2. OBJECTIUS DE LA SESSIÓ
• Utilitzar l’entorn col·laboratiu general.
• Explicar el context i l’enfocament de les 4/5 Cs.
• Descriure el procés de planificació d’una unitat
AICLE.
• Localitzar en activitats de referència els
continguts descrits i extreure’n criteris d’anàlisi.
• Aplicar aquests criteris a activitats pròpies.
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• Recollir tècniques i estratègies de treball per a
l’aula AICLE.
• Incorporar i compartir recursos AICLE.
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6. CONTEXT: EUROPA
On 25 October 2011, the Council of Europe concluded
to:
“Encourage innovative forms of European co-operation,
experimentation and new approaches to language
teaching and learning, such as
content and language-integrated learning (including in
bilingual schools), opportunities for language immersion
mobility and, where appropriate, more extensive use of
ICT also in creative language learning environments.” Lorenzo
Neus
Ref: Council (2011). Council Conclusions on Language Competences to Enhance Mobility., Official Journal of the European Union.
Council of the European Union.. EDUC 256 SOC 891 CULT 83, 20.12.2011 (2011/C 372/07) Retrieved from:
http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2011:372:0027:0030:EN:PDF
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7. CONTEXT: CATALUNYA
• El PILE vol afavorir el desenvolupament de
projectes plurilingües de qualitat.
• En especial, vol facilitar les actuacions que impliquin
l’ensenyament i l’aprenentatge de continguts curriculars
en llengües estrangeres (AICLE) en almenys una àrea
no lingüística del currículum, i actuacions que incideixen
tant en els aspectes metodològics vinculats amb el
desenvolupament de les classes, com en la potenciacióNeus Lorenzo
d’activitats complementàries i projectes que facilitin l’ús
de les llengües en contextos reals i significatius.
Ref: http://www.xtec.cat/alfresco/d/d/workspace/SpacesStore/c5a8e8f3-cc43-4a62-97aa-d000f38507e4/PILE.pdf
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8. CONTEXT: CENTRE
Projecte Lingüístic Plurilingüe
Accions
Immersió/acollida en Llengües estrangeres Estratègies
comunicatives en
transversals a les
llengües oficials i accions AICLE llengües
altres àrees
extraescolars
CATALÀ-ARANÈS ANGLÈS - FRANCÈS LLENGUA EN LLENGÜES NO
CASTELLÀ ITALIÀ - ALEMANY ALTRES ÀREES CURRICULARS
PRESA DE DECISIONS Neus Lorenzo
Recursos Formació Materials Recursos Currículum i
Estratègies
humans assessoria didàctics organitzatius programacions
TIC TIL PEL Euromania ...
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9. CONTEXT: AULA Aprenentatge
Integrat de
Contingut i
Llengua
Estrangera
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http://www.xtec.cat/centres/a8031757/eso.htm
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10. CONTEXT: AULA
+ Continguts + Llengua
Total Immersion Cognitive Academic Language Learning
Partial Immersion Cross-curricular Language Teaching
Bilingual Immersion Content-based Language Teaching
Foreign language Immersion Task-based Language Instruction
Heritage Language Immersion English for Specific Lorenzo
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Sheltered Instruction Observation Protocol Content-based Instruction
Ref: Adaptat de Mª Jesús Frigols
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11. 4/5 Cs FRAMEWORK
Communication
(comunicar, interactuar)
COMPETENCES
CLIL
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Content Cognition
Community
Context
Culture
(saber -conceptes, fets-, (saber ser, saber pensar)
saber fer -procediments-)
(saber estar, participar)
Ref: Adaptat de Do Coyle
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12. CLIL : Content and Language Integrated Learning
CLIL is a dual-focused educational approach in which
an additional language is used for the learning and
teaching of content and language with the objective of
promoting both content and language mastery to
predefined levels.
Ref: Maljers, Marsh, Wolff, Genesee, FrigolsMartín, Mehisto, (2010). http://tiny.cc/51k1dw
…with the objective of promoting learning strategies and
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problem solving, creative curiosity, cognitive growth,
active participation, social engagement, active citizenship,
enterpreneurship...
