span></o:p></span> </div>
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<span lang="EN" style="color: #333333; font-size: 10pt; line-height: 115%; mso-ansi-language: EN;"><span style="font-family: Arial, Helvetica, sans-serif;">Does anyone else have good strategies to
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-82569747915284045632014-07-07T14:28:00.000+02:002014-07-07T14:28:23.275+02:00World cup CLIL and teaching maths
<br />
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span lang="EN-GB" style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">Lots of things have been happening this (academic) year, which is why
the CLIL reflections blog has been dormant. In September 2013 I started as an
independent education consultant and have been giving CLIL courses in the
Netherlands as well as in other countries, from<span style="mso-spacerun: yes;">
</span>Denmark to Catalonia<span style="mso-spacerun: yes;"> </span>and Kazakhstan.
And I see to my shame that our last blog post was in May 2013.</span></span><br />
<span lang="EN-GB" style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;"></span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">
</span></span><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span lang="EN-GB" style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">My colleague Jason Skeet is also going to pastures new and will be returning
to the UK to work at the </span><a href="http://www.ccn.ac.uk/" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif;">Norwich City College</span></a><span style="font-family: Arial, Helvetica, sans-serif;">. I will miss you, Jason! So I want to breathe some new life back into the CLIL reflections blog with a new
background and a mid-year 2014 resolution to write something useful for my
readers about CLIL every month.<o:p></o:p></span></span><br />
<h3>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><span style="color: #cc0000;">CLIL and
maths<o:p></o:p></span></span></span></span></h3>
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<span lang="EN-GB" style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">As a pre-(northern hemisphere) summer topic, I have chosen the (southern
hemisphere topic) world cup, or <span style="color: #990000;">CLIL and teaching maths</span>. Some maths teachers struggle
with teaching the language of maths and often ask me questions like, “How can
you do CLIL activities in maths?”, or “We can talk about Pythagoras in maths –
but how can we bring more culture into the maths classroom?” Or they say, “There
isn’t really any language in maths, is there?”. Of course in some ways, these
maths teachers are right: it is much easier to create of CLIL activities in the
more ‘text-heavy’ subjects like history, geography or biology, which provide
readymade text material and language in their course books. But more and more
maths teachers are catching on and creating great maths lessons which include
language (the C of communication) and (the C of) culture.</span></span></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="color: #cc0000; font-family: Arial, Helvetica, sans-serif; font-size: large;">Luis Suarez
and probability</span></span></h3>
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<span lang="EN-GB" style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">During the 2014 World Cup, I was giving a CLIL training course at </span><a href="http://www.vhl.nl/leiden/" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif;">Visser ‘t Hooft Lyceum</span></a><span style="font-family: Arial, Helvetica, sans-serif;"> in Leiden. Michiel Hendriks - a creative maths teacher - talked
about his maths lesson. Our workshop was a couple of days after the football
match in which Luis Suarez bit Giorgio Chiellini in his shoulder: food in
itself for discussion with CLIL learners. Michiel spotted this video, entitled <span class="watch-title"><span style="color: #222222; mso-font-kerning: 18.0pt;"><span style="color: #cc0000;"><em>Suarez takes bite out of Swedish
bookmaker</em></span></span></span>. Apparently, a 24-year old Norwegian man, Richard
Helmersen, bet 100 kroner (€12,50, £10 $16US) that striker Luis Suarez would
bite someone during the World Cup. The Norwegian managed to win 17,000 kroner (about
€2500, £2,000, $2,850 US): an online bookmaker had offered odds of 175/1 that Suarez
would bite someone again during a game in Brazil. </span></span></div>
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<span style="color: #cc0000; font-family: Arial, Helvetica, sans-serif; font-size: large;">Language in maths</span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">Michiel just happened to be teaching the topic of probability
in his CLIL maths lessons that week. And the title of the video, <i style="mso-bidi-font-style: normal;">Suarez takes a bite out of Swedish bookmaker</i>
was a good excuse to teach the idiom <i style="mso-bidi-font-style: normal;">take
a bite out of something</i>. </span></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;"><span style="font-family: Arial, Helvetica, sans-serif;">As a starter, Michiel asked his students to answer these questions, thus giving them a reason for viewing the video and working on their listening skills:<o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Arial, Helvetica, sans-serif;">How much money, in Swedish kroner, did the man win?</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="mso-ansi-language: EN-US;">H</span><span lang="EN-US" style="mso-ansi-language: EN-US;">ow many kroner did he bet?</span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US;"></span><!--[endif]--><span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Arial, Helvetica, sans-serif;">How does this relate to the odds given?</span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US;"></span><span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Arial, Helvetica, sans-serif;">What is the man going to spend it on?</span></span></div>
</li>
</ol>
</span><span lang="EN-US" style="mso-ansi-language: EN-US;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;"><div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span lang="EN-GB" style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-language: EN-GB;"><span style="font-family: Arial, Helvetica, sans-serif;">Michiel was aiming to teach this rule: <i style="mso-bidi-font-style: normal;"><span style="mso-bidi-font-weight: bold;">The probability of an outcome
equals the number of ways the outcome can happen, divide by the total number of
possible outcomes.</span></i><span style="mso-bidi-font-weight: bold;"><span style="mso-spacerun: yes;"> </span>And through the clever example of the bet on Suarez’
biting Chiellini, he could bring the topic to life, linking it to real life and
make it relevant to the class, since probably all of his students were
following the World Cup. Students could talk about how we work out the chance
that something will happen in maths. <o:p></o:p></span></span></span></div>
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<span lang="EN-GB" style="font-family: "Arial","sans-serif"; line-height: 115%; mso-ansi-language: EN-GB; mso-bidi-font-weight: bold; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">Michiel then showed his students (on 30 June) the</span><span lang="EN-US" style="font-family: "Arial","sans-serif"; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"> odds of who might win
the world cup:</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdd2GoihMWrIbpiEoEU00dpP4ol_1uOW46PJSBhznKEhre75FYM-EaFTy5Oqd1yOhyphenhyphenMMv8XMyTdGapudAgQnrDWKIsRKwRs1jmOo2Zf6a1ri-RJwuZl3FgVb3W6D88uHo8JCie_GH8DZY/s1600/world+cup+odds.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdd2GoihMWrIbpiEoEU00dpP4ol_1uOW46PJSBhznKEhre75FYM-EaFTy5Oqd1yOhyphenhyphenMMv8XMyTdGapudAgQnrDWKIsRKwRs1jmOo2Zf6a1ri-RJwuZl3FgVb3W6D88uHo8JCie_GH8DZY/s1600/world+cup+odds.jpg" height="155" width="400" /></span></a></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Arial, Helvetica, sans-serif;">He pointed out that the odds of Argentina winning the world cup are four to one. He told his students, “You, as a punter (a person who bets) could put money on Argentina winning. If that happens, the bookies will have to pay you four times the amount of money you put on Argentina winning. What the bookmaker means by this is that in four out of five situations Argentina will <b style="mso-bidi-font-weight: normal;">lose<u> </u></b>and in<b style="mso-bidi-font-weight: normal;"> </b>one out of five situations Argentina will <b style="mso-bidi-font-weight: normal;">win. </b>This is called <span style="color: red;"><strong>the chance</strong></span>. In the chase of Argentina, they have a one in five chance they will win."<o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Arial, Helvetica, sans-serif;">Again, he checked understanding of this input through a few questions, clarifying the difference between the words<span style="color: red;"> </span><em><span style="color: red;">odds</span> </em>and<em> </em><span style="color: red;"><em>chance</em><span style="color: black;">, which are important concepts here</span><em>.</em></span> <o:p></o:p></span></span></div>
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<!--[endif]--><span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Arial, Helvetica, sans-serif;">The odds of Germany winning the world cup are___________<o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Arial, Helvetica, sans-serif;">This means the chance of Germany winning is about a ______________________ <o:p></o:p></span></span></div>
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<!--[endif]--><span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Arial, Helvetica, sans-serif;">What are the odds of Holland winning the world cup?<o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Arial, Helvetica, sans-serif;">What is the chance Holland will win the world cup?<o:p></o:p></span></span></div>
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<!--[endif]--><span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Arial, Helvetica, sans-serif;">If you bet 25 euro’s on Holland winning, and they do, how much would you win? Remember to write down your calculations.<o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Arial, Helvetica, sans-serif;">Chances pop up everywhere. Try to think up 3 other examples. Give your examples in a sentence.<o:p></o:p></span></span></div>
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</span><span lang="EN-US" style="mso-ansi-language: EN-US;"><span lang="EN-US" style="font-family: "Calibri","sans-serif"; line-height: 115%; mso-ansi-language: EN-US; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"><h3 class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;"><span style="color: #cc0000;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">The language of probability in maths<o:p></o:p></span></span></span></span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-language: EN-GB;">Of course, maths uses numbers for describing probabilities, written as
fractions, decimals or percentages. It also use percentage scales, starting at
0 (impossible) and ending at 1 (absolutely certain). We use phrases like, “It’s
likely that it will rain tomorrow”, or “It is impossible to find a human being
who is more than 3 metres tall,” or “It’s unlikely I’ll see her tomorrow. I
think she’s on holiday in Brazil.” We use language to make judgments about how
probable an event is, use the future tense with “will” and words like <i style="mso-bidi-font-style: normal;">(very) likely, (extremely) unlikely, even
chance. probably, possibly, impossible, maybe</i>. And in order to talk about
probability, Michiel’s students needed and used this language. </span><span lang="EN" style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-language: EN;">And trawling the net, I found <a href="http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6296838" target="_blank">this PowerPoint slide</a> on
the <a href="http://www.tes.co.uk/" target="_blank">Times Education Supplement</a> site </span><span lang="EN" style="font-family: "Arial","sans-serif"; line-height: 150%; mso-ansi-language: EN;">which encourages students to talk about probability
scales, neatly demonstrating a lot of the language related to probability.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Arial;">Who says maths doesn’t use language? </span><span lang="EN" style="mso-ansi-language: EN;">I leave you with two questions:<o:p></o:p></span></span></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB; mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span></span></span><!--[endif]--><span lang="EN" style="mso-ansi-language: EN;"><span style="font-family: Arial, Helvetica, sans-serif;">How probable is it that you think a little differently about teaching language in maths after this blog entry?</span></span></div>
