“CLIL”

What is CLIL?

As it’s indicated by the acronym CLIL “Content and Language Integrated Learning”, pupils learn contents, values… through the medium of the foreign language.

CLIL has reference situations where students are taught through a foreign language with dual-focused aim, namely the learning of content, and the simultaneous learning of a foreign language.

There are several models of CLIL:

  •        “Integrated” or “embedded”: Primary pupils experiment with elements of the TL.
  •        Meanings that matter: Attractive topic and age appropriate. In addition, work with other schools, students…
  •        Bilingual or immersion learning: Teaching a topic in a style that includes learning another language.

The aims which we expect that children have to achieve are:

  •       Obtain knowledge of the target language.
  •      Attain necessary skills in the target language.
  •      Acquire necessary skills in the mother tongue.
  •      Comprehend and respect both cultures.
  •      Develop cognitive and social skills.


Benefits of CLIL 

The benefits of the CLIL Methodology are infinites.

clil

In other words:

  •      Naturalistic learning.
  •      Meaningful and real communication.
  •      Primacy of meaning over form.
  •      Affective gains.
  •      Communicative competence.

clil 2clil3


Characteristics and examples

CLIL lessons integrate language both receptive and productive skills, with reading and listening activities. The language is functional and determined by the context of the subject, and is approached lexically rather grammatically.

clil 4
Also, there are 4 important characteristics that have to be present all the time in the CLIL Methodology.

–          Communication: Using language to learn whilst learning to use language.

–          Content:Progression in knowledge, skills and understanding related to specific elements of a defined curriculum.

–          Culture: Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

–          Cognitive: Developing thinking skills which link concept formation (abstract and concrete), understanding and language.

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Video watching about classroom management


Questions for reflection:

• What was the strategy delivered in the video?

• The benefits this strategy had for the pupils in the lesson.

• Any planning or resources that had been prepared by the teacher.

• Which ideas or thoughts the video has provoked for your own lessons.

Diferentiation2

In this video takes place the strategy of differentiated instruction. In a near future (we hope) we will be teaching, and in our class there will be students with very different characteristics in terms of: madurity levels, motivation, personalities, occupations, cultural backgrounds, abilities, capacities, interests, rates of learning and needs. When we take our classes we must consider all of these factors in order to enhance the teaching-learning process.

Firstly, we would like to comment one of the strategies that the teacher uses in the classroom. According to Gardner, everybody has a different mind, and not two profiles of intelligence are the same. Namely, there are different types of learning styles: visual-spatial, linguistic, logical-mathematical, bodily kinesthetic, musical, interpersonal, intrapersonal and naturalistic. The teacher takes into account the different learning styles of the students trying to work the maximum number of multiple intelligences in designing activities. Also, we believe that it is hardly necessary to underline the idea that catering for the different learning styles does not mean that we have to develop eight different versions of every activity we do in the classroom. But it means that at the end of that a lesson or a didactic unit we should have given opportunities for the different learning styles. We consider that this is very positive for students because if we do this we would be working with the potential of all of them, without discriminating against none.

Also, the teacher uses another measure in the classroom; flexible grouping.

Flexible grouping was defined by Redencich and Mackay (1995:11) as “grouping that is not static, where members of the reading group change frequently.”

When teachers plan for flexible grouping, they are supposed to consider the strengths and weaknesses of each grouping approach and then put them together to best meet the needs of the classroom.

Nevertheless, it’s important to highlight that this doesn’t mean that students work only the way that makes them feel comfortable. Throughout one’s whole life time, students will need to work alone and at times with others. They need experiences in all group types to become more effective citizens with communicative competence in the future. Teachers choose the type of group that is suitable for the given task, needs of the students, and target standards. In this case, pupils work both individual, pair and group work (depending on the objective of the task).

Besides, the teacher fosters a good atmosphere in the classroom, always respecting the views and personal opinions of all students. We consider that if students feel comfortable in the group they will be more open to learning and may develop a more positive attitude towards the language they are studying.

