CURSO AICLE CEP GRANADA 2023-2024

CLIL METHODOLOGY IN PRIMARY EDUCATION

Metodología AICLE para educación primaria

CEP GRANADA

LET'S START!

Irene Román Montoya irm.bilingualteacher.png@gmail.com

THIS IS ME!

Conocimientos previos

I'M GOING TO PRESENT MYSELF

• Vocational English teacher.
• Bilingual teacher at a lovely school in Granada city.
• A teacher who is always learning.
• love EDUCATING PEOPLE.
• passionate of teamwork.
• keep contact with training and educational innovation.

«Quien se atreve a enseñar, nunca debe dejar de aprender»] (John Cotton Dana).

BRAINSTORMING

REVISE, REFLECT ON YOUR TEACHING PROCESS

You are teaching CLIL!

its a macroframework

THERE ARE NOT A SINGLE MODEL TO A CLIL IMPLEMENTATION

CLIL=COMPETENCES BASED APPROACH

THE PREMISES OF CLIL

• AMOUNT OF EXPOSURE TO THE ENGLISH LANGUAGE.

• AUTHENTICITY IN CONTEXT.
• IMPROVEMENT OF COGNITIVE ABILITY AND THE QUALITY OF LEARNING.
• INCIDENTAL LEARNING.
• MOTIVATION TO LEARN.

Before starting... Let's look at our goals

Aplicar directrices metodológicas AICLE en el aula.

Establecer criterios para la coordinación docente.

Planificar y secuenciar unidades AICLE basadas en un enfoque comunicativo.

Adaptar la metodología AICLE a la diversidad del aula.

Elaborar y diseñar actividades ricas y significativas que promuevan la comunicación.

El proceso de evaluación. recursos, técnicas y herramientas.

K, W, L CHART

• What I know?
• What I want to know?
• What I learnt?

Thinking based learning (TBL)

1, 2, 4!

Collaborative learning

irm.bilingualteacher.png@gmail.com

ARE YOU READY FOR THIS?

Think, pair, share

Collaborative learning

Before learning: bases, principles and guidelines for planning.

MAIN IMPORTANT ASPECTS ABOUT CLIL METHODOLOGY

BICS AND CALPS

4 c's

REMEMBER...?

Let's active you mind...

3'As

SCAFFOLDING

UNIT PLANNING

The base is...

Let's talk about...L + L

HOW TO DO IT?

Inicio

ZONE OF PROXIMAL DEVELOPMENT

¡Vamos!

VYGOTSKY

VYGOTSKY

¡lápices al centro!

Inicio

PRINCIPLES OF CLILplanning

¡Vamos!

CULTURE

CONTENT

CLIL

planification of units

COGNITION

COMMUNICATION

CONTENT

CURRICULUM ORDEN 30 MAYO DE 2023

FORMULAIC LANGUAGE

CONTENT VOCABULARY

SEQUENCE

STRUCTURES FOR INTERACTIVE LEARNING

TRANSVERSAL ELEMENTS

CONTENT

Aspects to take into account: type of language.

Academic and specific vocabulary.

Type of sentences and its complexity.

Phrasal expressions (word with difficulties).

Other grammatical features.

The most frequent tenses and modal verbs.

COGNITION

COGNITIVE PROCESSES

Aquí

COGNITIVE SKILLS

LOTS/HOTS

CHALLENGE

BLOOM'S TAXONOMY

BLOOMS'S TAXONOMY

How to achieve it?

COMMUNICATION

Aquí

ACTIVE METHODOLOGIES

INTERACTIVE LEARNING

LANGUAGE

Aquí

lessons planning

DIMENSIONS OF LANGUAGE

LANGUAGE FOR

LANGUAGE TROUGH

LANGUAGE OF

Orden 30 mayo de 2023

COMMUNICATIVE ACTIVITES

FORMULAIC LANGUAGE

BICS!

BASICS INTERPERSONAL COMMUNICATION SKILLS

ASPECTOS A TENER EN CUENTA COMO DOCENTE DE AL Y ANL

CLIL teachers don’t teach under syllabuses based on grammar development..

WELL, “I’m a CLIL subject teacher, and I know what content I want my students to learn. But how do I know what languageto teach them?

CLIL teachers don’t teach the sort of language that students usually learn in language classes.

I AM AN "ANL" TEACHER

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COGNITIVE ACADEMIC LANGUAGE PROFICIENCY

CALP!

• Learn the sort of language which helps them organise their thoughts and solve problems, like ‘analyse’, categorise’ or ‘design’.

CLIL teachers have to teach CALP.

• Know content-specific vocabulary for the topic

• Know grammar which is needed for the subject.