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<span lang="EN" style="mso-ansi-language: EN;"></span><span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN" style="mso-ansi-language: EN;"><span style="font-family: Arial, Helvetica, sans-serif;">On the probability scale from 0 to 10, how probable is it that Michiel’s students will remember his lesson?</span> </span><span lang="EN-GB" style="mso-ansi-language: EN-GB;"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">A couple of weeks ago, I attended the <a href="http://www.iclhe.org/" target="_blank">ICLHE</a> (integrating content and language in HE) <a href="http://conference.iclhe.org/2013" target="_blank">conference in Maastricht</a>. Over 100 participants from all over the world </span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">–</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> Spain, Oman, South Africa, Denmark, the UK, Belgium, Finland </span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">–</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> gathered to talk about CLIL in HE. But I should firstly point out that it</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">’</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">s not called CLIL in HE, actually. In HE, they talk about <b style="mso-bidi-font-weight: normal;">ICL </b>(integrating content and language) or EMI (English as a medium of instruction) and not CLIL. I swallowed the word CLIL every time I was about to use it.<o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"><strong>Themes<o:p></o:p></strong></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">Below, I describe some of the interesting themes that sprang out for me related to ICLHE.<o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"><strong>No agreed ICL methodology<o:p></o:p></strong></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">There appears to be no ICL methodology for higher education (HE). In her opening plenary, <a href="http://stbweb02.stb.sun.ac.za/ctl/staff.html" target="_blank">Cecilia Jacobs from Stellenbosch University in South Africa</a> pointed out that there is no consensus in HE about the definitions of language, content or of integration! There are multifarious approaches to ICL in HE all over the world, the goals and rationale of ICL are different everywhere. She called for a </span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">“</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">collaborative pedagogy</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">”</span><span style="font-family: Helvetica;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"> to benefit everyone. One </span><span lang="EN-US" style="mso-ansi-language: EN-US;">interesting presentation about lecturing in Spain did, however, actually reveal that many lecturers already do have strategies for helping students to understand their lectures – strategies that they already use when lecturing in their mother tongue. For example, when asked about adapting materials, lecturers stated<strike> </strike>that they do these things: c</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';">larifying concepts (using elicitation from the students), giving examples, making resource material available before class, focusing on essential concepts, repetition. They also used scaffolding strategies, such as giving reading guides, providing glossaries, checking understanding by using questions, using more body language, using graphic organizers and providing multimodal input. </span><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-text-raise: -1.0pt; position: relative; top: 1pt;"><o:p></o:p></span></i></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Helvetica;"><strong>Lack of training<o:p></o:p></strong></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="font-family: Helvetica;">Connected with the lack of agreement on methodology, many countries are struggling with lack of time and funds to provide training for either teachers or students. Training is sometimes implemented after a problem with student drop-out or failure appears, but mostly ICL methodology training is <em>ad hoc</em> and sporadic. Trainers at language centres offer courses, for example, in “English in HE” and then integrate ICL methodology into those courses.<o:p></o:p></span></span></div>
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<strong><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">Students</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">’</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> and lecturers</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">’</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> language level<o:p></o:p></span></span></strong></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">The level of both students and HE lecturers is a major issue. Many institutions seem to throw their lecturers in at the deep end and give them no choice: </span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">“</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">Next year you</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">’</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">ll be teaching chemistry (economics, philosophy</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">…</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">) in English</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">”</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">. Others just assume that their lecturers</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">’</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> English is good enough, whereas it actually isn</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">’</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">t. Another issue follows on from these two questions:<span style="mso-spacerun: yes;"> </span>how can lecturers really help their students to understand high level material when they themselves aren</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">’</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">t really proficient English users or </span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">–</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> even worse - if they believe they are proficient but they aren</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">’</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">t? Questions which are still buzzing in my head.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"><strong>Reasons for ICL in HE<o:p></o:p></strong></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">The reasons for ICL in HE are interesting. HE institutions want to attract international students, so change policy and offer courses in another language, mostly English. Some reasons for ICL in HE that I heard were: to market courses internationally; to attract national and international students; to promote the institution; to develop economic and cultural collaboration; to improve students</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">’</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> language skills; to promote academic research and professional networking; to help students to get better jobs. But it</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">’</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">s mostly about marketing, I fear.<o:p></o:p></span></span></div>
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<strong><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">Language policy </span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">–</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> a thorny issue<o:p></o:p></span></span></strong></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">One theme that recurred throughout the conference was that there is a real need for language policy in HE. I discovered through chatting with my colleague that my university (Utrecht University) doesn</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">’</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">t have one, and that developing language policy </span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">–</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> let alone implementing one </span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">–</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> seems to be a minefield. For example, Finland wants to promote a multilingual policy of working in Finnish, Swedish (a minority language spoken by about 6% of the population) and English. And some areas of Spain are also developing language policy which aims to respect three languages: Valencian, Spanish and English. How do you write and implement a language policy at a HE institute which includes respect for the mother tongue(s) and which satisfies everyone? A real brain breaker.<o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"><strong>Resistance<o:p></o:p></strong></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">Resistance on the part of lecturers in HE to improve their own language skills is a further issue. Lecturers believe that lecturing in a different language is exactly the same as in their mother tongue.<span style="mso-spacerun: yes;"> </span>There is some convincing to be done here, so that lecturers become more open to improving their own (academic) language skills, as well as to developing an appropriate methodology for working in a second or third language at a high academic level.<o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"><strong>Linguistic objectives<o:p></o:p></strong></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">Lecturers in HE do not formulate linguistic objectives for their courses. Doing so might improve their and their students</span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">’</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> awareness about language and the language they are learning while studying, say, physics or business studies.<o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"><strong>Collaboration<o:p></o:p></strong></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">Throughout the conference, there was an appeal for collaboration between language and content teachers. Success stories were those that told of subject (Economics, Business Studies) lecturers in Denmark really working together to improve both ICL methodology. <o:p></o:p></span></span></div>
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<span style="font-family: Helvetica;"><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';">My impression during the conference was that Denmark is leading the field in ICL in HE. </span><span lang="EN-US" style="mso-ansi-language: EN-US;">The University of Copenhagen, for example, has a really well-thought-out language policy (focusing on ‘parallel language use’, and thus identifying in which situations Danish and English are used). </span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';">Students and lecturers at some universities are thoroughly prepared. For example, at a university where teaching through English resulted in student failure and drop out, the language centre helped both students and lecturers to learn about academic strategies. Students were given diagnostic tests, and workshops in strategies: academic listening, writing and reading skills. Lecturers are also learning, for example, about (a) how to help students understand their lectures effectively, (b) strategies for giving feedback and (c) creating crystal clear exam questions. <o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"><strong>Subject lecturers where are you?<o:p></o:p></strong></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">ICL </span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">–</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> at least at this conference </span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">–</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> seems to be dominated by language specialists. But where are the subject lecturers? I met a couple of inspiring women </span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">–</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> again from Denmark </span></span><span lang="EN-US" style="font-family: 'Arial Unicode MS','sans-serif'; mso-ansi-language: EN-US; mso-ascii-font-family: Helvetica; mso-bidi-font-family: 'Times New Roman';">–</span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"> at the conference dinner who teach design, but the rest of the delegates seemed all to be language specialists. <o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><o:p><span style="font-family: Helvetica;"> </span></o:p></span><span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><o:p><span style="font-family: Helvetica;"> </span></o:p></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;"><strong>Contacts<o:p></o:p></strong></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">As at every conference, the most delightful moments were meeting other delegates from all over the world. Our extremely interactive workshop on whether HE ICL had anything to learn from secondary CLIL went really well, so that gave us (me and my colleague Annemieke Meijer) a buzz. We made new friends and contacts, all concerned with CLIL (oh, sorry, ICL, oh - no - EMI)! <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US; mso-hansi-font-family: 'Arial Unicode MS';"><span style="font-family: Helvetica;">P.S. Thanks very muchto Annemieke for her useful feedback on a first draft of this blog.<o:p></o:p></span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-4032349386670555572013-03-14T15:47:00.000+01:002013-03-14T15:47:48.364+01:00The importance of teaching learning skills<div class="Default" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><span style="font-family: Verdana, sans-serif;">Just read this excellent article by <span style="mso-bidi-font-weight: bold;">Peeter Mehisto, <a href="http://www.encuentrojournal.org/textos/3.%20Mehisto_rev.pdf" target="_blank">Criteria for producing CLIL learning material</a>, which puts forward ten principles to guide the selection, development and design of CLIL lesson resources.</span></span></span></div>
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<span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="font-family: Verdana, sans-serif;">According to the article, quality CLIL classroom material should: <o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><o:p><span style="font-family: Verdana, sans-serif;"></span></o:p></span></div>
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<span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="font-family: Verdana, sans-serif;">make the learning intentions (language, content, learning skills) & process visible to students;</span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">systematically foster academic language proficiency; </span><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">foster learning skills development and learner autonomy; </span><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">include self, peer and other types of formative assessment; </span><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">help create a safe learning environment; </span><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></span></div>
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<span style="font-family: 'Verdana','sans-serif'; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="font-family: Verdana, sans-serif;">foster cooperative learning; <o:p></o:p></span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">seek ways of incorporating authentic language and authentic language use; </span><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">foster critical thinking; </span><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">foster cognitive fluency through scaffolding of a) content, b) language, c) learning skills development helping a student to reach well beyond what they could do on their own; </span><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="font-family: Verdana, sans-serif;">help to make learning meaningful. <o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="font-family: Verdana, sans-serif;">I particularly like the three-sided focus on learning in a CLIL context - language, content and learning skills – and how these all need to be addressed in terms of specific learning objectives for lessons, through on-going assessment and the particular support a learner is then given. <o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;"><span style="font-family: Verdana, sans-serif;">Moreover, a focus on learning skills could be an effective way for teachers to think about how these skills cross-over between their different subjects, and this could then be useful for planning cross-curricular projects. <o:p></o:p></span></span></div>
