🗊 Презентация Week 3. Training Subject Teachers in CLIL

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Week 3 Training Subject Teachers in CLIL
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Week 3 Training Subject Teachers in CLIL

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Teacher knowledge, skills and dispositions Day 1 Session 1
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Teacher knowledge, skills and dispositions Day 1 Session 1

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Teacher knowledge, skills and dispositions Day 1 Session 1
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Teacher knowledge, skills and dispositions Day 1 Session 1

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Look at the next slide describing different contexts for CLIL…… Which one is closest to the situation envisaged for Kazakhstan in the new curriculum ?
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Look at the next slide describing different contexts for CLIL…… Which one is closest to the situation envisaged for Kazakhstan in the new curriculum ?

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Week 3. Training Subject Teachers in CLIL, слайд №5
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Teacher knowledge and understanding teacher language proficiency pedagogical content knowledge pedagogical knowledge curricular knowledge...
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Teacher knowledge and understanding teacher language proficiency pedagogical content knowledge pedagogical knowledge curricular knowledge understanding of effective use of technologies awareness of group processes and dynamics grasp of effective evaluation processes and methods. Rank these in order of significance for producing effective CLIL subject teachers in Kazakhstan?

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Teacher skills - general classroom skills - CLIL language classroom skills in addition to skills as a subject teacher managing learner skills...
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Teacher skills - general classroom skills - CLIL language classroom skills in addition to skills as a subject teacher managing learner skills development use of classroom language e.g. modelling language awareness/ identifying learner needs managing learner assimilation of L2 /scaffolding - wider professional skills IT skills / use of multimedia

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Teacher dispositions attitude to being co-opted into CLIL situation perception of teaching transferable skills through content appreciation of the...
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Teacher dispositions attitude to being co-opted into CLIL situation perception of teaching transferable skills through content appreciation of the diversity and multi-culturality of learners commitment to promote the learning of all learners.

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The structure of the training programme Step 1: raise teacher language competence to B1 Step 2: begin to explore classroom language for delivering...
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The structure of the training programme Step 1: raise teacher language competence to B1 Step 2: begin to explore classroom language for delivering subject content Step 3: develop skills in language teaching and CLIL teaching basics Handout 1

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Watch this video clip…… What does it suggest about CLIL and the learning pyramid?
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Watch this video clip…… What does it suggest about CLIL and the learning pyramid?

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CLIL Quotation
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CLIL Quotation

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Core Principles of CLIL Raising awareness of language Across the curriculum Day 1 Session 3
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Core Principles of CLIL Raising awareness of language Across the curriculum Day 1 Session 3

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A paradox In subject matter learning we overlook the role of language as a medium of learning, and in language learning we overlook the fact that...
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A paradox In subject matter learning we overlook the role of language as a medium of learning, and in language learning we overlook the fact that content is being communicated. Mohan, 1986

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What is CLIL? Content and Language Integrated Learning ………. is not a panacea but an alternative means to providing opportunities for students to use...
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What is CLIL? Content and Language Integrated Learning ………. is not a panacea but an alternative means to providing opportunities for students to use language to learn rather than learning to use languages which is the core task of language lessons.

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A model for integration in CLIL
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A model for integration in CLIL

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Week 3. Training Subject Teachers in CLIL, слайд №16
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Week 3. Training Subject Teachers in CLIL, слайд №17
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Week 3. Training Subject Teachers in CLIL, слайд №18
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Week 3. Training Subject Teachers in CLIL, слайд №19
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Week 3. Training Subject Teachers in CLIL, слайд №20
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Week 3. Training Subject Teachers in CLIL, слайд №21
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To succeed in TKT CLIL trainees will have to have some of this methodological understanding 1 CLIL is A about learning a new language quickly B a...
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To succeed in TKT CLIL trainees will have to have some of this methodological understanding 1 CLIL is A about learning a new language quickly B a method for thinking in English C an approach with many different methodologies 2 One of CLIL’s aims is to A improve the L1 B increase learner confidence in using grammar C provide cognitive development for learners 3 In the CLIL classroom, BICS helps learners A use ICT across the curriculum B develop basic conversational language C improve their thinking skills

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An interactive text Jeans are trousers traditionally made from denim, but may also be made from a variety of fabrics including cotton and corduroy....
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An interactive text Jeans are trousers traditionally made from denim, but may also be made from a variety of fabrics including cotton and corduroy. Originally work clothes, they became popular among teenagers starting in the 1950s. Historic brands include Levi's and Wrangler. Today Jeans are a very popular form of casual dress around the world and come in many styles and colors. The earliest known pre-cursor for jeans is the Indian export of a thick cotton cloth, in the 16th century, known as dungaree. Dyed in indigo, it was sold near the Dongarii Fort near Mumbai. Jeans were first created in Genoa. The first denim came from Nîmes, France.