• Learn the language they will need to carry out activities, sequence markers, sentence starters…

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I AM AN "ANL" TEACHER

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SITUACIONES DE APRENDIZAJE

PROCEDURE

DESCRIPCIÓN PRODUCTO FINAL

CENTRO DE INTERÉS

CONCRECIÓN CURRICULAR

SECUENCIA DIDÁCTICA

JUSTIFICACIÓN

xxxx

xxxxx

xxxx

xxxx

xxxx

ATENCIÓN A LA DIVERSIDAD (MEDIDAS)

xxxx

EVALUACIÓN

CULTURE

Real experiences

LOMLOE ORDEN ANDALUCÍA

MEANINGFUL LEARNING

CONTEXT CLOSEST ENVIRONMNET

CREATIVITY

CLIL

COMPETENCES

Sesiones de aprendizaje

6...C'S?

COMPETENCES

CREATIVITY

ACTIVE METHODOLOGIES

• Thinking based approach.
• Intellingences of GardneR
• Visual thinking/support

Can do statements "know to do"

Experiments-Cognition-culture- content.

Abilities, skills and knowledge acquired in a variety of contexts and applied to different situations.

ARTS, MUSIC, DRAMA/TPR

SUMMING UP...

TOOLS FOR PLANNING CLIL UNITS

PEOPLE ROLED IN CLIL

More agents implicated

HOW TO IMPLICATE PEOPLE IN CLIL METHODOLOGY?

AGENTS INVOLVED

MANAGEMENT TEAM

NON LINGUISTIC TEACHERS

LINGUISTIC TEACHERS

FAMILIES

TEACHERS' STAFF

AUXILIAR OF CONVERSATION

BILINGUAL COORDINATOR

AUXILIAR OF CONVERSATION

• Authentic materials
• Posters
• Murals
• Films
• Presentations
• Comics, pictures...
• News/newspapers
• Forms
• Songs
• Games
• Maps, fliers...
• Recipies, shopping lists,
• Supermarket brochures,,,

WHAT CAN I DO IN YOUR SCHOOL?

"rotating paper"

Collaborative learning

TEACHING COORDINATION

Aspects for success in planning

TEACHING COORDINATION

Bilingual coordinator

CONTEXT

Dialogue Responsabilty

New technologies

Sequence

Training

ORGANIZATION

SUCCESS IN PLANNING

EFFECTIVE COORDINATION

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WHAT DO I NEED?

recursos

ESTABLISH ROLES, ACTIONS AND ASSUME RESPONSABILITIES

SET CLEAR OBJETIVES

DESIGN WORK PLAN

DELEGATE TASKS

MANAGE TOOLS, RESOURCES, TIMES...

DETECT NEEDS

PLAN AND ORGANISE MEETINGS

ELABORATE DOCUMENTS

UNIT PLANNING

Scaffolding sequence

BRAINSTORMING

BLOOM'S TAXONOMY

scaffolding (andamiaje)

DIMENSIONS OF LANGUAGE

Lesson planning

PRINCIPLES OF CLIL

ETAPAS PARA LA PLANIFICACIÓN DE UNIDADES

• ¿CÓMO INTERPRETA EL CENTRO EL PROYECTO BILINGÜE Y LA ENSEÑANZA AICLE?
• ¿QUÉ PRINCIPIOS ORIENTAN EL ARPENDIZAJE DE VUESTRO CENTRO?

• ¿QUÉ FINALIDADES Y OBJETIVOS DEL PROGRAMA AICLE SE DEFINEN EN EL CENTRO?
• ¿QUÉ RESULTADOS DE APRENDIZAJE QUEREMOS OBTENER CON EL PROGRAMA BILINGÜE?

SCAN ME!

COMMUNICATION

FIELDS OF THE TEACHING-LEARNING PROCESS

As an important is planning what, when and how to teach as planning what, when and how to evaluate; bearing in mind students needs and interests.

TEACHING- LEARNING

ATENTION TO DIVERSITY

EVALUATION

PLANNING!

ANTES DE LA ENSEÑANZA AICLE: Herramientas deplanificacióN

instrumento para diseñar y evaluar tareas ymateriales

Factores a considerar en la planificación

INSTRUMENTO PLANIFICACIÓN 3A'S

INSTRUMENTO PLANIFICACIÓN 4C'S

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PROGRAMACIÓN

(TAXONOMÍA BLOOM).

(MATRIZ CUMMINS)

(COYLE).

AND NOW... LET'S FOCUS ON ANSWER WHAT? AND HOW?

WHAT TO PLAN?

EVALUATION

LESSONS

UNITS

learning situations

Aquí

HOW TO PLAN?

previous knowledge

PRINCIPLES OF CLIL

DIMENSIONS OF LANGUAGE

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LANGUAGE

"Links the content and cognitive demands with communication".

COMMUNICATION

ROLES OF TEACHERS IN CLIL

LANGUAGE OF CLASSROOM DEVELOPMENT

curriculum

Saberes básicos A. Cultura científica. CM.02.A.1. Iniciación a la actividad científica CM.02.A.2. La vida en nuestro planeta. CM.02.A3. Materia, fuerzas y energía C. Sociedades y territorios. B. Tecnología y digitalización. CM.02.B.1. Digitalización del entorno personal de aprendizaje. CM.02.B.2. Proyectos de diseño y pensamiento computacional. C. Sociedades y territorios. CM02.C1. Retos del mundo actual. CM.02.C.2. Sociedades en el tiempo. CM.02.C.3. Alfabetización cívica. CM.02.C.4. Conciencia ecosocial .

