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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?

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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?

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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?

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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?

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	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
Vocabulary	Essential Vocabulary: hear, taste, touch, smell, see, look, ears, nose, mouth, tongue, eyes, hands,
Structures	How does it look? How does it smell? How does it feel? How does it taste? How does it sound? What is the item?
Discourse type	Use concrete objects, food, lotions, and sounds for comparative models and verbalize and write the actions and the vocabulary.
Language skills	Listening, reading, writing, speaking
4. Contextual (cultural) element	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	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)	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. Ears – Did you hear it while it was cooking? How did it sound?  What body part did you hear it with?  Eyes – Can you see it? How does it look?  What body part do you see with?  Touch – Can you touch it? How does it feel?  What body part do you use to touch with?  Smell - Can you smell it? How does it smell? What body part do you use to smell with?  Taste - Can you taste it? How does it taste? What body part do you use to taste with? Can you change its taste?  How?
	7. Methodology
Organization and class distribution/ instruction timing	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
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. https://scratch.mit.edu/projects/112333394/ https://scratch.mit.edu/projects/95112292/ https://scratch.mit.edu/projects/278142/ https://scratch.mit.edu/projects/124786571/ 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 .
8. Evaluation (criteria and instruments)	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.

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!