Post on 18-Jul-2015
Seminari d’intercanvi: centres amb projectes PILE (2n any).
Sessió 8
METODOLOGIA I RECURSOS5 de febrer de 2015
Curs 2014-2015
Serveis Territorials VOC
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OBJECTIUS DE LA SESSIÓ 8:
Metodologia i recursos
10 de febrer de 2015
Continuar amb l’anàlisi i comentari d’activitats AICLE des del punt de
vista d’aplicació a l’aula.
Presentar, revisar i ampliar tècniques i estratègies de la didàctica
específica.
Reflexionar sobre la pròpia pràctica docent.
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ACTIVITAT DE DINAMITZACIÓ I REFLEXIÓ D’AULA
http://cepeivissa-llestrangeres.blogspot.com.es/2014/09/noves-activitats-oral-skills-i.html
Culture
CLIL
Ref: Adaptat de Coyle, Hood, Marsh (2010). CLIL. Cambridge University Press.
Context
4C FRAMEWORK
Communication
Content CognitionCommunity
CONTENT
• Content selection:
new content? extension? repeat content?
• Content delivery:
teacher led? student led?
• Content planning:
some activities? a whole module?
one week? one session per week?
CULTURE
Culture associated with a language can not be learnt ina few lessons about celebrations, folk songs, costumesand recipes of the area.
Culture in CLIL can be defined as a cultural awareness,this is knowledge about different cultures. Deepeningthe definition, culture means raising awareness aboutone's own cultures, including culturally learnt attitudesand behaviours, what we can call self and otherness.
Language that comes up in the process.
ofLanguage
for
through
Learning
Difficult to predict before carrying out the activities.
Key vocabulary and specific language and grammar structures.
Language functions (discussing, giving reasons, reporting,...)
Language needed for task completion and classroom management
COMMUNICATION
• Effectiveness and challenge
• Thinking skills: Bloom’s taxonomy
- Which tasks will I develop to encourage higher order thinking?
- Which thinking skills will we concentrate on which are appropriate for the content?
COGNITION
Read the text. Can you understand it? Do you know these words? Is itEnglish? Can you answer the questions?
The lartey frimps krolacked blinfly in the detchyshilbor
1. What kind or frimps were they?2. What did the frimps do?3. How?4. In what kind of shilbor did they krolack?5. Which word is the subject in this sentence?6. Which is the verb?
CreatingGenerating new ideas, products, or ways of viewing things: Designing,
constructing, planning, producing, inventing
EvaluatingJustifying a decision or course of action: Checking, hypothesising,
critiquing, experimenting, judging
AnalyzingBreaking information into parts to explore understandings and
relationships: Comparing, organising, deconstructing, interrogating, finding
ApplyingUsing information in another familiar situation: Implementing, carrying out,
using, executing
UnderstandingExplaining ideas or concepts: Interpreting, summarising, paraphrasing,
classifying, explaining
RememberingRecalling information: Recognising, listing, describing, retrieving, naming
High cognitive demand - reasoning required
Low cognitive demand - little reasoning required
Bloom’s Taxonomy Revised
LOT tasks• They are easy. 100% of students can get them 100% right!• They are not dependent on prior learning.• They can be attained in a short time, perhaps minutes.
HOT tasks
• They are new tasks, problems or situations.• They are difficult.• They are highly dependent on prior learning.• Development is slow and requires considerable effort.• They create transferable learning of important thinking skills.• They are more interesting, even to weak students.• They are vocationally and academically relevant.• They create deep learning.
Can learners create new products?
Can learners justify a position?
Can learners break the information into
parts and see relationships?
Can learners use the information in
another situation?
Can learners explain?
Can learners remember?
Ref http://www.learningandteaching.info/learning/bloomtax.htm
Low Order
Thinking - LOT
High Order
Thinking - HOT
Bloom’s Taxonomy
High Cognitive Demands
Low Cognitive Demands
HighLinguisticDemands
LowLinguisticDemands
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Cummin’s Matrix: the audit tool for CLIL
COMMUNICATION
CO
GN
ITIO
N
Language Suport
reception
supportproduction
support
INPUT“PUSHED”
OUTPUT
ACTIVE PROCESSING
Language Scaffolding
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ACTIVITAT 1: d’Intercanvi metodològic
Proposta grupal en rotació
En grups de 3, expliqueu-vos una activitat reeixida del vostre projecte PILE que us hagi ajudat a fer més dinàmiques les activitats d’aula.
Per reflexionar:
Quines tècniques, metodologies i fonaments didàctics estem fent servir?
Com ho pots demostrar o il·lustrar?
http://piedraviva.org/?cat=14
Treball virtual: TASCA sessió 8
Tasca: • Descriure la teva activitat reeixida de la qual te’n sens satisfeta o satisfet, que et dóna certa
seguretat com a docent seguint el següent model:
• Triar una de les activitats que heu sentit de la resta de companys/es i explicar per què la consideroimportant. Es penjarà al sites del seminari a la sessió 8. 1 full.
Data límit: finals de març 2015.
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