NON LINGUISTIC TEACHERS

- Identify the language needed to learn: knowledge, skills and understanding. - Types of language used for different purposes.- Linguistic demands.- Grammatical model.- Grammatical progression.- Pragmatic as well as a linguistic approach.

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ROLES OF TEACHERS IN CLIL

ROLES OF TEACHERS IN CLIL

LANGUAGE THROUGH UNIT DEVELOPMENT

• NEW LANGUAGE USED IN THE CLASS DEVELOPMENT.

Progression through the conceptual understanding of the content.

• Grammatical progression in terms of:

Form and function, process and outcomes.

• Creative use of spontaneous language by learners.

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Let's practice...

NON LINGUISTIC TEACHERS

UNIT OF LANDSCAPES

FUNCTIONS/DISCURSIVE MODELS

GRAMMAR

• Can you see a ....?
• I can see...
• This is a/an... landcape.
• It’s flat/mountainous.
• • There is a...
• There are some...

• This is a.... landscape because there is/are...
• ....... landscapes have .......
• .....landscapes don’t have mountains.

VOCABULARY inland, coastal landscapes; mountain landscape, mountain range, peak, hill, valley, river, plain; coastal landscape, beach, bay, island, gulf, headland, cliff; natural, man-made. C

• Identify different landscapes.
• Describe landscapes according to their elements.
• Classify landscapes elements.
• Be aware about the importance of taking care our planet Earth.

PHONETICS

/aʊ/ MOUNTAIN /v/ VALLEY /b/ BEACH

let's practice...

LINGUISTIC TEACHERS

UNIT OF NATURAL PARCK

GRAMMAR

• Can you see a ....?
• I can see...
• This is a....It has ....
• It’s flat/mountainous.
• It has got.. / It hasn't got../ Has it got..? / Yes, it has / No, it hasn't.
• The... can/can't.... /Can it..? /Yes, it can/ No, it can't

FUNCTIONS/DISCURSIVE MODELS

VOCABULARY bear, wolf, spider, snake, squirrel, butterfly, eagle, fish, monkey.wings, claws, tail, legs. *science vocabulary. C

• Identify different animals.
• Describe animals and their parts.
• Classify animals according to what they can do/landscapes.
• Be aware about the importance of taking care our planet Earth.

PHONETICS

/aʊ/ MOUSE /b/ BEAR- BUTTERFLY

let's practice...

UNIT OF LANDSCAPES

EVIDENCE/FINAL PRODUCT "THERE IS NO PLANET B". How to protect animals?

• Protect wildlife habitat.
• Slow down when driving. 

• Put your rubbish in a bin.
• Learn about endangered species.
• Respect animals in their habitat.

EVIDENCE/FINAL PRODUCT "THERE IS NO PLANET B". How to protect landscapes?

• Protect water quality.
• Turn the lights off.
• separate and Recycle.
• Reuse the paper.
• Save water.
• Plant new trees.

development

now... it's your turn!

Let's plan!

while learning: practical application inside the class.

BRAINSTORMING

BLOOM'S TAXONOMY

scaffolding (andamiaje)

DIMENSIONS OF LANGUAGE

Lesson planning

PRINCIPLES OF CLIL

Inicio

How prepared are you to adopt a CLIL approach?

WHAT I KNOW?

WHAT I LEARNT?

WHAT I WANT TO KNOW?

I can explain the key elements of CLIL approach.

How to develop lessons under CLIL.

I can describe CLIL to involve administrators, other teachers, students and families.

How to exploit the auxiliar of conversation.

How to evaluate the process of teaching and learning CLIL.

I can help other teachers understand CLIL.

How to cover diversity and needs inside the class.

I can help families to manage their expectations about CLIL.

WHAT TO KNOW?

ASK FOR THE DATE

FEELINGS

COMMUNICATION

Sesión de aprendizaje 2

FIELDS OF THE TEACHING-LEARNING PROCESS

As an important is planning what, when and how to teach as planning what, when and how to evaluate; bearing in mind students needs and interests.

TEACHING- LEARNING

ATENTION TO DIVERSITY

EVALUATION

DeVELOPMENT

teaching and learning process

WHAT TO DO DURING THE LEARNING PROCESS?

AUXILIAR OF CONVERSATION

TEACHERS

STUDENTS

CLASSROOM STRUCTURE

AFTER LEARNING

BEFORE LEARNING

WHILE LEARNING

CONNECT WITH THE CLASS PREVIOUS KNOWLEDGE MAKE CONNECTIONS

PURPOSE OF ACTIVITIES BASED ON BLOOM'S TAXONOMY, LOTS/HOTS, CHALLENGE, SCAFFOLDING, MATRIZ CUMMINS.

CHECK UNDERSTANDING, COMMUNICATION PROCESS, KNOWLEDGES DEVELOPING COMPETENCES.

