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Integrating Content Learning and Writing Skills with Four Square
Lynn W. Zimmerman, PhDEnglish Language Fellow
Aleksander Xhuvani UniveristyElbasan, Albania
CLIL
• Content and Language Integrated Learning– teaching subjects such as science, history and
geography to students through a foreign language – simultaneous learning of content and a foreign
language
Aspects of CLIL
• Adapting tasks and materials so that learners can understand what they have to do and can demonstrate what they know
• Activating prior knowledge• Activating higher order thinking skills (HOTS).
– Creative thinking skills - to solve problems and to think of new ideas.
– Critical thinking skills - help learners determine the accuracy, or authenticity of something, and gives them the ability to look for reasons and alternatives
Differentiation
• Support for learners who are either less able– often require modified input, such as simplified
texts or additional visual support– may also need modified output, such as
answering fewer questions
• More able learners – encouraged, for example, to check work, support
peers and do extension activities
Scaffolding
• Temporary support which is gradually taken away so that learners can eventually work without it.
• Supports for carrying out activities and solving problems– simplifying tasks by breaking them down into smaller
steps– keeping learners focused on completing the task by
reminding them of what the goal is– showing other ways of doing tasks– using substitution tables and writing frames
Graphic (Visual) Organizers
• Help learners remember new information by making thinking visual.
• By writing down or drawing ideas they can easily make connections.
• Can also promote co-operative learning with learners working together to complete a task
Assessment Criteria
• How well a learner has achieved the learning outcomes– Content objectives– Language objectives
CLIL, Writing, and the Common European Framework
• B1 – can produce simple connected text on topics which are familiar or of personal interest
• B2 - can produce clear, detailed text on a wide range of subjects
• C1 - can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices