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The Do’s of a CLIL Teacher CTIF - OESTE November 19, 2012 Diana Foran Storer.

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Presentation on theme: "The Do’s of a CLIL Teacher CTIF - OESTE November 19, 2012 Diana Foran Storer."— Presentation transcript:

1 The Do’s of a CLIL Teacher CTIF - OESTE November 19, 2012 Diana Foran Storer

2 are your CLIL program priorities? What are your CLIL program priorities? Diana Foran Storer

3 CLIL teachers do need to adapt…  For CLIL, the change of medium of instruction requires a change of method of instruction  Teaching through and in a foreign language, always involves dual-focused aims.  Therefore in a CLIL class, attention is given to both content and language simultaneously. Diana Foran Storer

4 Methodology links theory and practice, a DO for good teaching  Theory statements include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA).  Theories are linked to various design features of language instruction: stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, etc.  Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learning takes place Diana Foran Storer

5  METHODS are held to be fixed teaching systems with prescribed techniques and practices.  APPROACHES represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. Is CLIL a method or an approach? Diana Foran Storer

6 Buzz word: umbrella term  CLIL is an umbrella term covering a dozen or more educational approaches (e.g. immersion, bilingual education, multilingual education). The flexibility of the approach is, above all, evident in the amount of time devoted to teaching or learning through the second language. In your school? Diana Foran Storer

7 CLIL teachers do have to…  Adjust speed moving through syllabus; Speak slowly  Focus on meanigful communication: Offer more explanations while providing academic discourse  Be aware of language problems, and attempt to solve them through strategies.  Aim towards developing language proficiency and content competence Diana Foran Storer

8 AND....  Listen to learners in order to respond to individual learning styles, individual needs  Teach study skills/learning strategies aimed at autonomous learning  Be innovative and flexible  Be culturally sensitive/non ethnocentric  Be analytical – if there are problems, search for solutions  Master a wide range of methodological alternatives  move from teaching to fostering learning Diana Foran Storer

9 The Do’s = The New Mindset: from teacher-centered to learner-centered  Asking not telling  Focusing on students’ interests and experience  Striving for communication over accuracy  Learning by doing; more open-ended tasks  Students have choices and make decisions  Focusing on confidence building for real world skills; the autonomous learner  Encouraging interest in subject matter; low-anxiety, high self-esteem, increased motivation  Establishing rapport; becoming a facilitator, coordinator, a reference Diana Foran Storer

10 The Do’s = The New Mindset: from teacher-centered to learner-centered Caring about fostering learning…  Group Activity : Decide which statements apply to a teacher-centered or to a more student- centered classroom. Diana Foran Storer

11 Teacher-centered vs. Student-centered Diana Foran Storer

12 MethodTeacher RolesLearner Roles Situational Language Teaching Context Setter Error Corrector Imitator Memorizer Audio-lingualism Language Modeler Drill Leader Pattern Practicer Accuracy Enthusiast Communicative Language Teaching Needs Analyst Task Designer Improvisor Negotiator Total Physical Response Commander Action Monitor Order Taker Performer Community Language Learning Counselor Paraphraser Collaborator Whole Person The Natural Approach Actor Props User Guesser Immerser Suggestopedia Auto-hypnotist Authority Figure Relaxer True-Believer Methods and Teacher and Learner Roles Diana Foran Storer

13 Group Activity: What kind of a Teacher?  Role of a Teacher Quadrant Diana Foran Storer


15 Learning Styles: A teacher should be aware of these? Diana Foran Storer

16 Group Activity: Recognizing Individual Learning Stlyes  Auditory (Linguistic)  Visual (Spatial)  Tactile (Kinesthetic) Diana Foran Storer

17 Group Work:  Learning Styles and Possible Activities Cards Diana Foran Storer

18 Integrating Strategies for CBI and Cooperative Learning Westhoff’s Penta-pie Chart (2004) Summarizing the DO’s : Diana Foran Storer UCM

19 Good Teaching Strategies: DO expose to INPUT  Offering abundant target language at input: i + 1  Selecting adequate materials: authentic, functional, stimulating  Adapting materials, if necessary, in advance  Adapting materials during teaching  Being aware of your own teacher-talk Diana Foran Storer

20 Do use strategies that focus on processing MEANING...  Requiring learners to do something with the content  Pre-teaching and re-cycling useful vocabulary  Designing tasks that focus on identifying and checking meaning  Emphasizing correct and relevant interpretations of content material Diana Foran Storer

