Seminari intercanvi pile ceb sessió 2

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  • 1.Seminari dIntercanvi PILE CEB 2012-13 Neus Lorenzo Sessi 2: Metodologia27 novembre Primria 28 novembre Secundria i CFGSNeus Lorenzo

2. OBJECTIUS DE LA SESSI Utilitzar lentorn web del semaridintercanvi. Explicar el context i lenfocament de les 4/6Cs. Definir AICLE a partir duna prcticacollaborativa. Fer modelatge de dues activitats AICLE. Neus Lorenzo Descriure el procs de planificaci dunaunitat AICLE. Aplicar aquests criteris a activitats prpies.Neus Lorenzo 3. Temes de debat: AICLE en el PILE Context Finalitat: qu i per qu? Presa de decisions (Tips) Conceptes PrincipisNeus Lorenzo Estratgies Visi de conjunt Exemples concrets Neus Lorenzo 4. CONTEXT I: Estratgies conjuntes Projecte Lingstic Plurilinge* Estratgies transversals a Accions comunicatives enImmersi/acollida/ Llenges estrangeres iles altres rees:lleng.extraescolars(Llenges oficials) accions AICLE (i TIL) lectura, oralitat... (i TILC)(Context, TIC, PEL, etc) CATAL-ARANS ANGLS - FRANCS LLENGUA EN LLENGES NO CASTELL ITALI - ALEMANY ALTRES REESCURRICULARS PRESA DE DECISIONS Neus LorenzoRecursos Formaci MaterialsRecursosAltresCurrculum humans assessoriadidctics organitzatiusrecursos *Disseny desenvolupat dacord amb el contextpropi de cada centre docent.Neus Lorenzo 5. Context II: Gesti plurilinge al PILE (Catalunya, 2012-2014) Convocatria PILE 2012: -Ampliaci de les situacions daprenentatge en llengua estrangeraModalitat a1). Primria,12%, L3: llengua i AICLE.Modalitat a2). Primria, (L4) en AICLE o projectes temtics.Modalitat b). A lESO, 15 %, L3 o L4: llengua i AICLEModalitat c). FP, L3: llengua o projectes temtics.Neus LorenzoModalitat d). Pel Batxillerat, 18 % (L3 o L4), autonomia, emprenedoria, iAICLE.(Batxibac: 33% del currculum Batxillerat (Llengua, Literatura, H + altres) ORDRE: ENS/102/2012, de 5 dabril, per la qual saproven les bases generals per a la selecci de projectes de centres educatius pblics i privats concertats de Catalunya per participar en el Pla integrat de llenges estrangeres (PILE), en el marc dun projecte lingstic plurilinge, i sobre la convocatria pblica per a lany 2012. Neus Lorenzo 6. Context III: Alineaci amb EuropaCatalunya: El PILE vol afavorir el desenvolupament de projectes plurilinges de qualitat. En especial, vol facilitar les actuacions que impliquin lensenyament i laprenentatge de continguts curriculars en llenges estrangeres (AICLE) en almenys una rea no lingstica del currculum, i actuacions que incideixen tant en els aspectes metodolgics vinculats amb el desenvolupament de les classes, com en la potenciaci dactivitats complementries i projectes que facilitin ls de les llenges en contextos reals i significatius. Ref: http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/c5a8e8f3-cc43-4a62-97aa-d000f38507e4/PILE.pdfEuropean Union:On 25 October 2011, the Council of Europe concluded to:Encourage innovative forms of European co-operation, experimentation LorenzoNeus and newapproaches to language teaching and learning, such as content and language-integrated learning (including in bilingual schools), opportunities for languageimmersion mobility and, where appropriate, more extensive use of ICT also increative language learning environments.Ref: Council (2011). Council Conclusions on Language Competences to Enhance Mobility., Official Journal of the European Union.Council of the European Union.. EDUC 256 SOC 891 CULT 83, 20.12.2011 (2011/C 372/07) Retrieved from:http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0027:0030:EN:PDFNeus Lorenzo 7. AICLE: Finalitat o recurs?AprenentatgeIntegrat deContingut i LlenguaEstrangeraNeus LorenzoRef: Imagtge a http://ow.ly/f1WudNeus Lorenzo 8. CLIL qu i per qu? CLIL : Content and