Content Based Teaching and Learning: Possibilities of ...obermayr-international-school.com/download/CY78d... · Content Based Teaching and Learning: ... Learning goalsandlearningactivitiesin

02.05.2017

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Hessische Lehrkräfteakademie

Sanja Wagner, SSA Darmstadt,

Member of TEA-Circle, BAG

and IATEFL Testing-Evaluation-Assessment-SIG

Content Based Teaching and Learning:

Possibilities of Assessment


The content

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� CLIL methodology and framework ( Do Coyle et al.)

� Planing tools and areas of assessment

� Learning goals and learning activities in CLIL

� Criterion referenced testing & assessment

� Balance between self- and external assessment

� Reliability vs. validity

ASSESSMENT TOOLS

� Valid (calibrated) criteria for assessing language competences

» Cambridge

» Revised CEFR scales 2016 –> importance for CLIL

� Rubrics – qualitative criterion referenced assessment grids for content

and text production (examples)

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S. Wagner, Schwalbach 2017 3

challengingauthentic

Content based teaching and learning

� Setting up a framework for a task or project

� Pupils work on their own tasks according to their

agreement within their group

� Collaborative learning

� Pupils use the texts/internet sites independently

� Experiential learning

� Language awareness

� Teacher coaches, helps

� Presentation, evaluation

� Reflexion on the learning process and teamwork

meaningful


CLIL Framework:

Do Coyle, Philip Hood and David Marsh: CLIL

Based on their experience of CLIL in secondary schools, primary schools and English language schools

across Europe. CUP 20104

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Using language to learn

whilst learning to use language

https://www.slideshare.net/jfarre35/whats-clil?next_slideshow=1 5


The greatest challenge for CLIL teachers is to develop

materials and tasks which are linguistically accessible and at

the same time cognitively demanding.

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Do Coyle: Planing tools for teachers

KEY ISSUES

� Take a content text and analyse it for the language of learning –

how do you prioritise language needs? What tasks will you

design to learn and remember the new language? (Stage 1)

� Now add the language for learning- consider classroom language

and tasks associated with the text eg if you want the students to

discuss issues or engage in group work, how can they do

this well in a different language?

� Try to apply Bloom’s Taxonomy to the tasks. Which skills are

appropriate to develop given the context and the content?

What about cultural awareness?

� Reflect on how differently you might have used the text in either a

language lesson or a mother tongue subject lesson.

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D. Coyle 2005



How to organize larger projects

Selfassessment

Learner

Autonomy

Transparency

� What are we going to

work on?

� What kind of

presentation ?

� set up a rough plan

� appoint tasks

� keep your log book

�monitor the process

� develop formats for

selfassessment

and monitoring

Decide on criteria for (self)-

assessment step by step

� language competence

� teamwork

� visuals

Attainment targets

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Learning goals

� Gain knowledge by listening to and reading multiple texts about a nonfiction topic

� Infer information from the texts using a graphic organizer or mind-mapping

� Apply the information from their reading and graphic organizers to the creation of a script

� Work collaboratively both to design visuals and write the script for the talk or do hands-on experiments through scientific enquiry

Based on Cognitive Academic Language Proficiency (CALP)

(the context-reduced language of the academic classroom)



Pupils‘ objectives

� Develop reading fluency by using different techniques: skimming, scanning, cloze reading

� Students use spoken, written, and visual language to accomplish their task

� Present a topic using adequate expression, volume, body language, fluency, and accuracy of delivery

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Learning activities in CLIL classes

� Working collaboratively throughout the project allows students to acquire new information, increase their knowledge and develop literacy and language skills, while also promoting other essential skills such as problem solving and learning to work in teams.

� Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, knowledge of the world, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features .


CLIL Framework

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Collaborative learning

� What shall I / we do / read?

� How shall I / we do it?

� Why do I / we do it this way?

� What am I good at?

� What am I not good at?

� What is my next target/ goal?

� How well do I collaborate in

the team?

13S. Wagner, Schwalbach 2017

• Bullet points for

content

• Presentation/visuals/

media

• Activities outside the

classroom

• Selfassessment grids

with space for

teachers‘s comment

• rubrics


Criterion-referenced testing

What is the benefit of CRT?

� to see how well students have learned the knowledge and skills which they are expected to have mastered.

� All skills productive as well as receptive must be included (however not all at one time)

� This information may be used as one piece of information to determine how well the student is learning the desired curriculum and how well the teacher is teaching that curriculum.


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Balance between self-assessment

and external assessment� Using self-assessment (referring to CEFR) the pupils get aware of

skills they need and they learn the criteria for their performance step

by step.

� Formative testing in FL/CLIL classes must use the same criteria and

formats of tasks so that the result can be a

� confirmation of the self-assessment

� controll and corrective


Thus the test provides a transparent and valid basis for

grading the student achievements.


Reliability

If somebody else evaluates the performance/test, will he get

the same result? ( interrater reliability)

If the same person evaluates the test at different times, is

the result the same? (intrarater reliability)

� Written/Spoken tasks with bullet points

to control content

� Explicit criteria for assessment of speaking/

writing at different levels

� Reading skills (closed – open formats)


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Validity

Are we testing what we want to test?

» Content

» Organizing ideas

» Receptive skills

» Team work/ collaboration

» Language production

− Successfull communication

−Correctnes/accuracy

− pronunciation


Face

validity


The content

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� CLIL methodology and framework ( Do Coyle et al.)

� Planing tools and areas of assessment

� Learning goals and learning activities in CLIL

� Criterion referenced testing & assessment

� Balance between self- and external assessment

� Reliability vs. validity

ASSESSMENT TOOLS

� Valid (calibrated) criteria for assessing language competences

» Cambridge

» Revised CEFR scales 2016 –> importance for CLIL

� Rubrics – qualitative criterion referenced assessment grids for content

and text production (examples)

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Brain North

The aim of the CEFR is to provide a mental framework that enables

people to say where they were, not a specification telling them where

they ought to be. Right at the very beginning of the CEFR, the authors

emphasise that

� The key to success is for users to appreciate that a common

framework is a descriptive metasystem that is intended as a reference

point, not as a tool to be implemented without further elaboration

and adaptation to local circumstances.

©B.North, The CEFR Common Reference Levels: validated reference

points and local strategies ; 2007


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CEFR Assessment Tools:

HOLISTIC

ANALYTIC

CHECKLISTS.



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Revision of CEFR Scales 2016

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Production

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Text

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Reception

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Co

mm

un

ica

tive

La

ng

ua

ge

co

mp

ete

nc

es

28

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Interaction

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Interaction

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Rubrics: qualitative criterion based grids

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Rubistar.4teachers.org

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Example of a template: Class debate

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http://www.rcampus.com/

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Thank you very much

for your attention!Now it is your turn to design / choose appropriate

assessment tools for your classes.

But remember – start small!

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Content Based Teaching and Learning: Possibilities of ...obermayr-international-school.com/download/CY78d... · Content Based Teaching and Learning: ... Learning goalsandlearningactivitiesin