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Organisation of knowledge an ‘ideational framework’
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Organisation of knowledge an ‘ideational framework’

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‘Jean’ language made from/made of a variety of popular among form of earliest known pre-cursor for known as dyed in first created in/by/as
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‘Jean’ language made from/made of a variety of popular among form of earliest known pre-cursor for known as dyed in first created in/by/as

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So vocabulary is key …. sample Maths lesson What is the difference between these groups of words ?
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So vocabulary is key …. sample Maths lesson What is the difference between these groups of words ?

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Five groups Group 1 : content-obligatory or subject-specific language e.g. circumference Group 2: content-compatible or general vocabulary used in...
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Five groups Group 1 : content-obligatory or subject-specific language e.g. circumference Group 2: content-compatible or general vocabulary used in Maths e.g. circle Group 3: academic task and text language e.g. identify Group 4 : high and medium frequency words used across the curriculum e.g. about Group 5: collocations used in particular ways when we present curricular concepts e.g. sharp rise

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Functional language in instructions and tasks is also key Lets do two functional tasks that you might do with your trainees … one more introductory…...
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Functional language in instructions and tasks is also key Lets do two functional tasks that you might do with your trainees … one more introductory… the other asking them to reflect on their own subject situation.

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For success in TKT trainees will need basic language awareness as in this task Examples of language 1 The new bridge won’t be finished until next...
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For success in TKT trainees will need basic language awareness as in this task Examples of language 1 The new bridge won’t be finished until next summer 2 The data will be clearer if you use a spreadsheet 3 There might be a weaker exchange rate in the future 4 The lab technician explained to the safety rules to the class The habitat around the pond is slowly changing 6 To find the perimeter of the rectangle, add the length or the four sides, don’t multiple them.

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Session 1 Communication Across the curriculum Day 2
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Session 1 Communication Across the curriculum Day 2

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Week 3. Training Subject Teachers in CLIL, слайд №31
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Week 3. Training Subject Teachers in CLIL, слайд №32
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CLIL video viewing Teacher Language
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CLIL video viewing Teacher Language

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Group Dynamics
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Group Dynamics

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Who says what and why Teacher Learner Both Handout
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Who says what and why Teacher Learner Both Handout

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TKT CLIL Communication Task PURPOSE OF COMMUNICATION A to hypothesise B to check information C to define D to describe location E to contrast F to...
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TKT CLIL Communication Task PURPOSE OF COMMUNICATION A to hypothesise B to check information C to define D to describe location E to contrast F to give an example G to evaluate work

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Session 2 Day 2
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Session 2 Day 2

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In the literature about curriculum and our methodological response, there’s a profusion of new literacies under discussion
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In the literature about curriculum and our methodological response, there’s a profusion of new literacies under discussion

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Broad C21st skills definition
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Broad C21st skills definition

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Week 3. Training Subject Teachers in CLIL, слайд №40
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Week 3. Training Subject Teachers in CLIL, слайд №41
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Week 3. Training Subject Teachers in CLIL, слайд №42
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Week 3. Training Subject Teachers in CLIL, слайд №43
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Week 3. Training Subject Teachers in CLIL, слайд №44
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Week 3. Training Subject Teachers in CLIL, слайд №45
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Thinking Skills and Task Rubrics To ensure teachers are developing a range of thinking skills, they need to vary the tasks and rubrics they use
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Thinking Skills and Task Rubrics To ensure teachers are developing a range of thinking skills, they need to vary the tasks and rubrics they use

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Learning Skills Across the Curriculum Lets do three tasks Reading Skills focus Sub-skills Learning skills across the curriculum Handouts
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Learning Skills Across the Curriculum Lets do three tasks Reading Skills focus Sub-skills Learning skills across the curriculum Handouts

