DISCOVERING THE AICLE WORLD
Saturday, November 12, 2016
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THE IMPORTANCE OF THE SCAFFOLDING
The term scaffolding originates from the construction industry. It is a key concept in CLIL. Learners have a determined level of cognition in accordance with their age but their foreign language level is, generally, much lower. The gap between the cognition level and the language level is a major concern for CLIL teachers, and all the language support that learners are provided with is therefore within the ambit of language scaffolding.
Language scaffolding is an essential tool to achieve success in any CLIL context; if learners do not have the proper language support to communicate (either reading, writing, listening or talking), then the teaching process will fail
WHY AICLE?
CONTENT
Progression in knowledge, skills
Content matter is not only about acquiring knowledge and skills, it is about the learners constructing their own knowledge and developing skills.
At the heart of the learning process lies successful content or thematic learning in combination with the acquisition of knowledge, skills and understanding. Content is the subject or the project theme.
Questions to be answered by a novice CLIL teacher
What will I teach?
What will they learn?
What are my teaching aims/objectives?
What are the learning outcomes?
What will I teach?
What will they learn?
What are my teaching aims/objectives?
What are the learning outcomes?
COMMUNICATION
Interaction, language using to learn
Communication implies the development of appropriate language knowledge and skills.
Language is a conduit for communication and for learning. The formula learning to use language and using language to learn is applicable here. Communication goes beyond the grammar system. It involves learners in using language in a way which is different from standard language classes(of course CLIL does involve learners in learning language too but in a different way).
Questions to be answered by a novice CLIL teacher
What language do they need to work with the content?
Is there any specialised vocabulary and phrases?
What kind of discussions will they engage in?
Will I need to check out key grammatical coverage of a particular tense or feature eg comparatives and superlatives?
What about the language of tasks and classroom activities?
What about discussion and debate?
What language do they need to work with the content?
Is there any specialised vocabulary and phrases?
What kind of discussions will they engage in?
Will I need to check out key grammatical coverage of a particular tense or feature eg comparatives and superlatives?
What about the language of tasks and classroom activities?
What about discussion and debate?
COGNITION
Engagement: thinking & understanding; cognitive processing
For CLIL to be effective, it must challenge learners to think, review and engage in higher order thinking skills. CLIL is not about the transfer of knowledge from an expert to a novice. CLIL is about allowing individuals to construct their own understanding and be challenged – whatever their age or ability. A useful taxonomy to use as a guide for thinking skills is that of Bloom. He has created two categories of thinking skills: lower order and higher order. Take Bloom’s taxonomy for a well-defined range of thinking skills. It serves as an excellent checklist.
Questions to be answered by a novice CLIL teacher
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 concentrate on and which are appropriate for the content?
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 concentrate on and which are appropriate for the content?
CULTURE
Self and other awareness/citizenship
Culture brings the learning process within the context of the learner, whilst raising intercultural awareness through the positioning of self and “otherness”.
For our pluricultural and plurilingual world to be celebrated and have its potential realised, it demands tolerance and understanding. Studying through a foreign language is fundamental to fostering international understanding. Culture can have wide interpretation – e.g. through pluricultural citizenship and the own context of the learner.
Questions to be answered by a novice CLIL teacher
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?
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?
THE 5 SENSES AICLE UNIT
AICLE DIDACTIC UNIT
Subject: SCIENCES Teacher:
Emma Pont
Title of the Unit: THE FIVE SENSES Course / Level: FIRST GRADE
1. Learning outcomes
/
Evaluation criteria
|
Name the five senses
Name the sense organ used for each sense. |
2. Subject Content
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What parts of body are used
for each sense?
What can the senses help humans do? How can we explore using each sense? |
3. Language Content
/ Communication
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Vocabulary
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Essential Vocabulary: hear, taste, touch, smell,
see, look, ears, nose, mouth,
tongue, eyes, hands,
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Structures
|
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Discourse type
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Use concrete objects, food,
lotions, and sounds for comparative models and verbalize and write the
actions and the vocabulary.
