Post on 15-Dec-2015
The Do’s of a CLIL The Do’s of a CLIL Teacher Teacher
CTIF - OESTENovember 19, 2012
Diana Foran Storer
What are your CLIL program are your CLIL program priorities?priorities?
Diana Foran Storer
CLIL teachers do need to adapt…
For CLIL, the change of medium of instruction requires a change of method of instruction
Teaching through and in a foreign language, always involves dual-focused aims.
Therefore in a CLIL class, attention is given to both content and language
simultaneously.Diana Foran Storer
Theory statements include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA).
Theories are linked to various design features of language instruction: stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, etc.
Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learning takes place
Diana Foran Storer
METHODS are held to be fixed teaching systems with prescribed techniques and practices.
APPROACHES represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom.
Is CLIL a method or an approach?
Diana Foran Storer
Buzz word: umbrella term
CLIL is an umbrella term covering a dozen or more educational
approaches (e.g. immersion, bilingual education, multilingual education). The flexibility of the approach is, above all, evident
in
the amount of time devoted to teaching or learning through the second language.
In your school?
Diana Foran Storer
CLIL teachers do have to…
Adjust speed moving through syllabus; Speak slowly
Focus on meanigful communication: Offer more explanations while providing academic discourse
Be aware of language problems, and attempt to solve them through strategies.
Aim towards developing language proficiency and content competence
Diana Foran Storer
AND....
Listen to learners in order to respond to individual learning styles, individual needs
Teach study skills/learning strategies aimed at autonomous learning
Be innovative and flexible Be culturally sensitive/non ethnocentric Be analytical – if there are problems,
search for solutions Master a wide range of methodological
alternatives move from teaching to fostering
learning Diana Foran Storer
The Do’s = The New Mindset: from teacher-centered to learner-
centered
Asking not telling Focusing on students’ interests and
experience Striving for communication over accuracy Learning by doing; more open-ended tasks Students have choices and make decisions Focusing on confidence building for real
world skills; the autonomous learner Encouraging interest in subject matter; low-
anxiety, high self-esteem, increased motivation
Establishing rapport; becoming a facilitator, coordinator, a reference
Diana Foran Storer
The Do’s = The New Mindset: from teacher-centered to
learner-centered
Caring about fostering learning…Group Activity : Decide which statements apply to a teacher-centered or to a more student-centered classroom.
Diana Foran Storer
Teacher-centered vs. Student-centered
Diana Foran Storer
Method Teacher Roles Learner Roles
Situational Language Teaching
Context SetterError Corrector
ImitatorMemorizer
Audio-lingualismLanguage ModelerDrill Leader
Pattern PracticerAccuracy Enthusiast
Communicative Language Teaching
Needs AnalystTask Designer
ImprovisorNegotiator
Total Physical ResponseCommanderAction Monitor
Order TakerPerformer
Community Language Learning
CounselorParaphraser
CollaboratorWhole Person
The Natural ApproachActorProps User
GuesserImmerser
SuggestopediaAuto-hypnotistAuthority Figure
RelaxerTrue-Believer
Methods and Teacher and Learner RolesDiana Foran Storer
Group Activity: What kind of a Teacher?
Role of a Teacher Quadrant
Diana Foran Storer
Diana Foran Storer
Learning Styles: A teacher should be aware of these?
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Group Activity: Recognizing Individual Learning
Stlyes Auditory (Linguistic) Visual (Spatial) Tactile (Kinesthetic)
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Group Work:
Learning Styles and Possible Activities Cards
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Summarizing the DO’s:
Diana Foran StorerUCM
Good Teaching Strategies: DO expose to INPUT
Offering abundant target language at input: i + 1
Selecting adequate materials: authentic, functional, stimulating
Adapting materials, if necessary, in advance
Adapting materials during teaching
Being aware of your own teacher-talk
Diana Foran Storer
Do use strategies that focus on processing MEANING...
Requiring learners to do something with the content
Pre-teaching and re-cycling useful vocabulary
Designing tasks that focus on identifying and checking meaning
Emphasizing correct and relevant interpretations of content material Diana Foran Storer
Do use strategies that focus on processing FORM
Promoting language awareness Providing examples of relevant forms:
3rd person “s”; do/does/did Correcting and explaining use of
relevant forms Giving feedback (error correction
recasts, rephrasing…) and organizing peer feedback.
