This is my final contribution to the INTEF course on CLIL and Open resources.
Please check my PREZI:
http://prezi.com/24ywjkqqhu-m/?utm_campaign=share&utm_medium=copy
Thank you and see you soon!
Lourdes
Tuesday, 24 November 2015
INTEF DIARY, PAGE 6: PREZI PRESENTATION #REAaicle_INTEF
This is my final contribution to the INTEF course on CLIL and Open resources.
Please check my PREZI:
http://prezi.com/24ywjkqqhu-m/?utm_campaign=share&utm_medium=copy
Thank you and see you soon!
Lourdes
Sunday, 22 November 2015
INTEF DIARY, PAGE 5: FINAL SESSION: CLIL UNIT: PLANTS #REAaicle_INTEF
This is a CLIL
lesson plan (Content and Language Integrated Learning), where we will focus on
plants. Children will learn Science contents in English in a motivating and
integrated way, so they will have the opportunity to use English language in
communicative contexts to acquire new information at the same time. As the
lesson is very experimental and hands-on they will have plenty of opportunities
to internalise new contents gradually throughout these 10 sessions by means of
numerous activities focused on varied learning styles.
We will practice
the 4 language skills in an integrated way: listening, speaking, reading and
writing. Whilst we will focus on oral production and comprehension, there will
be activities dedicated to practice the written form of the language.
Monday, 16 November 2015
INTEF DIARY, PAGE 4: Step-by-step process of MY CLIL UNIT: PLANTS #REAaicle_INTEF
3.1. PLANIFICACIÓN DE LA UNIDAD AICLE.
Siguiendo el modelo aportado por INTEF de la autora Isabel Pérez Torres, he desarrollado la unidad CLIL para PLANTS destinada a Primaria, 2º curso en el área de Natural Science.
The template includes the following chapters:
- OBJECTIVES
- CONTENTS (SCIENCE AND LANGUAGE: VOCABULARY AND STRUCTURES)
- DISCOURSE TYPES
- LANGUAGE SKILLS
- CULTURAL CONTEXT
- THINKING / COGNITIVE PROCESSES
- ACTIVITIES / TASKS
- METHODOLOGY
- CLASS MANAGEMENT
- RESOURCES
- COMPETENCES
- EVALUATION
3.2. OBJETIVOS DEL USO DE RECURSOS EDUCATIVOS.
Hemos reflexionado sobre las ventajas de trabajar con REA para AICLE:
As detailed in the presentation BLOQUE III:REA y la elaboración de materiales AICLE, esta actividad nos dará la oportunidad de trabajar los siguientes aspectos:
- Understand content and new vocabulary in an interactive way: parts of a plant and various examples of plants.
- Integrate CLIL content and language in a natural and dynamic way via web-based resources and platforms.
- Work in pairs to share knowledge and build up from their previous experience.
- Consolidate results and share in big group so everybody learns in a supportive environment.
- Classify the various types of plants according to which part of the plant they are, through this interactive website.
3.3. DISEÑO DE MATERIALES:
I've created a Powerpoint presentation with a detailed account of my CLIL UNIT on PLANTS, throughout 10 sessions. I've posted 3 interactive activities, including my own resource with EDUCAPLAY:
https://twitter.com/LourdesMolejon/status/666375570553511936
3.4. ¿CUÁN AICLE ERES AHORA?
Autoevaluación del aprendizaje del curso.
3.5. DIARIO FINAL DEL CURSO: Actualizar Blog con nuestra reflexión sobre nuestro propio aprendizaje y compartir en Twitter nuestro progreso.
Muchas gracias a todos por vuestra colaboración.
Un saludo,
Lourdes
Thursday, 12 November 2015
INTEF DIARY, PAGE 3: MY CLIL UNIT: PLANTS #REAaicle_INTEF
Throughout this course, I have learned about new resources and materials that we can use for our CLIL lessons. In my CLIL unit, I have focused on PLANTS for Primary Year 2.
These are my objectives:
Some of the resources that I will use are as follows: References:
These are my objectives:
- · Identify characteristics of living things vs non-living things.
- · Learn and use vocabulary about plants.