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Language skills
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Listening, reading, writing,
speaking
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4. Contextual (cultural) element
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Students
learn about the five senses during the Healthy food week at school. Importance
of the healthy habits. Students learn since P3 Sciences and Physical
Education in English.
|
5. Cognitive
(thinking) processes
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Students will talk, discuss,
create, and experiment in the different activities. They will apply, analyze
different processes and actions. They will compare and formulate hypothesis.
|
6. Task(s)
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Day 1:
Teacher will:
-use five senses flip chart to begin generating discussion about our five senses -read story about our five senses Students will: -discuss their five senses -listen and respond to story -complete activity about the five senses Closure/Wrap-Up & Exit Ticket: What did we learn? Writing paper, matching the sense with the part of the body. Arrows.
Day 2:
Teacher will:
-read story about our sense of hearing -discuss the importance of our ability to hear Students will: -listen and respond to story -complete activity about our sense of hearing Closure/Wrap-Up & Exit Ticket: What did we learn? Writing paper, matching the action with the part of the body. Cut and glue.
Day 3:
Teacher will:
-read story about our sense of sight -discuss the importance of our ability to see Students will: -listen and respond to story -complete activity about our sense of sight Closure/Wrap-Up & Exit Ticket: Closure/Wrap-Up & Exit Ticket: What did we learn? Writing paper. Write the name of the sense.
Day 4:
Teacher will:
-read story about our sense of smell -discuss the importance of our ability to smell Students will: -listen and respond to story -complete activity about our sense of smell Closure/Wrap-Up & Exit Ticket: Closure/Wrap-Up & Exit Ticket: What did we learn? Writing paper. Write the name of the part of the body.
Day 5:
Teacher will:
-read story about our sense of taste -discuss the importance of our ability to taste Students will: -listen and respond to story -complete activity about our sense of taste Closure/Wrap-Up & Exit Ticket: Closure/Wrap-Up & Exit Ticket: What did we learn? Writing paper. What sense do we use for each pictures? Cut match and glue. |
6. (b) Activities
|
1. LOOK, HEAR, TOUCH, TESTE, SMELL: Prepare
some type of container for students to explore using their five senses.
Use a few readily available items to put in the container for
discovery. The items to include in the container could be some type of
food that is edible and able to accommodate all of the senses, fragrant
candles, hand lotions that smell, a holiday noise maker, etc. Using the
container, have students select an object and reflect on using each of the
five senses to describe it.
2. HEAR, SEE, AND TOUCH: Students will
observe and compare common objects using their sense of hearing. Select
objects from the classroom that will fit in film canisters or small plastic
containers if canisters are unavailable. Suggested items include pencil
erasers, paper clips, buttons, marbles, small pieces of chalk, small pieces
of paper, push pins, toothpicks, pennies, sand, rice, dried beans, small
pebbles, etc. Put two pieces in each canister and snap on lids.
The teacher prepares a Mystery Feely Box. Using a shoe box, cut holes in two opposite sides large leaving enough room for students to insert their hands. Cut a third, larger hole in the back, large enough for a second student to put pieces of fabric or classroom objects into the box.
3. TASTE, SMELL: Introduce this
activity as a test for the students’ noses (smelling) and tongues (tasting).
Discuss how these two senses work closely together and how they are both
compromised through illnesses such as allergies or having cold
symptoms. Working in a small group, have several foods prepared in
covered containers so the students do not recognize them. Use common salty,
sweet, bitter, and sour foods; avoid apprehension or surprise by telling the
students what foods to expect (unsweetened chocolate, pudding, cookies,
pickles, lemons, popcorn, pretzels, crackers, etc.). Do not use nuts as some
children are highly allergic to these foods. Students close their eyes
to taste one food at a time that you put on his/her individual spoon. Once
handed the spoon, students may smell, touch, and taste (eat) the food. After
all the students have tasted the food, the students will discuss the food and
proceed to predict the name of the food tasted. They will then discuss
the food, using descriptive words that correspond to the taste.