21 Do use strategies that focus on processing FORM  Promoting language awareness  Providing examples of relevant forms: 3rd person “s”; do/does/did  Correcting and explaining use of relevant forms  Giving feedback (error correction recasts, rephrasing…) and organizing peer feedback. Diana Foran Storer

22 Do use strategies allowing for production of OUTPUT  By being aware of student-talk time.  Stimulating learners to practice and be creative with the language by : 1. Asking for reactions 2. Asking for interaction 3. Eliciting communication 4. Stimulating target language use 5. Giving feedback on language use 6. Organizing written practice. Diana Foran Storer

23 Do use receptive/productive STRATEGIES  Helping learners to develop and use language learning strategies  Possessing a repertoire of strategies and techniques to contextualize language use  Using scaffolding strategies in the four skills Diana Foran Storer

24 Scaffolds Can Be…  written guidelines  cue cards  modelling or prompting techniques  visual displays  classified lists  tables or graphs As students demonstrate greater proficiency on their own, scaffolding is gradually removed. Diana Foran Storer

25 Scaffolding: Scaffolding: The teacher, the materials, or other students provide support to help students bridge the gap between their current abilities and the intended goal (Vygotsky’s ZPD) Encourage students to move from dependence to independence. Diana Foran Storer

26 : Activity: With a partner, re-order these scaffolded questions according to cognitive difficulty: 1. “Where do penguins live?” 2. “Point to the penguin” 3. “Is a penguin a mammal or a bird?” 4. “If penguins have wings, why can’t they fly?” 5. “Do you think a penguin would want to fly?” 6. “How do fish breathe under water?” 7. “Is a penguin a fish?” 8. “Look at the animals. Find the bear, the dog and the cat.” 9. “Why are these all mammals?” 10. “How are they the same?” Diana Foran Storer

27 Scaffolded questioning “Point to the penguin” “Look at the animals. Find the bear, the dog and the cat.” (Word recognition; pointing, no spoken production) “Is a penguin a fish?” (yes/no one-word answer) “Is a penguin a mammal or a bird?” (one-word provided) “Where do penguins live?” (one word ans; pre- taught vocab) “How do fish breathe under water?” (one word, pre taught) Diana Foran Storer

28 Scaffolded questioning “How are they the same?” “Why are these all mammals?” (content knowledge; vocab) “If penguins have wings, why can’t they fly?” (reasoning; content knowledge) “Do you think a penguin would want to fly? Why?” (reasoning; personal opinion, synthesis) Diana Foran Storer

29 6. EVALUATION ⇒ ability to make a judgment of the worth of something 5. SYNTHESIS ⇒ ability to combine separate elements into a whole 4. ANALYSIS ⇒ ability to break a problem into its constituent parts and establish the relationship between each one. 3. APPLICATION ⇒ ability to apply rephrased knowledge in a novel situation 2. UNDERSTANDING ⇒ ability to rephrase/manipulate knowledge 1. KNOWLEDGE ⇒ that which can be recalled Diana Foran Storer

30 Effective Use of Questioning Questioning can.....  arouse curiosity  stimulate interest in the topic  clarify concepts  emphasize key points  enhance problem-solving ability  encourage students to think at higher cognitive levels  motivate student to search for new information  ascertain students’ knowledge level to aid in modifying instruction (Formative Assessment…) Diana Foran Storer

31 Asking for cognitive engagement...  "What is the main idea of...?" "What if...?“  "How does...affect...?" "What is the meaning of...?" "Why is...important?“  "What is a new example of...?" "Explain why...." "Explain how...." Self analysis:  “How does...relate to what I've learned before?" "What conclusions can I draw about...? "What is the difference between... and...?“  "How are... and... similar?" "How would I use... to...?" "What are the strengths and weaknesses of...?" Diana Foran Storer

32 Scaffolding classroom discourse:  1.“Do you think you could close the door?”  2. “Close the door, please!”  3. “How can you stand this noise?! We can’t work with the door open!”  4. “This noise is terrible! I think it’s high time we closed the door!”  5. “Could you close the door, please?”  2-5-1-4-3 Diana Foran Storer

33  Handy teacher talk phrases for the CLIL classroom Diana Foran Storer

34   alts.tdf?0 alts.tdf?0 Diana Foran Storer UCM

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