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Clil valladolid session_3_sunday

  1. CONTEXT AND DIVERSIFICATION: SOCIAL SCIENCES 1 0 : 0 0 – 1 1 : 3 0 M E L I S S A T H O M S O N , V A L L A D O L I D 2 0 1 7
  2. BY THE END OF THE SESSION WE’LL • Have used – vocabulary game • Have done a planet information gap activity • Have played “shooting stars” • Have played a recycling game “litterbug!” • Have talked and thought about choice in the classroom • Have used • Have seen a lesson focusing on enquiry skills in history While we wait for everyone,ask a colleague: - What activity you are most interested in seeing? - Have you used any of these websites before?
  3. Q U I Z L E T. CO M • No log in needed for students User friendly Variety of activities Can use visuals or Can use descriptions or Can focus on language Lots of sets already exist Good for IWB, tablet, and home
  4. I NF O R MATI O N G AP S Topic: The planets – information gap activity – ages 7-12 (depends on table used) • I can formulate questions using key words • I can listen to my classmates and I can formulate full answers • I can complete a table about the planets (later – ages 9-12) • I can write about the different planets, comparing them • I can invent a new planet, using the key words and concepts High motivation - movement Real communication – a need to speak Speaking to learn concepts Speaking to practice questions Learning from each other Extend BICS into academic language
  6. S H O O TI NG S TAR S Fun! De-stresses Revises words and concepts through speaking Teacher can informally assess
  7. L I TTE R B U G Topic: recycling (ages 4-6) 1. Play “hide” flashcard game (to unblock vocabulary) 2. Elicit what each colour bin is 3. Play “litterbug” Visual + movement + speech = memorable Hands on Fun and competitive
  8. CHOICE IN THE CLIL CLASSROOM – FOLLOW-UP TASKS FOR LITTERBUG Choice helps internal motivation. Providing choice in the classroom, therefore, lowers stress and triggers the release of good brain chemicals. The brain loves choice because it can problem- solve, work hard and be challenged. So, for example, to demonstrate their understanding of subject content, give your CLIL learners the choice of how they can show you what they’ve learned. Involve them continually in classroom choices and their feeling of autonomy and ability will increase. Rosie Tanner & Liz Dale, 2015 TASK: With a partner, think of three follow-up activities to “litterbug” that work on: mathematical competence, artistic competence, and linguistic competence
  9. A R T E F A C T P U R S U I T A N D H A L F A C R O S S W O R D . C O M Communicative – speaking to learn Movement = motivating Hands on = memorable Integrates language goals and content goals Adaptable to different topics SUPPORTING THE SPEAKING TASK – SCAFFOLDING THE VOCABULARY
  10. D I S CU S S I O N Q U E S TI O NS What did you like about the task they did? What key CLIL concepts were shown? Is there anything you would change? How could you adapt this for another subject/topic/age group?
  11. CONTEXT AND DIVERSIFICATION: P.E.H T T P S : / / W W W . Y O U T U B E . C O M / W A T C H ? V = S L U W - G B A J 8 K 1 6 : 0 0 – 1 8 : 0 0
  12. BY THE END OF THE SESSION WE’LL • Have used – an online quiz game • Have worked as a group to create a training programme for becoming an astronaut • Have used 3 roles in our groupwork • Have talked about the importance of good instructions • Have honed our instruction skills While we wait for everyone,ask a colleague: - What activity you are most interested in seeing? - Have you used any of these websites before?
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  14. G I V I NG R O L E S I N G R O U P WO R K • GIVING ROLES IN GROUP WORK = MAXIMISING L1, MAXIMISING OUTPUT • Have you ever given roles to learners when you’ve done group work in class? • If so, what roles? • If not, tell us why not/tell us what roles could be useful? More English spoken with a defined role each More output, because it’s more organized Everyone participates Teacher can choose roles to provide differentiation
  15. TASK: radio show Your task is to create a podcast for “Nasa Radio”. Today’s topic is: “How to become as fit as an astronaut”
  16. group work radio show – the research stage ICT investigator
  17. - the sharing stage: speaking to learn In The Role of Talk in Learning, John Clegg (University of Nottingham- Bilingual Dept) writes that '... talking about something which one is learning is important, because it is when we express a new concept linguistically that we gradually develop it.‘ Talk is good! When we talk with others about our subject, we move our thinking and language forward.