Diana Foran Storer
Do use strategies allowing for production of
OUTPUT
By being aware of student-talk time. Stimulating learners to practice and
be creative with the language by: 1. Asking for reactions 2. Asking for interaction 3. Eliciting communication 4. Stimulating target
language use 5. Giving feedback on
language use 6. Organizing written practice.
Diana Foran Storer
Do use receptive/productive STRATEGIES
Helping learners to develop and use language learning strategies
Possessing a repertoire of strategies and techniques to contextualize language use
Using scaffolding strategies in the four skills
Diana Foran Storer
Scaffolds Can Be…
written guidelines cue cards modelling or
prompting techniques
visual displays classified lists tables or graphs
As students demonstrate greater proficiency on their own, scaffolding is gradually removed.
Diana Foran Storer
Scaffolding: Scaffolding: The teacher, the materials, or other students provide support to help students bridge the gap between their current abilities and the intended
goal (Vygotsky’s ZPD)
Encourage students to move from dependence to independence.
Diana Foran Storer
Activity: : With a partner, re-order these scaffolded questions according to cognitive
difficulty:
1. “Where do penguins live?” 2. “Point to the penguin”3. “Is a penguin a mammal or a bird?”4. “If penguins have wings, why can’t they fly?”5. “Do you think a penguin would want to fly?” 6. “How do fish breathe under water?”7. “Is a penguin a fish?” 8. “Look at the animals. Find the bear, the dog and the cat.”9. “Why are these all mammals?”10. “How are they the same?”
Diana Foran Storer
Scaffolded questioning
“Point to the penguin”“Look at the animals. Find the bear,
the dog and the cat.” (Word recognition; pointing, no spoken production)
“Is a penguin a fish?” (yes/no one-word answer)
“Is a penguin a mammal or a bird?” (one-word provided)
“Where do penguins live?” (one word ans; pre-taught vocab)
“How do fish breathe under water?” (one word, pre taught) Diana Foran Storer
Scaffolded questioning
“How are they the same?” “Why are these all mammals?”
(content knowledge; vocab)“If penguins have wings, why can’t
they fly?” (reasoning; content knowledge)
“Do you think a penguin would want to fly? Why?” (reasoning; personal opinion, synthesis)
Diana Foran Storer
6. EVALUATION⇒ ability to make a judgment of the worth of something
5. SYNTHESIS ⇒ ability to combine separate elements into a whole 4. ANALYSIS ⇒ ability to break a problem into its constituent parts and establish the relationship between each one.
3. APPLICATION ⇒ ability to apply rephrased knowledge in a novel situation
2. UNDERSTANDING ⇒ ability to rephrase/manipulate knowledge 1. KNOWLEDGE ⇒ that which can be recalled
Diana Foran Storer
Effective Use of Questioning
Questioning can..... arouse curiosity stimulate interest in the topic clarify concepts emphasize key points enhance problem-solving ability encourage students to think at higher cognitive
levels motivate student to search for new information ascertain students’ knowledge level to aid in
modifying instruction (Formative Assessment…)
Diana Foran Storer
Asking for cognitive engagement...
"What is the main idea of...?""What if...?“
"How does...affect...?" "What is the meaning of...?""Why is...important?“
"What is a new example of...?""Explain why...." "Explain how...." Self analysis:
“How does...relate to what I've learned before?" "What conclusions can I draw about...?"What is the difference between ... and ...?“
"How are ... and ... similar?""How would I use ... to ...?""What are the strengths and weaknesses of...?"
Diana Foran Storer
Scaffolding classroom discourse:
1.“Do you think you could close the door?” 2. “Close the door, please!” 3. “How can you stand this noise?! We can’t
work with the door open!” 4. “This noise is terrible! I think it’s high time
we closed the door!” 5. “Could you close the door, please?” 2-5-1-4-3
Diana Foran Storer
Handy teacher talk phrases for the CLIL classroom
Diana Foran Storer
http://www.musictechteacher.com/music_quizzes/music_quizzes.htm http://www.syvum.com/cgi/online/mult.cgi/squizzes/chem/acids_bases_s
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Diana Foran StorerUCM