Neus Lorenzo

Neus Lorenzo

22/11/2012

Seminari PILE - AICLE 1r anyMVO

Curs 2012-1013

PILE Year 1

Neus Lorenzo

Neus Lorenzo

• Utilitzar l’entorn col·laboratiu general.• Explicar el context i l’enfocament de les 4/5 Cs.• Descriure el procés de planificació d’una unitat

AICLE. The 3 As Tool.• Localitzar en activitats de referència els

continguts descrits i extreure’n criteris d’anàlisi.• Aplicar aquests criteris a activitats pròpies.• Recollir tècniques i estratègies de treball per a

l’aula AICLE.• Incorporar i compartir recursos AICLE.

OBJECTIUS DE LA SESSIÓ

Neus Lorenzo

Neus Lorenzo

Ref: Imagtge a http://ow.ly/f1Wud

AprenentatgeIntegrat deContingut i

LlenguaEstrangera

AprenentatgeIntegrat deContingut i

LlenguaEstrangera

ACTIVEM LES NOSTRES IDEES...

Neus Lorenzo

Neus Lorenzo

Ref: http://ow.ly/f43SM

Neus Lorenzo

Neus Lorenzo

22/11/2012

Seminari PILE - AICLE 1r anyMVO

Curs 2012-1013

PILE Year 1

Neus Lorenzo

Neus Lorenzo

On 25 October 2011, the Council of Europe concluded to:

“Encourage innovative forms of European co-operation, experimentation and new approaches to language teaching and learning, such as content and language-integrated learning (including in bilingual schools), opportunities for language immersion mobility and, where appropriate, more extensive use of ICT also in creative 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:PDF

CONTEXT: EUROPA

Neus Lorenzo

Neus Lorenzo

Ref: http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/c5a8e8f3-cc43-4a62-97aa-d000f38507e4/PILE.pdf

• El PILE vol afavorir el desenvolupament de projectes plurilingües de qualitat.

• En especial, vol facilitar les actuacions que impliquin l’ensenyament i l’aprenentatge de continguts curriculars en llengües estrangeres (AICLE) en almenys una àrea no lingüística del currículum, i actuacions que incideixen tant en els aspectes metodològics vinculats amb el desenvolupament de les classes, com en la potenciació d’activitats complementàries i projectes que facilitin l’ús de les llengües en contextos reals i significatius.

CONTEXT: CATALUNYA

Neus Lorenzo

Neus Lorenzo

Projecte Lingüístic Plurilingüe

Immersió/acollida en llengües oficials

Llengües estrangeres i accions AICLE

Estratègies transversals a les

altres àrees

Accions comunicatives en

llengües extraescolars

CATALÀ-ARANÈSCASTELLÀ

ANGLÈS - FRANCÈSITALIÀ - ALEMANY

LLENGUA ENALTRES ÀREES

LLENGÜES NOCURRICULARS

CONTEXT: CENTRE

PELTILTIC Euromania ...

Recursos humans

Formació assessoria

Materials didàctics

Recursosorganitzatius

EstratègiesCurrículum i

programacions

PRESA DE DECISIONS

Neus Lorenzo

Neus Lorenzo

AprenentatgeIntegrat deContingut iLlenguaEstrangera

AprenentatgeIntegrat deContingut iLlenguaEstrangera

CONTEXT: AULA

http://www.xtec.cat/centres/a8031757/eso.htm

Neus Lorenzo

Neus Lorenzo

Ref: Adaptat de Mª Jesús Frigols

+ Llengua + Continguts

CONTEXT: AULA

Total Immersion Partial ImmersionBilingual Immersion Foreign language ImmersionHeritage Language ImmersionSheltered Instruction Observation Protocol

Cognitive Academic Language LearningCross-curricular Language TeachingContent-based Language Teaching

Task-based Language InstructionEnglish for Specific Purposes

Content-based Instruction

Neus Lorenzo

Neus Lorenzo

And... Or...And... Or...Such as...Such as...

First... Second...First... Second...TO DESCRIBETO DESCRIBE

Because...Because...In order to...In order to...Whenever...Whenever...

As we can see at...As we can see at...So it happens when...So it happens when...

Therefore...Therefore...

TO JUSTIFYTO JUSTIFY

TO GIVE EVIDENCETO GIVE EVIDENCE

TO EXPLAINTO EXPLAIN

When... then When... then If... then....If... then....