  18. - the rehearsal stage: helping with language
  19. - After recording - the self-assessment stage Answer these questions with a partner - Did you perform your role well today? Why/why not? - Next time, would you prefer a different role? Why? - Are you happy with the work that your group has done? - Were you happy with your language today? - Do you now know enough to write an information sheet about roles in group work? What would the headings be?
  20. Instructions! Make an A – Z of good instructions Tell the teacher about using the bomb countdown!
  21. WHAT’S WRONG WITH THESE INSTRUCTIONS? What I’d like you to do in a minute, if you could just listen to me for a second, I’d like you to look at this worksheet (T distributes worksheet) and look at the sentences like ‘find someone who can do a handstand’, then stand up and ask everyone if they can do a handstand, then if they do, write their name and if they don’t ask someone else, then ask different people different questions and try to find someone for each sentence, all right? Ask questions and find the people… Stand up, you’ve got 5 minutes. Yes Peio, stand up and ask questions… Oh and ask other questions about it if they answer yes too.
  22. What makes these instructions better? T writes on board: Find someone who … can do a handstand. ___________________ T – ‘What’s the question?’ Ss – ‘Can you do a handstand?’ T – ‘Good, Sara, Can you do a handstand? Sara – ‘No, I can’t’ T – ‘Unax, Can you do a handstand?’ Unax – ‘No, I can’t’ T – ‘Gorka, Can you do a handstand?’ Gorka – ‘Yes, I do’ T: yes I do, or yes I…. Gorka: Yes I can T – ‘Oh, how long can you stay still for?’ Gorka– ‘Sometimes for 5 seconds!’ T: Great- ok, I’ll write your name. Now, what do I do?
  23. Practice time! Step 1: form groups of 5 and take a game from Melissa Step 2: read and understand your game. Step 3: plan fantastic, watertight, foolproof instructions for that game! Step 4: Melissa will split up the group Step 5: with your new group, teach that activity Step 6: give each other feedback on the instructions –could they be improved?
  24. E X I T TAS K : TI CK E T O U T TH E D O O R Short but everyone participates Teacher can see what was learnt Learners think about what was learnt Quiet link between lessons And later… Can be used to connect to the next lesson
  25. R E F L E C T I O N : H O W C O U L D Y O U U S E T H E R A D I O S H O W T A S K , O R A N E X I T S L I P I N Y O U R C L A S S ?
  26. BY THE END OF THIS SHORT SESSION WE’LL • Have done an activity called “onion rings” • Looked at key CLIL competencies • Talked about the last task, and the next task • Done “the toiletroll revision”activity • Looked at some revision activities
  27. ACTI V I TY : O NI O N R I NG S • SPEAKING AND COMMUNICATING TO LEARN • Answer the questions • TEACHER will comment or correct when appropriate - Lots of speaking - Real communication - Movement- but very controlled - Everyone participates - Teacher can informally assess their content knowledge - Teacher can help with language
  28. ACTI V I TY : TO I L E T R O L L R E V I S I O N • REVISING CONCEPTS, SELF ASSESSING - Fun! - Everyone participates - Everyone gets to see what everyone else has written - Teacher can informally assess their content knowledge - Teachers can see what interestedthem most
  29. TASKS Ask a colleague: Have you done the first task yet? If so, what did you do it on? If not, what are you going to do it on? The second task will be the same as the first, but using something from today’s sessions. What will you choose? What have you found useful today? Remember that this can either be an activity exactly as used today, an activity adapted to your topic or age group, or an activity borne from a discussion in the session.