Furthermore, creating a good classroom ambiance is important in terms of motivation too. Cooperation, tolerance and mutual support are become essential in a mixed ability environment.

To finish, Fisher (2001) suggests that many children don’t achieve their potential because they are told “to make a journey but they have no map” (p.1). Children cannot overcome blocks to learning if they have not learnt how to learn. Pupils will be more motivated if they understand the aim of a lesson and have some input. In this case, all of these features are accomplished, students know what they have to achieve and the manner.

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To be continued…

End this year… And we have a desire… We wanna be healthy people to work hard the next year in this blog!! We hope that you have enjoyed with our posts.

Our best wishes to you.

HAPPY NEW YEAR OUR DEAR FRIENDS!! =D

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Coursebooks are not the only option…

It is well known that most of the teachers only use the text book for preparing their classes.

The use of textbooks has some advantages and some drawbacks. Let’s explain some of them!

Disadvantages or problems:

  • It is not a source of knowledge. On them we can’t find all the information that we want.
  • The majority of the times, it doesn’t connect with the interests and needs of the pupils.
  • It is really boring. In all of the units we can find the same type of activities (they always follow a regular pattern).
  • Working without them is very motivating for children, and frequently the use of authentic materials produce intrinsic motivation.

Advantages:

  • It is not time consuming.
  • Is a guide for both teachers and students.

Therefore, we consider that a textbook should never be the only material or resource used in class. It’s really important to find a balance between the pre-designed material and the pupil’s needs and interests.

 

On the other hand, we consider that we should use audiovisual materials in FL lessons. For instance, we would like to work with the following resources:

We will do a blog, with the contents of the subject. Besides, it will include some activities and a lot of examples for a better comprehension of key concepts.

The use of Internet to improve the vocabulary for example using the word reference web to solve doubts and possible problems.

1

Put some videos to motivate children according to their needs and interests. This is more dynamic and funny. Also children can learn some vocabulary and structures through the music videos, for instance.

2

Another thing that we can do is to play some songs in order to facilitate the memorization of vocabulary and grammar.

3

Flashcards. Flashcards have a lot of advantages. Initial motivation can be created easily and students will be interested in what they are going to learn. We can find thousands of them on the net.

5

Word processors. For very simple activities based on reading and writing skills.

Wikis. To fosters cooperative and collaborative learning in a meaningful and interactive way.
Join Our Team

Chats and e-mails to exchange information. For example, pupils can write letters to students who live in a particular country in order to establish good relations between pupils and to foster the foreign language and the use of ICTs. In the school “Nuestra Señora de Gracia” most of the teacher are doing that and they are having very good results.

7

Television. If we decide to use this material, we should control the possibility of finding technical problems and also we should carefully choose the program so that pupils can get at least a global comprehension of it. Nevertheless, TV is an excellent resource for listening to English.

8

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Design and curriculum planning in primary

Why planning?

As Moon (2001) says, planning save time: the teacher can adapt this plan for future use, check quicker because he or she do it at the end of a lesson taking into account what actually happened, etc.

According to Scott and Ytreberg (1990), it´s easier for the teacher in the classroom, he or she knows what are the needs for each session and makes him or she more confident.

The approach is personalized to the student´s needs and the planning changes with the group. Thanks to planning pupils are more safety.

It’s more interesting than the book, and enthusiasm pupil because the activities are well-prepared and designed for them.

planning

 


Long and short term

long term planning

 

short term planning

 


What do when things go wrong?

Several types

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BLOOM`S TAXONOMY

Bloom’s Taxonomy holds that learning has different objectives (six different kinds) and in his Taxonomy, Bloom makes a pyramid that ranks:

 

bloom

       

 

        1. Remember

Recognize and recover or remember important information from memory, for instance: facts, rules, dates, definitions, theories…

Examples of activities:

–      Repetition and imitation activities

–      Make a story map.

