The Willink CLIL Conference

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The Willink CLIL Conference
CLIL for the new curriculum An opportunity to
innovate
Do Coyle
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Multilingualism IS the norm

• We need to have two or more languages in order
  to know we have one..
• Leonard Orban
• 26th September 2008

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Key elements of the new curriculum
Independent confident learners

• Creativity

Meanings that matter
Skills Processes development

• Inter-cultural
• understanding

Cross-curricular collaboration
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What is CLIL?

• CLIL is a developing, flexible concept where
  content (eg non-language subject/s,
  cross-curricular themes and holistic issues) and
  foreign languages - are integrated in some kind
  of mutually beneficial way so as to provide
  motivating, value-added experiences to
  educational outcomes for a wide range of
  students.
• University of Nottingham

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What is our CLIL vision? How does this link with
the New Curriculum?
BIG QUESTIONS
Transforming and growing CLIL
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What are you trying to achieve? How will you
organise learning? How will you know when you
are achieving your aims?
Disciplined. Evidence..Monitoring
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• Identity cultural diversity
• Healthy lifestyles
• Community participation
• Enterprise
• Global dimensions sustainability
• Technology media
• Creativity critical thinking

Disciplined. Evidence..Monitoring
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KUKREKO
http//www.youtube.com/watch?v2IFzp2cBA5gfeature
related
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Ausstellung fuer Kinder
Franz Marc

• http//www.youtube.com/watch?vrEroJSYjDwo
• http//www.youtube.com/watch?vmZjidAomAvcfeatu
  rerelated
• http//www.youtube.com/watch?vA7YdHKC6xsUfeatur
  erelated

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A CLIL Planning Mind Map
Independent enquirers

Creative thinkers
CLIL Module Art through German
Effective participators
Team workers
Self-managers
Reflective learners
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La composition de la Terre
Personal Learning and Thinking
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La composition de la Terre
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Un bon modèle
 La Terre est comme une pêche 
?
Le noyau
le noyau !
le manteau
?
La chair
?
La peau
la croûte
La Terre
Une pêche
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Apprend 3 mots en 1!
Le noyau
dun atome
Le noyau de la Terre
?
?
Le noyau dune pêche
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Apprend 2 mots en 1!
Le manteau dune femme
?
?
Le manteau de la Terre
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En résumé, il y a
le manteau
la croûte
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Pour plus de détails, il y a
le manteau
le manteau supérieur
le manteau inférieur
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La croûte
Un océan
la croûte océanique
?
?
Un continent
la croûte continentale
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Mots clefs

• Le noyau
• Le manteau
• Le manteau inférieur
• Le manteau supérieur
• La croûte
• La croûte continentale
• La croûte océanique

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La composition de la Terre
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La croûte est divisée en plaques tectoniques
La croûte
?
Où est la plaque eurasiatique ?
?
?
?
Exemple la plaque africaine
?
Exemple la plaque nord-américaine
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Où se trouve la plaque pacifique
un globe
Les plaques tectoniques sous différentes
représentations
une planisphère
?
une planisphère
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Activité 1 Assemble un puzzle des plaques
Les pièces du puzzle
sont
les plaques tectoniques

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Activité 1 Assemble un puzzle des plaques
Parle français !
Tu as 5 minutes
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As-tu assemblé le puzzle correctement?
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Activité 2 Comment se nomment les plaques?
I N S T R U C T I O N S
?
Ecoute attentivement!
?
Regarde le tableau
Ton professeur va décrire les plaques
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Activité 2 Comment se nomment les plaques?
I N S T R U C T I O N S
Cherche la plaque
sur ta planisphère
Note le nom et le numéro
de la plaque
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Activité 2 Comment se nomment les plaques?
I N S T R U C T I O N S
Lève la main quand tu as la réponse
La plaque  ...  est le numéro
?
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Cliquer sur la boussole pour accéder aux
instructions du professeur
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What are CLIL pedagogies? How do our students
learn?
MORE BIG QUESTIONS
Transforming and growing CLIL
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Modern Languages Perspective