Despite /Despite of...Despite /Despite of...

Ref: Adaptat de Neus Santmartí, http://www.slideshare.net/francescvilabatalle

La interacció dialògica: compartir, una estratègia AICLE

Neus Lorenzo

Neus Lorenzo

22/11/2012

Seminari PILE - AICLE 1r anyMVO

Curs 2012-1013

PILE Year 1

Neus Lorenzo

Neus Lorenzo

eLibrary

The digestive system in one animal, such as a fish,

is very different from the digestive system

in another animal, such as a bird. 

This is because animals have very different bodies, eat different food, and use

the food differently.

Thanks to eLibrary, Consolate of USA in Barcelona

Neus Lorenzo

Neus Lorenzo

Cells •Cells are the smallest living part of an animal's body. •Every part of an animal's body is made up of different types of cells.•The cells look different and workin different ways. •Heart cells and blood cells are both part of the circulatory system, but these two kinds of cells look very different.

Thanks to eLibrary, Consolate of USA in Barcelona

Neus Lorenzo

Neus Lorenzo

Ref: http://ow.ly/exzNU

The solar system is the part of space around the sun. The solar system includes Earth, the other planets, and many other things in space. Planets are large objects that orbit, or go in a circle around, the sun.

Thanks to eLibrary, Consolate of USA in Barcelona

Neus Lorenzo

Neus Lorenzo

• The two most important chemical processes in the living world are photosybthesis and glycolysis. These processes happen over and over again while an organism is alive.

• Photosynthesis is a chemical reaction that creates energy for plants. Photosynthesis usually takes place in the leaves of plants. The leaves get energy from the sun. Photosynthesis turns the sun's energy into chemical energy for the plant. The process of photosynthesis builds sugar. Sugar is a kind of stored energy in plants. Plants need photosynthesis to live.

• Plants also need glycolysis to live. Glycolysis is a chemical reaction that breaks down sugars. Glycolysis happens in most living things, including humans.This process gives energy to the cells in the organism. Cells are the smallest living parts of organisms. Some tiny organisms are made up of only one cell. Humans are made up of billions of cells. Without photosynthesis and glycolysis, plants could not stay alive

Ref: eLibrary http://ow.ly/ezvXI

Thanks to eLibrary, Consolate of USA in Barcelona

Water is transferd from below ground...Absortion & ReleaseRoots, leaves (plant)

Neus Lorenzo

Neus Lorenzo

“The major future challenges in the educational field are how to reform our learning systems to prepare our young people for jobs that do not exist yet, using technologies that have not been invented yet, in order to solve problems that haven’t been identified yet.”

(Jan Figel, 2009)

Neus Lorenzo

Neus Lorenzo

22/11/2012

Seminari PILE - AICLE 1r anyMVO

Curs 2012-1013

PILE Year 1

Neus Lorenzo

Neus Lorenzo

Putting information together in an innovative way.

Making judgements based on a set of guidelines.

Breaking the concept into parts and understand how each part is related to one another.

Use the knowledge gained in new ways.

Making sense of what you have learned.

Recalling relevant knowledge from long term memory.

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

Bloom’s taxonomy

Low Order Thinking - LOT

High Order Thinking - HOT

Neus Lorenzo

Neus Lorenzo

And... Or...And... Or...Such as...Such as...

First... Second...First... Second...TO DESCRIBETO DESCRIBE

Because...Because...In order to...In order to...Whenever...Whenever...

As we can see at...As we can see at...So it happens when...So it happens when...

Therefore...Therefore...

TO JUSTIFYTO JUSTIFY

TO GIVE EVIDENCETO GIVE EVIDENCE

TO EXPLAINTO EXPLAIN

When... then When... then If... then....If... then....

Despite /Despite of...Despite /Despite of...

Ref: Adaptat de Neus Santmartí

La llengua de les ciències

Neus Lorenzo

Neus Lorenzo

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. 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.