Language Integrated Learning CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels. Ref: Maljers, Marsh, Wolff, Genesee, FrigolsMartn, Mehisto, (2010). http://tiny.cc/51k1dw Neus Lorenzoand with the objective of promoting learning strategies,creative curiosity, cognitive growth, active participation,social engagement, active citizenship, enterpreneurship... Ref: http://ow.ly/f7qDP, slide 26Neus Lorenzo 9. AICLE, vers el coneixement connectiu Criteri (autonomia) Continguts Comunicaci (projectar-se)(saber)Neus Lorenzo Cognici (ser) Comunitat (estar) Creativitat (empreneduria)Neus Lorenzo 10. AICLE, dimensi competencialaltres visions sobre el temaCREATIVITATper la presa de decisionscriteri i judici, avaluaci i acci , actuaci fonamentadaCognici (saber ser, saber pensar) Comunicaci (saber fer, projectar-se, interactuar)AICLEComunitatcompetencial(saber estar, participaci cultural Continguts Neus Lorenzo (sabers)(dades, informaci, i coneixement)COMPLEXITAT6-C Diamant competencial de les 6-Cdiversitat, pluralitat, globalitatRef: ICE-UB: Group 6.Sis 2009 Neus Lorenzo 11. 4 Cs FRAMEWORKCommunication(comunicar, interactuar)COMPETENCES CLIL Neus LorenzoContent Cognition CommunityContextCulture (saber -conceptes, fets-, (saber ser, saber pensar) saber fer -procediments-) (saber estar, participar)Ref: Adaptat de Do Coyle Neus Lorenzo 12. Com organitzem una sessi AICLE? (1)Neus Lorenzo (1) Planificaci sincrnicaImage Ref: http://goo.gl/WdcJsNeus Lorenzo 13. CONTENT WHY AppropriateWHAT WHENSyllabuscontent According to the level Learning by doing Takes longerNeus LorenzoSubject methodology HOW HOW LONG Neus Lorenzo 14. CommunicationLanguage functions (discussing, Key vocabulary andgiving reasons, reporting,...)specific language and Language needed for task grammar structures. completion and classroommanagementforLanguageLearnin of throughgNeus LorenzoLanguage that comes up in the process.Difficult to predict before carrying out the activities.Neus Lorenzo 15. COGNITION Effectiveness and challenge Critical thinking. Inquiry based learning.- Which tasks will I develop to encourage higherorder thinking?- Which thinking skills will we concentrate on which Neus Lorenzoare appropriate for the content? Thinking skills: Blooms taxonomy Neus Lorenzo 16. Blooms taxonomyHigh OrderThinking - HOT Putting information together in an innovative way.Making judgements based on a setof guidelines.Breaking the concept into parts andunderstand how each part is related toone another.Use the knowledge gained in newways.Making sense of what you havelearned.Neus LorenzoRecalling relevant knowledge fromlong term memory.Low OrderThinking - LOT Ref http://www.learningandteaching.info/learning/bloomtax.htm Neus Lorenzo 17. Blooms taxonomyHigh OrderThinking - HOT Putting information together in an innovative way.Making judgements based on a setof guidelines.Breaking the concept into parts andunderstand how each part is related toone another.Use the knowledge gained in newways.Making sense of what you havelearned.Neus LorenzoRecalling relevant knowledge fromlong term memory.Low OrderThinking - LOT Ref http://www.learningandteaching.info/learning/bloomtax.htm Neus Lorenzo 18. CULTURE / CONTEXT / COMMUNITY Explicit reference via the other 3Cs to culturalopportunities which would not have existed in amother tongue setting. Intercultural attitudes. Knowledge and respect of self and others. Critical cultural awareness.Neus Lorenzo Cultural involvement and social activism.Neus Lorenzo 19. Neus LorenzoImage Ref: http://blocs.xtec.cat/clilpractiques1/files/2009/03/clil-times-10.jpgNeus Lorenzo 20. Activitats de Modelatge PrimriaModelatge The vertebrates per TeresaOliva, ESC Pere IVModelatge Made in de Rosamaria Felip Secundria i CFGSNeus LorenzoModelatge Naming