CLIL PYRAMID

EXPLAINING

THE CLIL PYRAMID

WHAT IS CLIL? THE CLIL MODULE Group 5. Ricardo Girela Fernández Ana Martín Escobar Elena Rodríguez Aznar

First of all...

WHAT IS "THE CLIL" PYRAMID?

The CLIL Pyramid is a tool, created by Oliver Meyer (2010), teachers can use to help them plan their lessons and create or adapt their materials. According to the author (2010), there are 4 steps or principles that help teachers program their lessons.

First of all...

WHAT IS "THE CLIL" PYRAMID?

Topic selection

Multimodal input

Task design

CLIL workout

01

Topic selection

The first step of the CLIL pyramid refers to what we, as teachers, are going to teach and explain to our students. These topics are given by the curriculum on "Real Decreto 157/2022 1st of March ", according to their age and competences. In agreement with the curriculum, we have selected the topic "The human digestive system" for a classroom of 4th grade.

02

MULTIMODAL INPUT

03

TASK design

This third step "Task Design" is referred to what we want the students to do. In other words, this is the main part while creating a unit and it will lead students into develop high and lower order skills and lead to authentic communication in different formats. "Task design" is divided in 4 different points, that we are going to explain afterwards.

3.1

Input scaffolding

Scaffolding means "a temporary structure for holding workers and materials during the erection, repair or decoration of a building". For us, as teachers, would mean the assistance and support that we should give to our students. It should be personalized (given in different ways, diferent times) so each kid can learn to do it by him/herself.There are different techniques to provide scaffoling to students and make them feel comfortable. To see, what different techniques have we used you shoud press the next button:

4.2

3.2

Cognition

In order to make the learner build up an understanding of the subject, the language must be analyzed and accesile for our students, Mte (1998). Anderson and Krathwohl (2001), explaining Bloom's Txonomy, categorized thinking skills as a progression form Lower Thinking Skills (LOTS) to Higher Thinking Skills (HOTS). This will mean that our role as teachers will be create easy intuitive activities to design tasks in which students must apply what they have learnt into creating something new.

3.2

Cognition

That is the case of our activities. Our 4th grade students will watch a video where they will see how the digestive system works. Then they will explore a part of the digestive system with the QR codes and finally they will cereate a role play explaining how that part works. At the end of the session they will complete a file explainig in their own words, after listening to every group, all those parts.

3.3

“Learning to use language and using language to learn” In this case communication is related to the learning context, learning through the language and reconstructing the content. And of course it needs to be transparent and accessible for all students.

Communication

Communication is essential while teaching and learning another language.The language is used as a medium to communicate contents, but also as a subject to learn.

OUTPUT SCAFFOLDING

3.4

The stomach is...

In this case our main desired outputs are firstly, an effective representation of the human digestive function through roleplay, and secondly, a scheme of the same process using cutout figures and their own written words on their notebooks. This is why we provide our students with the initial explanation about the topic, the introductory video and the different images with the descriptions of each organ found in the QRs codes (scaffolding).

04

clil workout

References

Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.

Met, M. (1998). Curriculum decision-making in content-based language teaching. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education, pp. 35–63). Clevedon: Multilingual Matters.

Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and Principles for Quality CLIL Planning and Teaching. In M. Eisenmann, & T. Summer(Eds.), Basic Issues in EFL-Teaching and Learning. Heidelberg: Winter.