Seminari d’intercanvi: centres amb projectes PILE (2n any).

Sessió 8

METODOLOGIA I RECURSOS5 de febrer de 2015

Curs 2014-2015

Serveis Territorials VOC

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OBJECTIUS DE LA SESSIÓ 8:

Metodologia i recursos

10 de febrer de 2015

Continuar amb l’anàlisi i comentari d’activitats AICLE des del punt de

vista d’aplicació a l’aula.

Presentar, revisar i ampliar tècniques i estratègies de la didàctica

específica.

Reflexionar sobre la pròpia pràctica docent.

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ACTIVITAT DE DINAMITZACIÓ I REFLEXIÓ D’AULA

http://cepeivissa-llestrangeres.blogspot.com.es/2014/09/noves-activitats-oral-skills-i.html

Culture

CLIL

Ref: Adaptat de Coyle, Hood, Marsh (2010). CLIL. Cambridge University Press.

Context

4C FRAMEWORK

Communication

Content CognitionCommunity

CONTENT

• Content selection:

new content? extension? repeat content?

• Content delivery:

teacher led? student led?

• Content planning:

some activities? a whole module?

one week? one session per week?

CULTURE

Culture associated with a language can not be learnt ina few lessons about celebrations, folk songs, costumesand recipes of the area.

Culture in CLIL can be defined as a cultural awareness,this is knowledge about different cultures. Deepeningthe definition, culture means raising awareness aboutone's own cultures, including culturally learnt attitudesand behaviours, what we can call self and otherness.

Language that comes up in the process.

ofLanguage

for

through

Learning

Difficult to predict before carrying out the activities.

Key vocabulary and specific language and grammar structures.

Language functions (discussing, giving reasons, reporting,...)

Language needed for task completion and classroom management

COMMUNICATION

• Effectiveness and challenge

• Thinking skills: Bloom’s taxonomy

- Which tasks will I develop to encourage higher order thinking?

- Which thinking skills will we concentrate on which are appropriate for the content?

COGNITION

Read the text. Can you understand it? Do you know these words? Is itEnglish? Can you answer the questions?

The lartey frimps krolacked blinfly in the detchyshilbor

1. What kind or frimps were they?2. What did the frimps do?3. How?4. In what kind of shilbor did they krolack?5. Which word is the subject in this sentence?6. Which is the verb?

CreatingGenerating new ideas, products, or ways of viewing things: Designing,

constructing, planning, producing, inventing

EvaluatingJustifying a decision or course of action: Checking, hypothesising,

critiquing, experimenting, judging

AnalyzingBreaking information into parts to explore understandings and

relationships: Comparing, organising, deconstructing, interrogating, finding

ApplyingUsing information in another familiar situation: Implementing, carrying out,

using, executing

UnderstandingExplaining ideas or concepts: Interpreting, summarising, paraphrasing,

classifying, explaining

RememberingRecalling information: Recognising, listing, describing, retrieving, naming

High cognitive demand - reasoning required

Low cognitive demand - little reasoning required

Bloom’s Taxonomy Revised

LOT tasks• They are easy. 100% of students can get them 100% right!• They are not dependent on prior learning.• They can be attained in a short time, perhaps minutes.

HOT tasks

• They are new tasks, problems or situations.• They are difficult.• They are highly dependent on prior learning.• Development is slow and requires considerable effort.• They create transferable learning of important thinking skills.• They are more interesting, even to weak students.• They are vocationally and academically relevant.• They create deep learning.

Can learners create new products?

Can learners justify a position?

Can learners break the information into

parts and see relationships?

Can learners use the information in

another situation?

Can learners explain?

Can learners remember?

Ref http://www.learningandteaching.info/learning/bloomtax.htm

Low Order

Thinking - LOT

High Order

Thinking - HOT

Bloom’s Taxonomy

High Cognitive Demands

Low Cognitive Demands

HighLinguisticDemands

LowLinguisticDemands

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Cummin’s Matrix: the audit tool for CLIL

COMMUNICATION

CO

GN

ITIO

N

Language Suport

reception

supportproduction

support

INPUT“PUSHED”

OUTPUT

ACTIVE PROCESSING

Language Scaffolding

Catalan Industry Text

What is wrong with these portraits?

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ACTIVITAT 1: d’Intercanvi metodològic

Proposta grupal en rotació

En grups de 3, expliqueu-vos una activitat reeixida del vostre projecte PILE que us hagi ajudat a fer més dinàmiques les activitats d’aula.

Per reflexionar:

Quines tècniques, metodologies i fonaments didàctics estem fent servir?

Com ho pots demostrar o il·lustrar?

http://piedraviva.org/?cat=14

Treball virtual: TASCA sessió 8

Tasca: • Descriure la teva activitat reeixida de la qual te’n sens satisfeta o satisfet, que et dóna certa

seguretat com a docent seguint el següent model:

• Triar una de les activitats que heu sentit de la resta de companys/es i explicar per què la consideroimportant. Es penjarà al sites del seminari a la sessió 8. 1 full.

Data límit: finals de març 2015.

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