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CLIL Pyramid group 11
Marcela Bohórquez
Created on November 6, 2023
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Transcript
What is CLIL?
CLIL PYRAMID
Group 11 Marcela Bohórquez NatesNoelia Moreno MartínPablo García Guerrero
Start
3-Multimodal input
Selection of content: Example
1- What is the CLIL pyramid.
Selection of content: How to do it
2- Selection of content
Multimodal input Example 2
Multimodal input: Examples 1
Multimodal input example 3
CLIL PYRAMID
Input scaffolding: how to do it
CLIL workout: examples
5- Cognition
6- Communication
9- Referencce
7. output scaffolding
4- Input scaffolding
8- CLIL workout
Communication: Examples
Cognition: example
What is the CLIL pyramid?
Is a tool base in the 4C Framework for lesson planning and material construction/adaptation. The CLIL Pyramid suggests the following steps as its sequence for meaningful lesson planning.
Selection of content
Selection of content is the process of answering the question: What am I going to teach? What are the goals for the lesson? What I want my students to achieve after the lesson?
Selection of content
How to do it?
Intentionally placing the lesson in the calendar when it is more relevant for students (e.g., teach it in winter when there are more chances of seeing snow or ice). Planning an array of different activities that are multi-modal and attend all intelligences. Proactively thinking which language skills could tie with the content lesson. Thinking of different levels of the same lesson that would be relevant for all the cognitive levels in the classroom.
SELECTION OF CONTENT EXAMPLE
We will use a 2nd grade Science unit on States of Matter to show how a CLIL teacher should properly integrate the four C's and the CLIL pyramid in the unit.
Multimodal input
It means providing multiple venues for learning that accommodate different type of intelligences, learning styles, and different cognitive abilities. Providing an array of different materials is also a facilitator for new literacy and, in the bilingual classroom, more opportunities to blend with language input.
Multimodal input: Examples
Students watch the video about states of matter.
Teacher reads a fiction book about a dr op of water.
Multimodal input: Examples
Students listen to the song about states of matter
The Teacher shows and hangs on the wall this anchor chart
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Multimodal input examples
Experiment 2
Experiment 1
Teacher shows a fist-sized rock and a large bucket filled with pillow filling. Since the bucket is considerably larger than the rock, the teacher poses the question: "which one do you think is heavier?" Teacher asks volunteers to hold both objects in each hand and tell the class which one they feel it's heavier
Teacher shows to students one square-sized bucket and one round-shaped bucket. Teacher puts first a solid shape (e.g., a notebook) and transfers it into the other bucket. Then, the teacher does the same but with water. Students observe how the liquid has changed its shape in the process while the solid has stayed the same.
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Input scaffolding
Is one of the main pillars when we talk about CLIL learning. In terms of building a strong and solid learning process to enable students to achieve their goals, not only the subject but also the language acquisition. As teachers, we need to prepare meaningful and challenging lessons. The materials must be well selected to connect the lesson topic with their daily life and cultural environment.
Input Scaffolding
vs
How not to do it
How to do it
Cognition
Cognition is the mental process by which a person acquires knowledge and understanding. Generally speaking, it is when a student is taught to think and analyse, not just learn by heart.
CONTENT LANGUAGE THINKING
COGNITION
Experiment (Dancing raisins): The teacher will explain to the students that they will conduct an experiment and take notes on the different states of matter. The materials required for the experiment are raisins, an empty glass, and a bottle of soda. The teacher demonstrates the experiment (pour the soda into the glass and then add the raisins and observe what happen) with the students and require them to take notes during the demonstration. The students are provided with an exercise sheet with questions about the experiment.
Question chart
- Is the soda a liquid, a gas, or a solid?
- What happens when we added the raisins to the glass of soda?
- Did the soda change according to the shape of the container?
- Do the raisins change shape when we add them in the glass of soda?
- Could you name three states of the matter that you can see on your daily basic?
communication
It is well known that the learning process is linked to language; as a student acquires new vocabulary and ways of expressing themselves, they will be able to communicate better and develop cognitively. For this reason, it is important to create an environment in which students can interact as much as possible. For example: teamwork, debates, reciting a poem, etc.It is important to introduce new vocabulary to speak clearly and to let the children participate equally in the classroom.
Communication Activities to encourage the communication in the classroom
Group activity
Play "I spy with my little eye" states of the matter.
Students are divided in three groups; solid, liquid and gas.Every group need to gather information about the topic group and make a presentation for the class. In the presentation needs to be include the new vocabulary learned during this lesson.
For example:"I spy with my little eye something that is solid, is hard, colour grey and if we put it into the water it sinks. What is it? Is a rock."
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Trivia "States of matter"
Students are divided in groups. The teacher will ask questions related to the subject learnt each group have a turn but if they fail the other group can answer the question.The team that answer more questions correctly wins.