–      Match characters to actions

–      Information gap questions

–      True or false of the text

–      Find the definition in the text

–      Describe what happened after…

–      Make a time line of your typical day

–      Write a list of keywords you know about…

–      Sing a song you have learnt

   

        2. Understand

Understand facts and ideas organizing, comparing, interpreting, associating, transforming, summarizing, and presenting the main ideas, deriving effects and consequences…

Examples of activities:

–      Make a chart showing…

–      Make a concept map of the topic

–      Write in your own words…

–      Cut out or draw pictures to illustrate a particular event in the story

–      Illustrate what you think the main idea may have been

–      Make a cartoon strip showing the sequence of event in the story

–      Write and perform a play based on the story

–      Write a brief outline to explain the story to someone else

–      Write a summary report of the event

–      Outline the main idea

       

        3. Apply

Solve and troubleshoot applying acquired knowledge, or techniques and rules differently, using a theory or practice knowledge and skills in new situations…

Examples of activities:

–      Construct a model to demonstrate how it look or works

–      Practice a play and perform it for the class

–      Write a diary entry

–      Make a scrapbook about the area of study

–      Prepare invitations for a characters birthday party

–      Make a topographic map

–      Make up a puzzle or a game about the topic

–      Dress a doll in national costume

–      Make a clay model

–      Continue the story

       

        4. Analyze

Examine and fragment information in different parts by identifying causes and reasons, make inferences and find evidence to support generalizations.

Examples of activities:

–      Desing a question to gather information

–      Make a flowchart to show the critical stages

–      Create a sociogram from the story.

–      Construct a graph to illustrate selected information

–      Make a family tree showing relationships

–      Devise a role play about the study area

–      Write a biography of a person studied

–      Prepare a report about the area of study

–      Draw a graph

       

        5. Evaluate

Exposing and making judgments hold opinions, select, assess and validate based on established criteria.

Examples of activities:

–      Write a letter to the editor

–      Prepare and conduct a debate

–      Prepare a list of criteria to judge…

–      Make a booklet about five rules you see as important. Convince others.

–      Form a panel to discuss viewpoints on…

–      Write a half-yearly report

–      Evaluate the characters actions in the story

–      Write a letter advising on changes needed

       

        6. Create

Remember information and relate it differently combining elements to produce something different, proposing various alternative solutions, generating ideas or alternatives.

Examples of activities:

–      Invent a machine to do a specific task

–      Design a robot to do your homework

–      Create a new product. Give it a name and plan a marketing campaign

–      Write about your feelings in relation to…

–      Design a new monetary system

–      Develop a menu for a new restaurant using a variety of healthy foods

–      Make up a new language and use it in an example

–      Devise a way to…

–      Design a record, book or magazine cover for…

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Classroom activities (Part II)

Hello again! Here we describe the game that we did in class. Besides, we comment some aspects that we need to improve and we do a self-assessment of our work.

 

GAME: SHOPPING

Organize the children into shopkeepers and shoppers. Give each shopper a shopping list, which can either be a few words cards. Also, give each shopper 100 “dollars” (or any other currency) to spend on the items in their list. The shopkeepers should have some cards that correspond to the shopping list, which they look at and then place face down in front of them.

The shoppers walk from shop to shop, buying the items they need from each shopkeeper, perhaps starting with, I want a … please, and continue until they have all the items on their list. If the shopkeeper has the item she can say, of course, and then name a price. If the shopper agrees with the price she pays the amount and takes the card. If not, she can go to another shop or try to negotiate a lower price! To make sure that the children do not buy all their items from the same shop, there can be a rule that they can only buy up to two items from each shop.

 

  • Learning objectives:

The learner will be able to use the vocabulary learnt of business situations with one or more classmates.

The learner will be able to acquire autonomy in business situations.

  • Contents:

 Vocabulary of different kinds of food.

Vocabulary related to business situations.

  • Skills to develop:

 Oral interaction: children use this skill when they interact and converse to buy some products.

Speaking: children have to use the oral language in order to acquire the products that they want.

