📄CLIL PYRAMID GROUP 9 APR-2025

CLIL PYRAMID

By Group # 9 Johana Mildred Palacios Diana Nahomiz Gomez Lisbeth Adriana Ayers

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UNIR What is CLIL? Prof. Louisa Mortimer

April, 2025

Introduction

CLIL, or Content and Language Integrated Learning, is an innovative educational approach that combines teaching subject matter with language acquisition. It allows students to learn a foreign or second language while simultaneously gaining knowledge in subjects like science, math, or history. Developed in the 1990s, CLIL is widely used in multilingual contexts and promotes both linguistic and cognitive development

CLIL PYRAMID

Target language in action

Challenging and authentic

QUALITY PRINCIPLES AND STRATEGIES

Rich Interaction and pushed output

Stretch abilities

Meaningful

Rich Imput

Helps the understanding or accomplishmment of a task

Globalization in classrooms

Intercultural Dimension

Scaffolding Learning

Sustainable learning

Supports the language production

Besides the language understand values and beliefs

Apply knowledge to solve problems or complete tasks

Passive knowledge becomes to an active knowleedge

CONTENT

MULTIMODAL IMPUT

SURVEY

VIDEO

Tips to Save Energy at Home

First step in understanding of sustainability and the importance of conserving resources.

STORY

IMPUT SCAFFOLDING

The Enegy Guardians made by AI to inspire and encourage a sense of responsability for the environment.

TASK-DESIGN

COGNITION

COMMUNICATION

OUTPUT SCAFFOLDING

CLIL WORKOUT

Conclusion

CLIL is a powerful methodology that bridges the gap between language learning and subject education. By fostering linguistic, cognitive, and cultural growth, it prepares students for the challenges of a globalized world. Its principles and practices make it an effective tool for educators aiming to create engaging and meaningful learning.

REFERENCES

1. Marsh, D., & Frigols, M. J. (2012). The Encyclopedia of Applied Linguistics. 2. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press. 3. Dalton-Puffer, C. (2011). "Content-and-Language Integrated Learning: From Practice to Principles?"Annual Review of Applied Linguistics, 31, 182-204. 4. Llinares, A., Morton, T., & Whittaker, R. (2012). The Roles of Language in CLIL. 5. Meyer, O. 2010. Introducing the CLIL-Pyramid: Key Strategies and Principles for Quality CLIL Planning and Teaching» 6. Pokrivčáková, S. et al. (2015). CLIL in Foreign Language Education: e-textbook for foreign language teachers.

3.- Output Scaffolding:

In this stage we are going to focus on helping students synthesize their knowledge into an output. Output scaffolding helps students articulate their understanding and communicate effectively. Group Project. The students will work in small groups to create an energy-saving poster or infographic. The teacher will provide templates or examples to scaffold their design. They should include key facts about energy conservation, energy-saving tips, and visual elements (images, icons, graphs).

• Oral Presentation:

Introduction (What is energy? Why is it important to save energy?)Ways to Save Energy (with examples) Conclusion (What can we do to make a difference?)

Foto: greeksforgeeks.org

clil workout

The teacher is going to reflect with the students on the best way to save energy. The students look back at what they've learned. This might involve a group discussion or a personal reflection exercise.The students can share:

• What's the best way to save energy?
• How can we share with our family to save energy?
• Simple rules to put in practice at home.
• Make recommendations.

Reflection Prompt: Answer questions about what they learned and what was challenging in the lesson.

CLIL workout refers to engaging students in a cycle of activities that not only reinforce content knowledge but also progressively improve their language skills.

Activities:

Energy saver award!!

The students are going to fill for a week an OBSERVATION REPORT, and after a week they are going to have an ENERGY SAVER AWARD. (Attach document)

Content Selectionm

The heart of the material construction

is the subject or the project theme. What will I teach?  What will students learn?  What are my teaching aims/objectives?  What are the learning outcomes?

