A brief overview of principles and models EFL teachers should use when planning lesson, units, syllabuses and/or curricula.

1. CLIL LESSON PLANNING YAMITH JOSÉ FANDIÑO UNIVERSIDAD DE LA SALLE Divino Maestro School Bogotá, Colombia October 7, 2011 1 YAMITH JOSÉ FANDIÑO

3. make explicit the fundamental principles upon which it is based and

4. put in place rigorous monitoring and evaluation processes. (Coyle, Hood & Marsh, 2010) INTRODUCTION 2 YAMITH JOSÉ FANDIÑO

6. Classroom content should be meaningful in a sense that it focuses on global problems mankind faces while connecting with the daily lives of our students and their areas of interest. CLIL STRATEGIES (Meyer, 2010) 3 YAMITH JOSÉ FANDIÑO

8. In order to help our learners construct their own learning, they need to be taught how to learn efficiently. Learning skills and strategies, especially study skills like working with maps, diagrams or pictures, must be practiced continually and become an integral part of every CLIL lesson. CLIL STRATEGIES 4 YAMITH JOSÉ FANDIÑO

10. Learners need to be pushed to make use of their resources; they need to have their linguistic abilities stretched to their fullest, they need to reflect on their output and consider ways of modifying it to enhance comprehensibility, appropriateness and accuracy.CLIL STRATEGIES 5 YAMITH JOSÉ FANDIÑO

12. Cultures differ in many aspects including view of self, perceptions of time, and verbal and non-verbal communication styles, which need to be taken into account also.CLIL STRATEGIES 6 YAMITH JOSÉ FANDIÑO

14. Academic discourse functions, the intersection of content, cognition and language, the ability to express complex thought processes appropriately need systematic instruction, both in L1 and L2. CLIL STRATEGIES 7 YAMITH JOSÉ FANDIÑO

16. Passive knowledge has to be turned into active knowledge. Competent learners are those who can deliberately retrieve knowledge and apply it to solve problems or complete tasks.CLIL STRATEGIES 8 YAMITH JOSÉ FANDIÑO

17. CLIL STRATEGIES Meyer, 2010 9 YAMITH JOSÉ FANDIÑO

18. CLIL PYRAMID Quality CLIL based on the 4Cs-Framework can only be achieved when all of the four Cs are considered in lesson planning and materials construction. 10 YAMITH JOSÉ FANDIÑO

19. The CLIL-Pyramid suggests a systematical sequence for planning CLIL units and materials, starting with topic selection and ending with a review of key content and language elements that we have come to call the CLIL workout. 1. Planning a CLIL unit starts with content selection. The specific needs of the content subject are at the heart of every CLIL lesson and the starting point for material construction. 2. Providing multimodal input and distributing it evenly across the new CLIL unit produces highly differentiated materials which accommodate different learning styles and activate various language skills. Such multimodal input can facilitate the development of new literacies. CLIL PYRAMID 11 YAMITH JOSÉ FANDIÑO

20. 3. The nature of the selected input (i.e. texts, charts, maps, video clips, etc.) determines how much and what kind of input-scaffolding is needed. It also indicates which subject specific study skills need to be practiced with the students so they can successfully cope with that input. 4. Tasks need to be designed to trigger both higher order thinking skills and lead to authentic communication/interaction in different interactive formats (solo work, pair work, group work, etc.). 5. The nature of the desired output (poster, interview, presentation, map, etc.) determines how much and what kind of output-scaffolding is necessary. CLIL PYRAMID 12 YAMITH JOSÉ FANDIÑO

22. Higher order thinking skills become an integral part of CLIL lessons.

23. Scaffolding, study skills, and learning strategies are essential parts of the planning and teaching process.

24. The model raises awareness for multi-modal input. It accommodates individual learning styles, multiple intelligences and leads to highly differentiated lessons and materials.

25. It is very flexible regarding various models of interaction/cooperation (individual/pair/group work).

26. Intercultural communication is taken seriously.CLIL PYRAMID - Advantages 13 YAMITH JOSÉ FANDIÑO

27. CLIL PYRAMID – SAMPLE UNIT 14 YAMITH JOSÉ FANDIÑO

28. OTHER CLIL MODELS Enright and McCloskey’s ‘Integrating English’ (1988) 15 YAMITH JOSÉ FANDIÑO

29. They believe that the aim of the planning process is ‘to have a set of learning activities that allow your students to explore different subject matter areas using different thinking processes and language processes… that are exciting and enjoyable… [that] have authentic goals… [that] build on students’ previous cultural and linguistic experiences… [that] involve students working cooperatively… and provide success to students at many levels’. In their approach to planning CLIL, they suggest the following framework: (i) Identify the topic/content to be taught (ii) Brainstorm activities and ideas using a topic web (iii) Use the topic web to develop learning objectives The learning objectives need to reflect our content aims as well as the language that we need to deliver the content. The needs of the pupils, as well as the school curriculum, will shape the whole planning process. OTHER CLIL MODELS 16 YAMITH JOSÉ FANDIÑO

30. OTHER CLIL MODELS (Echevarria, Vogt and Short, 2000) 17 YAMITH JOSÉ FANDIÑO

31. OTHER CLIL MODELS 18 YAMITH JOSÉ FANDIÑO

32. OTHER CLIL MODELS Content is the subject or the project theme. It is linked to the acquisition of knowledge, skills and understanding. Communication goes beyond the grammar system. The formula learning to use language and using language to learn is applicable here. Cognition is related to challenging learners to think, review and engage in higher order thinking skills. Learners construct their own understanding. Culture is the key for discovering self and fostering international understanding. (Coyle, 2005) 19 YAMITH JOSÉ FANDIÑO

33. OTHER CLIL MODELS 20 YAMITH JOSÉ FANDIÑO

34. OTHER CLIL MODELS 21 YAMITH JOSÉ FANDIÑO

35. OTHER CLIL MODELS 22 YAMITH JOSÉ FANDIÑO

36. Project Comenius 2.1 (2008). Planning CLIL classes and units of work. Europe: APEE. Coyle, D. (2005). Planning Tools for Teachers. Nottingham: University of Nottingham. Coyle, D. (2006). Content and Language Integrated Learning: Motivating learners and teachers. Scottish Languages Review, 13, 1-18. Available at http://blocs.xtec.cat/clilpractiques1/files/2008/11/slrcoyle.pdf Coyle, D., Hood, P., Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press. Echevarria J., Vogt, M. E., & Short D. J. (Eds.). (2000) Making Content Comprehensible for English Language Learners: The SIOP model. Boston, MA: Allyn & Bacon. Enright, D. S., & McCloskey, M.L. (1988). Integrating English. New York: Addison-Wesley Publishing Company. Meyer, O. (2010). Towards quality-CLIL: successful planning and teaching strategies. PULS, 33, 11-29. Putín, I. (2009). THE WEATHER CLIL Unit Lesson Plans. Nottingham: CEIP AlexandreGalí. REFERENCES 23 YAMITH JOSÉ FANDIÑO