Listening: students should listen to the explanations of the teacher and also they should listen their peers in order to buy what they want.

  • Place it in the correct stage of the curriculum

This activity has been designed for the third cycle of primary education.

  • Language for instruction:

I want…

How much is it?

 

  • La competencias profesionales que desarrollamos a través de esta actividad son las siguientes:

–         Competencias genéricas 

1.01 “Conocimiento comprensivo y significativo de un campo del saber disciplinar e interdisciplinar.” En esta actividad, le proporcionamos a los niños y niñas un conocimiento de los diversos temas tratados de forma comprensiva y significativa, ya que se ponen a prueba los contenidos sobre el comercio que se han trabajado con anterioridad en clase.

1.06 “Autorregulación del propio aprendizaje y capacidad de aprender a lo largo de la vida con autonomía.” Por medio de dicha actividad, conseguiremos desarrollar la capacidad de aprender con autonomía, puesto que cada alumno/a debe realizar su propia compra, y así de esta manera trabajan los contenidos del temario de forma autónoma.

–         Competencias específicas

2.10 “Reflexionar sobre las prácticas de aula para innovar y mejorar la labor docente. Adquirir hábitos y destrezas para el aprendizaje autónomo y cooperativo y promoverlo entre los/las estudiantes.” Con la realización de esta actividad tan innovadora conseguiremos motivar a nuestros discentes, de esta manera aprenderán de una forma más  amena y divertida.

 4.4.07 “Expresarse oralmente y por escrito en una lengua extranjera.” Por medio de dicha actividad, nuestros estudiantes desarrollan sus habilidades oralmente puesto que deben comunicarse entre ellos/as para obtener la comida necesaria.

 4.4.08 “Reflexionar sobre las prácticas del aula para innovar y mejorar la labor del docente en la enseñanza de las lenguas y la literatura, adquiriendo hábitos y destrezas para el aprendizaje autónomo y cooperativo.” Como docentes debemos fomentar en nuestros escolares destrezas y habilidades de aprendizaje autónomo y cooperativo, de esta manera conseguiremos lo mencionado ya que los alumnos y alumnas realizan la compra por sí mismos/as, con ayuda de los demás compañeros y compañeras que harán los roles de comerciantes.

 

After implementing it in class:

How did it go?

The introduction and execution of the classroom activity was quite motivating for us, so we  lived a new experience.
In this experience, we have seen all that we need to consider before the activity, during the activity and after the activity. We have also carried out various strategies, such as having students work in groups, interacting with each other, developing communication…
While performing the activity we are really integrated because we knew how to act and got to capture the public’s attention successfully.
At the end of the activity all members of the group were very satisfied because our peers had learned the concepts properly.

What could be better?

We had some mistakes that we can not commit another time:
In one of the slides, we put a moving image that attracted the interest of our peers, because of that they couldn’t pay attention to the presentation of the objectives of the activity.

Furthermore, with respect to the dialogue that students should say in this activity, neither of our peers said the structure that we proposed previously.

We have also learned that we have to concrete the objectives that students have to reach.

Group self-assessment

With respect to the conduct of the activity in class, we made a very motivating activity for children, promoting the autonomy of individual pupils. It’s a very dynamic and attractive activity. This is a topic of great interest to children because they are actions performed of the daily life.

Our peers think like us, because the great most of the class raised his green card, which meant that the activity was well designed and made.

To conclude, with expectations of the near future, we have learnt that if we promote interesting activities children will learn the contents easier and in a funny way. Also, it is easy to teach students if they see useful the concepts that we are teaching, in this case the daily shopping.

 

Finally, we show you some photos taken this day!! =)

SAM_6051 SAM_6047 SAM_6039 SAM_6038 SAM_6046 SAM_6045

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Classroom activities (Part I)

Hi followers! How are you? Today we are going to explain a technical description of two games that we had to do for the subject of Gestión but we couldn’t put in practice because we hadn’t got time. We hope you really like it!