PROGRESS

BEFORE LEARNING

BEFORE LEARNING

SONGS

TPR

LISTEN, LOOK, SAY... SCIENCE IS HERE AGAIN! THINK, WRITE AND SAY THE GOALS WE TEACH TODAY!

SCIENCE RAP

iIt's Science time, iIt's Science time, IT's so much fun, fun for everyone It's Science time, yes you best believe exploring learning things! Here with teacher "C".

BEFORE LEARNING

ASK FOR THE DATE

CLASS GOALS

• Review the political map of Spain.
• Activity with laptops (autonomous communities)
• Reading about Constitution.

hot

warm

cool

cold

BEFORE LEARNING

KEY STRUCTURES

GLOSSARY

• .... has....
• ...is called....
• How many...?

• It is made up of...
• (Mercury-) is smaller than.... (Jupiter).
• (Planets) are...

unit planning

ACTIVITY AND TECHNIQUES TO INTRODUCE IN CLIL UNITS

¡Vamos!

PRE TASK

WHAT TO DO AT THE BEGINNING OF THE UNIT?

• MENTAL TASKS
• DIAGRAMMES
• BRAINSTORMINGS
• Visual/kinhaestethic/ auditive resources
• Atractive/dynamic activities (VISITS?)

• K,W,L CHART.
• PRESENT THE CHALLENGE/ FINAL PRODUCTI

In the practice

Desarrollo

Sesión de aprendizaje 1

DURING THE TASK

WHAT TO DO DURING THE UNIT?

• VIDEOS/SONGS
• HANDSOUT ACTIVITIES
• TPR ACTIVITIES
• READINGS
• BASIC INSTRUMENTAL SKILLS
• WORK ON KNOWLEDGE USING GRAMMAR STRUCTURES.
• ORAL/WRITTEN EXPOSITIONS.
• SCIENTIFIC METHOD.

While learning

while learning

76

afotos

while learning

59

afotos

while learning

Sesión de aprendizaje 1

HOW TO WORK ON GRAMMAR STRUCTURES TEACHING KNOWLEDGE

while learning

Sesión de aprendizaje 1

HOW TO WORK ON GRAMMAR

HOW TO WORK ON GRAMMAR STRUCTURES TEACHING KNOWLEDGE

INGREDIENTS OF A COMMUNICATIVE TASK

while learning

BASED ON FLUENCY

UNPREDICTABLE LANGUAGE

GIVE INFORMATION

MIX DIFFERENT COGNITIVE ABILITIES

THERE IS ALWAYS A RESPONSE

INTRERACTION (PEERS- GROUPS)

WHILE LEARNING

I work in .... i'm from the ....sector. I like.....

Is is this picture...? Teacher, I think it is... the prehistory period because I can see...

What is the weather like in...? It's...

It controls and processes the activity of the cell. Is it... the nucleus?

You are a... farmer. You work with animals.

HOW TO WORK ON ORAL STRUCTURES IN ENGLISH

STUDENT B: EXAMPLE

STUDENT A: EXAMPLE

BOARD

Yes, it is! Here you can see it.

scaffolding

Sesión de aprendizaje 1

1st BRAINSTORMING: "ANIMALS THAT LIVE IN THE FOREST. 2ND GRAPHIC ORGANIZERS: ANIMALS THAT:FLY SWIM WALK WRIGGLE

JUMP

FLY

VISUAL AIDS: PHOTOS, FLASHCARDS....

WALK

SWIM

scaffolding

Sesión de aprendizaje 1

3RD STRUCTURES: - "THE... CAN FLY"/"THE .... FLIES" - "THE BIRD......(FLIES)" - CAN THE BIRD FLY? YES IT CAN/NO, IT CAN'T. 4TH COMMUNICATIVE ACTIVITY:- CARRDS GAMES - READ AND GUESS. - SAY THE ANIMAL. - WHO IS WHO?

3RD STRUCTURES: - "THE... CAN FLY"/"THE .... FLIES" - "THE BIRD......(FLIES)" - CAN THE BIRD FLY? YES IT CAN/NO, IT CAN'T. 4TH COMMUNICATIVE ACTIVITY:- CARRDS GAMES - READ AND GUESS. - SAY THE ANIMAL. - WHO IS WHO?

development

now... it's your turn!

Let's plan!

STARTING THE SCHOOL TIME

Sesión de aprendizaje 1

GOALS

• Remind previous knowledge
• Start to be communicative

warm up present "the Science song" remind date/weather presentation brainstorming about Science. Present a video. Peers activity- think-pairs-share. practice "be a Scientist" (tangram). production Draw and do the puzzle.

STARTING THE SCHOOL TIME

Sesión de aprendizaje 1

GOALS

• Remind previous knowledge
• Start to be communicative

warm up present "the Science song" remind date/weather presentation brainstorming about Science. Present the game. Peers activity. practice Complete the table. Playground. "Find someone who knows..." (pictures, mimique...). production Make groups: think, pairs, share.

STARTING THE SCHOOL TIME

Sesión de aprendizaje 1

GOALS

• Remind previous knowledge
• Start to be communicative

warm up present "the Science song" remind date/weather presentation brainstorming about Science. Read a book. Strategies of reading. practice What is Science 4 you? 3,2,1 bridge! production Design and draw.