Thanks to eLibrary, consolate of USA in Barcelona. Ref: http://ow.ly/exzNU

L’estructura del text

Neus Lorenzo

Neus Lorenzo

Ref: "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/

• 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 conclusionsand your research process.Make a list of useful:- Lexis & Structures-Topic information- ICT Tools- Working attitudes

El component cultural

Neus Lorenzo

Neus Lorenzo

• Integració d’aprenentatges (continguts, cultura i llengua)

Ref: http://ow.ly/f1Wud

AprenentatgeIntegrat deContingut i

LlenguaEstrangera

AprenentatgeIntegrat deContingut i

LlenguaEstrangera

• Integració curricular (desenvolupament competencial)

• Gestió del coneixement (desenvolupament cognitiu)

• Experimentació educativa (innovació)

• Coordinació docent (cohesió de centre)

• Funcionalitat comunicativa de la llengua (context, vehicle i objectiu d’aprenentatge)

AICLE: Principis estratègics

Neus Lorenzo

Neus Lorenzo

04/21/23

Rol del professor

Rol de l’alumne• Cre

ar la

situ

ació

• Connectar

• Org

anitz

ar

• Participar

• Mos

trar

el p

rocé

s

•Gestionar la recepció

• Fac

ilita

r ei

nes

• Accedir a la informació

• Ass

esso

rar

• Col·laborar amb l’equip

• Est

imul

ar

• Produir, actuar

• Afa

vorir

•Reflexionar

• Ava

luar

•Avaluar

• Què volem que l’alumne sigui capaç de fer? (OBJECTIUS COMPETENCIALS)• Com sabrem que ho ha après? (CRITERIS D’AVALUACIÓ)• Què farem per arribar-hi? (ESTRATÈGIES)

LA SEQÜÈNCIA DIDÀCTICA

Neus Lorenzo

Neus Lorenzo

22/11/2012

Seminari PILE - AICLE 1r anyMVO

Curs 2012-1013

PILE Year 1

Neus Lorenzo

Neus Lorenzo

La única cosa que sabem del futur, és que serà diferent. Peter Drucken

És tasca de l’escola ajudar a les noves generacionsa descobrir i imaginar el futur que volen construir...

Neus Lorenzo

Neus Lorenzo

Ensenyament tradicional

• ESCOLA:Proporciona el modeli centralitza els recursos. [escolàstica]

Arbre de sciència, Ramon Llull, 1296

Experimentació i pràctica:Ivan P. PavlovB. F. SkinnerAlbert Bandura, Ed. Lee Thorndike John B Watson ...

• PROFESSORAT:Programa per continguts(acumulació d’informació) [positivisme]

Ref: http://ow.ly/f40mj

• ALUMNAT:Aprèn per memorització de dades, reproducció i creació d’hàbit. [conductisme]

(s.I –s.XX)

Neus Lorenzo

Neus Lorenzo

Ensenyament modern i contemporaniAnàlisi i seqüència:Ferdinand Saussure, Jean Piaget, Lew S. Vygotsky, Jerome Bruner, Laurence KohlbergPaul Bloom...

•PROFESSORAT:Programa per processosi rutines d’aprenentatge [evolucionisme]

http://ow.ly/f41NX

•ALUMNATAprèn per transferència,organització d’informaciói creació de coneixement. [constructivisme]

http://ow.ly/f40YI

•ESCOLA:Controla el procési selecciona ritmes. [funcionalista]

Ref: http://ow.ly/f47W1

(s.XX)

Neus Lorenzo

Neus Lorenzo

Ensenyament innovador i proactiuMultiperspectiva:Howard Gardner ,George Siemens Stephen DownesSugata MitraMark JohnsonGeorge Lakoff…

•PROFESSORAT:Programa per principis i escenaris d’aprenentatge [lideratge]

Ref: http://ow.ly/f48vC

•ALUMNATAprèn per interacció, implicació idesenvolupament competencial. [connectivisme]

http://ow.ly/f4RPO

•ESCOLA:Facilita oportunitats i situacions d’aprenentatgediversificades [inclusiva]

http://ow.ly/f4SGX

(s.XXI)

Neus Lorenzo

Neus Lorenzo

“The major future challenges in the educational field are how to reform our learning systems to prepare our young people for jobs that do not exist yet, using technologies that have not been invented yet, in order to solve problems that haven’t been identified yet.”

(Jan Figel, 2009)

22/11/2012

Seminari PILE - AICLE 1r anyMVO

Curs 2012-1013

PILE Year 1

4 C’s Framework

Jigsaw Reading

Theoretical framework

Communication

Content Cognitioncontext

Do Coyle – The 4 Cs Framework

The 4cs Framework: Communication

Learning strategies for the CLIL classroom

• Language OF learning

• Language FOR learning

• Language THROUGH learning

Dictogloss!

