CLIL: INSEGNARE TRAMITE UNA LINGUA STRANIERA - SILVIA MINARDI PROGRAMMARE PERCORSI CLIL, SILVIA MINARDI - CORSI DEA SCUOLA
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a.s.2020/21
CLIL: insegnare tramite una
lingua straniera
Silvia Minardi
PROGRAMMARE PERCORSI CLIL, Silvia Minardi
Agenda 1 From «LOTS» to «HOTS» 2 La matrice di Cummins 3 Programmare un percorso CLIL
1 From LOTS to HOTS
LOTs / HOTs: li sapresti riconoscere?
1. Come si possono classificare le cellule staminali? Che cosa hanno in
comune le diverse categorie?
2. Immagina di non avere cibo: in che modo questa condizione potrebbe
influenzare la tua vita?
3. Usa il grafico e confronta l’andamento del dollaro e dell’euro.
4. Colloca i fatti lunga la linea del tempo.
5. Che cosa modificheresti nell’esperimento per ottenere un risultato più
preciso?
6. Leggi la relazione di laboratorio scritta dal tuo compagno e
commentala.
7. Registra i dati relativi alle precipitazioni e decidi quali mettere sull’asse
X e quale sull’asse Y.
8. Proponi due modi diversi di risolvere un problema di matematica e
spiegali.
9. Osserva i tre dipinti e individua i colori dominanti di ciascuno.
10. Osserva la tabella delle importazioni e delle esportazioni: quali sono
aumentate negli ultimi cinque anni?
LOTS HOTS Example from my curricular subject: Example from my curricular subject:
A word of wisdom “We need to look at tasks and be aware of the cognitive demands required of the learners. Are the concepts too easy? Are the concepts too difficult?” (TKT course)
Remember & Understand Apply & Analyse Evaluate &
Create
a) Conduct some internet research to find out the dates of some other
significant inventions and discoveries that occurred during the Industrial
Revolution. Add these events to a new timeline in your notebook.
b) When was the flying shuttle used for and when was it invented?
c) Using the timeline calculate how many years there were between
when the first steam engine was invented and the first aeroplane
flight.
d) When was the first transatlantic telegraph cable laid?Key to Sample Task 1B, 2C, 3B, 4A, 5A, 6B
Food for thought
Prendi una unità / modulo dal tuo
manual. Leggi le attività previste e
rifletti:
- c’è una progressione da LOTs a
HOTs?
- quali abilità cognitive vengono
sviluppate?2 La matrice di CUMMINS
LA MATRICE
di CUMMINS:
uno
strumento per
progettare in
CLIL
from BICS to CALP = from A to DBICS = Basic Interpersonal
Communication Skills
In terms of lesson input, BICS
BICS are used in informal include
communication, for example •1. day-to-day language
at school breaks or parties, •2. contextual clues that aid
on the telephone, or when understanding.
playing sports.
BICS involve situations in
which learners can use visual Second-language learners
clues, gestures or facial generally achieve BICS in two
expression to communicate to five years.
with each other.CALP = Cognitive Academic
Language Proficiency
Used in academic tasks.
In CALP, clues to help learners understand are often
reduced or absent.
Lesson input for CALP is read from a textbook or presented by the
teacher, and the concepts are more academically demanding.
Consequently, the spoken and written language needed to understand
and produce for CALP is more complex than for BICS.
Teachers can teach their learners specific
CALP skills and they can guide their learners
to gradually move from BICS to CALP.
It may take five to seven years for second
language learners to become proficient in
academic language skills (Collier, 1995).Two elements
° context
Context embedded ° cognitive demand
Underline proper nouns Giving an oral presentation
A C
Cognitively Cognitively
undemanding demanding
B D
Use graphic organizers to identify main Read a text and answer
points in a text comprehension questions
Context reducedCONTEXT EMBEDDED LANGUAGE • Communication occurring in a context that offers help to comprehension (e.g visual clues, gestures, expressions…) • There are plenty of shared understanding and meaning is relatively obvious due to help from the physical or social nature of the conversation (Baker, 2000)
COGNITIVELY (UN)DEMANDING • Language required is not specialized (LOTS) = undemanding • Learners must have enough background knowledge (HOTS) = demanding
Which activity in your
Context embedded area fits each quadrant?
A C
Cognitively Cognitively
undemanding demanding
B D
Context reducedDecide if each task
belogns to which
Context embedded quadrant (A, B, C, or D):
- Classify
- Match
- Retell
- Present orally
- Experiment
A C - Underline
Cognitively Cognitively - Find errors
undemanding demanding - Draw
B D - Demonstrate
- Project
- State opinion
- Define
- List
- Describe
Context reduced - Circle
- Summarise key-points- Draw Context embedded - Present orally
- Match - Experiment
- Underline - Project
- List - Demonstrate
- Circle - Summarise key-points
- Retell
A C
Cognitively Cognitively
undemanding demanding
B D
- Classify - State opinion
- Find errors - Describe
- Define
Context reduced
Can you explain why each of these tasks might fall into the quadrant in which they are shown?Let's have a try with a test on BICS and CALP: https://bestofbilash.ualberta.ca/bics%20calp%20quiz/index.htm
A) VIEWING Start with a task that is cognitively simple and context- embedded. That is a BICS task. It involves everyday conversational and transactional language. Examples: watching a video, students repeat information/utterances, students remember prior knowledge.
B) DOING Follow with activities that are cognitively complex and context-embedded. This phase is an opportunity to scaffold language from descriptive to more abstract. Examples: to create a map, a timeline, students compare and contrast, students transform given information.
C) TALKING The following activity should be cognitively simple again but this time context-reduced. This phase involves abstract but cognitively simple activities. Examples: to talk in pairs or groups (cooperatively) about the topic, sequencing.
D) TRANSFORMING The last step is the most challenging one: it is cognitively complex and context-reduced. This is quadrant 4 and it is called TRANSFORMING. The aim is using academic language of school learning. It is the ability to transform one’s understanding of content into the technical CALP language. Examples: writing an essay, justifying an opinion or judgement, predicting results.
3 Programmare un percorso
CLILPutting a pluriliteracies approach into practice
Questions to guide PTL lesson planning
1. What do I want my
students to know or do?
teaching objectives &
learning outcomes
Adapted from https://pluriliteracies.ecml.at (Council of Europe, 2015)CIVICS (sustainable development)
An example
Content: water
Teaching objectives (what I plan to teach):
• to understand the water cycle,
• to raise awareness of the effects of climate
and climate change on water supply,
• to explore ways of saving water.Learning outcomes By the end of this unit learners will be able to: - give a small-group presentation explaining the water cycle; - discuss the concept of drought in a range of countries; - design a water saving poster and questionnaire to work with data on how the class saves water; - discuss and evaluate how to improve saving.
By the end of this unit learners
will be able to:
Teaching objectives : - give a small-group
• to understand the water presentation explaining the
cycle, water cycle;
• to raise awareness of the - discuss the concept of
effects of climate and drought in a range of
climate change on water countries;
supply, - design a water saving poster
• to explore ways of saving and questionnaire to work
water. with data on how the class
saves water;
- discuss and evaluate how to
improve saving.Putting a pluriliteracies approach into practice
Questions to guide PTL lesson planning
2.
• What are the facts, concepts, procedures, strategies my
students need to master a new topic/theme?
• What do my students already know/know how to do and
express?
• How can I help my students acquire the necessary
skills/knowledge?
• What is the best way to introduce a topic?
• How can I help them understand/conceptualise?
• How can I help them communicate their understanding?
• What kind of learning activity is best suited for the desired
learning outcome: student-student interaction; teacher led,
student led etc...
Adapted from https://pluriliteracies.ecml.at (Council of Europe, 2015)Putting a pluriliteracies approach into practice
Questions to guide PTL lesson planning
3. How do I want my students to
demonstrate their understanding?
What is the desired
product/output?
4. How do I know they know? How
do I assess their progress?
Adapted from https://pluriliteracies.ecml.at (Council of Europe, 2015)Content: Language:
Is it a completely new topic area?
Punti di What concepts might they already know?
partenza What key vocabulary might they know?
What basic concepts can be reviewed?
What basic vocabulary can you
review?
Which concepts will be most accessible?
What new language will be essential?Activate
> Introduce the topic in a general way (L1 / L2)
> Review key concepts the students already
know
Step 1 > Reactivate any relevant basic vocabulary in
L2
> Draw on transparent words (international /
cognates)
> Present a reasonable amount of new key
vocabularyA.C: “Nucleic Acids”
Contextualize
Recycle the new and review language from lesson 1
Demonstrate the use of the language in the topic
context:
an accessible reading text or listening
recording
Add a limited amount additional new language
Step 2 Include any additional basic / review language
Practise using language in a controlled way
a guided speaking activity or pair / class game
a guided writing task at the sentence-level
Reactivate relevant basic vocabularyStep 3 Transfer & extend Review the language and concepts from previous lessons Transfer the language to a slightly different topic context •a more challenging reading / listening / discussion Add a limited amount of essential new language Include any other basic / review language Practise using the language in a less controlled way •a more open speaking activity or pair-work game •a more open writing activity at the paragraph level
Round-up & evaluate
Review the language and concepts from previous
lessons
Combine the various elements in a review task
Step 4 Encourage students to self-evaluate their own
progress
Assign research tasks, like individual or group
projects
Evaluate students formally with oral / written
testsIMPORTANTE per il PROSSIMO INCONTRO: 1) Leggere almeno un LESSON PLAN tra quelli messi a disposizione tra i materiali del corso. 2) Esplorare il sito LEARNING DESIGNER (https://www.ucl.ac.uk/learning-designer/index.php)
SPAZIO ALLE DOMANDE
Grazie!
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