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TKT CLIL Cognition and Learning Task Predicting A What could happen if the amounts are wrong? B Scan the article and find when the building will be...
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TKT CLIL Cognition and Learning Task Predicting A What could happen if the amounts are wrong? B Scan the article and find when the building will be completed C With a partner, guess which equipment we will not need for the experiment Reasoning A Label the electrical components in the picture and then copy the circuit diagram B Look at the animals and decide how you could group them in a Venn diagram C Study the life cycle of a flowering plant and then decide how the seeds germinate Sequencing A Place these machines on a timeline to show when they were invented B Agree which jobs in ancient Egypt are similar to jobs today C Look at the events leading to the war and decide how one followed the other

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Session 3 Teacher and Trainer Questioning Day 2
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Session 3 Teacher and Trainer Questioning Day 2

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Questions for teachers to think about. Why are questions crucial in all learning ? What specific extra purpose do they serve in CLIL classrooms? How...
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Questions for teachers to think about. Why are questions crucial in all learning ? What specific extra purpose do they serve in CLIL classrooms? How can we categorise types of classroom question? What are crucial features in differentiating questions? How can Ts vary question interaction patterns? How and when do teachers correct answers?

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Teachers typically ask between 300-400 questions per day Questioning is crucial in: managing the class engaging students with content encouraging...
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Teachers typically ask between 300-400 questions per day Questioning is crucial in: managing the class engaging students with content encouraging participation increasing understanding. promoting formative assessment. The quantity of questions asked needs to be considered in relation to: general time constraints keeping teacher talking time to a minimum their effectiveness in maximising learner contributions.

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EFL: Types of questions
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EFL: Types of questions

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Put the question types on this line Less More Explain to your partner when you ask each type of question in class. Give an example for each one
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Put the question types on this line Less More Explain to your partner when you ask each type of question in class. Give an example for each one

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Language teacher questions convergent question hypothetical question probing question procedural question display question divergent question concept...
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Language teacher questions convergent question hypothetical question probing question procedural question display question divergent question concept checking question referential question

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Let’s what two CLIL video clips and note the type of questions used Clip 1 9.18 – 11.47 Note the type of questions used by this teacher
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Let’s what two CLIL video clips and note the type of questions used Clip 1 9.18 – 11.47 Note the type of questions used by this teacher

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Let’s teacher practice questions around a CLIL piece of material
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Let’s teacher practice questions around a CLIL piece of material

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Trainer Questions Do trainers ask different types of ?’s ? Yes or no ? If yes can you add to the list.
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Trainer Questions Do trainers ask different types of ?’s ? Yes or no ? If yes can you add to the list.

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Training room sub-skills planning the questions to be asked writing out the key questions wording questions appropriately asking concise and specific...
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Training room sub-skills planning the questions to be asked writing out the key questions wording questions appropriately asking concise and specific questions using participants' existing knowledge asking relevant questions asking questions in a logical order

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Prepare questions relating to these different CLIL slides we have seen Slide 1 Principles of CLIL Slide 2 CLIL Language Slide 3 CLIL
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Prepare questions relating to these different CLIL slides we have seen Slide 1 Principles of CLIL Slide 2 CLIL Language Slide 3 CLIL

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Raising Awareness of Classroom Language Day 3
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Raising Awareness of Classroom Language Day 3

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In CLIL classroom practice The TEACHER is no longer the DONOR of knowledge, rather he/she is a FACILITATOR
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In CLIL classroom practice The TEACHER is no longer the DONOR of knowledge, rather he/she is a FACILITATOR

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Classroom language Eliciting / reviewing information and previous knowledge Setting up an activity /Giving instructions for an activity Getting...
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Classroom language Eliciting / reviewing information and previous knowledge Setting up an activity /Giving instructions for an activity Getting everyone’s attention Simple commands Giving out / taking in work Checking understanding Encouraging students Setting homework / assignments Handout

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Classroom instruction sequencing Let’s do a task
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Classroom instruction sequencing Let’s do a task

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Using lots of video input…… …adds context to explanations and instructions …also provides CLIL teachers with input to recycle in questioning/modelling
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Using lots of video input…… …adds context to explanations and instructions …also provides CLIL teachers with input to recycle in questioning/modelling