The 3 As Tool

Communication is in 3 planning stages:

1. ANALYSE: The content, cognition, culture for language OF learning.

2. ADD: language FOR learning - all the language students will need to operate in the CLIL classroom. Eg discussion skills, effective group work skills, research skills.

3. APPLY: language THROUGH learning – new language which grows from the learning to the recycling of language.

The 3 As Tool

Communication: 3 stages:

1. ANALYSE: language OF learning.

2. ADD: language FOR learning

3. APPLY: language THROUGH learning

Communication

Cultural awareness

Intercultural understanding

Pluri-culturalism

Through

The Why:

Cognition

(Thinking)

Of

The What:

Content

For

How to:

Meta-cognition and Grammar

system

Embedding language in CLIL: an analytical framework (Do Coyle)

Our

CLIL

teacher

Profile

(revisited)

01 – Language + Content

08 – Planning language

11 – Use of L1 + L2

12 – Detailed language support

14 – Communication vs. Grammar accuracy

16 – Receptive / productive competence in L2

18 – Never use L1

19 – Pupils use of L2. When?

20 – Pupils need a high level of L2

21 – Plan language support

24 – Teacher: confident and fluent in L2

26 – Knowledge of skills for language

reception/ production

Some

ideas

about

LANGUAGE

In

CLIL

1. RIVER2. I AGREE WITH YOU

3. THIS HAPPENS BECAUSE THE WATER PARTICLES WERE MORE SEPARATED4. WHAT DOES “BONE” MEAN?

5. BONE6. MOUNT EVEREST IS THE HIGHEST IN THE WORLD

7. SHAPE: IT HAS GOT...8. CITYSCAPE

9. READ THE INSTRUCTIONS CAREFULLY10. HOW MANY TIMES DO YOU BREATH IN A MINUTE?

LANGUAGE OF LANGUAGE FOR LANGUAGE THROUGH

Classify the words and sentences using the table

River I agree with you This happens because…

What does ‘bone’ mean?Bone Mount Everest is the highest in the

WorldShape: It has got…

Cityscape

Read the instructions carefully

How many times do you breath in a

minute?

Analysing your CLIL activities

Communication

Content Cognitioncontext

Do Coyle – The 4 Cs Framework

Try to identify the 4c’s in your activity: Communication, Cognition, Content and Culture.

Define the 3 A’s or the 3 types of language: OF-FOR-THROUGH

Mind map

www.mywebspiration.com

http://www.youtube.com/watch?v=rcqghsgtmq0&feature=related

WHERE ARE YOU FROM?

A report about a country

CONTENT

COGNITION

CULTURE

COMMUNICATION

How to search for

information

Main geographical features of a

country

Multicultural diversity in the world

Awareness of how the

human being has organised the world

Language of learning

Language for

learning

Language through learning

Language from

Internet/books

searching

Language to speak

spontaneously

Language involved in reading / listening / watching

reports

Language for

analysing data and

comparing

Language for

questioning and

answering with w

question words or simple

questions

Language for a

presentation

Geographical vocabulary

and concepts

Language for

description

Language for a

presentation

Language to write a

report

Language for

describing accurately: descriptive

and narrative

How to make a digital

presentation

Remembering

Understanding

Applying

Analysing

Evaluating

Creating

Language for

discussion in groups or pairs

Listen, watch and read

geographical information

about countries

Write descriptions

with previous

knowledge

Distinguish /Select the relevant

information

Order a collection of pictures to illustrate a

presentation

Write a text or report

about a country

Prepare a report about a country

Select detailed relevant

information for a

presentation

Create a digital

presentation gathering all

the information

How to write a country general report

Look for gaps in

information collected

Mind map

Working in pairs in your own mind map

22/11/2012

Seminari PILE - AICLE 1r anyMVO

Curs 2012-1013

PILE Year 1

Neus Lorenzo

Neus Lorenzo

• crear mind map de l’activitat que heu dut a la sessió 2.

• trobar les 3 A i les 4 C de la unitat didactica, l'activitat l'heu de dur el proper dia per seguir treballant amb ella.

TASCA 2