STARTING THE SCHOOL TIME

Sesión de aprendizaje 1

GOALS

• Remind previous knowledge
• Start to be communicative

warm up What is Science? mimique presentation Natural, social or history? practice Create your sentence "Teacher , in my opinion, Science is for me ... (write on the board/notebook). Pairs/groups talk. production Expose orally. Rec in groups.

Desarrollo

Sesión de aprendizaje 1

WHAT IS SCIENCE FOR YOU?

A DAY IN CLASS

THE ATMOSPHERE

GOALS

• LAYERS:
• The... is the layaer that...
• It is made up of...
• Closest/furthest

warm up "DIAGRAMME RACE" presentation vídeo about the atmosphere. infer meaning. brainstorming in blackboard. practice create our own definition. "the atmosphere is the layer that protects the Earth. It is made up of gases". (pictures, mimique...). listen and point/true-false. production The atmosphere lapbook. They read definitions and understand each layer.

• "ph"--/fɪ/

EVIDENCE

A DAY IN CLASS

A DAY IN CLASS

INLAND/COASTAL LANDSCAPES

more examples

GOALS

• practice inland/coastal landscapes
• Dictation; elements of landscapes.
• Foster reading plan.

warm up Repaso voc. juego point/say. Juego descripción con adj. presentation Chant landscapes. practice Read descriptions/words. Play: "Guess what"! "the 4 wise womans"! "a small mountain".¡; " piece of land sorrounded by water; a flat area." Classify elements in the board production Landscape dictation. Create a landscape drawing.

key phrases

• This is a....
• It's a...
• In this landscape I can see...(two mounaints)

A DAY IN CLASS

PHOTOSYNTHESIS

GOALS

more examples

• Describe the process of nutrition and respiration of plants.
• Diferenciate between nutrition and respiration.
• Foster reading plan.

warm up "arms Twister" presentation Video about photosynthesis. practice Read a text. Order the steps Cut and paste in the notebook. production Expose orally the process in the school garden.

key phrases

• Plants make their own food,• Photosynthesis takes place mainly in the leaves.
• Plants take the .... and expel....
• Plants absorb....

A DAY IN CLASS

PHOTOSYNTHESIS

GOALS

more examples

• Understand what is the universemade up of.
• Identify our galaxy.
• Distinguish astronomical objects.
• Discriminate planets.

warm up "arms Twister" presentation Video about photosynthesis. practice Read a text. Order the steps Cut and paste in the notebook. production Expose orally the process in the school garden.

key phrases

• Plants make their own food,• Photosynthesis takes place mainly in the leaves.
• Plants take the .... and expel....
• Plants absorb....

EXPERIMENTS

Sesión de aprendizaje 3

EXPERIMENT THE EXPERIENCE

SEARCH, MAKE HYPOTHESIS AND DO CONCLUSIONS

MIX, TEST AND DISCOVER

EXPERIMENT AND CONSTRUCT LEARNING

EXPERIENCE THE EXPERIMENTS

THE SCIENTIFIC METHOD: CHOROPLASTS

CHOROPLASTS AND CHLOROPHYLL

CAN YOU SEE PLANT CHOROPLASTS?

EXPERIENCE THE EXPERIMENTS

THE SCIENTIFIC METHOD

MATTER; SOLUTIONS.

ENERGY

ELECTRICITY.

WEATHER, CLIMATES. LANDSCAPES.

THE SCIENTIFIC METHOD

60

MATTER; SOLTIONS.

CAN YOU SEE PLANT CHOROPLASTS?

ELECTRICITY.

AFTER THE TASK

WHAT TO DO AT THE END OF THE UNIT?

It represents a life practice, with relevant product inserted in a social practice that favours a higher level of competence Fully contextualized; it requires greater cognitive complexity. Great competence levels.

• EFFECTIVE LEARNING:PRACTICE RELEVANT PRODUCT.
• COMPLEX PROCESS OF CREATIVE CONSTRUCTION.
• COGNITIVE CHALLENGE.
• SOLVING A PROBLEM SITUATION.
• FULLY CONTEXTUALIZED.
• GREAT COMPETENCE LEVEL.

The final product

in the practice

Desarrollo

Sesión de aprendizaje 2

planteamiento del reto

Secuenciamos la trasposición didáctica

MOTIVAR/MOVILIZAR

ESTRUCTURAR

ACTIVAR

APLICAR Y COMPROBAR

CONCLUIR

EXPLORAR

unit planning

EVALUATION

¡Vamos!

PRINCIPLES

Sesión de aprendizaje 1

LESSONS

continous

criterial

formative

diversification of the instruments

competences

activity practice

global

direct observation

performance levels

checklist classroom diary anecdotal record

diversification of the instruments of evaluation

criteria

instruments of evaluation, calification

know, kno to do, kno to be.

RUBRICS

specific competence

EVALUACIÓN

¿QUÉ NOS DICE LA NORMA?