- · Learn Science contents related to plants through English:
- identify the different parts of a plant,
- study the life cycle of a plant,
- discover the different uses that we can give to plants,
- see the different elements that a plant needs to live: soil and nutrients, light, water.
- during our visit to the Botanic Garden in the area, they will discover more things about 5 different types of plants: trees, herbs, flowers, bushes, vegetables and fruit.
- · Values: being respectful with Nature.
Some of the resources that I will use are as follows: References:
- Book: Plants (collection: Eye Know), by http://www.amazon.com/Plant-EYE-KNOW-DK-Publishing/dp/0756618584/ref=sr_1_1?s=books&ie=UTF8&qid=1447367776&sr=1-1&keywords=plants+eye+know
- Book: I Am A Leaf (level 1) (Hello Reader, Science) by Jean Marzollo, Judith Moffatt: http://www.amazon.com/Leaf-level-Hello-Reader-Science/dp/0590641204
- Interactive activities online (quizz).
We will do this activity on the interactive whiteboard
for the last 15 minutes of the session. Children will need to decide whether
each of these vegetables and fruits are indeed seeds, roots, leaves, fruits,
stems, etc.
Asparagus,
broccoli, carrots, coffee, peach, lettuce, celery, cucumber, radish, green
pepper, potato, spinach, orange, peanuts, tomatoes.
Then, they will complete the corresponding worksheet,
indicating what part of the plant each of them is. This worksheet will be added
to their personal file.
These are some advantages of this ICT activity for CLIL:
These are some advantages of this ICT activity for CLIL:
- Children can understand content and new vocabulary in an interactive way: parts of a plant and various examples of plants.
- We are able to integrate CLIL content and language in a natural and dynamic way via web-based resources and platforms.
- Children work in pairs to share knowledge and build up from their previous experience.
- Children can consolidate results and share in big group so everybody learns in a supportive environment.
- Children can classify the various types of plants according to which part of the plant they are, through this interactive website.
Tuesday, 20 October 2015
Symbaloo con recursos online para AICLE / CLIL: #REAaicle_INTEF
En este symbaloo he creado un webmix con los enlaces a las páginas más interesantes para elaborar recursos AICLE - CLIL, se trata de páginas web de instituciones (BBC, British Council, NASA), o entidades, Consejerías, Colegios o docentes, donde están disponibles recursos online, materiales, juegos, canciones, fichas, etc. muy útiles para poder utilizar en nuestra clase AICLE / CLIL.
http://www.symbaloo.com/mix/reaaicleinteflmolejon
http://www.symbaloo.com/mix/reaaicleinteflmolejon
INTEF DIARY, PAGE 2: REFLEXIONES SOBRE AICLE #REAaicle_INTEF
REFLEXIONES SOBRE METODOLOGÍA AICLE
La unidad incluye múltiples actividades a lo largo de 10 sesiones, incluyendo una visita al Jardín Botánico como proyecto final. Se han tenido en cuenta las 8 inteligencias múltiples para adaptar nuestra metodología a diferentes perfiles de nuestro alumnado: interpersonal, intrapersonal, lingüístico, lógico-matemático, visual-espacial, cinéstético, musical y naturalista.
Los contenidos de Science son los siguientes:
NOUNS: 4 seasons, Revision of vocabulary from previous years: colours, numbers, etc.
Parts of a plant: roots, stems, leaves, flowers, fruits, pot, seed
Elements that a plant needs to live: water, soil, minerals, nutrients, sunlight, photosynthesis, reproductive part of most plants.
Uses of plants: food / fabrics / medicine and cosmetics / decoration
Types of plants: Herbs, bushes, trees, flowers, vegetables and fruit.
VERBS:
Grow and die; need energy, nutrients, air, and water; produce young; are made up of cells; react to what's around them.
Come from plants: breath in / out (carbon dioxide), oxygen, etc.
2. ¿Que características de la metodología AICLE se ven reflejadas y de qué modo?, ¿uso de andamiaje, flexibilidad, cercano al alumno, variedad de recursos, trabajo por tareas, etc.?
Primero de todo, partimos del conocimiento previo de nuestros alumnos (meaningful learning approach fundado por Ausubel), y por ejemplo, los alumnos citarán las diferencias que perciben ellos entre seres vivos e inertes.