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Output scaffolding
The assistance required for the students to reach the level of competence required to carry out a task. This includes supporting student's productionof language in a certain content. See some examples in the following slides.
Click on the numbers to see examples
Output scaffolding
Activity: Classify Students will create a chart where they will classify different objects according to their state of matter. After doing the classification, the teacher will give feedback. The student will do corrections to the chart if needed.
Click to find the Clasification chart.
Output scafolding: Presentation
Students will choose three objects from the classification chart and exemplify them with concrete objects. One of the objects chosen must be able to change its state by bowling, melting, cooling, mixing or blending They will fill the worksheet to match the object chosen with the characteristic of its state. Also, they must make a drawing showing how one of the objects changes of matter. In advance they will prepare the concrete objects, and orally present them explaining in which state they are classify and describe their characteristic. Then they will demostrate how one of the objects can change of state. Modeling sentences they must use: This __________ (object) is in ______________ state. We can see it _______________ (characteristics).
OUTPUT SCAFFOLDING: EXPERIMENT
- Students will make a corn starch experiment and analyze the results.
- Materials: water, a bol, cornstalk.
- Instructions: put the corn starch in the bol and little by little pour water on it. Mix the corn starch with water. With your fist, punch the mixture.
- Do a comparative chart to compare and contrast the differences between the inicial state of the water and the corn starch with the change of state when they got mixed.
- Answer the following question:
- What happens to the water when you punch the mixture?
- Why do you think this happened?
- Which is the final state of the mixture? Explain your answer.
cLIL wORKOUT
Review of Key content and language elements (language of and for learning). Language of learning is the language the student need to acquire concepts and basic abilities related to the subject. Meaning the vocabulary used in the subject. Language for learning is the language necessary for working in a CLIL environment. Is related to the classroom language.
Click on the arrow to see the Vocabulary and Content example
CLIL WORKOUT
Content to review:
- Identify the basic concept of matter.
- Differentiate the various states of matter through their general characteristics.
- Recognized examples of matter in different states.
Vocabulary: solid, liquid, gas or gaseous, state, melting, boiling.
Click to see some examples of activities
CLIL WORKOUT
Watch the video to review the content seen. Then complete the following activities.
Matching activity
VOCABULARY ACTIVITY
REFERENCE
- J Demail, A. (2016).Making your traditional text work: Input, Scaffolding and Communication. The Coastal Review: An Online Peer-review Jurnal, vol 7 (3), 1-15. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1021&context=thecoastalreview
- Little turtle. (2023). Videos | States of matter
- https://www.turtlediary.com/video/states-of-matter.html
- Meyer, O. (2010). Introducing the CLIL-Pyramid: Key Strategies and Principles for Quality CLIL Planning and Teaching. In M. Eisenmann, & T. Sum-mer (Eds.), Basic Issues in EFL-Teaching and Learning . Heidelberg, Germany: Winter.
- Moon, E. K. (2021). Drop: An Adventure Through the Water Cycle. United States: Penguin Young Readers Group.
- Smile and Learn - English. (2019, September 12). States of matter for kids - What are the states of matter? Solid, liquid and gas. https://www.youtube.com/watch?v=JQ4WduVp9k4
Reference
- Silly School Education. (2022, September 19). Solid, Liquid and Gas | States of Matter Song | Science Song for Children | KS1 & KS2. https://www.youtube.com/watch?v=Re3_ajB11E0
- Side-by-side consulting. (2020, 9 March). Scaffolding Examples & Explicit Instruction for the Classroom. https://www.bing.com/videos/riverview/relatedvideo?q=input+scaffolding+example&mid=501D4803EA829706DBEB501D4803EA829706DBEB&FORM=VIRE
- Teaching English with Oxford. (2013, October 12). How to use communication in the classroom. https://www.bing.com/videos/riverview/relatedvideo?q=communication+in+clil+classroom&mid=B2B96F0882DC54A57EB9B2B96F0882DC54A57EB9&FORM=VIRE
- Universidad Internacional de la Rioja. What is CLIL? The CLIL module. Unit 1. CLIL. Methodology or approach?
- Universidad Internacional de la Rioja. ICT Tools for the CLIL Classroom. Unit 1. ICT and CLIL. The
- Wummer, M (2013, november 12) Introducción a CLIL: Apoyo en el aula CLIL. Scaffolding. Prezi. https://prezi.com/jgbkj5xjadj2/introduccion-a-clil-apoyo-en-el-aula-clil-scaffolding/
Input scaffolding
How to do it?
- Select proper classroom material.
- Connect the lesson's aim with the student's daily life.
- Link the new input to prior knowledge.
- Enrich your lessons with visual support.
Scaffolding
How not to do it.
- Start the lesson with a difficult topic without explanation.
- Bring to the class broken material or obsolete.
- Insufficient vocabulary usage.
- No correlation between the content and the class materials.
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