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A CLIL Lesson – Teacher Language Aim: to identify, locate and describe the functions of a range of plant and human organs Identifying/naming This is...
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A CLIL Lesson – Teacher Language Aim: to identify, locate and describe the functions of a range of plant and human organs Identifying/naming This is a/the … That’s the … This is called a/the … It comes from a … At the top of the … there is a (adj) part called the …. Together, the … and the … are called the …. Describing appearance/structure It looks like … It’s got/hasn’t got … It has/doesn’t have … All … have …, a …, and …. … and is shaped rather like a …. … and is divided into two parts. The top of the … is called the …. A long tube grows out of the …, this is the ..

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But remember… let the visuals do some of the work
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But remember… let the visuals do some of the work

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Week 3. Training Subject Teachers in CLIL, слайд №68
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Week 3. Training Subject Teachers in CLIL, слайд №69
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TKT CLIL Task 1 We can use a Venn diagram to A brainstorm facts about ocean ecosystems B write down our opinion about how to solve ocean pollution C...
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TKT CLIL Task 1 We can use a Venn diagram to A brainstorm facts about ocean ecosystems B write down our opinion about how to solve ocean pollution C look at similarities and differences between the Atlantic and Pacific oceans 2 We can use a cause-effect visual organiser to A show what happens if we live an unhealthy lifestyle B explain the stages of the life cycle C record the number of people who do different types of exercise 3 We can use a flow chart to A describe spreadsheets and databases B show the differences between two chemicals C explain the stages of a farmer’s year 4 We can use a Carroll diagram to A identify musical instruments used in orchestras B group instruments according to what they are made of and how they are played C compare and contrast the names of musical instruments from around the world.

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Session 2 Scaffolding Day 2
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Session 2 Scaffolding Day 2

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Scaffolding Language and Learning You can scaffold both the language as well as the learning process of students. Scaffolding a language can be done...
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Scaffolding Language and Learning You can scaffold both the language as well as the learning process of students. Scaffolding a language can be done by providing language frames or example sentences. Scaffolding learning can be done by providing the step by step instructions for the task ahead. This can also be an example exercise.

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Properties of well-scaffolded CLIL materials Handout
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Properties of well-scaffolded CLIL materials Handout

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Types of visual organiser scaffolding Handout matching task
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Types of visual organiser scaffolding Handout matching task

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Week 3. Training Subject Teachers in CLIL, слайд №83
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Lets do a scaffolded input and scaffolded output task Handouts
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Lets do a scaffolded input and scaffolded output task Handouts

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Listening input/output challenges and grading length of text language in text sentence length number of distractors picture support language needed...
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Listening input/output challenges and grading length of text language in text sentence length number of distractors picture support language needed for answers

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Two of the statements are correct. One is not. Which one? 1 Making links between two historical sources helps learners develop A thinking skills B...
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Two of the statements are correct. One is not. Which one? 1 Making links between two historical sources helps learners develop A thinking skills B language skills C practical skills 2 Demonstrating how to measure angles accurately helps learners A visualise what they have to do B focus on the classroom language C develop evaluating skills 3 Using a visual organiser to record the causes and effects of coastal erosion helps learners to A connect facts about erosion B compare and contrast different types of erosion C focus on key content vocabulary related to erosion 4 Breaking down a long reading task about technical instruments into small steps helps most learners to A summarise the content of the text B think more carefully about the text C understand the content of the text

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Session 3 Evaluating CLIL Science Materials Observing and evaluating clil lesson sequences Day 3
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Session 3 Evaluating CLIL Science Materials Observing and evaluating clil lesson sequences Day 3

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What should we ask about CLIL materials? Are the materials appropriate for the age of the learners and the s _ _ _ _ of learning ? fit for p _ _ _ _...
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What should we ask about CLIL materials? Are the materials appropriate for the age of the learners and the s _ _ _ _ of learning ? fit for p _ _ _ _ _ _ . Do they match the learning o_ _ _ _ _ _ _ ? linked to CLIL a _ _ _? Do they consider content, communication, c _ _ _ _ _ _ _ _ ? progressive in subject content, language, cognitive demands and t _ _ _ demands ? supportive? Do they have word banks, language f _ _ _ _ _ and visuals? varied in skills, tasks and i _ _ _ _ _ _ _ _ _ _ ? collaborative, motivating, challenging and a _ _ _ _ _ _ _ _ _ ?