 

GAME: TAG

One child tries to touch one of the other children, and says an English word or sentence when she does so. The child who was speedy-gonzalestouched then tries to touch another child, and so on. The language practice can vary a lot. It can be used with categories (each child says a new word from a category such as cities, vegetables, fruits, when she touches another child), sequences (Sunday, Monday…, January, February…, 1,2,3…), target patterns (I like, I can), and reading (they read gradually more difficult words that we have written on the board). This game is best played in a large room where children have space to run around.

 

  • Objectives:

Reinforce the vocabulary studied while children are moving.

Exercise the memory capacities.

  • Skills to develop:

Speaking: children must say a word related to a category, sequence, etc.

Listening: all of them should be attentive hearing what the other classmates say.

Writing: the same child who says the word has to write the word in the blackboard with the objective that this word wouldn’t be repeated.

Reading: they must read all the words that the classmates write in order to not repeat anyone.

  • Place in the correct stage of the curriculum:

We think that this activity can be done in the second cycle of primary education, because we consider that before doing this activity children have to be familiarized with some kind of vocabulary.

 

  •  The professional skill you are developing with the activity:

– Competencias genéricas

1.02 “Aplicación eficaz, crítica y creativa del conocimiento comprensivo.” Los escolares tienen que ser capaces de seguir con los temas o secuencias de palabras que se están usando en el juego, y tienen que estar atentos para no repetir palabras o estructuras.

– Competencias específicas

2.10 “Reflexionar sobre las prácticas de aula para innovar y mejorar la labor docente. Adquirir hábitos y destrezas para el aprendizaje autónomo y cooperativo y promoverlo entre los/las estudiantes.” El docente debe innovar en el aula e ir mejorando continuamente, y debe saber transmitir esos valores también en sus alumnos/as.

4.4.09 “Conocer métodos y enfoques actuales para la enseñanza de una lengua extranjera a niños/as de Educación Primaria, así como criterios de valoración de los mismos.” El docente debe estar constantemente informándose sobre nuevos métodos y actividades para trabajar con el alumnado con el fin de ser un docente innovador y enriquecer la forma de impartir sus clases. Con esta actividad se trabaja y repasa el vocabulario conocido y se aprende alguno nuevo mientras que escuchan al resto de los compañeros/as.

 

 

email_snowballGAME: SNOWBALL

“One child holds a soft ball or toy animal in front of her and says something like, tigers, or, I want to go home. She then throws the ball or toy animal to another child who repeats what the first child says and adds one more item in the same category or using the same pattern (e.g. tigers and rabbits, or, she wants to go home. I want to eat pizza). The child the throws the ball or toy animal to another child who tends extends the list even more. The lists get longer and longer until it becomes impossible to remember.”

 

  • Objectives:

Reinforce the vocabulary studied with peers.

Getting all students to show their knowledge.

Exercise the memory capacity.

The student will be able to formulate correct linguistic structures.

  • Skills to develop:

Speaking: it is clear that “speaking” is one of the skills most worked in this activity. They should express some sentences or words learnt in class to their other mates

Listening: all of them should be attentive hearing what the other classmates say.

  • Place in the correct stage of the curriculum:

In our opinion, this is an activity that can be really useful for all the cycles of primary. We think so because this activity can be adapted to all the grades. We only need to change the structures and the language that our pupils will have to use during the exercise (scaffolding).

 

  • The professional skill you are developing with the activity:

– Competencias genéricas

1.02 “Aplicación eficaz, crítica y creativa del conocimiento comprensivo.” Los discentes deben ser conscientes de los temas que estamos tratando y deben ser capaz de relacionar sus conocimientos con las palabras y estructuras que emplean el resto de compañeros y compañeras.

1.06 “Autorregulación del propio aprendizaje y capacidad de aprender a lo largo de la vida con autonomía.” Por supuesto es totalmente necesario, que el estudiante regule sus propios conocimientos de cara al desarrollo del juego. Esto le proporcionará autonomía, muy necesaria en el transcurso de la vida.

