CLIL Content and Language Integrated Learning- Paolo Iotti - © info@paoloiotti.net

CLIL Content and Language Integrated Learning is an approach or method which integrates the teaching of content from the curriculum with the teaching of a non-native language.

Some simple questions: Can you use a computer? Can you play an instrument? Can you speak Italian? Well… I can record & mix a song using pro programmes, but… I can play the violin, the piano, the flute, but… …I went to a party with operating theater doctors and, believe me…

Can I use the computer?

I can use (only) what I need I learn (and I keep on studying) only what I need Motivation is the key- point. Motivation helps me … … develop learning strategies … stimulate critical thinking … develop creativity … raise extra motivation

What you need in you want to plan CLIL activities: confidence in themselves, in their own skills and in their ability to study the teacher who wants to use CLIL methodologies must maintain a positive attitude towards studying. knowledge of the subject to be taught (skills to activate and content) (related) classroom language … material carefully designed for you students.

NOW I CAN – PRIMA - PAG. 30-31

NOW I CAN – PRIMA – PAG. 32

More classroom language? Classroom language 1 – General Classroom language 2 – Maths Classroom language 3 – Gym Classroom language 4 – Music Classroom language 5 – Art www.paoloiotti.net

NOW I CAN – 3- PAGG 90 - 91

NOW I CAN – 5- PAGG 58 - 59

More material?

CLIL is a powerful tool… to develop _____________ to stimulate _____________ to increase _____________ creativity critical thinking learning strategies motivation

CLIL is a powerful tool… to develop learning strategies to stimulate critical thinking to develop creativity to increase motivation

real content / information intercultural skills CLIL Advantages communicative skills cognitive skills real content / information intercultural skills

aims: content and language CLIL aims: content and language also develops learning strategies and skills 4 Cs: content, communication, cognitionculture

4 Cs : CONTENT curricular subjects taught in FL / SL it implies and develops cross- curricular links we need to analyse content for its language demands and to present the content in an understandable way, linked to well known _+_+_+_+_ _ & _+_ _ +_+

4 Cs : CONTENT curricular subjects taught in FL / SL it implies and develops cross- curricular links we need to analyse content for its language demands and to present the content in an understandable way, linked to well known vocabulary & pictures.

4 Cs: COMMUNICATION the language used for learning the content learners participate in m + +_+_ _ _ + _ i_ _+_+_ _ + +_ teachers encourage peer and group feedback as well as self- evaluation

4 Cs: COMMUNICATION the language used for learning the content learners participate in meaningful interaction teachers encourage peer and group feedback as well as self- evaluation

4 Cs: COGNITION CLIL promotes cognitive – thinking – skills: r + + _ + _ + _g, c_ + + _ + _e t_+_ _ + _ g, e_+_++_+_ g.

4 Cs: COGNITION CLIL promotes cognitive – thinking – skills: reasoning, creative thinking, evaluating.

4 Cs: CULTURE CLIL provides opportunities to introduce a wide range of cultural contexts – learners become aware of g _ + _ + _ as well as l + _ + _ citizenship

4 Cs: CULTURE CLIL provides opportunities to introduce a wide range of cultural contexts – learners become aware of global as well as local citizenship

CLIL Cognitive Skills processes that our brains use when we think and learn develop from a very young age from information processing / concrete thinking skills – identifying and organising information to abstract thinking – reasoning, hypothesising

LOTS or Lower order thinking skills CLIL LOTS or Lower order thinking skills remembering identifying ordering defining checking understanding reviewing learning

HOTS or Higher order thinking skills CLIL HOTS or Higher order thinking skills reasoning inquiry and discussion creative thinking evaluating hypothesising

Creating Evaluating Analysing Applying Understanding Remembering Bloom’s Taxonomy Creating Evaluating Analysing Applying Understanding Remembering