Proponemos actividades cercanas a su entorno: observación de la Naturaleza a su alrededor, estaciones del año, visita al jardín botánico, etc.
Proporcionaremos oportunidades de uso real de la lengua en contexto de tareas por equipos donde los alumnos utilizarán la lengua como vehículo de información y cooperación, por medio del desarrollo de las 4 destrezas: listening, speaking, reading and writing.
3. ¿De qué manera se refleja en las actividades de la unidad?
Trabajo por tareas, de modo colectivo e individual, teniendo en cuenta todos los estilos de aprendizaje, por ejemplo:
1 pot, 1 stem, 2 big leaves, 2 small leaves, 1 flower, roots.
The group will be divided in 2 teams. Each team needs to find the hidden pieces of a plant around the classroom. They need to build a plant with these pieces on the blackboard using Blu-tack.
The teams can exchange parts of the plant if appropriate. They both need to build 2 identical plants.
After this game, in small groups, they will glue the plant onto an A4 paper and will label the parts of the plant. Then, individually, all children will complete the worksheet about parts of a plant.
They will have to label each part of the plant using the words below.
Given the difficulty of some of these sentences, I will read each card with them and explain with gestures its meaning, illustrating on a poster of a plant so they understand its meaning.
CARACTERÍSTICAS DE LA METODOLOGÍA AICLE:
According to David Marsh:
- Me parece interesante reflexionar como docentes del programa bilingüe sobre las ventajas que ofrece la metodología AICLE (CLIL) para nuestros alumnos: más motivación, uso real de la lengua, aprendizaje de contenidos por tareas, trabajo en equipo, flexibilidad, andamiaje y apuesta por la comunicación y la cooperación.
- Algunos retos a tratar: falta de apoyo y directrices desde la Consejería para desarrollar el programa bilingüe de un modo similar en cada centro, necesidad de formación por parte de los profesores, más organización de recursos, más cooperación entre familia y escuela, gran diversidad de nivel en competencia lingüística en el aula que hace difícil tratar contenido complejo si el alumnado no tiene buena base en idioma extranjero.
- ¿Cómo se ve reflejado el trabajo con la lengua y el contenido a la vez? ¿Qué actividades lo evidencian?
La unidad incluye múltiples actividades a lo largo de 10 sesiones, incluyendo una visita al Jardín Botánico como proyecto final. Se han tenido en cuenta las 8 inteligencias múltiples para adaptar nuestra metodología a diferentes perfiles de nuestro alumnado: interpersonal, intrapersonal, lingüístico, lógico-matemático, visual-espacial, cinéstético, musical y naturalista.
Los contenidos de Science son los siguientes:
- Our students will be able to identify the different parts of a plant,
- They will study the life cycle of a plant,
- They will see the different uses that we can give to plants,
- They will discover the different elements that a plant needs to live and
- They will explore more things about 5 types of plants (herbs, trees, flowers, bushes and vegetables and fruit) during our visit to a Botanic Garden.
NOUNS: 4 seasons, Revision of vocabulary from previous years: colours, numbers, etc.
Parts of a plant: roots, stems, leaves, flowers, fruits, pot, seed
Elements that a plant needs to live: water, soil, minerals, nutrients, sunlight, photosynthesis, reproductive part of most plants.
Uses of plants: food / fabrics / medicine and cosmetics / decoration
Types of plants: Herbs, bushes, trees, flowers, vegetables and fruit.
VERBS:
Grow and die; need energy, nutrients, air, and water; produce young; are made up of cells; react to what's around them.
Come from plants: breath in / out (carbon dioxide), oxygen, etc.
2. ¿Que características de la metodología AICLE se ven reflejadas y de qué modo?, ¿uso de andamiaje, flexibilidad, cercano al alumno, variedad de recursos, trabajo por tareas, etc.?
Primero de todo, partimos del conocimiento previo de nuestros alumnos (meaningful learning approach fundado por Ausubel), y por ejemplo, los alumnos citarán las diferencias que perciben ellos entre seres vivos e inertes.
Proponemos actividades cercanas a su entorno: observación de la Naturaleza a su alrededor, estaciones del año, visita al jardín botánico, etc.
