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Initial Teacher Education for CLIL:
Interdisciplinary Projects with Student Teachers
Mara D. Prez Murillo
Noem vila
M Jos Camacho
Rafael Carballo
Rosa Gonzlez
Irene Solbes
Anna Steele
SCHOOL OF EDUCATION
2M Dolores Prez Murillo
School of Education: Interdisciplinary Projects
Rationale: Students enrolled in the Primary Education Degree
are supposed to acquire adequate knowledge, notonly of the Primary curriculum areas, but also theinterdisciplinary connections that exist among them
(Royal Decree 3857/2007)
Increasing demand for Initial Teacher Education for CLIL:Coyle et al, 2010, Lasagabaster & Ruiz de Zarobe,2010,Madrid & Prez Caado, 2012; Marsh & Lang, 2000, Navs, 2009
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Salient features:
Language and content specialists working together and collaborating through joint planning, decision-making and goal-setting
Adopting a Shared Model: subjects are integrated through a similar theme (Cone, Werner & Cone, 2009)
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Initial Teacher Education for CLIL: A Cross-curricular Teaching Experience in the Primary Education Degree (Bilingualand Mencin de Ingls)
2014-2015 - PIMCD no. 166
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Noem vila Valds (DEXPLAS)
Mara Jos Camacho Miano (EXPMYC)
Rafael Carballo Santaolalla (MIDE)
Rosa Gonzlez Garca (In-service Teacher Trainer)
Mara Dolores Prez Murillo (DLL), Project Coordinator
PROJECT TEAM
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Initial Teacher Education for CLIL: Cross-curricular activities to develop Multiple Intelligences in the Primary classroom
2015-2016 - PIMCD no. 124
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INNOVATION TEACHING PROJECT U.C.M.: Objectives
1. To develop collaboration among university professors of the bilingual education groups, providing a forum for the exchange of ideas and experiences from different perspectives and disciplines.
2. To create teacher training experiences from a CLIL perspective in four subject areas: Art, Psychology, Physical Education and English Language.
3. To build a basis enabling future teachers to collaborate in interdisciplinary tasks in order to develop multiple intelligences in their classrooms.
4. To bring the University closer to real classroom situations, and develop an awareness of the reality of bilingual Primary Schools.
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1 Grado de Magisterio (Bilinge)
3 Grado de Magisterio (Bilinge)
2 Grado de Magisterio (Bilinge)
4 Grado de Magisterio
(Mencin de I.)
Formacin para el Bilingismo/ Initial Teacher Education for CLIL
Fundamentosde EducacinArtstica/ Art Education
Educacin Fsica y su Didctica/P.E. for Primary Teachers
Psicologa de la
Educacin/Educational Psychology
Subjects and groups involved in the project
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Noem vila Valds (DEXPLAS)
Mara Jos Camacho Miano (EXPMYC)
Rafael Carballo Santaolalla (MIDE)
Anna Steele (DLL)
Rosa Gonzlez Garca (In-service Teacher Trainer)
Irene Solbes Canales (PEE)
Mara Dolores Prez Murillo (DLL), Project Coordinator
PROJECT TEAM
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1) Cross-curricular work: 2014-2015a) Educational Phychology & Art Education: Y. 1 b) Art Education & Initial Teacher Education for CLIL: Y. 3
2) A two-day workshop (27 & 28 October, 2015)
3) Cross-curricular work: 2015-2016a) P. E. for Primary Teachers & Art Education: Y. 2b) Initial Teacher Education for CLIL and the three other
disciplines: Y. 4
4) Project evaluation: different research toolsincluding questionnaires and focus group interviews
STAGES IN THE PROJECT
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Cross-curricular Activities & Multiple Intelligences (MI)
for the Primary classroom
27-28 October, 2015 School of Education, UCM
The project includes a two-day workshop:
a) To bridge the gap between the university and the primary classroom
b) To become familiar with the bilingual school context through teacher experiences
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Educational
Psychology6 ECTS
Educacin Primaria
1er curso
MI
in the
CLIL classroom
Teacher collaboration:Educational Psychology and
Art Education
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1. Explanation of the Multiple intelligences Theory and the concept of Creativity.
