1. CLIL Aberdeen Imma Fdez Puig Course 2010

2. Presentation My background Theoretical principles for effective CLIL Principles for the UNIT planning Practical examples of materials, scaffolding and assessment Summarising Final thoughts

3. The secondary school INS OLORDA Sant Feliu de Llobregat, Barcelona ESO 12-16 year old No compulsory studies 16-18 year old Vocational training

4. Multiculturalism and multilingualism ART CLASSROOM

5. CLIL 3 rd ESO ART & COLOUR Social and Art, spiral compulsory subjects The Social teacher and I, the Art teacher, decided to call the CLIL project “Art and Colour, 14-15 year old students will be learning Art through English. During the first year of implementation, I attended the introduction course for CLIL in Catalunya, and now in the second year I have come to Aberdeen University to intake the main basis of CLIL and strengthen my knowledge.

6. Theoretical principles for effective CLIL Social Constructivism and Vygotsky: private speech, scaffolding and the ZPD Meaningful and challenging INPUT is a pillar of Foreign language acquisition Rich interaction, feedback promotes development connecting inputs and outputs in productive ways. Learners need to be pushed to reflect on their output and enrich comprehensibility. The 4 C’s Framework is the tool for planning CLIL Lessons Language and content balance for a sustainable learning, High levels of knowledge are achievable if there is a correct scaffolding Thinking Skills: Bloom’s Taxonomy

7. The Project Mind map Lesson plans Teaching notes PowerPoint Activities Scaffolding Assessment CREATIVE CULTURES IN COLOURS

9. CONTENT BASIC THEORY MEANING AND EXPRESSION CREATIVITY AND ART

10. CONTENT CULTURE CREATIVE CULTURES IN COLOURS COMMUNICATION COGNITION Creating Evaluating Analysing Applying Understanding Remembering saying what you know is the way you know what you know Multiculturalism within the colour’s meaning colour theories and colour’s nomenclature Contemporary Art

11. Using Cummin’s matrix for quality audit High cognitive 34 LowHighLinguistic 21 Low cognitive Teacher can distinguish between LOT and HOT

12. Practical examples Progression activities In Cummin’s matrix : 2 3 4 Scaffolding Assessment CREATIVE CULTURES IN COLOURS

13. Cummin’s matrix : 2 Activity

14. Cummin’s matrix : 3 Activity

16. Cummin’s matrix : 4 Activity you

17. Scaffolding

18. Assessment

19. CLIL is a lifelong concept that requires time, effort and reflection from the teachers but it increases their motivation as increases learner expectations making the content more relevant for them, including making the learning stimulating and enjoyable by presenting tasks in a motivating way. Summarising

20. Final thoughts Inclusive and Cooperative learning Language rich enviroment Scaffold learning Extend students’ cultural base Collaboration between teachers Future of CLIL ???

21. CLIL Thank you !!!