the Laboratory utensilsper Nria Bou, INS Valldemosa-Modelatge Geometry EverywheredOriolPallars Neus Lorenzo 21. Les llenges en entorns complexes: De la immersi a la transversalitat dels mtodes inquisitius+ Llengua + Continguts IOP)n Pro tocol (Sn Obs ervatioALL)ed InstructioLearning (CShelternguageT) l ademic La g (CAL s)tative ace Te achini (Apito l Cogni guag-Serve) rscia lar La ngeork errricunentatsed )ctw m pa ss-cu Apre-baoje MI)ImCro al iskr rsisoci (Tas (P n (Emersiipac i ques oje cte tioImme Part icTas Pr ucim eeen ia deIn str P) o ble bil ingdelentatgdolog of (E S rsDi Moento mNeussLorenzoteersay AprMe diuseinIm mwoW sMerp od Tau s meishcPre ntsis li itiu ualg if ilingeDEnecce uis Bis m ngera Spen ng estra ori nqli a f s Bi engu h teen l l lis eces i g jmersersion EnroodIme immPt guag M lan He ritageRef: http://Goo.gl/FG4uT Adaptat Neus Lorenzo de M Jess Frigols 22. AICLE: principis estratgicsIntegraci daprenentatges (continguts i llengua)AprenentatgeIntegrat de Integraci curricular (desenvolupament competencial)Contingut i Gesti del coneixement (creixement cognitiu) LlenguaEstrangeraExperimentaci educativa (innovaci)Coordinaci docent (cohesi de centre)Funcionalitat comunicativa de la llengua(context, vehicle i objectiu daprenentatge)Ref: http://ow.ly/f1WudAICLE:Aprenentatge Integrat de Contingut i Llengua Estrangera LorenzoNeusCLIL:Content and Language Integrating LearningEMILE:Enseignement de Matires par lIntgration dune Langue trangreNeus Lorenzo 23. Suggested sequences Neus Lorenzohttp://www.juicygeography.co.uk/images/lynton%20map%20sync.jpgNeus Lorenzo 24. Com organitzem una sessi AICLE? (2) (2) Planificaci diacrnica Nucli organitzadorObjectiusDetonant Identificaci Dubte, tema, pregunta, problemacompartidaNecessitat - Motivaci - Inters Fase I: Preparaci de la TASCA Activaci, negociaci i consens: Posada englobalitat com, i organitzaci de coneixements previs. Decisi sobre el producte final (criteris).Fase II: ConstrucciTasca 1 Continguts Disciplinars (Acadmics)Tasca 2Activitats abans Lingsticsanlisi Cognitius Activitats durant CulturalsNeus Lorenzo ActitudinalsTasca n-1 (Criteri, creativitat, Activitats desprsimplicaci,Tasca n emprenedoria)sntesi Fase III: Aplicaci/expansi/creaciCritris i evidncies Elaboraci del producte final i difusi. de progrs dassoliment Reflexi/AvaluaciRef: Adaptat de Vicens Pacual , 2012 Neus Lorenzo 25. Existia el Bikini a lpoca de limperi Rom?Com ho pots demostrar?Les fonts fiables: sn un requisit Was the Bikini in fashion during the Roman Empire? How can you prove it? (Can you locate this image?) Explore webs of Roman clothes (describe) Translate Latin texts (on-line translation) Investigate on the Bikini and its history (?) Present your conclusions and your research process. Make a list of useful: - Lexis & Structures -Topic information - ICT Tools Neus Lorenzo - Working attitudesRef: "bikini girls" mosaic (found by archeological excavation of the ancient Roman villa del Casale near Piazza Armerina in Sicily.Wikipedia http://en.wikipedia.org/wiki/File:Casale_Bikini_modified.jpg & http://commons.wikimedia.org/wiki/File:Armerina.jpgRef: http://www.unrv.com/culture/ancient-roman-clothing.php & http://www.newsfinder.org/site/more/bikini_an_ancient_swimsuit/Neus Lorenzo 26. El repte cognitiu: s una oportunitat comunicativa1Which scale is more detailed?