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<span style="font-family: Verdana, sans-serif;"><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-bidi-font-weight: bold; mso-hansi-theme-font: major-latin;">Teaching learning skills in an explicit way in a CLIL classroom could include, for example, ways a learner can be supported in taking a step back and thinking about what they are doing, reflecting on their learning from different perspectives. So having pupils plan, monitor and evaluate their own work should become an essential CLIL teaching strategy. Get learners thinking about their learning; get them thinking about their learning of a specific subject and get them writing and speaking in English about their learning of this subject through English. This focus on learning skills adds another dimension to how we can think about CLIL. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span><span lang="EN-US" style="font-family: 'Verdana','sans-serif'; mso-ansi-language: EN-US; mso-ascii-theme-font: major-latin; mso-hansi-theme-font: major-latin;"><o:p></o:p></span></span></div>
<span style="font-family: Verdana, sans-serif;"></span>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-7111171916812702234.post-73182461334317733572013-01-17T16:06:00.001+01:002013-01-17T16:06:35.461+01:00Creative with CLIL<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Arial, Helvetica, sans-serif;">This video caught my attention this week, especially since my New Year's resolution (yet again) is to "Slow down". Give students 10 seconds to perform a task, and they all come up with the same answer. Give them 10 minutes and their creativity explodes! </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">But what does this mean for CLIL? For me, it means that we can:</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">give students more time to work on CLIL projects</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">ask students to spend time on writing drafts and rewriting longer pieces of writing (instead of lots of small ones)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">get students to think more about what they are learning (use the well-worn idea of <a href="http://olc.spsd.sk.ca/DE/PD/instr/strats/think/" target="_blank">think, pair, share</a>)</span></div>
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<span style="font-family: Arial;">use HOTS (higher order thinking skills) more than LOTS (lower order thinking skills)</span></div>
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<span style="font-family: Arial;">plan fewer activities in our lessons: the activities which we <u>do</u> do can then really engage students</span></div>
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<span style="font-family: Arial;">encourage and reward creativity in language use when students are writing or speaking, rather than punishing them or marking them down for making silly mistakes</span></div>
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<span style="font-family: Arial;">If we do these things, maybe our students' creativity will increase and you will be prouder of what they make or perform.</span></div>
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<span style="color: #990000; font-family: Arial, Helvetica, sans-serif;"><strong>CLIL STARTERS COURSE</strong></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">And if you want to be creative with CLIL, are new or pretty new to CLIL and would like some attractive teaching ideas for your lessons, we'd like to let you know that our </span><span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.uu.nl/faculty/socialsciences/NL/dienstverlening/onderwijsadviesentraining/aanbod-voor-het-voortgezetonderwijs/CursussenvoorVOdocenten/TweetaligOnderwijsVO/Pages/CLILStarters2.aspx" target="_blank">CLIL starters</a> course in Utrecht is starting again on 26 February. It's definitely going ahead, but there are still some places free and we would love to meet you! Here is the </span><a href="http://www.uu.nl/faculty/socialsciences/NL/dienstverlening/onderwijsadviesentraining/Pages/CLIL.aspx" target="_blank"><span style="font-family: Arial, Helvetica, sans-serif;">Application form</span></a>.</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-89102664440996473322013-01-16T12:02:00.000+01:002013-01-16T12:08:41.037+01:00How to EIOfy your lessons – four possible teaching strategies<div class="MsoNoSpacing" style="margin: 0cm 0cm 0pt;">
<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Verdana;">European and International Orientation (EIO) is often an aspect of bilingual education that teachers find difficult to integrate with their subject. For example, some aspects of the </span><a href="http://www.europeesplatform.nl/sf.mcgi?917"><span style="mso-ascii-font-family: Verdana; mso-hansi-font-family: Verdana;"><span style="color: purple; font-family: Verdana;">EIO rubric</span></span></a><span style="font-family: Verdana;"> are rather abstract, and the rubric does not offer concrete examples of its criteria put into classroom practice.</span></span><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></div>
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<span style="font-family: Verdana;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Of course, for some subjects (for example: social studies, geography and history) incorporating EIO can be as straight forward as identifying the relevant content of their subject. At some schools the approach has been to teach EIO as a separate subject. But what about other subjects in the curriculum? How does a science teacher, for example, add an international dimension to their lessons?</span><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">In order to try and offer teachers a concrete approach that includes examples for actual teaching practice for how to EIOfy a lesson, we have come up with four EIO teaching strategies. We would say that potentially every subject could use at least one of these.</span><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana;"><i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Strategy one: Experiencing <b>an aspect of another culture</b></span></i><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></span></div>
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<span lang="EN-GB" style="mso-ansi-language: EN-GB;"><span style="font-family: Verdana;">This strategy is about finding lesson materials or ideas for lesson activities that use or adapt something from another culture. Physical Education teachers in the bilingual stream often offer a good example of this when they give their learners the opportunity to try out sports from other countries (for example, here in The Netherlands there has been a successful cricket league set up between bilingual schools). How about other subjects though? An example we’ve used in workshops is of games from other cultures that a maths teacher can use for teaching particular topics. For example, how about getting the pupils playing the ancient Chinese game of </span><a href="http://en.wikipedia.org/wiki/Nim"><span style="mso-ascii-font-family: Verdana; mso-hansi-font-family: Verdana;"><span style="color: purple; font-family: Verdana;">Nim</span></span></a><span style="font-family: Verdana;"> as an idea for learning about calculating probability? </span></span><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></div>
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<span style="font-family: Verdana;"><i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Strategy two: Experiencing <b>how to resolve conflicts and negotiate solutions</b></span></i><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">With this approach learners are given co-operative learning or small group tasks, in which they need to work together to complete a task or solve a problem. The point is to also have the pupils focus on the ways they work together, and to encourage them to make explicit for themselves the different skills involved. A teacher needs to also draw attention to the link between these types of task and the international projects and/or exchange trips<u1:p></u1:p> that learners will probably also participate in as part of a CLIL programme – the same skills that they use in the classroom for working together will then need to be applied in an international setting.</span><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana;"><i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Strategy three: Learning about <b>multicultural and intercultural content</b> </span></i><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">This strategy is possibly the one that is the easiest to connect to the EIO rubric, and the rubric itself does offer some indication of ideas for lesson content. But teachers can also use the idea of EIO as a launch pad into a range of related topics – such as human rights, sustainable development, and citizenship – that all subjects in the curriculum could potentially connect with. These topics could then become the focus for cross curricular projects that different subjects contribute to. </span><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana;"><i style="mso-bidi-font-style: normal;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Strategy four: Looking at something from <b>another (cultural) perspective</b></span></i><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">With this learners are asked to experience another or alternative (cultural) perspective<u1:p></u1:p> to their own. Role playing activities are a good way to explore this strategy, coming up with controversial topics for discussion, for example, and then giving pupils a particular role to play in that discussion that could be related to a different cultural perspective to their own. Another example we used in a workshop was a poem written by a refugee in the UK, in which we took out some key words and asked the participants to complete the poem themselves (thus putting themselves into the position of the poet). They were then asked to discuss what they thought about the person who wrote the poem (cultural background, age, gender, job etc.) and were often surprised to then discover the difference between their own assumptions and the truth.</span><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Taken together what these four strategies show is that implementing EIO is an approach that can involve knowledge and understanding of subject content (and which can potentially be linked between and across different subjects) but also a range of skills that different subjects can also work with. </span><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></span></div>
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<span style="font-family: Verdana;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">We’d be interested to know what teaching ideas other people have in relation to any of these four lesson EIOfying teaching strategies.<u1:p></u1:p> Or indeed any thoughts on adding an international aspect to CLIL in the classroom.</span><span lang="EN-US" style="mso-ansi-language: EN-US;"><o:p></o:p></span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-1452254373227916502013-01-15T14:27:00.001+01:002013-01-16T12:05:24.213+01:00Winter Warmers for CLIL<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<a href="http://www.blogger.com/null" name="_GoBack"></a><span style="font-size: x-small;"><span style="font-family: Verdana;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Snow is upon us (at least it is here in The Netherlands) and the temperature is dropping! Even more reason to get learners warmed up at the start of a lesson. </span><span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span style="font-size: x-small;"><span style="font-family: Verdana;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Warming up is important in order to help learners make the transition from a regular lesson to a CLIL lesson – warming up in this case could focus on the use of English in the lesson. </span><span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span style="font-size: x-small;"><span style="font-family: Verdana;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Activating tasks are also essential to help motivate learners and engage their interest for a particular topic. </span><span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span style="font-size: x-small;"><span style="font-family: Verdana;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Warming up is also important for the transition between subjects in a bilingual stream – in this case an energizer might focus on subject content and activating prior knowledge, alongside activating language use. </span><span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span style="font-size: x-small;"><span style="font-family: Verdana;"><span lang="EN-GB" style="mso-ansi-language: EN-GB;">Here’s a suggestion for five (winter) warming up activities for a CLIL lesson.</span><span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span style="font-size: x-small;"><span style="font-family: Verdana;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US">Balloon stomp</span></i></span></span></div>
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<span style="font-size: x-small;"><span style="font-family: Verdana;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US"></span></i></span></span><span lang="EN-US"><span style="font-size: x-small;"><span style="font-family: Verdana;">This can get very noisy! Choose a set of questions (Q) and answers (A). Write each Q and A on separate pieces of paper. Roll each one up and place it in separate balloons. Blow the balloons up. Learners walk around the room until the teacher says, “jump”. Each person then stands on a balloon to burst it and releases the paper inside. Each then looks for the person with the A to the Q they have, or the Q to the A. Alternatively, use collocations with different words that need to be put together. For example, one person has “fish” and has to find the other person with “chips”. Also possible to do this activity without the balloons!<o:p></o:p></span></span></span></div>
