Strategies for young learners

Транскрипт

1 EUROPEAN CLIL PROJECTS CLIl Web 2.0--Indicazioni Strategies for young learners S.Rampone(IT) DD Pinerolo IV Circolo

2 Indicazioni Nazionali O competenza plurilingue e pluriculturale O cittadinanza attiva O continuità verticale mediante la progressione degli obiettivi relativi alle diverse competenze e lo sviluppo delle strategie per imparare le lingue O Motivazione O Uso di materiali autentici O Progetti con altri paesi O Uso delle TIC

3 Indicazioni nazionali: traguardi di competenza sc.primaria O O O O O O O L alunno comprende brevi messaggi orali e scritti relativi ad ambiti familiari. Descrive oralmente e per iscritto, iscritto in modo semplice, aspetti del proprio vissuto e del proprio ambiente ed elementi che si riferiscono a bisogni immediati. Interagisce nel gioco; gioco comunica in modo comprensibile, anche con espressioni e frasi memorizzate, in scambi di informazioni semplici e di routine. Svolge i compiti secondo le indicazioni date in lingua straniera dall insegnante, chiedendo eventualmente spiegazioni. Individua alcuni elementi culturali e coglie rapporti tra forme linguistiche e usi della lingua straniera. Comprende brevi testi multimediali identificandone parole chiave e il senso generale. Legge e comprende brevi e semplici testi, testi, accompagnati preferibilmente da supporti visivi, cogliendo il loro significato globale e identificando parole e frasi familiari

4 European partnerships: 16 schools in 15 countries Kindergartens Primary schools

5 AIMS Creating environments where young students (5-11) can: work collaboratively learn how to learn develop thinking skills and their own learning strategies

6 take responsability of their learning be users of the target language (English) in motivating and meaningful contexts learn a content THROUGH English

7 SUCCESSFULL CLIL: HOW OF LEARNING Lessons should focus on making rather than doing. Students of all ages have to be users and producers of English (not only consumers)

8 HOW? 1. Stretching Higher Order Thinking Skills

9 We often ask children to label, show, name or describe. What happens when the activity says.. O 1 Listen and point? O 2 Listen and match? O 3 Listen and colour? What happens when the teacher says.. O What do you think.? O What do you know about? O What can you see in the picture?

10 from Lower Order Thinking Skills.. kills.. LOTS What, which, where, when, who, how many? Label, describe, name, show..

11 TO HOTS

12 Cognitive processing in practice Cognitive processes Science: Animals from LOTS.. Cognitive processes Science: Animals to HOTS remembering How many animals do analysing you remember that live in different continents? Choose two animals. How are they different? Why? understanding Compare two animals from two continents Read your partner s description of an animal. Can you guess it? Which words helped you? applying Say one fact about an creative animal that lives in the thinking South of the world and one that lives in the North evaluating Prepare comic strips in pairs or in group for an animal cartoon Video:

13 2. Be aware of CALP! (Cummins) BICS Skills needed to communicate in social situations CALP Skills needed to talk and think about cognitive problems/ problems/language of the subject

14 3. SCAFFOLDING makes language and content comprehensible

15 I think it will.i d choose This food is healthier because.

16 LANGUAGE FRAME or substitution table

17 Which part of a plant are you eating?

18 O Simplify the language but not the content O Frequent checks of comprehension, repetition, rephrasing, and consolidation O Divide a text into paragraphs make short sentences add pictures and diagrams O Use visuals, presentations, drama, songs..

19 It s not appropriate: WHY??

20

21 new subject content Extra support Support subject concepts familiar language new language Support language familiar subject content boring not challenging

22 4. PLANNING )

23 Learning process (planning) O A. Tuning in O B. Finding out O C. Sorting out O D. Reflection /assessment

24 A. Tuning in Activating prior knowledge Connecting new and old O Predictions (give a title, predict 5 ideas) ENERGY

25 Give an image, guess the content