ORDENACIÓN Y REQUISITOS DE ACCESO

Las competencias lingüísticas serán tenidas en cuenta en la evaluación del área, para mejorar los resultados obtenidos de acuerdo a los criterios del PEC.

En la evaluación de las áreas no lingüísticas, primarán los currículos porpios sobre las áreas lingüísticas.

En la evaluación de las áreas lingüísticas se atenderá al grado de consecución de los objetivos de aprendizaje para las 5 destrezas.

Desarrollo

Sesión de aprendizaje 3

Principles of assessment

vs

- Teachers have to follow the pedagogical action that allows diversifying the way in which students manage to demonstrate their learning. (January 15th of 2021 Order).

-Teachers will prioritize the subject area curriculum over the linguistic productions. Just when appropriate, the results will improve the progress. (June the 28th of 2011 Order)

EVALUATING IN MY SCIENCE CLASS

Daily performance: oral questions, work in notebooks, communicative activities...

Written/oral tests.

Interactive worksheets, exercises in notebooks, oral games...

TASK

Online evaluation under gamification: plickers, kahoot, quizziz, padlock...

blog

ATENTION TO DIVERSITY

Sesión de aprendizaje 1

LET'S PLAY!

सीएलआईएल के बारे में 5 गो शब्द लिखीं?

- एगो अइसन गीत सुनीं जवना के आपन एआईसीएलई क्लास में पेश कइल जा सके आ उत्पादक हो सके ।

- आईसीएलआई में सामिल तीनि गो एजेंट सामिल हवें ।

- अपना रोजमर्रा के काम में एह पाठ्यक्रम के उपयोगिता पर चर्चा करीं

- एह पैराग्राफ के पढ़ीं आ कहें कि ई सही बा कि गलत: एआईसीएलई एगो पद्धति ह जवना के अलग-थलग कइ के व्यवहार में लगावल जाला।

ATENTION TO DIVERSITY

Sesión de aprendizaje 1

LET'S PLAY!

सीएलआईएल के बारे में 5 गो शब्द लिखीं?

- एगो अइसन गीत सुनीं जवना के आपन एआईसीएलई क्लास में पेश कइल जा सके आ उत्पादक हो सके ।

- आईसीएलआई में (3) सामिल तीनि गो एजेंट सामिल हवें ।

- अपना रोजमर्रा के काम में एह पाठ्यक्रम के उपयोगिता पर चर्चा करीं

- एह पैराग्राफ के पढ़ीं आ कहें कि ई सही बा कि गलत: एआईसीएलई एगो पद्धति ह जवना के अलग-थलग कइ के व्यवहार में लगावल जाला।

language problems

type of students:

LANGUAGE PROBLEMS

COGNITIVE PROBLEMS

• adapt bilingual project
• grade the knowledge
• execution of actities (easier)
• prioritize exercises (quantity)
• use of ICT
• Audiovisual
• Execution of tasks:
• V/F, circle, colour, match...

• prioritize oral skills
• visual aids
• audiovisuals resources
• scaffolding
• execution of tasks:
• V/F, circle, colour, match...

language problems

Sesión de aprendizaje 2

type of students:

LANGUAGE PROBLEMS

COGNITIVE PROBLEMS

MASTER IN CLIL METHODOLOGY

CONGRATS! You are a fantastic CLIL teacher!

THANK YOU FOR ATTENDING!

now..it's time to work!

STEPS FOR PLANNING

tips for planning

ACTIVE METHODOLOGIES

3 A'S

INTERACTION

4 C'S

PLANNING!

ANTES DE LA ENSEÑANZA AICLE: Herramientas deplanificación LET'S SET THE STARTING POINT!

instrumento para diseñar y evaluar tareas ymateriales

Factores a considerar en la planificación

INSTRUMENTO PLANIFICACIÓN 3A'S

INSTRUMENTO PLANIFICACIÓN 4C'S

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PROGRAMACIÓN

(TAXONOMÍA BLOOM).

(MATRIZ CUMMINS)

(COYLE).

AND NOW... LET'S FOCUS ON ANSWER WHAT? AND HOW?

COMMUNICATION

Sesión de aprendizaje 2

FIELDS OF THE TEACHING-LEARNING PROCESS

As an important is planning what, when and how to teach as planning what, when and how to evaluate; bearing in mind students needs and interests.

TEACHING- LEARNING

ATENTION TO DIVERSITY

EVALUATION

While learning

3RD STRUCTURES: - "THE... CAN FLY"/"THE .... FLIES" - "THE BIRD......(FLIES)" - CAN THE BIRD FLY? YES IT CAN/NO, IT CAN'T. 4TH COMMUNICATIVE ACTIVITY:- CARRDS GAMES - READ AND GUESS. - SAY THE ANIMAL. - WHO IS WHO?