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<span style="font-size: x-small;"><span style="font-family: Verdana;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US">CLIL beach ball</span></i><span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span lang="EN-US"><span style="font-size: x-small;"><span style="font-family: Verdana;">Write questions all over a beach ball. For example, what would you do with a million dollars? which famous person would play you in the movie of your life? which vegetable do you hate the most? Then throw the ball around the room to learners — wherever their right thumb lands, they answer that question. Questions could also be related to subject content – but then they need to be open-ended questions in case of people getting the same question.<o:p></o:p></span></span></span></div>
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<span style="font-size: x-small;"><span style="font-family: Verdana;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US">Fat question</span></i><span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span lang="EN-US"><span style="font-size: x-small;"><span style="font-family: Verdana;">A fat question is an open-ended question that has no single answer and requires more than a single sentence in a possible answer. For example: Is there life on other planets, what do you think? Use a fat question at the start of a lesson to get brains into gear and to generate discussion, as well as motivating interest in the topic for that particular lesson.<o:p></o:p></span></span></span></div>
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<span style="font-size: x-small;"><span style="font-family: Verdana;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US">Coffeepotting</span></i><span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span lang="EN-US"><span style="font-size: x-small;"><span style="font-family: Verdana;">Place pupils in pairs or small groups. They take it in turns to think of a verb. Others have to ask questions to discover the verb chosen using the word ‘’coffeepot” in place of the verb: for example, “Do you coffeepot at night? When do you coffeepot? Where do you coffeepot?” etc. until they find the answer. Verbs could also be related to a specific topic to connect with subject content.<o:p></o:p></span></span></span></div>
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<span style="font-size: x-small;"><span style="font-family: Verdana;"><i style="mso-bidi-font-style: normal;"><span lang="EN-US">Top Secret</span></i><span lang="EN-US"><o:p></o:p></span></span></span></div>
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<span lang="EN-US"><span style="font-size: x-small;"><span style="font-family: Verdana;">Everyone writes something down which he or she knows about him/herself but that no-one else in the class knows. Gather cards together, then redistribute them. Everyone reads out their card, and guesses who it comes from. As an alternative, learners need to write a secret about themselves using different tense, for example, one sentence in the present tense, one sentence in the present perfect tense. <o:p></o:p></span></span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-18138991902523546662012-12-13T11:18:00.003+01:002012-12-13T11:18:49.777+01:00new CLIL magazineGreat new CLIL magazine just published! You can read it online here:<br />
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<a href="http://www.clilmagazine.nl/">www.clilmagazine.nl</a><br />
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It contains a variety of articles covering CLIL, including something I've written on mini whiteboards and something from Rosie on the CLIL beach ball.<br />
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<br />Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-80863731857195306622012-10-04T08:31:00.000+02:002012-10-04T08:31:50.423+02:00Mini Whiteboards Revisited<div class="separator" style="clear: both; text-align: center;">
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You know we are fans of mini whiteboards. Here is a short video, "How to use mini whiteboards", which includes ideas from teachers: a new angle on jigsaw reading, an idea for vocabulary development, a way to evaluate peers, an information gap drawing activity. Hope it inspires you to dust off the mini whiteboards and get the students active again...Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-66520909692069529292012-09-18T14:11:00.000+02:002012-09-18T14:15:46.714+02:00Ideas for working with vocabulary<span style="font-family: Verdana, sans-serif;">We’ve been rather quiet for a few months with this blog…so we thought that we could kick start our blogging for the new school year with a piece about working with vocabulary.</span> <br />
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<span style="font-family: Verdana, sans-serif;">There are, however, some important guiding principles that underpin these activities:</span></div>
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<li><span style="font-family: Verdana, sans-serif;">Avoid pre-teaching vocabulary if at all possible, and instead aim to elicit vocabulary and ideas about meaning and use of words from the learners. </span></li>
<li><span style="font-family: Verdana, sans-serif;">Use these activities as ways to build on what learners already know, and by encouraging interaction between them enabling learners to share this knowledge with each other. </span></li>
<li><span style="font-family: Verdana, sans-serif;">Think of how these activities can lead into new activities that work at a sentence level, getting learners to use new vocabulary within sentences in various ways.</span></li>
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<span style="font-family: Verdana, sans-serif;">Here, then, are some quick and easy ideas for working with vocabulary:</span><br />
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<em><span style="font-family: Verdana, sans-serif;">Before reading a text</span></em></div>
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<span style="font-family: Verdana, sans-serif;">Choose five or six words from a text that is going to be read. Write these words on the whiteboard. Ask students, in groups of three or four, to speculate on what the text is going to be about. Give out the text for comparison and discussion.</span></div>
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<em><span style="font-family: Verdana, sans-serif;">To do whilst reading a text</span></em></div>
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<span style="font-family: Verdana, sans-serif;">Choose ten or so words from the text that is being read and put a list of their translations on the whiteboard. Tell the students that their English equivalents are to be found ‘somewhere in the text’ and ask them to find them. </span></div>
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<em><span style="font-family: Verdana, sans-serif;">Matching activities / odd one out activities</span></em></div>
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<span style="font-family: Verdana, sans-serif;">There are lots of online activities to use that require students to match words or look for the odd one out. For example, to use with younger learners: </span><a href="http://www.learnenglish.de/Games/OddOneOut/ooo1.htm"><span style="font-family: Verdana, sans-serif;">http://www.learnenglish.de/Games/OddOneOut/ooo1.htm</span></a></div>
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<em><span style="font-family: Verdana, sans-serif;">Categorizing tasks</span></em></div>
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<span style="font-family: Verdana, sans-serif;">Prepare word cards with names of man-made objects related to your subject (e.g. test tube, bunsen burner for Science; football, rope for Physical Education). Divide the class into small groups and give each student one of these word cards. Ask each student to either write above the word the name of something that went into the making of the object, or beneath the word something that is made from the object. Each student then passes their card on to a neighbour, who then tries to repeat the exercise with their new word. Continue the game to see how many words can be collected.</span></div>
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<em><span style="font-family: Verdana, sans-serif;">Dictionary games</span></em></div>
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<span style="font-family: Verdana, sans-serif;">Write an English word on the board that can produce a variety of possible translations. Ask students to read through (in their bilingual dictionary) the translations of that word, and choose from those translations a foreign (that is, their mother tongue) word that they translate back into English (using their dictionary again). Get them to repeat the process until they have a chain of at least a dozen words.</span></div>
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<em><span style="font-family: Verdana, sans-serif;">Building new words</span></em></div>
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<span style="font-family: Verdana, sans-serif;">Use word families to help students to build up vocabulary. Word families are groups of words that have a common feature or pattern - they have some of the same combinations of letters in them and a similar sound. For example, at, cat, hat, and fat are a family of words with the "at" sound and letter combination in common. The 37 most common word families in English are: ack, ain, ake, ale, all, ame, an, ank, ap, ash, at, ate, aw ay, eat, ell, est, ice, ick, ide, ight, ill, in, ine, ing, ink, ip, it, ock, oke, op, ore, ot, uck ,ug, ump, unk.</span></div>
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<em><span style="font-family: Verdana, sans-serif;">Crosswords/word puzzles</span></em></div>
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<span style="font-family: Verdana, sans-serif;">There are heaps of online resources for making vocabulary puzzles. For example, try out: </span><a href="http://www.discoveryeducation.com/free-puzzlemaker/"><span style="font-family: Verdana, sans-serif;">http://www.discoveryeducation.com/free-puzzlemaker/</span></a></div>
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<span style="font-family: Verdana, sans-serif;">Some of these ideas have been adapted from: Morgan, J. & M. Rinvolucri <em>Vocabulary</em> (Oxford: Oxford University Press, 1986). Another good resource is Penny Ur's <em>Vocabulary Activities</em> (Cambridge: Cambridge University Press, 2012).</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-81335808247839443942012-05-25T10:19:00.003+02:002012-05-25T10:19:18.735+02:00Rosie's secrets!While I was at the IATEFL conference in Glasgow this year, Cambridge University Press interviewed us (Rosie Tanner and Liz Dale) about writing our book <strong>CLIL </strong>Actvities together. And about our secrets related to teaching. Here we are on YouTube!<br />
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<object width="320" height="266" class="BLOGGER-youtube-video" classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0" data-thumbnail-src="http://1.gvt0.com/vi/ObP9VfLc_OU/0.jpg"><param name="movie" value="http://www.youtube.com/v/ObP9VfLc_OU&fs=1&source=uds" />
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<embed width="320" height="266" src="http://www.youtube.com/v/ObP9VfLc_OU&fs=1&source=uds" type="application/x-shockwave-flash"></embed></object></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-70191395336576607962012-04-06T19:19:00.000+02:002012-04-06T19:28:21.909+02:00Lesson Reflection in CLIL<style> <!-- /* Font Definitions */ @font-face {font-family:"Times New Roman"; panose-1:0 2 2 6 3 5 4 5 2 3; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:50331648 0 0 0 1 0;} @font-face {font-family:Verdana; panose-1:0 2 11 6 4 3 5 4 4 2; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:50331648 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman";} table.MsoNormalTable {mso-style-parent:""; font-size:10.0pt; font-family:"Times New Roman";} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana; mso-ansi-language:EN-GB">We can think of a CLIL lesson as a three course meal: an appetizer that energizes the learners at the start; the main course activities that hit all the key learning objectives for the lesson; and a final dessert that reflects on the lesson by consolidating what's been learnt.</span></p> <style><!-- /* Font Definitions */ @font-face {font-family:"Times New Roman"; panose-1:0 2 2 6 3 5 4 5 2 3; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:50331648 0 0 0 1 0;} @font-face {font-family:"Courier New"; panose-1:0 2 7 3 9 2 2 5 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:50331648 0 0 0 1 0;} @font-face {font-family:Wingdings; panose-1:0 5 2 1 2 1 8 4 8 7; mso-font-charset:2; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:0 0 256 0 -2147483648 0;} @font-face {font-family:Verdana; panose-1:0 2 11 6 4 3 5 4 4 2; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:50331648 0 0 0 1 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman";} table.MsoNormalTable {mso-style-parent:""; font-size:10.0pt; font-family:"Times New Roman";} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} /* List Definitions */ @list l0 {mso-list-id:2020965231; mso-list-type:hybrid; mso-list-template-ids:602546748 67698689 197641 328713 66569 197641 328713 66569 197641 328713;} @list l0:level1 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:36.0pt; mso-level-number-position:left; text-indent:-18.0pt; font-family:Symbol;} @list l1 {mso-list-id:2045251381; mso-list-type:hybrid; mso-list-template-ids:706532636 67698689 67698691 67698693 67698689 67698691 67698693 67698689 67698691 67698693;} @list l1:level1 {mso-level-number-format:bullet; mso-level-text:; mso-level-tab-stop:36.0pt; mso-level-number-position:left; text-indent:-18.0pt; font-family:Symbol;} ol {margin-bottom:0cm;} ul {margin-bottom:0cm;} --> </style> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US"><br /></span></p> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana; mso-ansi-language:EN-GB">It’s essential to plan for reflection at the end of a lesson in order to get feedback on the lesson — have the objectives for the lesson actually been achieved? For CLIL, wrapping up the lesson can be an opportunity to reflect on both the learning of subject content and also of language. It can also be an activity that provides another opportunity for learners to produce spoken output, sharing their ideas and reviewing their learning with each other.