_________ - Which of these two scales25.000would give you a moredetailed map of the territory?1____________ Classroom language Now its your turn Interaction language I agree / I dont agee...100.000We can look it up on... Whats the meaning of... In my group, we think that We need to agree on how... Discipline: (knowledge) Cognition (Frames, LorenzoNeus Patterns) -scale, legend, -If scale is at one to one, then... -Physical & Political map -We can see we cannot see -(numbers)... -There are more details than inAdapted from http://www.mcc.cc.ms.us/techprep/lessons.htm Neus Lorenzo 27. Thanks to eLibrary, Consolate of USA in BarcelonaModels de qualitats: sn aprenentatge silent Many animal behaviors are instinctive. This means the animal knows how to do something when it is born. An example of an instinctive behavior is a bird building its nest. Birds do not need to learn how to build nests. They are born knowing how to do it. Another type of instinctive animal behavior is called imprinting. Animals do not have to learn this kind of behavior.Neus Lorenzo An example of imprinting is when geese babies learn to follow their mother. A goose baby follows the first thing that makes the call of a goose and that moves. Learning to organise ideas Ref: http://ow.ly/exzNUNeus Lorenzo 28. Suport lingstic: centrat en lalumnatFrom bottom up & from up-down Cal identificar les accions concretes (verbs)Cal diferenciar contextos de precisi -Water and salt go up the roots... (colloquial)-The map is very big (conversa informal) VsVs.- Water and salt are absorved by... (cientfic)- The scale of the map allows to seesmall details (text formal)Neus Lorenzo http://goo.gl/zCto2 Cal evitar tautologies (Causalitat-Seqncia) Cal objectivar lobservaci (no personificaci) -Trees grow because they add branches and leaves every day ...-Crassa plants like living in dry weather... Vs. Vs. - Trees grow when they obtain mineral salts and water, in sunlight... - Crassa plants are adapted to dry weather Ref: https://clilingmesoftly.files.wordpress.com/2012/03/l4c-model.png Neus Lorenzo 29. Les bastides:visualitzaci i planificacidel discurs argumentalMind maps (association)Concept map (relationship) Neus LorenzoThinking maps (flow)Ref: http://abrahams.wikispaces.com/file/view/thi_map.gif/158780729/thi_map.gif Neus Lorenzo 30. La interacci dialgica: compartir, una estratgia AICLE And... Or... Such as... TO DESCRIBEFirst... Second... When... then TO EXPLAINIf... then.... Despite /Despite of...Because... LorenzoNeusTO JUSTIFYIn order to...Whenever...As we can see at...TO GIVE EVIDENCESo it happens when...Therefore...Neus Lorenzo Ref: Adaptat de Neus Santmart, http://www.slideshare.net/francescvilabatalle 31. Anlisi de les activitats prpiesCLIL TASK CHECHLIST Activity1 Activity 2 Activity 3Activity4Teaching aims Are the teaching aims clear?Learning outcomes Is there a final task? What kind of task?Content Is the activity rich in content?Language/communicatio Are the students involved in using language?n What skills are they practicing (listening, reading, speaking, writing)Cognition/thinkingAre the questions/problems to be solved at the appropriate cognitive level?Neus LorenzoCulture Does it promote awareness of cultural difference/global citizenshipSupporting learning Is there any scaffolding to support language learning? (language of, languagefor)Interaction Do students work in pairs, small groups? Adapted from Do Coyle, Philip Hood and David Marsh, CLIL; Appendix : Creating a Tool KitNeus Lorenzo 32. Visi de conjunt...-Ensenyament tradicional-Ensenyament modern i contemporani-Ensenyament innovador i proactiu Neus Lorenzo (i ara en imatges...)Neus Lorenzo 33. Experimentaci i prctica:Ensenyament tradicionalIvan P. Pavlov B. F. Skinner Albert Bandura,Estudis de grec i llat (s.I s.XX)Ed. Lee Thorndike John B Watson ... Ref: http://ow.ly/f40mj PROFESSORAT:Arbre de scincia, Ramon Llull, 1296 Neus Lorenzo - Programa per continguts ALUMNAT (acumulaci dinformaci) ESCOLA:-Aprn per memoritzaci de dades, [positivisme]-Proporciona el modelreproducci, i creaci dhbit.i centralitza els recursos. [conductisme][escolstica] Neus Lorenzo 34. Anlisi i seqncia: Ferdinand Saussure,Ensenyament modern i contemporaniJean Piaget, Lew S. Vygotsky, Jerome Bruner,Ensenyament de francs i angls (s.XX) Laurence Kohlberg Paul Bloom... http://ow.ly/f41NX http://ow.ly/f40YI Ref: http://ow.ly/f47W1 Neus LorenzoPROFESSORAT:ESCOLA:- Programa per processos-Controla el procs i rutines daprenentatgei selecciona ritmes.ALUMNAT[evolucionisme] [funcionalista]-Aprn per transferncia,organitzaci dinformacii creaci de coneixement.