Ref: Adaptat de Neus Lorenzo http://ow.ly/f7qDP
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13. CONTENT
WHY
Appropriate
WHAT WHEN
Syllabus content According to the level
Learning by doing Takes longer
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Subject methodology
HOW HOW LONG
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14. COGNITION
• Effectiveness and challenge
• Critical thinking.
• Inquiry based learning.
- Which tasks will I develop to encourage higher
order thinking?
- Which thinking skills will we concentrate on which
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are appropriate for the content?
• Thinking skills: Bloom’s taxonomy
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16. Bloom’s taxonomy
High Order
Thinking - HOT
Putting information together in an
innovative way.
Making judgements based on a set
of guidelines.
Breaking the concept into parts and
understand how each part is related to
one another.
Use the knowledge gained in new
ways.
Making sense of what you have
learned.
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Recalling relevant knowledge from
long term memory.
Low Order
Thinking - LOT
Ref http://www.learningandteaching.info/learning/bloomtax.htm
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17. Bloom’s taxonomy
High Order
Thinking - HOT
Putting information together in an
innovative way.
Making judgements based on a set
of guidelines.
Breaking the concept into parts and
understand how each part is related to
one another.
Use the knowledge gained in new
ways.
Making sense of what you have
learned.
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Recalling relevant knowledge from
long term memory.
Low Order
Thinking - LOT
Ref http://www.learningandteaching.info/learning/bloomtax.htm
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18. COMMUNICATION
Language is a conduit for communication and for
learning.
Meaningful and contextualised use of language.
Effective communication and interaction.
“Learning to use language and using language to
learn”
• Language of learning (linked to the content)
• Language for learning (linked to tasks Neus Lorenzo
completion)
• Language through learning (emerging during the
learning process)
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19. El repte cognitiu:
una oportunitat comunicativa
1 Which of these two scales would give you a
_________ more detailed map of the territory? Justify your
25.000 answer.
Language of learning:
1 Language of learning: • If scale is at one to one,
____________ • scale, legend then...
• Physical & Political map • We can see… we cannot see
100.000 • numerator, denominator • There are more details than
in…
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Language for learning: Language for leaning:
Classroom language Interaction language
• Now it’s your turn… • I agree / I don’t agee...
• We can look it up on... • In my group, we think that…
• What’s the meaning of... • We need to agree on how...
Adapted from http://www.mcc.cc.ms.us/techprep/lessons.htm Neus Lorenzo
20. La llengua de les ciències
And... Or...
Such as...
TO DESCRIBE
First... Second...
When... then
TO EXPLAIN If... then....
Despite /Despite of...
Because... Lorenzo
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TO JUSTIFY In order to...
Whenever...
As we can see at...
TO GIVE EVIDENCE So it happens when...
Therefore...
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Ref: Adaptat de Neus Santmartí
21. L’estructura del text
Many animal behaviors are instinctive.
This means the animal knows how to do
something when it is born.
An example of an instinctive behavior is
a bird building its nest. Birds do not need
to learn how to build nests. They are born
knowing how to do it.
Another type of instinctive animal behavior
is called imprinting.
Animals do not have to learn this kind of
behavior. Neus Lorenzo
An example of imprinting is when geese
babies learn to follow their mother. A
goose baby follows the first thing that
makes the call of a goose and that moves.
Thanks to eLibrary, consolate of USA in Barcelona. Ref: http://ow.ly/exzNU
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22. CULTURE / CONTEXT / COMMUNITY
• Explicit reference via the other 3Cs to cultural
opportunities which would not have existed in a
mother tongue setting.
• Intercultural attitudes.
• Knowledge and respect of self and others.
• Critical cultural awareness.
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• Cultural involvement and social activism.
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23. El component cultural
• Was the Bikini in fashion during the Roman Empire?
• How can you prove it? (Can you locate this image?)
Explore webs of Roman
clothes (describe)
Translate Latin texts
(on-line translation)
Investigate on the Bikini
and its history (…?)
Present your conclusions
and your research process.
Make a list of useful:
- Lexis & Structures
-Topic information
- ICT Tools Neus Lorenzo
- Working attitudes
Ref: "bikini girls" mosaic (found by archeological excavation of the ancient Roman villa del Casale near Piazza Armerina in Sicily.
