Designing checklists for novice CLIL teachers

Makoto IKEDAmakoto-i@sophia.ac.jp

CLIL 2012: From Practice to visions, Utrecht, 21 April 2012

This interactive task-based session covers:

✔ Talking about my context

✔ Identifying CLIL training tools

✔ Designing checklists for CLIL pedagogy

1 Talking about my context

The Society for Testing English Proficiency

open lectures, seminars and workshops by CLIL specialists from Europe,

MA module in the Sophia TESOL, programme (‘Principles and Practice of CLIL’),

INSET (in-service training) sessions,

To promote CLIL, we offer

we have published

and we’re working on

http://www.cliljapan.org/

However ...

CLIL in Japan is still in its infancy, so we need effective ‘tools’ to train teachers who have never heard of CLIL.

2 Identifying ‘training tools’

Your are asked to train new CLIL teachers IN THREE HOURS! What aspects would you pick up and how would you transfer them to your poor trainees?

Possible key aspects

Definition(s) Comparison with other methodologies Principles (e.g. 4Cs framework) Pedagogical skills and techniques Materials development procedures Other

Effective ‘training tools’

Words (e.g. definitions, quotations) Graphic organisers (e.g. charts,

diagrams, spider maps) Tables, lists, matrixes Checklists & criteria Photos & pictures Video clips Other

Photo: CLIL=English breakfast?

ContentCommunication

Culture

Cognition

CLIL = integration

Definition: Various faces of CLIL

‘What is CLIL to you?’- methodology- facilitation of language- approach- fusion/synergy- systematic learning- mindset/attitude- education

Narrow definition

Broad definition

Diagram: CLIL in ELT methodologies

GTM

AL

CLT (strong)TBI

Submersion‘sink or swim’

EFL EFL/ESL ESL

CLT (weak)

PPP

CLIL

CBI

EFL = English as a foreign language CLT = Communicative Language TeachingESL = English as a second language PPP = Presentation-Practice-ProductionGTM = Grammar translation method TBI = Task-based instructionAL = Audiolingualism CBI = Content-based instruction

Immersion

Structure-basedinstruction

Communicative

instruction

Natural

acquisition

Diagram: Do Coyle’s ‘the 4Cs of CLIL’

Content

Cognition

Community

(Culture)

CLIL

Communication

Diagram: ‘Communication’ in CLIL

Language through learning

Language forlearning

Language of learning

Communication

Diagram: ‘Cognition’ in CLIL

HOTS(Higher Order

Thinking Skills)

LOTS(Lower Order

Thinking Skills)

Diagram: ‘Community/culture’ in CLIL

WorldRegionCountryTown/citySchoolClassroom

Flowchart: CLIL materials development

STEP 1 STEP 2 STEP 3

Content

Communication

Cognition

Community

(Culture)

Worksheets

List: authentic materials

Texts textbooks, books, websites,articles, reports, novels, etc.

Visuals photos, pictures, maps, diagrams, etc.

Statistics tables, graphs, etc. Videos TV programmes, video clips,

films, etc. Audios radio programmes, podcasts,

songs, teacher’s lectures, etc.

Flowchart: lesson planning

Input Processing Output

CLIL lesson structure

Comprehension tasks

Cognitive tasks

Production tasks

1. Listingbrainstorming, fact-finding

2. Ordering and sortingsequencing, ranking, classifying

3. Comparingfinding similarities and differences

4. Problem-solvinglogic puzzles, real-life problems, case studies

5. Sharing personal experiencesanecdotes, reminiscence, opinions, reactions

6. Projects and creative taskssurvey, research, creative writing, skits

List: task types

(Willis, J. 1996, A Framework for Task-Based Learning, Harlow: Longman; Willis D. & J. Willis, Doing Task-based Teaching, Oxford: Oxford University Press)

Diagram: task patterns

(Nunan, D. 2004, Task-Based Language Teaching, Oxford: Oxford University Press)

Matrix: task design

Work

LOTS HOTSMemori-sation

Under-standing

Appli-cation

Analysis Evalu-ation

Creation

Solo

Pair

Group

Class

* LOTS = Lower Order Thinking Skills, HOTS = Higher Order Thinking Skills

List: worksheet layout

Characters different fonts, font sizes, styles (bold, italic,underline, CAPITALS)

Positioning center, left, right, indents, block style

Other features boxes, tables, shades, pictures, frames, arrows, diagrams, bullet points, numbering

List: worksheet layout

Don’t overcrowd the page. Use numbering systems (numbers and

letters). Don’t use too many different fonts. Be consistent in the use of styles for

headings. Pictures, graphics and logos make a page

more appealing. Think carefully about the space for learners

to write in answers.

(Adapted from Andon, N., 2008, Handouts for Materials Development in ELT, Session 10: Design and layout of materials, MA in ELT and applied linguistics, King’s College London)

Criteria: good CLIL materials

1. Give rich input in content and language.2. Use authentic materials.3. Give multimodal input (e.g. texts,

photos, pictures, maps, diagrams, graphs, statistics, etc.)

4. Scaffold content and language.5. Involve both LOTS and HOTS.

6. Develop academic skills.7. Encourage cooperative learning.8. Stimulate content and language

output.9. Integrate the 4Cs. 10. Pursue good layout and design.

Based on Mehisto, P. 2010, ‘Criteria for producing CLIL learning materials’, and Meyer, O. 2010, ‘Introducing the CLIL-Pyramid: key strategies and principles for quality CLIL planning and teaching’.

3 Designing checklists

Existing checklists provide useful frameworks for lesson planning and reflection, but it is important for teacher educators to adapt them or develop their own to make the checklists more relevant to their training contexts.

Your three-hour session is almost over and you want to give a checklist for good CLIL practice to your trainee teachers.

Talk about your criteria for an effective checklist and produce a sample list based on your discussion.

My design criteria

Design the checklist for novice CLIL teachers.

List only essential items. List only feasible/observable items. List only tested items. Group items in a logical order. Use simple and consistent language. Give examples, if necessary.

My checklist: Good CLIL pedagogy

1 Equal emphasis is placed on contentlearning and language learning.

2 Authentic materials are used. (e.g. webpages, newspaper articles)

3 Multimodal input is given. (e.g. written/spoken texts, graphics, statistics, videos)

4 Various levels of thinking skills are cultivated. (i.e. LOTS and HOTS)

5 Diverse tasks are assigned.

6 Teacher-student and student-studentinteractions are abundant.

7 Cooperative learning is encouraged.(e.g. pair work, group work)

8 Scaffolding in content and language isprovided.

9 Elements of cross-cultural understandingor global issues are incorporated.

10 The four skills are integrated.

Many thanks for your contrinbutions!