</span></p> <p class="MsoNormal"><span style="font-size: 10pt; font-family: Verdana;"><i><br /></i></span></p><p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana; mso-ansi-language:EN-GB">I often get asked by teachers for ideas for lesson reflectors. </span><span style="font-size: 10pt; font-family: Verdana;">Here then are ten ideas for lesson reflectors in CLIL.</span></p><p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana; mso-ansi-language:EN-GB"><i><br /></i></span></p> <ul style="margin-top:0cm" type="disc"><li class="MsoNormal" style="mso-list:l1 level1 lfo1;tab-stops:list 36.0pt"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US">Select a group of students to give a summary of the lesson as a short presentation in front of the class.</span></li></ul> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US"> </span></p> <ul style="margin-top:0cm" type="disc"><li class="MsoNormal" style="mso-list:l1 level1 lfo1;tab-stops:list 36.0pt"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US">Ask a group of students to create a ‘still frame’ of a key idea from the lesson (a still frame is a frozen tableau). The other pupils have to discuss what the still frame shows.</span></li></ul> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US"> </span></p> <ul style="margin-top:0cm" type="disc"><li class="MsoNormal" style="mso-list:l1 level1 lfo1;tab-stops:list 36.0pt"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US">Ask students to write an important question to ask the rest of the class to test their understanding of the lesson. Students can share and discuss the questions in groups.</span><span style="font-size:10.0pt;font-family:Verdana; mso-ansi-language:EN-GB"></span></li></ul> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana; mso-ansi-language:EN-GB"> </span></p> <ul style="margin-top:0cm" type="disc"><li class="MsoNormal" style="mso-list:l1 level1 lfo1;tab-stops:list 36.0pt"><span style="font-size:10.0pt;font-family:Verdana;mso-ansi-language:EN-GB">Use a speaking/writing frame:</span></li></ul> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana; mso-ansi-language:EN-GB"><span style="mso-tab-count:1"> </span>“The best part of the lesson was…”</span></p> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana; mso-ansi-language:EN-GB"><span style="mso-tab-count:1"> </span>“The most difficult part of the lesson was…”</span></p> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana; mso-ansi-language:EN-GB"><span style="mso-tab-count:1"> </span>“The most interesting part of the lesson was…”</span></p> <br /> <ul style="margin-top:0cm" type="disc"><li class="MsoNormal" style="mso-list:l0 level1 lfo2;tab-stops:list 36.0pt"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US">Put the questions you are going to want answered at the end of the lesson on the board at the start of a lesson. Draw attention to these questions at relevant moments during the lesson, and then ask pupils to answer them (perhaps through a small group discussion) in the last ten minutes of the lesson.</span></li></ul> <p class="MsoNormal" style="margin-left:18.0pt"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US"> </span></p> <ul style="margin-top:0cm" type="disc"><li class="MsoNormal" style="mso-list:l0 level1 lfo2;tab-stops:list 36.0pt"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US">Ask student to write down three facts that they have learnt in a lesson and share these with a partner or in a small group.</span></li></ul> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US"> </span></p> <ul style="margin-top:0cm" type="disc"><li class="MsoNormal" style="mso-list:l0 level1 lfo2;tab-stops:list 36.0pt"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US">Ask pupils to complete a list of ten keywords from the lesson with each word put into a sentence to show they understand its meaning. These are shared with a partner or in a small group, everyone adding to their lists.</span></li></ul> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US"> </span></p> <ul style="margin-top:0cm" type="disc"><li class="MsoNormal" style="mso-list:l0 level1 lfo2;tab-stops:list 36.0pt"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US">Ask students to design an exercise for the next lesson as a follow up to work done in the lesson.</span></li></ul> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US"> </span></p> <ul style="margin-top:0cm" type="disc"><li class="MsoNormal" style="mso-list:l0 level1 lfo2;tab-stops:list 36.0pt"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US">Get students in small groups to design one screen of a Powerpoint presentation (they do this on a large sheet of paper) that uses a heading and bullet points to sum up what they learnt in the lesson.</span></li></ul> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana" lang="EN-US"> </span></p> <ul style="margin-top:0cm" type="disc"><li class="MsoNormal" style=""><span style="font-size: 10pt; font-family: Verdana;" lang="EN-US">Ask pupils to work in small groups to make a set of word cards drawing on the key vocabulary from the lesson, with definitions on other cards, then use the cards to compose sentences that describe the main ideas from the lesson and/or ways in which ideas in the lesson could connect with other subjects.</span></li></ul><span style=" font-size: 10pt; font-family: Verdana;" lang="EN-US"><br /></span> <p class="MsoNormal"><span style="font-size:10.0pt;font-family:Verdana; mso-ansi-language:EN-GB">Finally, how about getting pupils to complete a feedback form for the teacher: <i>what went well</i></span><span style="font-size:10.0pt;font-family:Verdana;mso-ansi-language:EN-GB"> (www) and <i>even better if</i></span><span style="font-size:10.0pt;font-family:Verdana; mso-ansi-language:EN-GB"> (ebi)?</span></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-86257851841903821102012-03-24T19:25:00.004+01:002012-03-24T19:50:18.331+01:00Working with resistance to CLIL<span style="font-size:100%;"><span style=" ;font-family:verdana;font-size:12pt;" ></span><span lang="EN-US" style="font-family:verdana;">When we do training sessions at schools there are some recurring issues about CLIL that come up. Here are three such concerns and the sort of responses that we try to give.<br /><br /><span style="font-weight: bold;">1. “For my students, listening to me speaking English is CLIL enough.” “I just teach the same as I always did in my Dutch lessons: my students like listening to me and my stories”</span></span></span> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US">This idea might be called the ‘immersive’ argument. In other words, exposing students to lots of English in the classroom when they listen to their teacher is enough for the students to then learn through it. The problem with this idea is that the students in Dutch bilingual programmes are coming into these programmes at secondary school level. This means that they are too old to learn a language simply through exposure like this. Do note, though, that rich exposure to the target language from various sources and the teacher always speaking English are both vital ingredients of an effective CLIL lesson.</span></span></p><p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"><br /></span></span></p><p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US">In order for teenagers to learn a language - and in a CLIL context that also means learning the language of a specific subject as well as more general academic language - they need to have their language learning supported. Students need to be encouraged to experience and experiment with the language by producing output - both spoken and written. This means an effective CLIL teacher can:</span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"> </span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">Identify the language that students will need for a specific lesson;</span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">Identify which language skills<span style="mso-spacerun: yes"> </span>- reading, listening, watching, speaking, writing – students will use in the lesson;</span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">Identify what specific support learners will need to develop those language skills;</span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">Identify what the particular language learning aims for a lesson will be.</span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"> </span></span></p> <p style="font-weight: bold; font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"><br /></span></span></p><p style="font-weight: bold; font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US">2. “CLIL takes too much extra time.”</span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US">It’s true that developing new student centred lesson materials can cost more time for a teacher, but here are some points to think about regarding this issue:</span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"> </span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">Once a teacher has made some materials, they can use them again next year or with another class;</span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">Student-centred or active tasks can often increase the motivation of students in lessons;</span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">Active lessons encourages more positive communication between learners and teacher within the classroom;</span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">It’s possible to design assignments in which the students make materials for lessons themselves. For example, they create their own questions for each other, or build board games focused on learning about a specific topic that can then be played by other students.</span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"> </span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"><br /></span></span></p><p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US">Finally, it has to be stressed that there can be ways to “CLIL-up” lessons that do not require extra time for a teacher. Increasing the amount of time of “student talking time” (STT), where students talk with each other, for example, is really just a matter of a teacher shifting focus in their lesson planning so that time is planned for speaking tasks. As a result, there is less “teacher talking time” (TTT). To do this, get students to ask questions to each other, read aloud to each other instead of to the whole class, talk about the lesson topic, an image or intriguing question with each other in pairs or in small groups. Aiming for a higher amount of STT does not need to cost lots of extra preparation time for the teacher.</span></span></p><p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"><br /></span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"> </span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"> </span></span></p> <p style="font-weight: bold; font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US">3. “Becoming a language teacher, on top of being a subject teacher, is a step too far.”</span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US">When we talk about a subject teacher becoming a language teacher, we do not mean that they become a language expert. Clearly, that role is for a language teacher – in the case of TTO in The Netherlands, the role of the English teacher is to provide the kind of detailed focus on, for example, grammar or language skills that students need. However, being a language teacher as well as a subject teacher in a CLIL context does require a teacher asking themselves, sometimes, some basic questions such as these:</span></span></p><p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"><br /></span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"> </span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">What are the language aims for my lesson?</span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">How can I select varied input to expose my students to different ways of talking about the lesson topic?</span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">How can I sometimes involve the students talking and/or writing about lesson topics?</span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">How will students use language in the lesson?</span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">What specific kinds of scaffolding (or support) do they require? </span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"> </span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"><br /></span></span></p><p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US">We don’t expect, for example, a history teacher to start teaching in detail about the different past tenses in English in their lessons or a science teacher to teach the different forms of conditional sentences when talking about scientific hypotheses. However, we ARE suggesting that a history teacher needs to be aware that students need to use the past tense in speaking and writing about their subject. Similarly, a science teacher needs to know that there are a lot of conditional forms used in science. Moreover, teachers need to be aware that students will need support to do this. This might be support from the English teachers or, if they feel confident enough, from tasks that the subject teacher creates.</span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"> </span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"><br /></span></span></p><p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US">Becoming aware of the various ways of supporting language learning is the challenge here for subject teachers. And it’s not just a matter of giving a list of vocabulary. Teachers can be aware of language at three levels:<br /></span></span></p><p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"><br /></span></span></p> <p style="font-family: verdana;font-family:verdana;" class="MsoNormal"><span style="font-size:85%;"><span lang="EN-US"> </span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">How to activate vocabulary at a word level;</span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">How to scaffold at a sentence level using activities such as substitution tables or gap fillers;</span></span></p> <p class="MsoNormal" style="margin-left: 21pt; text-indent: -18pt; font-family: verdana;font-family:verdana;"><span style="font-size:85%;"><span lang="EN-US">–<span style="font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; font-size-adjust: none; font-stretch: normal; -moz-font-feature-settings: normal; -moz-font-language-override: normal;"> </span></span><span lang="EN-US">How to work with speaking and writing frames and tasks to guide students’ output at a text level.