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Context-embedded Inset diagram
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Context-embedded Inset diagram

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Types of resource in science Lab demos Topic tutorials Virtual Labs Maths for science CLIL resources UK/US mainstream resources
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Types of resource in science Lab demos Topic tutorials Virtual Labs Maths for science CLIL resources UK/US mainstream resources

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CLIL Resources The CLIL Compendium Euroclic Translanguage in Europe UK National Centre for languages NILE FACT
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CLIL Resources The CLIL Compendium Euroclic Translanguage in Europe UK National Centre for languages NILE FACT

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Selecting Criteria from observation sheets General classroom observation criteria
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Selecting Criteria from observation sheets General classroom observation criteria

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DVD observation lesson Biology CLIL lesson Almaty Biology lesson
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DVD observation lesson Biology CLIL lesson Almaty Biology lesson

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TKT CLIL task HW Handout
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TKT CLIL task HW Handout

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Planning CLIL Lessons Day 4 Session 1
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Planning CLIL Lessons Day 4 Session 1

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Labels in CLIL Planning Most learners………… should know… be able to… be aware of …. What do these three headings which appear in many CLIL plans focus...
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Labels in CLIL Planning Most learners………… should know… be able to… be aware of …. What do these three headings which appear in many CLIL plans focus on?

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Key questions in planning What are my teaching aims? What new things will learners know and be able to do at the end of the lesson? Which content is...
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Key questions in planning What are my teaching aims? What new things will learners know and be able to do at the end of the lesson? Which content is being revisited and which is new? What communication is taking place? What thinking and learning skills are being developed? What language support needs to be provided? What task learning support needs to be provided? How will learning be evaluated?

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Look at the lesson plan on the handout Are all the planning points covered? Where are they covered?
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Look at the lesson plan on the handout Are all the planning points covered? Where are they covered?

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Look at this second plan Evaluate it in terms of Westhoff’s Penta-Pie on the next slide Does the lesson plan touch on each area ?
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Look at this second plan Evaluate it in terms of Westhoff’s Penta-Pie on the next slide Does the lesson plan touch on each area ?

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Week 3. Training Subject Teachers in CLIL, слайд №100
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TKT CLIL Planning Task Find a Science CLIL lesson plan in an internet search. Does it have features you would want to integrate into the two plans we...
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TKT CLIL Planning Task Find a Science CLIL lesson plan in an internet search. Does it have features you would want to integrate into the two plans we have seen? Prepare a slide to show the group features you like.

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Session 2 Assessment in CLIL Day 4
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Session 2 Assessment in CLIL Day 4

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What do these assessment terms mean ? a diagnostic test competences standardised tests performance assessment grading summative assessment...
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What do these assessment terms mean ? a diagnostic test competences standardised tests performance assessment grading summative assessment self-assessment formative assessment criteria ‘can do’ statements Hand-out

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Week 3. Training Subject Teachers in CLIL, слайд №104
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Week 3. Training Subject Teachers in CLIL, слайд №105
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Week 3. Training Subject Teachers in CLIL, слайд №106
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Week 3. Training Subject Teachers in CLIL, слайд №107
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Week 3. Training Subject Teachers in CLIL, слайд №108
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Week 3. Training Subject Teachers in CLIL, слайд №109
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Formative Assessment : Observation Which of the performance competences would you tick for the learners in the video? Handout
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Formative Assessment : Observation Which of the performance competences would you tick for the learners in the video? Handout

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Look at the handout Identify the main conceptual, procedural and language demand in each one.
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Look at the handout Identify the main conceptual, procedural and language demand in each one.

