La Planificación de Proyectos- DGCyE

1. La planificación de proyectos
en el enfoque AICLE
Stella Maris Saubidet Oyhamburu.
ETR- REGIÓN 5
DFC
DGCyE
MEETING #1
August 2017

2. Objetivos del curso
❖ comprender y utilizar los lineamientos pedagógicos establecidos en los Diseños
Curriculares de Secundaria al planificar y llevar a cabo proyectos áulicos desde el enfoque
que prescribe el DC.
❖ reconocer las variables del contexto de enseñanza en el que se desarrolla la actividad
docente e identificar cómo afectan al desarrollo de la planificación en la ES en lengua
extranjera.
❖ planificar secuencias de trabajo en el aula adecuadas para el contexto de clase, el
currículum institucional, la orientación académica de la institución y las prescripciones
DC.
❖ relacionar las dimensiones del enfoque CLIL en la planificación de clase.
❖ adoptar criterios de selección de materiales para las clases.

3. First meeting

4. Reflection task: Guiding principles and looking at learning
●Decide what you mean by CLIL in your own context/
school/ class.
●Discuss guiding principles for learning.
●Define aims and objectives of CLIL teaching programme.

5. The many FACES of CLIL
(Mehisto, Frigols & Marsh, 2008)

7. What is CLIL?
In a nutshell: CLIL is a DUAL FOCUSED
educational approach in which an additional
language is used for the learning and
teaching of both CONTENT and
LANGUAGE.

9. What comes FIRST???
CONTENT/ language?
or
LANGUAGE/ content?

10. According to Doyle (2005), “… it is fundamental to CLIL
that the content of the topic, project, theme, syllabus leads
the way.”
CONTENT

11. LEARNING
OUTCOMES
CONTENT TEACHING AIMS
& OBJECTIVES

12. 4Cs
●CONTENT
●COMMUNICATION
●COGNITION
●CULTURE

13. Creativity
divergent production

14. What is CREATIVITY?
“Creativity is not a single unifying ability but […] a
composite of intellectual abilities” (Guilford, 1978):
● FLUENCY: producing lots of ideas.
● FLEXIBILITY: producing ideas of various types.
● ELABORATION: building on and embellishing
existing ideas.
● ORIGINALITY: producing clever and original
ideas.

15. The 4Cs planning framework
●CONTENT
●COMMUNICATION
●COGNITION
●CULTURE

16. WHY the 4Cs framework?
●CONTENT: progression in knowledge and
skills.
●COMMUNICATION: interaction, language
usage to learn.
●COGNITION: engagement in understanding.
●CULTURE: “self” and “other” awareness,
identity, citizenship.

17. CONTENT
●What will I teach?
●What will students learn?
●What are my teaching aims/objectives?
●What are the learning outcomes?

18. CONTENT & COMMUNICATION
● What language do students need to work with the
content? Specialised vocabulary and phrases?
● What kind of talk will they engage in?
● Will I need to check out key grammatical coverage
of a particular tense or feature?
● What about the language of tasks and classroom
activities?

19. COGNITION: THINKING SKILLS
●What kind of questions must I ask in order
to go beyond ‘display’ questions?
●Which tasks will I develop to encourage
higher order thinking- what are the
language (communication) as well as the
content implications?
●Which thinking skills will we focus on?

20. Culture
● Culture is not a post script but rather a thread
which weaves it way throughout the topic. Think
of it as a circle which envelops the topic. It is not
enough to justify pluriculturalism by using
another language without explicit reference via
the other 3Cs to cultural opportunities which
would not have existed in a mother tongue
setting.

21. Identify a content you would like to work with
and mention three reasons for choosing that
topic…
Then draw a mind map or graphic organizer to
show how the four Cs interconnect in your topic

22. ●What are the cultural implications of the
topic?
●How does the CLIL context allow for ‘value
added’?
●What about otherness and self?
●How does this connect with the all Cs?

23. ●Define the teaching aim(s) (general) and
objectives (specific) of your topic.
●Identify the learning outcomes
●What processes did you have to go
through to identify these?
●How easy is this to do? What are
the issues?

25. La planificación de proyectos
en el enfoque AICLE
Meeting # 2

26. Objetivos del encuentro:
●delinear las partes del PROYECTO
●analizar proyectos.
●diferenciar las tareas.
●planificar siguiendo las (3 As).

27. Let’s check some points from the first
meeting….

28. Connecting your ideas….

29. Transform teaching with PBL

30. 3 As
The 3As are used with specific content.
●ANALYSE content for the
language OF learning
●ADD to content language
FOR learning
●APPLY to content
language TRHOUGH
learning

31. Language OF learning

32. Language FOR learning

33. Language THROUGH learning

34. STEPS for PROJECT PLANNING
1.Set the THEME (and TOPICS).
2.Decide on the FINAL product.
3.Set the objectives (general and specific)
4.Choose the TEXTS (written, oral,
multimedia, different genres...)
5.Design tasks.

35. Some ideas….

36. Some ideas….

37. Examples of projects….

38. In groups, let’s analyze the project about
animals by having a look at the elements we
have mentioned….the 4 Cs, the 3 As, etc…
Share your answers with your colleagues….

39. PARTES de un proyecto.
1. Fundamentación.
2. Objetivos.
3. Expectativas de logro.
4. Contenidos.
5. Material.
6. (Estrategias).
7. (Géneros).
8. Evaluación.
9. Tiempo.

40. Our project…..
What is your topic?
Write a Fundamentación for your project….

41. Bloom’s taxonomy (1950) & Bloom’s
revised taxonomy (by Anderson, 2001).

42. Knowledge
Count, Define, Describe, Draw, Find, Identify, Label, List, Match, Name,
Quote, Recall, Recite, Sequence, Tell, Write
Comprehension
Conclude, Demonstrate, Discuss, Explain, Generalize, Identify, Illustrate,
Interpret, Paraphrase, Predict, Report, Restate, Review, Summarize,
Tell
Application
Apply, Change, Choose, Compute, Dramatize, Interview, Prepare,
Produce, Role-play, Select, Show, Transfer, Use
Analysis
Analyze, Characterize, Classify, Compare, Contrast, Debate, Deduce,
Diagram, Differentiate, Discriminate, Distinguish, Examine, Outline,
Relate, Research, Separate,
Synthesis
Compose, Construct, Create, Design, Develop, Integrate, Invent, Make,
Organize, Perform, Plan, Produce, Propose, Rewrite
Evaluation
Appraise, Argue, Assess, Choose, Conclude, Critic, Decide, Evaluate,
Judge, Justify, Predict, Prioritize, Prove, Rank, Rate, Select,
HOTS & LOTS

44. La planificación de proyectos
en el enfoque AICLE
Meeting # 3

45. Objetivos del encuentro:
●seleccionar material y crear tareas a
partir de una matriz
●armar un proyecto propio

46. TASKS

47. Projects

48. CLIL Matrix

49. Look at this picture and create three
different tasks taking into account
linguistic as well as cognitive
demands...

51. Last but not least...ASSESSMENT