</span></span></p> <p class="MsoNormal" style="font-family:verdana;"><span style="font-size:100%;"><span lang="EN-US"> </span></span></p>Unknownnoreply@blogger.com7tag:blogger.com,1999:blog-7111171916812702234.post-34367251765379204792012-03-19T11:23:00.005+01:002012-03-19T11:46:14.405+01:00Getting Learners Speaking in English<span style="font-size:85%;"><span style="font-family:verdana;">Getting learners to speak English regularly in lessons is one of the challenges for TTO teachers. In order to use speaking activities for a CLIL classroom it’s important to focus on the mechanisms underpinning different types of speaking task, so that teachers can then create their own versions of these activities. Here then are three types of speaking activity with some suggestions for variations of them in practice – however, the important point is to appreciate the underlying mechanism motivating communication.<br /></span><br /></span><br /><div><span style="font-size:85%;"><img style="TEXT-ALIGN: center; MARGIN: 0px auto 10px; WIDTH: 200px; DISPLAY: block; HEIGHT: 139px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5721552596126521586" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjecv9OWRJNRmp-HnAPGdiWWy6aTGZzjnPdWsvNtyXVyAFGpbhzffpAclKIA_zkqvoLpmfj_YorajLD6lzp5yav3UT1bh3HN0FvAFTa86UAG5R7a7WSXgTEtDMJqVIT_2O76lRI5m4XG1VM/s200/think_before_you_speak.png" /><strong><span style="font-family:verdana;">Communication regulators</span></strong></span></div><br /><div><span style="font-family:verdana;font-size:85%;">Communication regulators provide a structure to a discussion amongst students. They are useful in a CLIL lesson in order to equalize communication amongst the members of a group and to give everyone an opportunity to speak. It is also a good idea to give learners time before the discussion to think about what they want to say. </span><br /><div></div><br /><div><span style="font-family:verdana;font-size:85%;">Learners are motivated to speak because the rules for the task require their active involvement and also provide a framework for their contributions. Scaffolding (or support) for the task might be needed, such as a speaking frame which models possible sentences or phrases that could be used. Here are some variations of communication regulators:<br /><br /></span><span style="font-family:verdana;"><span style="font-size:85%;"><em>Talking Chips<br /></em>Place students in small groups. Each student is given a chip (for example, they can use a pen). If someone wants to talk, they must place their chip in the center of the table. You cannot then talk again until everyone has placed his or her chip on the table. When everyone has used their chip they can be retrieved and anyone can talk again by placing the chip on the table.<br /><br /><em>Response Mode Chips</em><br />Students are given a number of different chips that each refer to a specific type of response that they can then make in a discussion (for example, asking a question, giving an idea, giving praise, responding to an idea etc.). If a student wishes to speak they must place the appropriate chip on the table, representing their response mode.<br /><br /></span></span><span style="font-family:verdana;"><span style="font-size:85%;"><em>Timed Turns<br /></em>No one can talk for more than a minute and there is a timekeeper on each turn.<br /><br /></span></span><span style="font-family:verdana;"><span style="font-size:85%;"><em>Hot Seat<br /></em>One person is placed in the hot seat and must answer questions on a given topic by the other members of the group. They can only listen and ask questions. Students take it in turns to be in the hot seat.</span></span></div><br /><p align="center"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVhiC-BV4aD_nO7JQQF_VCvIGyhUegneR2IGjvmxDe448nVebCK9FatgVKpKC9r3XQuvE11hXz0sX8xBCjXepJhZwmldSm7gMmY5oC2Z2Rm58MCbyd1IazidO1-ZW6TPbvbPcJ8BOBByJW/s1600/TALKinfogap2.gif"><span style="font-size:85%;"><img style="WIDTH: 200px; HEIGHT: 200px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5721553851926138546" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVhiC-BV4aD_nO7JQQF_VCvIGyhUegneR2IGjvmxDe448nVebCK9FatgVKpKC9r3XQuvE11hXz0sX8xBCjXepJhZwmldSm7gMmY5oC2Z2Rm58MCbyd1IazidO1-ZW6TPbvbPcJ8BOBByJW/s200/TALKinfogap2.gif" /></span></a></p><br /><div><span style="font-family:verdana;"><span style="font-size:85%;"><strong>Information gaps<br /></strong>An information gap is based on creating a situation in which learners need to communicate with each other in order to get some specific information from each other, and therefore to close the gap! The gap might be based on finding out something that someone else already knows (so activating prior knowledge), or the activity might be based on the teacher setting up the gap by giving certain information to a learner that another learner needs to get.<br /><br />Some ideas for information gap activities in CLIL lessons:<br /><br /></span></span><span style="font-family:verdana;"><span style="font-size:85%;"><em>Find Someone Who…<br /></em>Students are given a list that might be a list of: personal information, facts relating to a topic, opinions about a given topic. They then need to walk around the classroom asking each other questions to find a person that can answer a specific item on the list.</span></span></div><br /><div><span style="font-family:verdana;"><span style="font-size:85%;"><em>Picture Pairwork<br /></em>Two students each have a picture of the same scene or image, but each picture has several (small) differences. The students need to communicate to each other in order to discover these differences. Good for learning and testing out new vocabulary and for practising question sentences. The pictures can be related to specific subject content - for example, landscapes in Geography.<br /><br /></span></span><span style="font-family:verdana;"><span style="font-size:85%;"><em>Talking Into Drawing<br /></em>An activity for pairs. One student has a picture and must describe that picture to their partner who then makes a drawing of what they are being told. This activity can be used to practice the use of connectives (first, then, next) and adjectives. This activity can be connected to subject content – for example, describing a diagram or illustration in a science lesson. </span></span></div><br /><p align="center"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHJD4G7LNFdJZWJ2jsr30_zdeOcZyQAdlo2jeR6PHKtHu8gfHPEnh7EPUKVh6VOM8Fj3auskTaKMq4fSKMh4JLDivDim4RBtH9EOs-tiKtV87geGz3hJe2_4cTfZRGznVochSvEcdYF83h/s1600/2nd-pyramid-of-giza.jpg"><span style="font-size:85%;"><img style="WIDTH: 200px; HEIGHT: 150px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5721554199352925634" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHJD4G7LNFdJZWJ2jsr30_zdeOcZyQAdlo2jeR6PHKtHu8gfHPEnh7EPUKVh6VOM8Fj3auskTaKMq4fSKMh4JLDivDim4RBtH9EOs-tiKtV87geGz3hJe2_4cTfZRGznVochSvEcdYF83h/s200/2nd-pyramid-of-giza.jpg" /></span></a></p><br /><p align="left"><span style="font-size:85%;"><span style="font-family:verdana;"><strong>Pyramid discussions<br /></strong>Sometimes referred to as ‘think/pair/share’, this type of speaking task is structured in three phases, beginning with the learner thinking on their own, moving to a phase in which they discuss ideas with a partner, to a final phase in which ideas are shared as a class.<br /><br />The first two stages are important for CLIL because they offer safe wait time to think through ideas and an opportunity to rehearse the language they need before a whole class plenary. CLIL teachers may also need to identify the specific scaffolds (support) that students need for the task. For example, they may need a list of words relevant to the topic or model sentences that can be used in their discussion. </span></span><span style="font-family:verdana;font-size:85%;">As a variation, <em>think, pair, square</em> puts students into groups of four to share their ideas rather than a whole class plenary. This might be a good way to help prepare students for whole class discussions. It also gives the teacher more opportunities to monitor and observe language use in the different pairs and groups.<br /><br />Another variation of this uses a ‘placemat’ for the first two stages, a large piece of paper on which learners write down their ideas in response to a question or problem. The placemat can then be rotated so that everyone can read each other’s ideas. A new question is then needed to synthesize the learners’ ideas at the small group stage in some way before going into a whole class plenary discussion.</span></p></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-56816961695032517882012-03-14T22:41:00.006+01:002012-03-18T19:52:25.287+01:00CLIL Activities<span style="font-family: "Trebuchet MS", sans-serif;"><span style="font-size: x-small;"><strong>CLIL Activities</strong>, the new book by Liz Dale and Rosie Tanner and published by Cambridge University Press just last week, will be presented this week at the </span></span><a href="http://www.iatefl.org/glasgow-2012/glasgow-2012" target="_blank"><span style="font-family: "Trebuchet MS", sans-serif; font-size: x-small;">IATEFL conference 2012</span></a><span style="font-family: "Trebuchet MS", sans-serif; font-size: x-small;"> in Glasgow.</span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOcPyDd3lYrtRL8Z9H1UXB6aiu8FDaGxMitr47T-m8WtTilIRUjPjf_1tta_i80lSDP3cPAlZM8ZoGWDI4AA3wIauPZ_oTruVg_BMjhE_ljO-WkVrHYciF6ZlS8uhUe7-L4AM_vtRUV2qc/s1600/51Gg6WDMLIL._SL500_AA300_.jpg"><span style="font-family: "Trebuchet MS", sans-serif; font-size: x-small;"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5719871502356333650" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOcPyDd3lYrtRL8Z9H1UXB6aiu8FDaGxMitr47T-m8WtTilIRUjPjf_1tta_i80lSDP3cPAlZM8ZoGWDI4AA3wIauPZ_oTruVg_BMjhE_ljO-WkVrHYciF6ZlS8uhUe7-L4AM_vtRUV2qc/s200/51Gg6WDMLIL._SL500_AA300_.jpg" style="float: left; height: 221px; margin: 0pt 10px 10px 0pt; width: 200px;" /></span></a><span style="font-family: "Trebuchet MS", sans-serif; font-size: x-small;"> IATEFL is the International Association for Teachers of English as a Foreign Language. You can also follow the </span><a href="http://iatefl.britishcouncil.org/2012/" target="_blank"><span style="font-family: "Trebuchet MS", sans-serif; font-size: x-small;">conference online</span></a><span style="font-family: "Trebuchet MS", sans-serif; font-size: x-small;">. The online conference will include guest interviews (one with Liz and Rosie on Wednesday), reports and the plenary sessions as they happen during the conference. Roving reporters will tell you about what's happening on the spot.</span><br />
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</style>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-91920139211867916542012-03-13T10:36:00.002+01:002012-03-13T10:50:46.214+01:00Getting More Out of PIFs<span style="font-family:verdana;font-size:85%;">Some TTO schools work with PIFs (personal idiom files), particularly with first year classes. PIFs are a kind of glossary that a pupil keeps adding to - often in the form of a notebook or computer file - containing key terms for each subject and other important vocabulary that a pupil comes across. It is a list of words which learners need to learn and use actively. </span><br /><span style="font-family:verdana;font-size:85%;"><br />Learners are helped if the entries in their PIF indicate more than a given definition from the teacher or textbook. It helps if learners write down, for example, the word, the meaning and the way the word is typically used in English; this will help them to retain the words better. </span><br /><span style="font-family:verdana;font-size:85%;"></span><br /><span style="font-family:verdana;"><span style="font-size:85%;">PIFs can be a great tool for learning vocabulary, but they do need to be worked with regularly in order to encourage learners to recall and recycle words, and to encourage them to work actively with the meaning of particular words. So here are some suggestions for how to get more out of PIFs.<br /><br /></span><span style="font-size:85%;"><strong>BLUE AND RED CARDS<br /></strong>Each student receives ten small cards, five in one colour (say, blue) and five in another (say, red). They write five words from their PIFs on the blue cards and their definitions on red ones. They swap sets with another learner and try to match the cards. This activity can also be done with the learners working intially in pairs or small groups and using more words.<br /><br /></span><span style="font-size:85%;"><strong>CHAIN STORY<br /></strong>Students work in groups of 8-10. They each write ONE word from their PIF on a card – a totally random word, or a word related to a topic. The first learner starts a story, using the word on his/her card. The next learner continues the story using his/her word. They continue until everyone has contributed a sentence to the story. The final sentence should conclude the story.<br /><br /></span><span style="font-size:85%;"><strong>CATEGORIES<br /></strong>Students shout out words from their PIFs; the teacher writes them on the board. The students then have the task to make categories out of all the words on the board and to give each category a heading.<br /><br /></span><span style="font-size:85%;"><strong>NICE AND NASTY WORDS 1<br /></strong>Students shout out words from their PIFs; the teacher writes them on the board. The teacher writes two headings on the board: Nice words and Nasty words. The students then make a list of the words under the two headings in their notebooks. They then have to explain to their neighbour why words are nice or nasty.<br /><br /></span><span style="font-size:85%;"><strong>NICE AND NASTY WORDS 2<br /></strong>The teacher writes the headings nice words and nasty words on the board. Students think individually, using their PIFs, about which word they want to put under the heading. The teacher invites students to write words from their PIFs under the headings: one under each heading, and to explain why they find the words nice or nasty.