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Ways of reducing the language barrier in CLIL assessment? Look at the CLIL assessment types on the handout and rank them of linguistically most...
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Ways of reducing the language barrier in CLIL assessment? Look at the CLIL assessment types on the handout and rank them of linguistically most challenging to linguistically least challenging. Handout

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Cambridge English Key & preliminary Day 4 Session 3
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Cambridge English Key & preliminary Day 4 Session 3

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Week 3. Training Subject Teachers in CLIL, слайд №114
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Key Reading & Writing Tasks
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Key Reading & Writing Tasks

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Preliminary Reading & Writing Tasks
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Preliminary Reading & Writing Tasks

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Key Guided Writing Task - Part 9 “You have a new pen-friend. Write a note to your friend telling about your hometown. Say: where your hometown is...
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Key Guided Writing Task - Part 9 “You have a new pen-friend. Write a note to your friend telling about your hometown. Say: where your hometown is what you like best about it and why Write 25 - 35 words.”

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Sample Answer; KEY writing
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Sample Answer; KEY writing

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Preliminary Writing Part 2 “Your friend Alex couldn't go to your English class today because of a bad cold. Write an e-mail to Alex. In your e-mail,...
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Preliminary Writing Part 2 “Your friend Alex couldn't go to your English class today because of a bad cold. Write an e-mail to Alex. In your e-mail, you should ask about Alex's cold say what you did in the English class tell Alex about the English homework. Write 35–45 words on your answer sheet.”

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Sample answer PET Writing Part 2 Hello Alex, Is that cold of yours very bad? Mr Simon, our teacher, was twenty minutes late. When he arrived he told...
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Sample answer PET Writing Part 2 Hello Alex, Is that cold of yours very bad? Mr Simon, our teacher, was twenty minutes late. When he arrived he told us to do a test. For homework we have to read the whole of page 20 in our textbook. Get better soon, Guido

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Preliminary Writing Part 3 Topic-based (story or letter) Extended writing: about 100 words Candidates should show ambition Assessment focuses on...
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Preliminary Writing Part 3 Topic-based (story or letter) Extended writing: about 100 words Candidates should show ambition Assessment focuses on language

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Preliminary Writing Task Samples Preliminary Part 3 Sample 1 Your English teacher has asked you to write a story. Your story must have the following...
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Preliminary Writing Task Samples Preliminary Part 3 Sample 1 Your English teacher has asked you to write a story. Your story must have the following title: The most important day of my life Write your story in about 100 words on your answer sheet.” Preliminary Part 3 Sample 2 This is part of a letter you receive from an English penfriend. “I’ve just bought some new clothes at the local market. Do you enjoy shopping for clothes? Tell me about the clothes you like to wear and the best places to buy them.” Write your letter in about 100 words on your answer sheet.”

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Reading and Writing Skills
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Reading and Writing Skills

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Reading Skills
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Reading Skills

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Writing Skills
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Writing Skills

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Key Listening Tasks
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Key Listening Tasks

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Preliminary Listening Tasks
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Preliminary Listening Tasks

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Listening Skills
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Listening Skills

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Listening Skills
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Listening Skills

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Week 3. Training Subject Teachers in CLIL, слайд №130
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Week 3. Training Subject Teachers in CLIL, слайд №131
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Speaking Skills
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Speaking Skills

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Speaking Skills
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Speaking Skills

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KEY – CEFR Level A2: Able to convey basic meaning in very familiar or highly predictable situations Utterances tend to be very short with frequent...
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KEY – CEFR Level A2: Able to convey basic meaning in very familiar or highly predictable situations Utterances tend to be very short with frequent hesitations and pauses Dependent on rehearsed or formulaic phrases Limited generative capacity Only limited extended discourse Pronunciation heavily influenced by L1, can be difficult to understand Requires prompting or assistance to prevent communication from breaking down

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Preliminary – CEFR Level B1 Able to handle communication in most familiar situations Able to construct longer utterances but not able to use complex...
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Preliminary – CEFR Level B1 Able to handle communication in most familiar situations Able to construct longer utterances but not able to use complex language except if well rehearsed Problems searching for language resources results in pauses and hesitations Pronunciation generally intelligible but L1 influences may put a strain on listener Has some ability to compensate for communication difficulties but may require prompting or assistance

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Week 3. Training Subject Teachers in CLIL, слайд №136
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Video Clips
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Video Clips

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Grading and Results Each skill weighted equally No minimum pass mark on individual papers New ‘Enhanced Certification’ Pass = Approx. 70% of total...
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Grading and Results Each skill weighted equally No minimum pass mark on individual papers New ‘Enhanced Certification’ Pass = Approx. 70% of total marks Candidates given Statement of Results

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