• active learning
• creativity
• linking with other subjects
• languages ladder

Successful learners confident individuals
responsible citizens
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Geography Perspectives

• Making sense of the world
• Communicate clearly
• Explore own values and beliefs
• Alterative future scenarios for planet
• Interconnectedness
• Cultural understanding diversity
• Creativity
• linking with other subjects

Successful learners confident individuals
responsible citizens
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Language Learning
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CLIL
Content
Communication
Contexts
Cognition
Culture
Content and Language Integrated Learning
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Communication Language using
Grammar gains Language learning
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Original Terms New Terms
DEVELOPING THINKING for LEARNING

• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge

• Creating
• Evaluating
• Analysing
• Applying
• Understanding
• Remembering

(Based on Pohl, 2000, Learning to Think, Thinking
to Learn, p. 8)
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A 4Cs Approach to Integrated Curriculum
Planning
Communication
CLIL
Culture
Content
Cognition
Teaching and Learning through a foreign language
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Using a matrix for quality audit

• High cognitive
• 3 4
• Low High
• Linguistic Linguistic
• 2 1
• Low cognitive

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Four stages for successful CLIL planning

• Stage 1 CLIL Vision- what are you trying to
  achieve?
• What do I want to achieve for our learners,
  their school and myself - blue skies?
• Stage 2 School Context
• Who is available to develop CLIL - where, when
  and how?
• What does my school CLIL team offer?
• What is most appropriate for our learners,
  parents, area in relation to stage 1?

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Four stages for successful
CLIL planning

• Stage 3 the MINDMAP setting clear goals- start
  small
• Working with a conceptual framework such as the
  4Cs, what will a unit of work consist of? Which
  content do we select, what will be our teaching
  aims and learning outcomes? What are the kinds
  of feedback and assessment will we build into the
  process (formative, summative)
• Stage 4 Designing and implementing
• task types, materials and resources
• What kind of tasks and activities will achieve
  stage 3?
• What materials and resources will we need to
  support these?
• Mapping Curriculum priorities

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Technology for Cultural Understanding Curricular
linking Sister classes (Cummins) Global
leap Science Across World Borderless classrooms
Transforming and growing CLIL
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Linking learners-using technology
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Professional Criticality Accountability RESPON
SIBILITY Quality measures Evidence Class-based
inquiry
Transforming and growing CLIL
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LOCIT for Teacher-Researchers

• By selecting which aspects of practice teachers
  wish to problematise, and by critically examining
  recorded observational data, together with other
  evidence their students provide, they are taking
  charge of their own professional development.
  (Wells 1999)
• Since all teachers have a theory of teaching, at
  least an implicit one, the first task of
  curricular renewal is to invite interested
  teachers to examine their own theory, making it
  explicit and determine options for pedagogical
  action on its basis. (Van Lier 1996)

Promoting class-based inquiry
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LOCIT for Teacher Researchers

• Lesson Observation
• Critical Incident Technique
• Analysing lessons with learners and colleagues to
  construct a shared
• Theory of Practice

Promoting class-based inquiry
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Towards a theory of practice

• In my class, I think the pupils learn best by
  doing and experimenting so I have to get them to
  use commentaries as they work. This means they
  have to talk about what they are doing and why
  and what they are learning. The thing is they can
  only do that if I am there to support this talk
  by asking the right sort of questions. This is
  hard to organise but I think I am getting there.
  Its about their learning so thats what Im
  working on

Marta
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BUILDING LEARNING COMMUNITIES Professional
Learning Communities Formal Informal
Learning Networking Linking with Community Agendas
Transforming and growing CLIL
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Key elements of CLIL
Independent confident learners

• Creativity

Meanings that matter
Skills Processes development

• Inter-cultural
• understanding

Cross-curricular collaboration
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From growlers and bergy bits..
Thank you do.coyle_at_abdn.ac.uk