2. First individual activity: VISUAL THINKING GAME.
3. Second group activity: COLLABORATIVE AND CREATIVE ART PROJECT
4. Evaluation (of the session and of the whole project)
SESSION ON MULTIPLE INTELLIGENCES AND
CREATIVITY IN ARTS: STAGES
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Model of intelligence that differentiates intelligence into specific "modalities", rather than seeing it as dominated by a single general ability (there is a wide range of relatively
independent abilities, with only very weak correlations among them)
Gardners Theory of Multiple Intelligences (MI)
Linguistic Ability to use words and Languages (e.g: Writer)
Logical-Mathematical
Logic, abstractions, reasoning, numbers and critical thinking (e.g: Scientist)
SpatialSpatial judgment and the ability to visualize with the mind's eye and to manipulate three dimensions in space (e.g.: Architect)
MusicalAbility to understand and use concepts such as rhythm, melody, harmony (e.g.: Composer)
Bodily-kinesthetic
Control of gross motor and fine motor skills (e.g.: Athlete)
NaturalisticAbility to distinguish and categorize objects or phenomena in Nature (e.g: Botanist)
InterpersonalCapacity to interact with and understand other people (e.g: Politician)
IntrapersonalAbility to understand and use your own feelings, preferences andinterests (e.g.: Actor)
ExistentialCapacity to contemplate phenomena or questions beyond sensorial data, such as infinity or space (e.g.: Cosmologist)
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P. E. for Primary
Teachers6 ECTS
Educacin Primaria
2 curso
MI in the CLIL
classroom
Cross-curricular
activities
Teacher collaboration:P. E. for Primary Teachers, Initial Teacher Education for CLIL and
Art Education
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EnglishCreate a short story about what is happening in the work of art.
Arts & New techonologiesTableau Vivant VideoMaking of Video
Physical EducationBody representation of the painting, using creative movement vocabulary
THE ART OF CREATIVE MOVEMENT
Main MI involvedBodily-kinesthetic and Spatial-visual intelligences
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The Spinners, or The Fable of Arachne.
(Velzquez, 1655 1660)
This is a complex and highly intellectual representation of the classical myth of Arachne. According to the fable told by the Roman author, Ovid (Metamorphoses, Book VI, I), Arachne was a young Lydian (Asia Minor) so skilled in the art of weaving that she challenged Athena, goddess of Wisdom, to a contest of skills. During the competition, the latter realized that Arachne was superior to her. And when Arachne made fun of her by weaving into her tapestry images of the conjugal infidelity of the goddess's fatherZeus, who transformed into a bull in order to kidnap the nymph, Europe she turned the talented weaver into a spider ()Further information: https://www.museodelprado.es/en/the-collection/online-gallery/on-line-
gallery/obra/the-fable-of-arachne-or-the-tapestry-weavers/GROUP LAS HILANDERAS
10 students
1 director
1 camera man/woman
THE ART OF CREATIVE MOVEMENT
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Art Education6 ECTS
Educacin Primaria
3er curso
MI in the CLIL
classroom
Cross-curricular
activities on
contemporary artists
Teacher collaboration:Art Education
and Initial Teacher Education for CLIL
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A work of art is . . . a representation of
the world outside of art, often the
everyday social world. () In general
education, the purpose of art education
is not to induct individuals into the world
of the professional fine arts community. .
. . [It] is to enable individuals to find
meaning in the world of art for life in the
everyday world.
Arthur Efland, ART AND COGNITION:
INTEGRATING THE VISUAL ARTSIN THE CURRICULUM
Contemporary art is the work of artists
who are living in the twenty-first
century.
Contemporary art mirrors
contemporary culture and society,
offering teachers, students, and
general audiences a rich resource
through which to consider current
ideas and rethink the familiar.
Artists today explore ideas, concepts,
questions, and practices that examine
the past, describe the present, and
imagine the future.
Art 21
http://www.art21.org/
Contemporary Art
Main MI involvedSpatial-visual and Interpersonal intelligences
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Contemporary Artists
KARA WALKER
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Initial Teacher
Education for CLIL6 ECTS
Educacin Primaria
4 curso
MI in the CLIL
classroom
Cross-curricular
teaching units
Teacher collaboration:Initial Teacher Education for
CLIL, Art Education, Educational Psychology and P.E. for Primary
Teachers
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Multiple Intelligences Theory (MI): Implications for lesson planning
(Palmberg, 2011, p. 29)
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Children create their own colour mask and choose which colour they want to see the world
Suggestions from the Art Teacher Educator: Making the most of mask-making eg. Accessing prior knowledgeLead a class discussion of masks by asking the questions below:
- Who wears masks?