<br /><br /></span><span style="font-size:85%;"><strong>LEXICAL FURNITURE<br /></strong>Students draw a plan of their bedrooms. They put 20 words from their PIFs on to their plan: they must have a reason to put the words in the chosen place. They then explain to their neighbour why they put the words where they did.<br /><br /></span><span style="font-size:85%;"><strong>GIFT WORDS<br /></strong>Students pick out 20 words that they feel they need to review. They put each word on a slip of paper, and on each slip they also write the name of the person they would like to give the word to. They have to write 20 different names and have a reason for their word gift. They then mill around in the classroom and give their words away. If the receiver doesn’t understand it, the giver should explain the meaning and the reason for the gift.<br /><br /></span><span style="font-size:85%;"><strong>SPELLING PRACTICE 1<br /></strong>The teacher borrows a PIF from a student and dictates 10 words to the class, for spelling practice.<br /><br /></span><span style="font-size:85%;"><strong>SPELLING PRACTICE 2<br /></strong>Students swap PIFs and dictate ten words to each other, for spelling practice.<br /><br /><br />(Ideas adapted from: Morgan, J. & Rinvolucri, M., <em>Vocabulary </em>(Oxford: Oxford University Press))</span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-69791876376143600162012-02-22T11:07:00.004+01:002012-02-22T11:13:25.833+01:00Websites for CLIL<span style="font-family:arial;">Another great resource for CLIL, this time from Cambridge ESOL.</span><br /><span style="font-family:arial;"></span><br /><span style="font-family:arial;">They have produced a series of booklets (that are free to download) aimed at subject teachers: Maths, Science, History, and Geography. Each booklet provides a clear overview of CLIL in relation to the specific subject, and, best of all, offers a model lesson with resources.</span><br /><span style="font-family:arial;"></span><br /><a href="https://www.teachers.cambridgeesol.org/ts/teachingqualifications/clil"><span style="font-family:arial;">Cambridge ESOL CLIL materials</span></a><br /><span style="font-family:arial;"></span><br /><span style="font-family:arial;">Scroll to the bottom of the page for the free materials.</span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-75273995366836049972012-02-16T14:54:00.000+01:002012-02-16T14:54:29.490+01:00Assuaging doubts about CLIL<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFrGW2U-_3lpYPwA329aj_khNV1ecHjvrtrjZYYOMQ0Xwx1WmmB9mJk8OEZ4AorDVyjIfsRg7soL2e3TJJBuVA__ECGhj0ZJiDD6ofLlhieKkYTAgHfYVKsmRMbcqg0a1j0HNviJ832ho/s1600/VOICES+iatefl.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><em><span style="font-family: "Trebuchet MS", sans-serif; font-size: x-small;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFrGW2U-_3lpYPwA329aj_khNV1ecHjvrtrjZYYOMQ0Xwx1WmmB9mJk8OEZ4AorDVyjIfsRg7soL2e3TJJBuVA__ECGhj0ZJiDD6ofLlhieKkYTAgHfYVKsmRMbcqg0a1j0HNviJ832ho/s1600/VOICES+iatefl.jpg" yda="true" /></span></em></a></div><br />
<span style="font-family: "Trebuchet MS", sans-serif; font-size: x-small;"><em>A few blogs ago, we discussed Chaz Pugliese's article in which he doubted the benefits of CLIL. We couldn't resist responding, and our article has just been published in the newsletter of IATEFL (International Association of Teachers of English as a Foreign Language), <strong>Voices</strong>, 225. Here is a shortened version of our response; if you would like to read the complete article, <a href="mailto:r.l.tanner@uu.nl" target="_blank">contact us</a>. We don't doubt CLIL!</em></span><br />
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<div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-family: "Trebuchet MS", sans-serif;"><span style="font-size: 9pt;">Many of Chaz’s doubts are based on issues to do with the implementation of CLIL, and not with the fundamental concept of CLIL. </span><span style="font-size: 9pt;">In the <country-region w:st="on"><place w:st="on">Netherlands</place></country-region>, research and experience has shown that CLIL works: CLIL students reach high proficiency levels of English, and their proficiency in Dutch as well as the content knowledge of their subjects taught in English are not negatively affected. </span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"><span style="font-family: "Trebuchet MS", sans-serif;">In our context, CLIL is not only about language learning, but also about developing cognition as well as intercultural and international understanding. As members of a CLIL inspection team visiting bilingual schools, we encounter students with high level thinking skills who consider themselves to be global citizens.</span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"><span style="font-family: "Trebuchet MS", sans-serif;">Chaz says that English will in the long run threaten some weaker European languages. This is a misconception, since CLIL is concerned with supporting bilingualism: that is the development of <i style="mso-bidi-font-style: normal;">two</i> languages, as well as content knowledge. </span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"><span style="font-family: "Trebuchet MS", sans-serif;">The European Platform and the Network of Dutch bilingual schools have formulated a quality standard and inspection system for bilingual education. This states that results for Dutch should not be lower than the national average, a standard that has been maintained: so it <i style="mso-bidi-font-style: normal;">is</i> possible to manage a bilingual education system whilst still promoting the national language of education. Furthermore, there is actually no evidence to show that children learning content through a foreign language will develop less or deficient content knowledge. </span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"><span style="font-family: "Trebuchet MS", sans-serif;">A third doubt mentioned by Chaz is that “The kids do not master their adopted language.” Our experience is that CLIL students achieve a much <i style="mso-bidi-font-style: normal;">higher</i> level in their adopted language (English) than their peers in regular education. Students from bilingual schools have a distinct advantage when entering higher education because of their excellent language proficiency. </span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"><span style="font-family: "Trebuchet MS", sans-serif;">Chaz is rightly concerned about the language level of the teachers working in CLIL. We acknowledge this concern in the <country-region w:st="on"><place w:st="on">Netherlands</place></country-region>, since teachers are required to improve and maintain their level of English. </span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"><span style="font-family: "Trebuchet MS", sans-serif;">As Chaz states, Ministries do fail to support teachers if they fail to provide requisite training. CLIL methodology skills are as important as language skills. Two-week crash courses in English (or biology or history!) are not enough for a teacher to become an effective CLIL teacher. We would plead for “train the CLIL trainer” courses to be put into place across <place w:st="on">Europe</place>.</span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"><span style="font-family: "Trebuchet MS", sans-serif;">“CLIL seems to rely on the fact that languages are acquired, rather than learned” writes Chaz. We have to disagree with this. There is not an assumption in CLIL that students will effectively acquire English if they are exclusively exposed to the target language without any deliberate focus on learning. CLIL is concerned with the ways subject and language teachers have to support and give specific attention to the language needs of their learners.</span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"><span style="font-family: "Trebuchet MS", sans-serif;">Chaz asks two more questions: What is meant by ‘learning’ in CLIL terms? Can students function comfortably in social as well as academic situations? Here, he is misinterpreting the aims of CLIL, which are to develop BICS (basic interpersonal communication skills) and, at a later stage, CALP (cognitive academic language proficiency). Since there is an emphasis in CLIL on students producing output (speaking, writing), we find that they are able to develop language skills for a range of situations, from the social to the academic. </span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"><span style="font-family: "Trebuchet MS", sans-serif;">CLIL should definitely not be seen as a replacement for English classes. However, we do believe that the role of the English teacher in a CLIL stream is to develop learners’ English skills (for example, general academic language across all subjects) as well as collaborating with his or her subject colleagues in supporting language development (for example, in cross-curricular projects) in the other subjects.</span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"><span style="font-family: "Trebuchet MS", sans-serif;">Chaz finally mentions that CLIL is hailed as alternative to traditional language programmes. However, in many countries CLIL is more often hailed as an alternative to traditional secondary teaching: subject teachers are becoming language teachers, rather than English teachers teaching content. In addition, bilingual education is being developed successfully in other sections of our educational system, such as higher and vocational education institutions.</span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span lang="NL" style="font-size: 9pt; mso-ansi-language: NL;"><span style="font-family: "Trebuchet MS", sans-serif;">Rosie Tanner, Rick de Graaff, Gerrit Jan Koopman, Annemieke Meijer and Jason Skeet, Liz Dale</span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
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</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBDZRIz6TpxLYHG14vDk4Bep7GML4T4cS3gnKqRPHL3-RCFAvYUvEVli9sco-BcyEXIQ6UUNb4pHuYbG__i3xQQxk8xQHOGMBCQUze24G0zXSb-5uIc_-aj5Sj9S9tTnyrDibMN5eEo2w/s1600/www.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="150px" oda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBDZRIz6TpxLYHG14vDk4Bep7GML4T4cS3gnKqRPHL3-RCFAvYUvEVli9sco-BcyEXIQ6UUNb4pHuYbG__i3xQQxk8xQHOGMBCQUze24G0zXSb-5uIc_-aj5Sj9S9tTnyrDibMN5eEo2w/s200/www.bmp" width="200px" /></a></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="mso-bidi-font-size: 10.0pt;"><span style="font-size: x-small;"><span style="font-family: Verdana;"><strong>CLIL content materials</strong></span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: x-small;"><span style="font-family: Verdana;"><span style="mso-bidi-font-size: 10.0pt;">An email from the CLIL Research network included a reference to website of CLIL content materials, published by the </span><span style="mso-bidi-font-family: Calibri; mso-bidi-font-size: 10.0pt;">Andalusian regional ministry of education. There are 130 examples of CLIL lessons, including over 4000 pages of materials, designed for use in CLIL content classes (social and natural science; mathematics; music; sport; technology and art), at primary and secondary level and in three languages: English, French and German. </span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-font-size: 10.0pt;"><span style="font-size: x-small;"><span style="font-family: Verdana;">Each unit is organized around a specific content topic and covers 6-10 classroom sessions. The units open with an outline of content, linguistic and competence goals and each is accompanied by a teacher guide. The units were designed by experienced CLIL teachers with methodological and linguistic support from a team led by Francisco Lorenzo and including Pat Moore, researchers at the Universidad Pablo de Olavide´s Learning Research Centre Icárea. You can find these <a href="http://www.juntadeandalucia.es/educacion/webportal/web/aicle/" target="_blank">materials online here</a>. </span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-font-size: 10.0pt;"><span style="font-size: x-small;"><span style="font-family: Verdana;">Without knowledge of Spanish, it’s not very easy to find the materials, so here is the trick. Click on this path: </span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-font-size: 10.0pt;"><span style="font-size: x-small;"><span style="font-family: Verdana;">English > Menu > drop down menu Acceso por material > click on a subject. The rest is in English. </span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-font-size: 10.0pt;"><span style="font-size: x-small;"><span style="font-family: Verdana;">Or ask a friendly Spanish-speaking colleague to help you access the materials! I am interested to know what you think of this site: Is this material really “CLIL”? </span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-font-size: 10.0pt;"><span style="font-size: x-small;"><span style="font-family: Verdana;"><strong>All things CLIL</strong></span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-font-size: 10.0pt;"><span style="font-size: x-small;"><span style="font-family: Verdana;">The second tip is from Deborah Wust, a biology teacher and textbook author from <placename w:st="on">Marnix</placename> <placetype w:st="on">College</placetype> in <city w:st="on"><place w:st="on">Ede</place></city>. She has created a <a href="http://www.deborahwust.yurls.net/" target="_blank">“yurl” here</a> at<span style="mso-spacerun: yes;"> </span>which includes an “All things CLIL” page. Worth browsing through.</span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="mso-bidi-font-family: Calibri; mso-bidi-font-size: 10.0pt;"><span style="font-size: x-small;"><span style="font-family: Verdana;"><strong>Atlas of European values</strong></span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: x-small;"><span style="font-family: Verdana;"><span style="mso-bidi-font-family: Calibri; mso-bidi-font-size: 10.0pt;">Another teacher who did a CLIL course with us, Jan Gideonse from KWC in Culemborg, sent a reference to the <a href="http://www.atlasofeuropeanvalues.eu/" target="_blank">Atlas of European Values</a></span><span style="mso-bidi-font-size: 10.0pt;">, which looks promisingly useful for EIO, as well as geography. The clearly-designed site has been funded by the EC and t</span><span style="mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;">he European Values Study “explores Europeans´ attitudes about religion, politics, work, society, family and <place w:st="on">Europe</place>. The results are represented in maps that clearly show patterns and trends across <place w:st="on">Europe</place>.” The teaching materials include materials developed by Fontys Hogeschool for student exchanges. There are 21 active learning strategies applied to the maps and materials.