Wikipedia http://en.wikipedia.org/wiki/File:Casale_Bikini_modified.jpg & http://commons.wikimedia.org/wiki/File:Armerina.jpg
Ref: http://www.unrv.com/culture/ancient-roman-clothing.php & http://www.newsfinder.org/site/more/bikini_an_ancient_swimsuit/ Neus Lorenzo
24. AICLE: Principis estratègics
• Integració d’aprenentatges (continguts, cultura i llengua)
• Integració curricular (desenvolupament competencial)
• Gestió del coneixement (desenvolupament cognitiu)
• Funcionalitat comunicativa de la llengua
(context, vehicle i objectiu d’aprenentatge)
• Experimentació educativa (innovació)
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Aprenentatge
Aprenentatge
• Coordinació docent (cohesió de centre) Integrat de
Integrat de
Contingut ii
Contingut
Llengua
Llengua
Estrangera
Estrangera
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Ref: http://ow.ly/f1Wud
25. LA SEQÜÈNCIA DIDÀCTICA
• Què volem que l’alumne sigui capaç de fer? (OBJECTIUS COMPETENCIALS)
• Com sabrem que ho ha après? (CRITERIS D’AVALUACIÓ)
• Què farem per arribar-hi? (ESTRATÈGIES)
Rol del professor
•Avaluar
•Afavorir
•Estimular
•Mostrar el procés
•Facilitar eines
•Assessorar
•Avaluar
•Reflexionar
•Crear la situació
• Produir, actuar
•Organitzar
• Col·laborar amb l’equip
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• Accedir a la informació
•Gestionar la recepció
• Participar Rol de l’alumne
• Connectar
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26. Neus Lorenzo
Image Ref: http://blocs.xtec.cat/clilpractiques1/files/2009/03/clil-times-10.jpg
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28. Experimentació i pràctica:
Ensenyament tradicional Ivan P. Pavlov
B. F. Skinner
Albert Bandura,
(s.I –s.XX) Ed. Lee Thorndike
John B Watson ...
Ref: http://ow.ly/f40mj
Arbre de sciència, Ramon Llull, 1296 Neus Lorenzo
• ESCOLA: • ALUMNAT: • PROFESSORAT:
Proporciona el model Aprèn per memorització de Programa per continguts
i centralitza els recursos. dades, reproducció i creació (acumulació d’informació)
[escolàstica] d’hàbit. [positivisme]
[conductisme]
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29. Anàlisi i seqüència:
Ferdinand Saussure,
Ensenyament modern i contemporani Jean Piaget,
Lew S. Vygotsky,
Jerome Bruner,
(s.XX) Laurence Kohlberg
Paul Bloom...
http://ow.ly/f40YI http://ow.ly/f41NX
Ref: http://ow.ly/f47W1 Neus Lorenzo
•ESCOLA: •ALUMNAT •PROFESSORAT:
Controla el procés Aprèn per transferència, Programa per
i selecciona ritmes. organització d’informació processos
[funcionalista] i creació de coneixement. i rutines d’aprenentatge
[constructivisme] [evolucionisme]
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30. Multiperspectiva:
Howard Gardner ,
Ensenyament innovador i proactiu George Siemens
Stephen Downes
Sugata Mitra
(s.XXI) Mark Johnson
George Lakoff…
http://ow.ly/f4SGX http://ow.ly/f4RPO Ref: http://ow.ly/f48vC
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•ESCOLA:
•ALUMNAT •PROFESSORAT:
Facilita oportunitats
Aprèn per interacció, Programa per principis
i situacions
implicació i i escenaris
d’aprenentatge
desenvolupament d’aprenentatge
diversificades
competencial. [lideratge]
[inclusiva]
[connectivisme]
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31. “The major future challenges in the
educational field are how to reform
our learning systems to prepare
our young people for jobs that do
not exist yet, using technologies
that have not been invented yet, in
order to solve problems that
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haven’t been identified yet.”
(Jan Figel, 2009)
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32. TASCA 2
1. Revisar l’activitat incorporant els elements
esmentats.
2. Afegir algun element d’avaluació.
Portar-la a la sessió 3!
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