- When and where do people wear masks?
- What other activities are happening when they wear
masks? (Maybe special foods, trick-or-treating, music,
other holiday celebrations.)
- What is it like to wear a mask?
- What do you think about when you make a mask?
- Most importantly, why do you wear masks? (To mark a
holiday, celebrate with family and community, for fun, etc.)
http://www.smithsonianeducation.org/educators/lesson_
plans/carnival/index.html
Masks (Arts & Crafts Activity)
Main MI involvedVerbal-linguisticSpatial-visual and Interpersonalintelligences
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INITIAL EVALUATION
FINAL EVALUATION
A pre-test was administered to the students to find out what they knew about inter-disciplinarity before implementing the cross-curricular classroom activities.
Then, students answered a post-test after the activities had been implemented in the different groups. Each item offered a five-point scale of response, reflecting 1 disagreement and 5 strong agreement.
Evaluation of the project
Cross-curricular classroom activities
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FROM THE STUDENT PERSPECTIVE
The results from the final questionnaire showed that the students had a very positive attitude towards interdisciplinary teaching/learning ( M = 4,27) and they had been able to make cross-curricular links among the different subjects areas.
They stated that their motivation towards the disciplines involved in the projects had improved over time (M=4,39).
They also expressed great satisfaction with the different interdisciplinary activities they had carried out for university course work.
Finally, they pointed out their intention to implement an interdisciplinary approach in their future Primary teaching practice( M = 4,88).
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THE TEACHER PERSPECTIVE The outcomes were positive and very beneficial
for students and professors as measured by the degree of satisfaction that they expressed.
This opportunity to actively apply an interdisciplinary approach at university level was considered by the professors themselves to be a positive professional development experience.
It enabled them to explore the connecting links between their own disciplinary area and others, while actively collaborating with colleagues from other departments.
However, it also required an enormous amount of work to restructure subject matter and develop interdisciplinary experiences.
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We have focused on an initial teacher education context, the School of Education, and provided a brief account of two interdisciplinary projects that have been carried out there in the last two academic years.
We have described the nature of teacher collaboration in these projects and pointed out that a collaborative approach to teaching/learning enhances (future) teachers professional development.
To conclude, we would argue that teacher collaboration among language and content teachers, is essential at all educational levels and teacher educators should not be an exception.
CONCLUDING REMARKS
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Cone, T. P., Werner, P., Cone, S. (2009). Interdisciplinary Elementary Physical Education. Human Kinetics: Champaing, IL.
Coyle, D. Hood, P. y Marsch, D. (2010). CLIL : Content and Language Integrated Learning. Cambridge : Cambridge University Press.
Lagasabaster, D. & Ruiz de Zarobe, Y. (eds.) (2010). CLIL in Spain: Implementation, Results and Teacher Training. Newcastele Upon Tyne: Cambridge Scholars Publishers.
Marsh, D. y Lange , G. (2000). Using Languages to Learn and Learning to Use Languages. Jyvaskyla , Finland: UniCOM, University of Jyva skyla on behalf of TIE-CLIL.
REFERENCES
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Madrid, D. & Prez Caado , M. L. (2012). CLIL Teacher Training. In J. de D. Martnez Agudo (Ed.). Teaching and Learning English through Bilingual Education (pp. 181-212). Newcastle upon Tyne: Cambridge Scholars.
Nave s, T. (2009). Effective Content and Language Integrated Learning Programmes. In Y. Ruiz de Zanobe, & R. Jime nez Catala n (Eds.). Content and Language Integrated Learning: Evidence from Research in Europe (pp. 22-40). Bristol: Multilingual Matters.
Palmberg, R. (2011). Multiple Intelligences Revisited. Retrieved from https://www.englishclub.com/download/PDF/EnglishClub-Multiple-Intelligences-Revisited.pdf
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Thank you very much!
Contact:
perezmur@edu.ucm.es