IMPUT SCAFFOLDING

• Review the vocabulary related to energy and environment.
• Brainstorming
• Make a glossary
• Picture and word matching game.

Rich imput

The imput is focused on global problems and student´s areas of interest. The new knowledge is presented through motivating and illustrative resources. Students can link the new knowledge to prior knowlendge, experiences and attitudes.

RICH INTERACTION AND PUSHED OUTPUT

Task-Based Language Teaching it can be an approach that offers effective ways to enhance the acquisition of the language in an effective way throught communicative purposes in meaningful and significant social situations. .

The teacher is going to introduce key terms such as energy, renewable energy, waste. And then they are going to activate language by making a glossary.The students are going to follow some steps to create their glossary. 1.- Reading definitions of new words 2.- Check the vocabulary 3.- Highlight new vocabulary 4.- Practice the new words. The teacher will present a short activity like find a picture to match the definition. And then is going to present to the students various energy sources (e.g., solar, wind, fossil fuels) and have them categorize them as renewable or non-renewable. This helps build their understanding of different energy sources and why renewable energy is important for saving resources. The teacher is going to use flashcards to predict energy use, high or low.

The Energy Hierarchy with the most favoured options at the top (https://en.wikipedia.org/wiki/Energy_hierarchy)In order to scaffold cognition, we are going to focus on helping students build their cognitive understanding of energy-saving concepts. The goal is to provide structured tasks that make complex ideas easier to grasp by breaking them down into manageable steps.

Output

The production to convey meaning

In this stage hte learners produce a final product through speaking and writing. At this point, teachers are able to monitor learners performance and increasing their awareness about the learning process.

Topic: Save Energy

Grade: Sixth

Subject: Science Class

Through this video students will learn some tips on how to save energy around the house

Providing Multimodal Imput

Adapted to the learning styles and the language skills.

The nature of the imput should determine the appropriate scaffolding and the study skills that have to be practised.

inter-cultural dimension

Students are provided with a real connection to what is happening in the world, thus giving the subject a broader perspective that could be local, national or even global.

Oportunidades

Contextualiza tu tema

• Planificar la estructura de tu comunicación.
• Jerarquizarla y darle peso visual a lo principal.
• Definir mensajes secundarios con interactividad.
• Establecer un flujo a través del contenido.
• Medir los resultados.

The teacher is going to support students to express their energy saving ideas clearly spoken and written. The teacher will use Sentence builders to help them with lenguaje input and they are going to write their own energy saving sentences into a Guide. The students will role-play as energy conservation experts presenting energy-saving solutions to a "family" or "classroom" (acting as a target audience). This helps them practice persuasive speaking and using technical vocabulary in a real-world context. During group activities the students are allowed to listen to each other’s ideas and provide feedback. This encourages communication and critical thinking. For example, after a student presents an idea on how to save energy, their classmates can ask questions or suggest improvements.

Engagement in higher-order thinking and understanding, problem solving, and accepting challenges and reflecting on students.

Cognition

It involves learners in language using in a way which is different from language learning lessons

Communication

What language do students need to work with the content?  Specialised vocabulary and phrases?  What kind of talk will students engage in?  Will I need to check out key grammatical coverage ?  What about the language of tasks and classroom activities?  What about discussion and debate?

and

What kind of questions must I ask in order to go beyond “display” questions?  Which tasks will I develop to encourage higher order thinking ? what is the language communication) as well as the content implications?  Which thinking skills will we concentrate on which are appropriate for the content?

Students will take this interacive survey through Kahoot that is a a game-based learning platform that makes it easy to create, share and play learning games or trivia quizzes. The main goal of the survey is the students be aware about how everything they do can impact it has on the environment.

SCAFFOLDING LEARNING

Help students how to learn efficiently, promoting language as well high order and critical thinking skills.

SUSTAINABLE LEARNING

The new knowledge becomes deeply rooted. The teacher should be a facilitator in the learning of the specific content as well as the language acquisition.