Proporcionaremos oportunidades de uso real de la lengua en contexto de tareas por equipos donde los alumnos utilizarán la lengua como vehículo de información y cooperación, por medio del desarrollo de las 4 destrezas: listening, speaking, reading and writing.
3. ¿De qué manera se refleja en las actividades de la unidad?
Trabajo por tareas, de modo colectivo e individual, teniendo en cuenta todos los estilos de aprendizaje, por ejemplo:
3.1.PARTS OF A PLANT – GAME
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE).
Multiple intelligences (Gardner): Linguistic, Visual-spatial, Interpersonal, Naturalist learning style.
Before starting the lesson, I will hide 2 sets of the following parts of a plant around the classroom:COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE).
Multiple intelligences (Gardner): Linguistic, Visual-spatial, Interpersonal, Naturalist learning style.
1 pot, 1 stem, 2 big leaves, 2 small leaves, 1 flower, roots.
The group will be divided in 2 teams. Each team needs to find the hidden pieces of a plant around the classroom. They need to build a plant with these pieces on the blackboard using Blu-tack.
The teams can exchange parts of the plant if appropriate. They both need to build 2 identical plants.
3.2. PARTS OF A PLANT – group-work and individual worksheet.
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE).
Multiple intelligences (Gardner): Linguistic, Visual-spatial, Interpersonal, Naturalist learning style.
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE).
Multiple intelligences (Gardner): Linguistic, Visual-spatial, Interpersonal, Naturalist learning style.
After this game, in small groups, they will glue the plant onto an A4 paper and will label the parts of the plant. Then, individually, all children will complete the worksheet about parts of a plant.
They will have to label each part of the plant using the words below.
3.3. Functions of the parts of the plant.
COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE).
Multiple intelligences (Gardner): Linguistic, Visual-spatial, Interpersonal, Naturalist learning style.
In small groups, they will receive a set of cards that will
contain all parts of the plant and the corresponding function. They will
need to associate each part of the plant with the corresponding
function.COMPETENCES: 1. (CLC), 2. (CMST), 4. (L2L), 6. (SIE).
Multiple intelligences (Gardner): Linguistic, Visual-spatial, Interpersonal, Naturalist learning style.
Given the difficulty of some of these sentences, I will read each card with them and explain with gestures its meaning, illustrating on a poster of a plant so they understand its meaning.
- Roots absorb water and minerals from the soil.
- Stems carry water and nutrients from the roots.
- Leaves capture sunlight to make food through a process called photosynthesis.
- Flowers the reproductive part of most plants.
- Fruits carry seeds.
- Seeds contain new plants.
CARACTERÍSTICAS DE LA METODOLOGÍA AICLE:
- SCAFFOLDING (andamiaje): proporcionar estructuras de apoyo que sirvan de base para la comunicación de contenidos en inglés.
- FLEXIBILIDAD: adaptar nuestra metodología al ritmo y estilo de aprendizaje de nuestros alumnos (teoría de las inteligencias múltiples de Howard Gardner).
- CONOCIMIENTO PREVIO: partimos de los conocimientos previos de nuestros alumnos, según el enfoque de meaningful learning approach fundado por Ausubel.
- CONTEXTO REAL DEL ALUMNO: actividades cercanas a su entorno: observación de la Naturaleza a su alrededor, estaciones del año, visita al jardín botánico, etc.
- TRABAJO POR TAREAS: Proporcionaremos oportunidades de uso real de la lengua en contexto de tareas por equipos donde los alumnos utilizarán la lengua como vehículo de información y cooperación.
- DESARROLLO de las 4 destrezas: listening, speaking, reading and writing.
- 4 Cs: communication, cognition, culture, context.
- 3 Ls: language of learning, language for learning, language through learning.
According to David Marsh:
A. COGNITION
Students are the real drivers of their learning process, which is
always built upon their previous experience and knowledge, in order to
make new concepts meaningful and relevant for them, as they can relate
them to their previous information. From this point of view, we can
mention the following characteristics:
· Content, language and learning skills outcomes are negotiated and articulated in co-operation with students.
· Learning builds on students’ existing knowledge, skills, attitudes, interests and experience.
