The CLIL Pyramid

The CLIL pyramid

What is CLIL? The CLIL Module

· Gabriela Rodríguez de Armas · Sandra Díaz Delgado

Index

1. The CLIL pyramid and the 4Cs'

5. Integration of the CLIL pyramid in the unit plan

6. Bibliography

2. The CLIL pyramid principles

3. Class context

7. Annexes

4. Unit plan: objectives and descriptions

1. CLIL Pyramid and 4Cs

(Coyle 1999, 2006)

Click on the orange buttons!

Content

The CLIL Pyramid, based on the 4Cs Framework besides, is a successful attempt to provide the CLIL approach with a systematic arrangement and planning of CLIL implementation. The CLIL Pyramid was developed as an complete planning tool for material writers and lesson planners.

Communication

Cognition

Culture

It is the perfect tool to achieve meaninful learning for every model, age and level.

2. The CLIL pyramid and principles

(Meyer, O. 2010)

Rich interaction + pushed output

Intercultural dimension

Making it H.O.T.

Sustainable learning

Rich Input

Scaffolding

Click on the yellow buttons!

Building quality materials

CLIL-WORKOUT

TASK DESING

CHOICE OF MEDIA

TOPIC SELECTION

3. Class context

The context of our CLIL class happends in a class of 3rd grade of Primary Education. This class consists of 24 middle-class children studying in a private school. Natural Science is the subject we are going to expose in our unit plan. In particular we will work on the content of the solar system

4. Unit plan: objectives and description

Objective: the didactic objective of this project is to enable 3rd grade students to learn the basic concepts of the solar system, its planets, the sun, the moon, and the rotation and translation movements of the earth. The aim is for the pupils themselves to set the pace of their learning, motivating them by brainstorming their previous knowledge. Throughout the unit, videos, images, worksheets and multiple resources will be used to guarantee optimal learning for the students.

Timing: 5 science sessions of 60 minutes each will be required to develop this content.

4. Unit plan: objectives and description

Info

1st session

Info

2nd session

Info

3rd session

Info

4th session

Info

5th session

5. How did we integrate the principles and the 4C's in the unit plan?

Rich interaction + push output

Rich Input

Scaffolding

Intercultural dimention

Making it H.O.T

Sustainable learning

Content

Cognition

Culture

Communication

6. Bibliography

Bloom, B. S. (1984). The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring. Educational Researcher, 13(6), 4–16. Coyle, D. (2015). Moving from the 4Cs Framework to a PluriLiteracies approach for CLIL. Aberdeen, UK: Graz Group ECML. https://pluriliteracies.ecml.at/Portals/54/GrazGroup4CsTranscript.pdfElementary School Science. (n.d.). Title of PDF Document. Retrieved from https://www.elementaryschoolscience.com/_files/ugd/fe60fb_db4fe76906a842bfb2d89336df6c52c0.pdf 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 EFLTeaching and Learning. Heidelberg: Winter. https://www.researchgate.net/publication/275887754_Introducing_the_CLIL- Pyramid_Key_Strategies_and_Principles_for_CLIL_Planning_and_Teaching National Geographic. (2012, October 15). Earth's motion around the Sun, not as simple as I thought. YouTube. https://www.youtube.com/watch?v=w36yxLgwUOc Universidad Internacional de La Rioja. (s.f.). Unit 1: What’s CLIL? The CLIL Module.

7. Annexes

+ info

Annex 1 ( What I know about the Solar System sheet)

Annex 2 (tutorial video )

+ info

Annex 3 (general facts sheet )

+ info

Annex 4 ( planets sheets )

+ info

Annex 5 ( moon and sun comparative sheets )

+ info

Annex 6 ( rotation and traslation comparative sheet)

+ info

Annex 7 ( day and night explicative sheet)

+ info

Annex 8 ( solar system model)

+ info

Annex 9 ( What did I learn about the Solar System sheet )

In this third session, the teacher will begin by explaining facts about the moon and the sun and will give the students two comparative worksheets ( annex 5), in which they will have to answer several questions. Afterwards, the teacher will explain the difference between translation and rotation using another worksheet (annex 6) and the reason why it exists night and day using a final worksheet (annex 7). Finally, the teacher will put the class back into groups of three and explain the final project they will have to produce: a model of the solar system that reflects everything they have learnt in this unit.

this fourth session is destinated to working in groups on the solar system model. The teacher will go around the tables to help them and supervise their work.

In this second session, the teacher will introduce the class with an fact sheet of the solar system (annex 3), which will be given to the students. The teacher then divides the class into eight groups of three students, and gives each group a worksheet explaining one of the planets in the solar system (annex 4). The groups will have to put this information on a poster, and at the end of the class, the posters with the information on each planet will be displayed in groups.

In this first session we will analyse students' prior knowledge by means of the worksheet “What I Know About the Solar System” (annex 1). The students will write down everything they know about the Solar System. then share and brainstorm about the solar system. The teacher will end the session with a tutorial video (annex 2) to clarify concepts.

In this last session, the children will have to present their models of the solar system by groups (annex 8), explaining the order of the planets, their movements and main characteristics. To finish the class, the teacher will give each student a worksheet (annex 9) in which they will have to write what they have learned after carrying out this solar system project.