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Machines move the worldCLIL course
Marta Vidal Vidal April 2011
1. Introduction: Theoretical basis
2. Context: Description and specific issues.
3. The project: machines move the worldLittle experiment
Asking questions
Mind map (4C’s and Bloom’s taxonomy).
Examples of activities
Scaffolding and assessment
3. Checklist
CLIL Content and Language Integrated Learning
• Positive effects both content and language subjects• Language skills• Flexible tools and recommendations on how to develop quality on
materials based on 4Cs framework (Coyle, 2010)
COMMUNICATIONLanguage needs to be learnedLearning content through languageLanguage transparent and accessibleInteraction is fundamental
CONTENTAcquiring knowledge and skills
Pupils create their own knowledge
Personalized learning
COGNITIONLearning and thinkingCreate their own interpretation of content depending on the linguistic demands of pupils
CULTUREIntercultural awarenessRelationship between
cultures and languages
PRINCIPLES
(Meyer 2010)
4. Adding the (inter-)cultural dimensionAwareness
5. Make it H.O.T.
1. Rich inputMeaningful, challenging and authentic.
2. Scaffolding learning (to understand, to do a task and supports language production).
3. Rich interaction andpushed outputTask design for communicative purposes
6. Sustainablelearning Make learning process transparent and provide a clear structure.
CLIL matrix (adapted from Cummins, 1984)
Skinner Feedback/reinforcement
GardnerMultiple intelligences
Bruner Spiral curriculum
KrashenMotivation and language
learning
KolbOrganization, learning and problem solving.
Johnson and Johnson
Cooperative learning
VygotskyScaffolding/zone of
proximal development
PiagetStages of cognitive
development
My school is a rural school. It is part of ZER ELAIA
Escola ‘Els Set Focs’ de BellaguardaEscola ‘Vallmajor’ de Bovera
Escola de la Granadella
We share teachers: English teacher, PE teacher and music teacher. We have small groups from different ages in the same classroom
(from 3 to 7 and from 8 to 12).
My CLIL unitSubject: Science
Level: 5th and 6th grade of primary education
Why did I choose this project?
How can you explain this?
Everything has a scientific explanation but sometimes we don't know it. Scientists work is about making questions and find its answers.
Let’s experiment!
I want that pupils formulate themselves questions about what they have observed
BE COURIOUS!!
How do objects move?Why does an object stop its
motion?How can we reduce the force to
move objects?
VISION: I want a classroom where pupils are involved in their own learning process and they can learn from each other.
MOTION FORCES MACHINES2 LESSONS 4 LESSONS 8 LESSONS
Analyse the movement of
objects.Draw direction and trajectory
(easy) LOTMatch the line with the name of the motion(difficult) HOT
More theoreticalNewton’s laws of motion
Formula applicationData recording
Using laboratory tools.Experimentation with
some physics phenomena: friction, weight and
pull/push.
Propose experimentations with easy steps.Difficult content.
Reconstruct the parts of the experimentation: materials, steps,
predictions, data recording and conclusions.
All the simple machines.How those help us to do work?
Analysing machines.
Create their own compound machine.
Assessment
Draw the MOTION of these objects.use
The motion of the Skier
ARROWS
It’s rectilinear motion because it describes a straight line..
Rectilinear motion
Parabolic motion
Coconut motion
Oscillating motion
Circular motion
Elliptical motion
Static
Because it describes
a straight line.
a parabola.
an oscillation.
a circle.
an ellipse
No, there is no motion.
HANDS ON! FrictionPROBLEM:
How do different surfaces affect the movement of the objects?
MATERIALS:
Pencil, toy car, metric tape, 4 clothes pegs, tape, scissors, aluminium foil, wax paper, recycled paper, sand paper, a calculator and plastic cable covers.
STEPS:
1. Predict the distance of the toy car on each surface.
2. Create a ramp using 4 clothes pegs and plastic cable covers.
3. Drop the toy car and measure the distance.
4. Do 3 different trials for each surface and calculate total distance.
Play with friction I/we think that the distance will be
the samedifferent
on all the surfaces.
Match those questions with the answers.
Order these steps of the experiment.
Choose one image for your prediction.
Prepare all the materials.
Predict: What is the best position of the rubber (as a fulcrum) to lift the big book with less effort (less small books)?
Predict: What is the best ruler for lift the big book with less effort?
Try different positions for the rubber (fulcrum).
Change the short ruler for the long ruler and repeat the process.
Start with the short ruler.
What is the best ruler to lift the big book with less effort?
What is the best position of the rubber (as a fulcrum) to lift the big book with less effort (less small books)?
We need two rulers: one long and one short.
We use the rubber as a fulcrum for doing a lever.
We use the big book as a load.
Start with the short ruler and then do the same process with the long ruler.
We use the ruler as a lever.
How many rulers do we need?
What do we do with the rubber?
What is the big book for?
Which ruler do we use first?
What is the ruler for?
What are the small books for? We use the small books as an effort.
1 2
3
PROBLEM:
Can we do the same work with less effort? MATERIALS: Write down the materials that we need for the experiment.
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STEPS: (from 1 to 7)
HANDS ON! LEVER
PREDICTION Best position of the ruler best ruler
What is the best position of the rubber (as a fulcrum) to lift the big book with less effort (less small books)? __________________________________________________________________ What is the best ruler to lift the book with less effort? Write it. _________________________________________________________________________
Draw your lever and write the names in the correct place.
Assessment NAMES LESSON5 LESSON6 LESSON7 LESSON8
Bob
LESSON5 Date:
I ’m getting better at… I think that my attitude… I have been using English …
…was excellent …was quite good
…could be better
…always …most of the time
…a f ew times.
EXCELLENT
GOOD
WELL
I ’m trying to do it
I can recognize forces like …………………………………
I can make predictions
I know how to calculate the……………………………..
I can use laboratory tools.
I can enter results into a simple data table.
I can say the conclusion of an experiment.
I can work in pairs.
Put a tick
ALWAYSMOST OF THE
TIMEA FEW TIMES
I’m trying to do it
We are talking in English in the classroom.
Teacher assessment
Self-assessment
Checklist of CLIL my projectI have taken into account in the planning of my unit…. The 4 C’s
Bloom’s taxonomy
I nteractive learning
Cummins’ matrix
Scaff olding
Assessment
Real integration of content and language.
Having fun while doing it.
Thank you!