4. HEAR, SEE, TOUCH, TASTE,
SMELL: The students then participate in popping popcorn, comparing and
expanding the story chain developed earlier. The students are to
discuss the sensory characteristics of popping popcorn as they participate in
the actual act of viewing popcorn popping. Follow hot air popper
manufacturer’s instructions to pop the popcorn. Make sure students
remain in their assigned area to ensure safety while completing this activity.
Begin popping the popcorn. As the popcorn pops, use adjectives and
terms to describe what is happening to expand the students ability to express
the process for future discussions. After the popcorn pops, give each
student about 1/4 cup on a paper plate and have them explore it through using
their senses.
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7. Methodology
|
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Organization and class distribution/ instruction timing
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Duration: 5
days
Day 1: Anticipatory Set (Hook): Sing Dr. Jean Five senses
song. What are
some things you know about apples? Whole group. Listen the
song, dance it and learn it.
Model: (How will you demonstrate skills?) record student
responses to question.
Day 2: Anticipatory Set (Hook): What are some sounds that we
hear with our ears? Whole group. Listen the sounds that
the teacher projects. Try to guess what they are.
Model: (How will you demonstrate skills?) pause and listen for sounds around us, what other sounds can we hear? Day 3: Anticipatory Set (Hook): What are some things that we see with our eyes? In pairs. Banding some students eyes and hear the voice and touch the hair, face, body. Guess who? Model: (How will you demonstrate skills?) pause and look around us, what can we see with our eyes? Day 4: Anticipatory Set (Hook): What are some things that we smell with our nose? In pairs. Banding the eyes and smell. Try to guess. Do you like it? Is it fruity, sweet, yummy, and yucky? Model: (How will you demonstrate skills?) Smell some things around. Day 5: Anticipatory Set (Hook): Small groups. Describe how things can taste. Sweet, salty, bitter, sour… Model: (How will you demonstrate skills?) record student responses. |
Resources / Materials
|
Teacher
activity sheets and books for the five senses.
1. Video clip, computer, or
projector for enhanced viewing, if available, container for students to
explore, items for the container.
2. Film canisters or small
plastic containers, common objects for sound canisters, tape, markers, and
pictures of items.
3. Tasting foods, spoons, plates, food pictures, food word cards, chart paper, writing media.
4. Unpopped popcorn, hot air
popcorn popper, bowl, paper plates, chart paper, writing media.
5. JCLIC
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Resources TIC
|
Our
Journal: Blogger. Update our activities posting the pictures and explanations
of each day
Youtube:
Songs and videos
Scratch:
For the early finishers and to play and practice at home. Linked to the blog.
Audacity:
Record our own English words questions and structures. Some students make the
question. Another ones answer. Telling stories. Public in Goear. Linked to the
blog.
Flashcards:
Quizlet
.
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8. Evaluation
(criteria and instruments)
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Answering the questions and doing the actions
will be our instruments. The teacher observation of the day by day will tell
us if the students know what to do in each activity and if they understand
what we ask to do. The exit tickets that students do at the end of the activity
individually will be our evaluation instruments, knowing what students learn
and what they need to improve in.
|
Saturday, November 5, 2016
THE IMPORTANCE OF THE MATERIALS AND RESOURCES
I have been
working on THE FIVE SENSES AICLE UNIT and creating materials to get the
Learning Objectives.
The
resources have to be different and variated as the students need to get the
goals in many different ways and developing different intelligences,
Students
will be able to show an awareness of names, locations, and relationships of
body parts.
Students will use one or more senses
to observe and learn about objects.
Some
activities are created to prepare the Introduction, using embedded video
segment to introduce all 5 senses.
The Development is focus on one of
the five senses each day. Incorporate
use of activboard flipchart, center activities, and story time to develop an
association between the body parts and the five senses.
There are many paper works to do and
freebies to put on the walls. All visual inputs are necessary as much as the
use of the L2.
CLICK on the image to hear a song!
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