Criteria Developing CLIL Materials

1. Content and Language
Integrated Learning:
Methodological Orientations
for a Better Practice
(Criteria for the development of materials)
Dr. Javier Barbero Andrés
Dr. Jesús Ángel González López
Dpto. de Filología

2. Methodology
 All kinds of social interaction stressed.
 Collaborative work.
 Scaffolding.
 Metacognitive skills (to think about
how they learn)
 Revised Bloom´s taxonomy.
 Critical thinking.
 Exploratory talk.

3. LET´S HIGHLIGHT SOME…
SCAFFOLDING.
REVISED BLOOM
´S TAXONOMY.
EXPLORATORY
TALK.

4. Scaffolding

5. Scaffolding

6. Scaffolding
 Teaching support.
 Register adaptation.
 Brainstorming so as to start.
 Continuous linguistic input.
 Easing tasks.
 Highlighting tasks.
 Students try to define.
 Key words and phrases provision.

7. Scaffolding
 EXAMPLE:
◦ Step 1
 Teacher shows.
◦ Step 2
 Teacher is helped by ss.
◦ Step 3
 SS group work.
◦ Step 4
 SS work independently.

8. Revised Bloom´s taxonomy

9. Revised Bloom´s taxonomy
(1956-2001)
 BLOOM LEARNING
DOMAINS.
 VERBS.
 PRODUCTS.

10. Revised Bloom´s taxonomy:
further applications

11. The paper clips experiment
(filled to the brim)
Predictive basic
question:
◦ How many paper
clips can we place
into the glass before
water spills over?

12. The paper clips experiment
Basic concepts:
◦ Water molecules
bonds
◦ Attraction (drops of
water)
◦ Displacement
◦ Dome shape
◦ Oxygen expelling

13. The paper clips experiment
 New predictive questions:
◦ Another container?
◦ Another type of fluid?
◦ Other invasive elements?
◦ Other ways to place
elements within the fluid?
◦ Same results?

14. What did we intend to do…?
• To provide participants with:
•The core elements of CLIL
•A well rooted methodological approach.
•Communicative language immersion.
•Skills and techniques to approach the foreign
language.
•Criteria for developing and enriching CLIL
learning materials.
• To observe CLIL as an opportunity for a new
deep and effective methodological change.