– Competencias específicas

2.10 “Reflexionar sobre las prácticas de aula para innovar y mejorar la labor docente. Adquirir hábitos y destrezas para el aprendizaje autónomo y cooperativo y promoverlo entre los/las estudiantes.” Otro de los puntos clave que la actividad desarrolla es que el docente siempre debe tener marcada la idea de mejorar, pues en eso consiste la educación en ir mejorando las técnicas y acoplándolas a los contextos con el objetivo de lograr el mejor proceso de enseñanza-aprendizaje posible.

4.4.07 “Expresarse oralmente y por escrito en una lengua extranjera.” En este caso únicamente de forma oral.

4.4.08 “Reflexionar sobre las prácticas del aula para innovar y mejorar la labor del docente en la enseñanza de las lenguas y la literatura, adquiriendo hábitos y destrezas para el aprendizaje autónomo y cooperativo.” El docente debe intentar mejorar sus técnicas, intentando lograr en todo momento un aprendizaje autónomo y cooperativo por parte de sus estudiantes.

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How to improve the five skills in primary!!

For the learning of a foreign language, it is necessary to take into account that we have to develop the five skills in the process of teaching – learning.

These skills follow an order of acquisition, first to listen, then to speak, later to read, then to write and finally to interact.

         1. Listening

When students begin to learn a foreign language, they first acquire the ability of  listen.

Of course, students learn the language and also listening to it with the help of facial expressions, through movement, through mime and through the photos.

For example:

There are many types of activities that we can use, like:

All these activities connect the listening with the movement, and that motive the pupils who can learn to the others when they don’t understand the instructions, seeing their classmates.

          2. Speaking

In the English classes is important to improve the flow and the use of the oral language.

Teachers need to motivate children. They have to encourage the use of English. Situations such as where the children talk to each other, so they enjoy because they are talking naturally.

Through the pupils

The teacher will say real phrases and accompanying by appropriate actions and sounds. All the children repeat what the teacher says and does. In this manner, children learn in a fun and easy way.

For example, the teacher says: Maggie can swim. Peter can ride a bike…

-Using a pet

Teachers can use a stuffed animal as a pet class to promote the dialogue of children. In this way the teacher can ask the children to bear and the answer. It’s a very dynamic way for learning English.

-Drawings

Use very simple line drawings on the board for children to know the word.

For instance:

Silhouettes

Using silhouettes on the overhead projector, they can be given movement if teacher attach a piece of wire to them.

Puppets

The teachers can use simple puppets to help them to teach in a funny way. This activity can be very useful only with masks.

         3. Reading

According to House (1997) for students to be competent readers a rule to follow the teacher: “Let the children read they are ready to do so.” Reading entail two skills: decoding and reading with understanding.

In addition, to encourage reading in the classroom is necessary also outside it. For this, there are many materials or books upon it, they must awaken interest.

There are several types of activities to work: jumbling words, encouraging reading and guessing the meaning of unknown words. Jumbling words consist to decomposition of a word in his letters to form another word.

This link contains many readings in English that kids can do.

 Click here!

 

          4. Writing

As House (1997) says writing consists of motor skills as well as language skills. We take into account the development of pupils and adapt the resources and materials. For this reason, the written exercises have a set pattern, it always have the same structures. Also, it’s important to know that children’s free writing is slowly and costly, we must give the necessary time. There are five different kinds of written exercises:

 Copying: children copy the words in the activity book. They notice in a model.

Filling in: children have to fill the gap with a word chosen from a list.

Altering or writing to a model: children write a passage changing words, like:

Written comprehension: reading a passage and answer the quest.

Free writing: all little composition will have a clear framework.

 

 

          5. Interaction

Communication of any sort, for example two or more people talking to each other, or communication among groups.

The teacher should encourage interaction between students of class at all times.

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Record-Keeping

After studying in the subject Desarrollo del Curriculum de Lengua Extranjera en Educación Primaria what record keeping is and what it implies, we have decided to do an scheme that summarize the main ideas of this concept.

 

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