</span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"></span><span style="mso-bidi-font-size: 10.0pt;"></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="mso-bidi-font-size: 10.0pt;"><span style="font-size: x-small;"><span style="font-family: Verdana;"><strong>P.S. Christmas sites</strong></span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="mso-bidi-font-size: 10.0pt;"><span style="font-size: x-small;"><span style="font-family: Verdana;">Another <a href="http://valsequilloclil.blogspot.com/search/label/CHRISTMAS" target="_blank">clilblog </a>has lots of stuff for Christmas – mostly for first years I reckon.</span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="mso-bidi-font-size: 10.0pt;"><span style="font-family: Verdana; font-size: x-small;">And <a href="http://www.onestopenglish.com/" target="_blank">onestopenglish</a> </span><span style="font-size: x-small;"><span style="font-family: Verdana;">also has some free Christmas lesson plans… type in Christmas and tick “show free resources first”. Probably only useful for English teachers.</span></span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-71120544926435742852011-12-13T11:24:00.003+01:002011-12-13T11:32:24.992+01:00The 8 Cs of CLIL?<span style="font-family:arial;">Maybe you’ve already heard of the <a href="http://www.rachelhawkes.com/PandT/NewSecCurriculum/4CCLCLILCurriculumnotesfromPDF.pdf">four Cs of CLIL</a>, which are, according to <a href="http://www.youtube.com/watch?v=LUiMLDivK2Q">Do Coyle</a> who first proposed them, key aspects of implementing CLIL? The four Cs are: content (subject matter) , communication (language) , cognition (thinking skills) and culture (EIO). However, based on a talk we gave last May, giving an overview of what we do as CLIL trainers, we want to suggest another four.<br /><br />1. COLLABORATION<br />There are two ways to think about collaboration in CLIL. First, there is the collaboration that needs to take place between learners. Working together on projects, solving problems together, small group tasks and other co-operative learning formats are strategies for getting the learners to collaborate and through this collaboration use and learn the language of the classroom and produce spoken output . Language is a social activity and we learn language through social interaction.<br /><br />The second aspect to collaboration in CLIL is the work that happens between teachers. One way to deliver CLIL in an effective way is the development of integrated projects, between different subjects across the curriculum (e.g. history with English, or a week-long project involving the whole team on one topic, like "energy") . Our experience is that if the teachers collaborate in this way the learners learn better , since language and content are recycled and revisited, and are more motivated to work on these types of project.<br /><br />2. CHOICES<br />It is important for a teacher to be able to differentiate in a CLIL lesson, and to indentify and understand the differences between the learners in a CLIL classroom. These differences have multiple perspectives – there will be differences based on language proficiency, differences based on students’ ability to understand and work with the given content of a lesson, then there are also differences based on students’ learning preferences, their interest, and the pace at which they learn. Differentiation is thus a complex issue for a CLIL teacher.<br /><br />For example, when children enter the TTO there can be big differences in the level of their English. Some children have had vvto, others have had very little English at all at the primary school. How does a subject teacher deal with these different levels of language proficiency and at the same time teach all the students the same content? There are several strategies for differentiation that we can look at. Giving students choices in the ways that they learn and the content of their learning is one approach, and there are various ways for a teacher to manage this. We also help teachers to be aware of providing input in a variety of ways to appeal to different learning styles/ intelligences.<br /><br />3. CREATIVITY<br />Learners need to experiment with language, and creatively transform the input in a lesson into output (writing or speaking). We’ve carried out a research project recently into tvmbo, and it was clear from this research that students learn more, according to their own perception, if they are creative: making things, writing things, giving presentations.<br /><br />Tasks need to have an authentic context, the classroom has to be an engaging and inspiring context for learning and a space that motivates learners to take risks. We encourage teachers to be more creative with, for example, their writing assignments. Teachers tell us that the training we provide also inspires them to be more experimental, to take risks, to tolerate the buzz and noise of a classroom that encourages creativity.<br /><br />Creating is also the highest thinking skill according to Bloom’s taxonomy of learning objectives.<br /><br />4. CONNECTIONS<br />There are at least two types of connection worth mentioning in a CLIL context.<br /><br />First, there is the necessity to build connections within a lesson. It is important to begin by working from the prior knowledge of learners, guiding them into the lesson content, then also to identify connections across subjects in order to further consolidate learning, to provide links to the next lesson or back to previous lessons, and finally to end a lesson with a reflection task that helps the students to synthesize their learning. A CLIL lesson is like a three-course meal: starter (warming up activity), the main course, and a reflection activity at the end.<br /><br />Secondly, CLIL is about looking at the content of lessons and of the wider school curriculum from the point of view of connecting to the world. This can be achieved by developing projects in which schools connect to each other, but also by bringing the experience of students in the outside world into the classroom.<br /></span>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-7111171916812702234.post-1630189992522681722011-11-23T15:18:00.000+01:002011-11-23T15:18:57.182+01:00Book “Proud to be tvmbo” (3): 12 recommendations<div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">Here is my third entry related to the book “Proud to be tvmbo” (2011, Tanner, R. & de Graaff, R.), this time with 12 important recommendations for tvmbo teachers and schools.</span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXbrEx2D3m8Huns67cYFYAofg1Js4w_GfP7QUCsrT3aPqjHAEhwMW7xpR82tLgJgoXTrqEyF2-Fk1wb_V30Gm0dhz1n03geha_lkIjO0btds-46mLisHHigTqeFo85IQLMEMYZ0ag6Vwc/s1600/proud+to+be+tvmbo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" hda="true" height="320px" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXbrEx2D3m8Huns67cYFYAofg1Js4w_GfP7QUCsrT3aPqjHAEhwMW7xpR82tLgJgoXTrqEyF2-Fk1wb_V30Gm0dhz1n03geha_lkIjO0btds-46mLisHHigTqeFo85IQLMEMYZ0ag6Vwc/s320/proud+to+be+tvmbo.jpg" width="226px" /></a></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"><span style="font-family: Verdana;"> </span></span><span style="font-size: 9pt;"><span style="font-family: Verdana;"><span style="font-size: 9pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">1.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 9pt;">Use English 100% of the time.</span></span></span><span style="font-size: 9pt;"></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span style="font-size: 9pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">2.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 9pt;">Encourage students to use social and popular media in English.</span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span style="font-size: 9pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">3.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 9pt;">Design lesson material which encourages students to make, do and create.</span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span style="font-size: 9pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">4.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 9pt;">Stimulate real communication in English.</span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span style="font-size: 9pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">5.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 9pt;">Speaking first, writing later.</span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span style="font-size: 9pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">6.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 9pt;">Spend more time doing things in English than talking about English.</span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span style="font-size: 9pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">7.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 9pt;">Keep reminding students they are also working on improving their English.</span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span style="font-size: 9pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">8.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 9pt;">Encourage fluency. </span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span style="font-size: 9pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">9.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 9pt;">Praise, compliment and reward students for using English.</span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span style="font-size: 9pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">10.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 9pt;">Give more thinking time than in Dutch classes before students are required to answer questions.</span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span style="font-size: 9pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">11.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 9pt;">Link classroom work to real life and contemporary events.</span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; tab-stops: list 36.0pt; text-indent: -18pt;"><span style="font-size: 9pt; mso-bidi-font-family: Verdana; mso-fareast-font-family: Verdana;"><span style="mso-list: Ignore;">12.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span style="font-size: 9pt;">Be aware of the language level of your students and select materials accordingly. If your students are at A1 or A2 level, don’t choose texts which are appropriate for students at B2 level (on the Common European Framework of Reference or CEFR).</span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;">Read about the <a href="http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages" target="_blank">CEFR</a>. </span><span style="font-size: 9pt;">To examine the CEFR scales, click on </span><a href="http://www.coe.int/T/DG4/Portfolio/documents/All%20scales%20CEFR.DOC" title="http://www.coe.int/T/DG4/Portfolio/documents/All%20scales%20CEFR.DOC"><span style="font-size: x-small;">CEFR illustrative Descriptors</span></a><span style="font-size: x-small;"> and scroll to page 5 onwards. </span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-family: Verdana;"><span lang="NL" style="font-size: 9pt; mso-ansi-language: NL;">Tanner, R. & de Graaff, R. 2011. </span><span style="font-size: 9pt;"><strong>Proud to be tvmbo: Teachers’ and students’ opinions about good practice in bilingual secondary vocational education (tweetalig vmbo).</strong> Centre for Teaching and Learning, <place w:st="on"><placename w:st="on">Utrecht</placename> <placetype w:st="on">University</placetype></place>. ISBN 978-90-393-5566-4</span></span></div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><br />
</div><div class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span style="font-size: 9pt;"><span style="font-family: Verdana;">Obtain <strong><a href="http://www.kortlopendonderzoek.nl/leerprocessen/2011_Proud_to_be_tvmbo.html" target="_blank">Proud to be tvmbo</a></strong>.</span></span><span style="font-size: 9pt;"></span></div>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-7111171916812702234.post-43256267739006832532011-11-21T11:13:00.000+01:002011-11-21T11:13:07.693+01:00Mini whiteboards<div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><br />
</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><img border="0" hda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicMh04Gdgi-TVlFBOfZBJgphQra8iIBRJim3EKXHZH3inNIwQQYdhbkptwy8pU6_wHFxz4dj-Zl_JHNUgrZzCAnHruVzIVTrBzIbflMbx7qw2aTZXs4jDn6_C56hKb8QEtK_72AZwmUNs/s1600/whiteboard.jpg" /></div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><br />
</div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;">Thanks for the comments. We have had a enquiry about where to purchase mini whiteboards. Unfortunately we have yet to source them in the Netherlands, and buy them online at this website: <a href="http://www.powerof2.co.uk/" target="_blank">Powerof2</a></div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><br />
</div><div class="separator" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; clear: both; text-align: center;"><a href="http://www.powerof2.co.uk/" target="_blank"><img border="0" hda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7RX-RlS2qToZ9zti8U84Tg2hbOMvtcxo03JXNKXBu2twh5tj6sxulBkegz46bjTsXPboPqjRFJQE89xDt8jloQedg2NBRsV2FR9eS9XOmEAN4gXtmuiDW90dH49ywoUKFppob3laHqq0/s1600/po2_powerof2_logo.png" /></a></div><div style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none;"><br />
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</div><div class="separator" style="border-bottom: medium none; border-left: medium none; border-right: medium none; border-top: medium none; clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicMh04Gdgi-TVlFBOfZBJgphQra8iIBRJim3EKXHZH3inNIwQQYdhbkptwy8pU6_wHFxz4dj-Zl_JHNUgrZzCAnHruVzIVTrBzIbflMbx7qw2aTZXs4jDn6_C56hKb8QEtK_72AZwmUNs/s1600/whiteboard.jpg" imageanchor="1" style="clear: left; cssfloat: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-7111171916812702234.post-58896528630260115542011-11-11T13:17:00.002+01:002011-11-11T13:20:31.420+01:00CLIL Skills - Video Clips<span style="font-family:arial;">A useful resource this - a series of short films covering specific aspects of CLIL methodology.</span><br /><span style="font-family:arial;"></span><br /><span style="font-family:arial;">Go to: </span><a href="http://www.leraar24.nl/dossier/3035"><span style="font-family:arial;">http://www.leraar24.nl/dossier/3035</span></a>Unknownnoreply@blogger.com0