Inicio

Cierre

Desarrollo

Sesiones de aprendizaje

Aquí

Desarrollo

Sesión de aprendizaje 2

Esto es un contenido para resolver el reto

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Desarrollo

Sesión de aprendizaje 2

Esto es un contenido para resolver el reto

+ info

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+ info

+ info

+ info

+ info

Inicio

Cierre

Desarrollo

Sesiones de aprendizaje

Aquí

Sesión de aprendizaje 3

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Sesión de aprendizaje 3

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1/3 Correctas ¡Lorem ipsum!

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Resultados Compruebra lo que sabes

Aquí

Inicio

Cierre

Desarrollo

Sesiones de aprendizaje

Cierre

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Cierre

Comprueba lo que has aprendido

¡Vamos!

Cierre

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Inténtalo de nuevo...

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Cierre

0/5 Correctas ¡Lorem ipsum!

3/5 Correctas ¡Lorem ipsum!

1/5 Correctas ¡Lorem ipsum!

4/5 Correctas ¡Lorem ipsum!

2/5 Correctas ¡Lorem ipsum!

5/5 Correctas ¡Lorem ipsum!

Resultados Compruebra lo que sabes

Bibliografía

01

Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, ESPAÑA: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

02

Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, ESPAÑA: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, ESPAÑA: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

03

04

Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, ESPAÑA: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

05

Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, ESPAÑA: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, ESPAÑA: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

06

Autoevaluación

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¡¡Has hecho un trabajo estupendo!!

Vamos a seguir aprendiendo

LET'S DESIGN!

PIENSA Y DISEÑA UNA ACTIVIDAD CON EL/LA AUXILIAR DE CONVERSACIÓN QUE CONTENGA:- NOMBRE ACTIVIDAD - ROL DEL AUXILIAR/DESTREZAS A TRABAJAR - RECURSOS - ESPACIO - TIEMPO

AN EXAMPLE

How to plan a CLIL unit?

curriculum

Follow the steps:1st) Create school groups. 2nd) Decide the "Topic"/thematic area for planning the unit. 3rd) Use the curriculum order. 3rd) ROTATING PAPER: Elaborate the curricular as well as the CLIL part through collaborative techniques.

CLIL UNITS

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¿Tienes una idea?

¡Que fluya la comunicación!

Con las plantillas de Genially podrás incluir recursos visuales para dejar a tu audiencia con la boca abierta. También destacar alguna frase o dato concreto que se quede grabado a fuego en la memoria de tu público e incluso embeber contenido externo que sorprenda: vídeos, fotos, audios... ¡Lo que tú quieras! ¿Necesitas más motivos para crear contenidos dinámicos? Bien: el 90% de la información que asimilamos nos llega a través de la vista y, además, retenemos un 42% más de información cuando el contenido se mueve.

• Genera experiencias con tu contenido.
• Tiene efecto WOW. Muy WOW.
• Logra que tu público recuerde el mensaje.
• Activa y sorprende a tu audiencia.

NOS AGRUPAMOS POR COLES

- DISCUSS ABOUT PRINCIPLES THAT GUIDE THE BILINGÜAL LEARNING IN YOUR SCHOOL. - CONCEPTIONS AND (PRE)CONCEPTIONS OF CLIL WITH LINGUISTIC AND NON LINGUISTIC TEACHERS. - DEFINE THE GOALS AND OBJECTIVES OF THE LEARNING PROGRAMME.

HOW CAN I WORK?

• ESTABLECER PLAN INICIAL PROYECTO BILIGÜE.
• CREAR UNA HOJA DE RUTA QUE SIRVA DE GUÍA.
• ESTABLECER LÍMTES Y LÍNEAS ROJAS.
• COOPERACIÓN Y RESOLUCIÓN DE CONFLICTOS.
• DOCUMENTO SOBRE:
• FUNCIONES
• FAMILIAS
• ALUMNADO

FUNCIONES DEL COORDINADOR/A

• TENER CONOCIMIENTO DE LOS ELEMENTOS CURRICULARES Y LA CONEXIÓN ENTRE ELLOS. ​ORGANIZAR DE MANERA EFECTIVA LOS RECURSOS Y HERRAMIENTAS DEL CENTRO.
• ORGANIZAR DE MANERA EFECTIVA LOS RECURSOS Y HERRAMIENTAS DEL CENTRO (AULA DE IDIOMAS, BANCO DE RECURSOS, CREACIÓN DE PLATAFORMAS, REDES DE COMUNICACIÓN.
• ELABORACIÓN DE ACTAS EN LAS REUNIONES DE COORDINACIÓN.

• ESTABLECER DESDE EL MES DE SEPTIEMBRE LAS REUNIONES NECESARIAS PARA EL CALENDARIO DE ACTUACIONES HORARIO REGULAR (LUNES TARDE).
• CREAR Y PLANIFICAR UN PLAN DE ACCIÓN ANUAL Y REALISTA.

• ELABORAR UNA TABLA COMÚN PARA TODO EL PROFESORADO AL Y ANL.
• Crear o reformular el PLAN DE FORMACIÓN del centro, adaptando sus metas y necesidades a la realidad bilingüe o plurilingüe del centro

SCHOOL READING PLAN

• PRE READING:
• Watch a video.
• Infer meaning.
• thinking routine: 3,2,1 birdge!
• WHILE READING:
• Teacher's reading. Guided reading. Peers reading.
• Underline key verbs and actions.
• Literal questions
• AFTER READING:
• Order the septs of plans nutrition.
• Expose orally the process.