· Students are made aware of their own learning process, so they can analyse achievement of learning outcomes independently, with other students and with the teacher, and work to set new outcomes.
· Students can synthesize, evaluate and apply knowledge and skills acquired in several subjects, so there is a new holistic approach that interconnects all areas.
B. CULTURE
In CLIL, the learning process takes place within a learning community that involves students, teachers, and parents, so the classroom is not isolated from the outside world, and all agents are connected and they share the responsibility to contribute actively to the success of the learning process. From this point of view, we find the following features:
· Students are part of a learning community.
- We must integrate cultural topics into the lesson plan.
· Students have the self-confidence and skills to work within a group, balancing personal interests with those of others.
· Parents, teachers and students are partners in education.
· Students can define their role within the classroom, the local context and the global context.
· Content, language and learning skills outcomes are negotiated and articulated in co-operation with students.
· Learning builds on students’ existing knowledge, skills, attitudes, interests and experience.
· Students are made aware of their own learning process, so they can analyse achievement of learning outcomes independently, with other students and with the teacher, and work to set new outcomes.
· Students can synthesize, evaluate and apply knowledge and skills acquired in several subjects, so there is a new holistic approach that interconnects all areas.
B. CULTURE
In CLIL, the learning process takes place within a learning community that involves students, teachers, and parents, so the classroom is not isolated from the outside world, and all agents are connected and they share the responsibility to contribute actively to the success of the learning process. From this point of view, we find the following features:
· Students are part of a learning community.
- We must integrate cultural topics into the lesson plan.
· Students have the self-confidence and skills to work within a group, balancing personal interests with those of others.
· Parents, teachers and students are partners in education.
· Students can define their role within the classroom, the local context and the global context.
C. CONTENT
CLIL proposes a hands-on and experimental approach to learning, where students learn by doing, and they are engaged in various cooperative tasks where they work on different subjects, including cultural topics. In this respect, we can highlight the following principles:
· Content is clearly linked to the community within and outside the classroom.
· Students apply new content and develop related skills through experiential activities.
· Content is substantive without being overwhelming
· Content from various subjects is integrated
· Cultural content is integrated into all subjects.
CLIL proposes a hands-on and experimental approach to learning, where students learn by doing, and they are engaged in various cooperative tasks where they work on different subjects, including cultural topics. In this respect, we can highlight the following principles:
· Content is clearly linked to the community within and outside the classroom.
· Students apply new content and develop related skills through experiential activities.
· Content is substantive without being overwhelming
· Content from various subjects is integrated
· Cultural content is integrated into all subjects.
D. COMMUNICATION
CLIL is founded upon the communicative approach, as it demonstrates that the only effective way to learn a language and acquire new knowledge is by means of communication and interaction with others. Therefore, we find the following characteristics in CLIL methodology:
· Students are engaged in communicative activities in the classroom.
· Desk placement, classroom displays and available resources support learning and communication.
· Students and teachers co-construct and negotiate meaning.
· Language/communication skills are developed in all subjects.
CLIL is founded upon the communicative approach, as it demonstrates that the only effective way to learn a language and acquire new knowledge is by means of communication and interaction with others. Therefore, we find the following characteristics in CLIL methodology:
· Students are engaged in communicative activities in the classroom.
· Desk placement, classroom displays and available resources support learning and communication.
· Students and teachers co-construct and negotiate meaning.
· Language/communication skills are developed in all subjects.
Tuesday, 6 October 2015
INTEF DIARY, PAGE 1: RECURSOS EDUCATIVOS ABIERTOS EN AICLE #REAaicle_INTEF
Hello everybody!
I've started a new INTEF course:
I have taught Science and Arts through English for the last 3 years at these Primary schools:
C.P. Baudilio Arce (Oviedo) and C.P. Buenavista 1 (Oviedo).
Currently, I'm an English teacher at C.P. Fozaneldi (Oviedo), but the Bilingual programme is not implemented yet at this school, maybe in the future!
I've followed some courses at CPR Cuencas Mineras (Asturias) on the subject of CLIL, and I'm really interested in learning more about its principles, methodology and resources: 4 Cs, 3 As, 3 Ls, scaffolding, multiple intelligences, task-based approach, cooperative methodology, content and language, etc.