[constructivisme] Neus Lorenzo 35. Multiperspectiva:Howard Gardner , Ensenyament innovador i proactiu George SiemensStephen DownesSugata Mitra Aprenentatges AICLE (s.XXI)Mark JohnsonGeorge Lakoff Llibreta de CampRef: http://ow.ly/f48vChttp://ow.ly/f4SGXhttp://ow.ly/f4RPONeus LorenzoESCOLA: PROFESSORAT:-Facilita oportunitats - Programa per principis ii situacions daprenentatgeALUMNATescenaris daprenentatgediversificades -Aprn per interacci, implicaci i [lideratge] [inclusiva] desenvolupament competencial.[connectivisme]Neus Lorenzo 36. La nica cosa que sabem del futur,s que ser diferent.Peter Drucken Neus Lorenzos tasca de lescolaajudar a les noves generacionsa descobrir i imaginar el futurque volen construir...Neus Lorenzo 37. BibliographyBurns, A., & Richards, J. C. (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge: CUP.Coyle, D. (2008). CLIL a pedagogical approach. In N. Van Deusen-Scholl, & N. Hornberger, Encyclopedia of Language and Education, 2nd edition(pp. 97-111). Springer.Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. Street, & N. Hornberger, Encyclopedia of Language andEducation (2nd ed., Vol. 2, pp. 71-83). Springer.Dafouz Milne, E. (2011). English As the Medium of Instruction in Spanish Contexts: A Look at Teacher Discourses. In Y. Ruiz de Zarobe, J. Sierra, & F.Gallardo del Puerto, Content and Foreign Language Integrated Learning (pp. 190-209). Bern: Peter Lang.Nation, P. (2001). Learning Vocabulary in Another Language. Cambridge: CUP.Rick de Graaff , Gerrit Jan Koopman, Yulia Anikina & Gerard Westhoff IVLOS Institute of Education, Universiteit Utrecht, the Netherlands:Anobservation tool for effective L2 pedagogy in Content and Language Integrated Learning (CLIL)http://igitur-archive.library.uu.nl/ivlos/2008-0103-200946/graaff-an%20observation%20tool.pdfGERALDINE LUDBROOK Ca Foscari University of Venice, Italy, DEVELOPING A PERFORMANCE TEST FOR ITALIAN CLIL TEACHER Neus LorenzoCERTIFICATION: EXAMINING CLIL TEACHER LANGUAGE Studi di Glottodidattica 2008, 4, 150-169 ISSN: 1970-1861, Pubblicato in: Coonan, C.M.,(a cura di), 2008, CLIL e lapprendimento delle lingue, Libreria Editrice Cafoscarina, Venezia.http://www.ealta.eu.org/conference/2011/saturday/EALTA2011_Ludbrook.pdfOECD, 2009. Evacuating and rewarding the quality of teachers: International practices. OECD Publishing.Wolff, D. (2007): Bilingualer Sachfachunterricht in Europa: Versuch eines systematischen berblicks. (Content and Language Integrated Learning inEurope. An attempt at a systematic overview.) Published by FluLhttp://ec.europa.eu/languages/documents/studies/clil-at-school-in-europe_en.pdfhttp://lear.unive.it/bitstream/10278/1014/1/14Bertaux.pdfNeus Lorenzo 38. Entorns de recursos CLIL Neus LorenzoRef: http://primary-secundary-clil-units.wikispaces.com/SCIENCE http://www.isabelperez.com/clil/clicl_m_6.htm /http://www.primaryresources.co.ukhttp://e-clil.uws.ac.uk/Neus Lorenzo 39. TASCA 21. Revisar lactivitat incorporant els elements analitzats en el treball en grup i a partir de les aportacions de la sessi 2.2. Afegir algun element davaluaci (criteris, estratgies....)Neus Lorenzo Portar-la a la sessi 3! Neus Lorenzo 40. Reflexi del docent Quines estratgies o tipus de tasquesshan utilitzat durant la sessi que puguinser utilitzades a les aules ? Reflexi Personal: Que memporto de lasessi?Neus Lorenzo Neus Lorenzo