How to design CLIL activities?

Follow the steps:1st) Create school groups. 2nd) Use the CLIL units you started last session. 3rd) According to your curricular precision desing... - an activity with audio visual resources. - an activity to work on grammar. - a communicative activity.

TYPES OF DOCUMENTS

PUNTO DE PARTIDAPLAN DE MEJORA CUADROS DE TAREAS SEMANALES AUXILIAR RUTAS DE ACTIVIDADES PÁGINA WEB DEL CENTRO. DECÁLOGO DE TAREAS A REALIZAR. CUADRO DE PARTICIPACIÓN EN EL CENTRO. PROTOCOLO BIENVENIDA AUXILIAR. PLAN DE CELEBRACIONES SOCIOCULTURALES.

SCHOOL READING PLAN

• PRE READING:
• Watch a video.
• Infer meaning.
• thinking routine: 3,2,1 birdge!
• WHILE READING:
• Teacher's reading. Guided reading. Peers reading.
• Underline key verbs and actions.
• Literal questions
• AFTER READING:
• Order the septs of plans nutrition.
• Expose orally the process.

¿Qué nivel de idioma tienen tus alumnos/as?

Moderar la velocidad y simplificar el lenguaje cuando sea necesario. - Hacer preguntas y utilizar la reformulación para asegurar la comprensión. - Utilizar variados recursos para hacerse entender: gestos, mímica, dibujos, etc. - Recurrir a la traducción solo cuando todo lo demás falle y sin excesos

CLAUSTRO

• Coordinadores de planes y programas: habilitar y promover la creación de espacios y tiempos donde el bilingüismo tenga cabida (biblioteca, igualdad, creciendo en salud...).
• Fomentar el uso de la lengua vehicular en el centro.
• Establecer espacios en el centro donde se promueva el uso del idioma: rincón bilingüe en pasillos, en sala de profesores...
• Establecer horarios del plan de apoyo y refuerzo también en áreas lingüísitcas y no lingüísticas donde el profesorado pueda "apoyar" realmente en un segundo idioma.

• Reestructurar y reorganizar las propias aulas para adaptarlas a una metodología nueva y crear en ellas un clima bilingüe.
• Crear infografías, carteles... explicando cómo de desarrolla el programa bilingüe en el centro.
• Tutores/as: informar a las familias del programa bilingüe y de la importancia de acompañar y creer en una eduación bilingüe eficaz.

• Proponer el horario de las personas que ejercen como auxiliares de conversación.
• Establecer la coordinación con los posibles centros adscritos bilingües y con los servicios responsables de plurilingüismo de las correspondientes Delegaciones provinciales.
• Coordinar las distintas acciones que se desarrollen en el centro docente en relación con la enseñanza bilingüe.
• Diseñar un plan de acogida para el auxiliar de conversación: contacto, llegada, información de interés del centro escolar...
• Gestionar recursos y herramientas, asesorar metodológicamente, difundir buenas práticas, fomentar la internacionalización...

COORDINADOR/A BILINGÜE

• Velar por la correcta implantación del modelo metodológico, curricular y organizativo de las enseñanzas bilingües.
• Convocar las reuniones del profesorado para coordinar la elaboración del currículo integrado de las lenguas en el marco del proyecto educativo del centro.
• Proponer y coordinar las actividades del profesorado con relación al desarrollo de la enseñanza bilingüe.

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• LESSON 1: (MOTIVATE/MOVE) DO A KAHOOT, VIDEO PRESENTATION, KNOW THE FINAL PRODUCT.
• LESSON 2: (ACTIVATE) K,L,W CHART + DIAGRAMME.
• LESSON 3/4: (EXPLORE) VÍDEO /STRUCTURES. (LOTS). PRACTICE STRUCTURES (CALP). EXPERIMENT TIME!
• LESSON 5/6/7: (ORGANISE) EXPLANATION INDUCTIVE/DEDUCTIVE. COMMUNICATION SKILLS (LOTS-HOTS). ACTIVITIES/WORKSHEETS, READINGS...
• LESSON 8/9: (APPLY AND CHECK) ORAL COMMUNICATION SKILLS. (CALP; HOTS). DO CONCLUSIONS, RESEARCH. DEEPING. PRACTICE CALP. DO THE FINAL PRODUCT.
• LESSON 10: (CONCLUDE) FORMATIVE EVALUATION. ONLINE GAMIFICATION OF EVALUATION. SELF EVALUATION.
• LESSON 11: FINAL PRODUCT+ K,L,W CHART.

EQUIPO DIRECTIVO

• Fomentar ambiente bilingüe.
• Compartir y visualizar proyecto bilingüe en el centro
• Acompañar al coordinador/a bilingüe.
• Dar difusión a las actividades propuestas.
• Promover y fomentar la mejora de las enseñanzas bilingües.

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