Looking forward to learning more about all these ideas, see you soon!
This is my VOKI presentation, hope you like it!
Lourdes
I've started a new INTEF course:
Uso de Recursos Educativos Abiertos para el aprendizaje integrado de contenidos y Lenguas extranjeras (AICLE)
It is an interesting way to share and learn from each other, and find out new tools and resources that we can use in our English and Science lessons with our pupils.I have taught Science and Arts through English for the last 3 years at these Primary schools:
C.P. Baudilio Arce (Oviedo) and C.P. Buenavista 1 (Oviedo).
Currently, I'm an English teacher at C.P. Fozaneldi (Oviedo), but the Bilingual programme is not implemented yet at this school, maybe in the future!
I've followed some courses at CPR Cuencas Mineras (Asturias) on the subject of CLIL, and I'm really interested in learning more about its principles, methodology and resources: 4 Cs, 3 As, 3 Ls, scaffolding, multiple intelligences, task-based approach, cooperative methodology, content and language, etc.
Looking forward to learning more about all these ideas, see you soon!
This is my VOKI presentation, hope you like it!
Lourdes
Friday, 10 July 2015
UNIT 6 - OCEAN LIFE
SONG:
ANIMALS TRAVELLING BOOK:
Children will take the book home in turns and will add their introduction and a description of an animal.
1A_ANIMALS TRAVELLING BOOK on PhotoPeach
ANIMALS TRAVELLING BOOK:
Children will take the book home in turns and will add their introduction and a description of an animal.
1A_ANIMALS TRAVELLING BOOK on PhotoPeach
Tuesday, 7 July 2015
UNIT 5 - I'M HUNGRY!!!
1. THE VERY HUNGRY CATERPILLAR: STORY and CATERPILLARS PROJECT
2. ERAMUS + PROJECT: TRAVELLING TOWARDS A MULTICULTURAL EUROPE.
Our school is involved in a Erasmus + project with other European schools where we will learn new things about other countries and cultures, and we will communicate in English. Our topic today is FOOD. We prepared a recipe of a Spanish omelette and received 2 recipes from them: Italy: Spaguetti Bolognese and UK: Roast Beef and Yorkshire Pudding.
Our school is involved in a Erasmus + project with other European schools where we will learn new things about other countries and cultures, and we will communicate in English. Our topic today is FOOD. We prepared a recipe of a Spanish omelette and received 2 recipes from them: Italy: Spaguetti Bolognese and UK: Roast Beef and Yorkshire Pudding.
2. 1.SPANISH OMELETTE
HELLO DEAR FRIENDS!
Thank you for your recipes.
Our group-class also wants to contribute to this e-Twinning project with one of the most famous recipes from Spain: Spanish omelette. Looking forward to hearing from you soon.
Take care,
2nd year Primary School, Asturias (Spain)
Thank you for your recipes.
Our group-class also wants to contribute to this e-Twinning project with one of the most famous recipes from Spain: Spanish omelette. Looking forward to hearing from you soon.
Take care,
2nd year Primary School, Asturias (Spain)
UNIT 3 - MEANS OF TRANSPORT
COMENIUS VIDEO:
MEANS OF TRANSPORT - COMENIUS PROJECT
MEANS OF TRANSPORT - COMENIUS PROJECT
- Song: The wheels of the train
- Book: Peppa Pig and the Train Ride / All Aboard the Animal Train
- Arts and Crafts: Scrapbooks and Bookmarks
- Recipe: Train Cake
UNIT 2 - HALLOWEEN
HALLOWEEN VIDEO:
MEG & MOG - EPISODE 1: by Helen Nicoll & Jan Pienkowsky
SONG: SKELETON DANCE
MEG & MOG - EPISODE 1: by Helen Nicoll & Jan Pienkowsky
SONG: SKELETON DANCE
UNIT 1 - MY BODY
CLIL LESSON PLAN: SCIENCE / ARTS / ENGLISH
SONG: HOKEY POKEY
(Kinaesthetic activity to activate prior knowledge and learn new parts of our body)
SONG & BOOK: From Head to Toe. Eric Carle.
(fantastic book to review animals and parts of the body from head to toe)
VIDEO: Classroom activities
Subscribe to:
Posts (Atom)