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CLIL activities General Arts Rosa Fernandez

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La práctica docente en centros bilingües: Metodología AICLE - Art activities
ART ACTIVITIES AND TASKS
Index:
A) Vocabulary...
La práctica docente en centros bilingües: Metodología AICLE - Art activities
Complete the spaces:
Bingo:
Information
Organ...
La práctica docente en centros bilingües: Metodología AICLE - Art activities
EXAMPLES
Information
Organising
Activities
Ti...
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  1. 1. La práctica docente en centros bilingües: Metodología AICLE - Art activities ART ACTIVITIES AND TASKS Index: A) Vocabulary - Reading - Writing - Listening - Speaking, although most of the activities involve several English skills. B) Interaction: Pair work - Think Pair Share - Mixed pairs - Small group - Expert group - Whole class C) Why repeat the same content with different tasks? D) Some practical hints on using the activities in the classroom. E) Four possible teaching styles within a classroom. VOCABULARY Getting meaning across ... Mime/gesture Realia Picture/photo/drawing Synonym/antonym Example Situation Translation Definition ... Knowing a word implies ... Knowing what it means Knowing how to spell it Knowing how to pronounce it Knowing what it collocates with EXAMPLES Revise vocabulary frequently through activities and games Matching pairs: CLIL activities Art - Rosa Fernández Alba 1
  2. 2. La práctica docente en centros bilingües: Metodología AICLE - Art activities Complete the spaces: Bingo: Information Organising Activities Many activities can involve pupils in organising pieces of information in a variety of ways. Organising information may involve: o Matching o Sequencing o Sorting o Rank ordering ... or combination of these. Basically pupils are given small units of information which when organised and structured in the right way reveal the ‘whole picture’. CLIL activities Art - Rosa Fernández Alba 2
  3. 3. La práctica docente en centros bilingües: Metodología AICLE - Art activities EXAMPLES Information Organising Activities Timeline For example, pupils may be given a timeline that only shows the time units (e.g. years) and a number of cards that describe events. The pupil’s job is then to arrange the cards in the correct places on the timeline. The question is how the pupils know where to put the cards? If the cards have the appropriate date on them then the task becomes very simple. However, if the pupils have to use an information source, such as a set of clues, then the task becomes more demanding and will involve the use of reading, thinking and probably listening and speaking as well. As a group task, it encourages ‘thinking aloud’ and a kind of talk where pupils put forward ideas and use talk to ‘work things out’. timeline cards clue sheets There are four different clue cards so that in a group of four, each pupil gets their own clue card. This also encourages participation of all members of the group and avoids either pupils opting out or one or more students dominating the activity. Most of the clues should be cross- references, so pupils need to pool their information and it leads to asking: Who's got something about....? In this way, asking and answering and thinking aloud become an important means of working out the solution. CLIL activities Art - Rosa Fernández Alba 3
  4. 4. La práctica docente en centros bilingües: Metodología AICLE - Art activities EXAMPLES Information Organising Activities Information source Whatever activity which needs an information source, this information can come in a variety of forms:  A text or set of texts  A text book  Reference books  A pamphlet  A set of clues  A listening text  A video  A teacher exposition  On the Internet, links given ...  Pupils’ own knowledge, experience and logic.  A poster More matching, sequencing, sorting and rank ordering in the given file: CLIL_activities_EX_Technological_Process_Rosa_Fernandez.pdf. CLIL activities Art - Rosa Fernández Alba 4
  5. 5. La práctica docente en centros bilingües: Metodología AICLE - Art activities WRITING Writing exercises o Finish the sentence. o Dicto-comp. It is a simple technique for guided compositions. This technique provides an activity intermediate between completely controlled writing exercises and completely free compositions. The technique itself is quite simple and requires a short text or story. Warn the students ahead of time that you will continue reading until you get to the end of the story. Then, read the text aloud once or twice at normal speed. This is, of course, much too fast for them to write down the whole story word-for-word. Put some of the key vocabulary items and phrases from the story on the blackboard, and ask the students to write the text down from ‘memory’. Naturally, they will not be able to remember the story word-for-word, and thus they will have to write much of it down in their own words. For a weaker group, put the vocabulary and phrases on the board before reading the story. It is important that the story not be too difficult, nor too long. For beginning students, the whole text might only be five or six lines long. o Fill the gaps in exercises with Defining or naming - Classifying - Consequence - Comparing - Predicting - Evaluating - Transferring information ... o Running dictation. Students in teams will have to memorize sentences and dictates them to a classmate. Different roles in a team: the runner (memorizes the text), the writer (copy what the runner tells him/her) and the spelling checker. Texts are on walls. o Pair spelling practice. EXAMPLES Writing exercises o Fill the gaps. CLIL activities Art - Rosa Fernández Alba 5
  6. 6. La práctica docente en centros bilingües: Metodología AICLE - Art activities EXAMPLES Writing exercises o Running dictation. CLIL activities Art - Rosa Fernández Alba 6
  7. 7. La práctica docente en centros bilingües: Metodología AICLE - Art activities EXAMPLES Writing exercises o Pair spelling practice. CLIL activities Art - Rosa Fernández Alba 7
  8. 8. La práctica docente en centros bilingües: Metodología AICLE - Art activities READING / LISTENING Support strategies for reading o Check that they understand key vocabulary before they read o Provide pre-reading questions to reduce the reading demands of the text. o Give reading support tasks, such as a chart to fill in, a diagram to label, etc. Types of reading and listening activities o Listen/read and label a diagram/picture/map/graph/chart o Listen/read and fill in a table. o Listen/read and make notes on specific information (dates, figures, times, main ideas). o Listen/read and rearrange information/reorder information o Listen/read and label the stages of a process/instructions/sequences of a text o Listen/read and fill in the gaps in a text o . EXAMPLES When listening to teachers (a PowerPoint p.e.) let the students act. It will not be so boring!!! Support color disks o Use REALIA and EXAMPLES in their enviroment. http://www.youtube.com/watch?v=OWF1djKCY3M o Use a SEMAPHORE to let them vote a correct answer. Warm and cool colours - foreground/background: CLIL activities Art - Rosa Fernández Alba 8
  9. 9. La práctica docente en centros bilingües: Metodología AICLE - Art activities http://plastinglish.blogspot.com.es/2012/11/warm-and-cold-colors.html a) Teacher and Language Assistant ask questions about the pictures: CLIL activities Art - Rosa Fernández Alba 9
  10. 10. La práctica docente en centros bilingües: Metodología AICLE - Art activities b) Students were offered 16 different statements: CLIL activities Art - Rosa Fernández Alba 10
  11. 11. La práctica docente en centros bilingües: Metodología AICLE - Art activities CLIL activities Art - Rosa Fernández Alba 11
  12. 12. La práctica docente en centros bilingües: Metodología AICLE - Art activities SPEAKING Support strategies for speaking o Ask short answer questions. o Prompt (for example start learners' responses for them). o Put a list of key vocabulary on the board. o Think before you speak. o Distributing turns. o The value of repetition and variations. o Allow some L1 responses or even “Spanglish”. o Give them talking frames, sentence starters or substitution tables. o Ask students to use their L1 when discussing but their L2 when reporting back. Types of speaking activities Support sheets are key o Question loops – questions and answers, terms and definitions, halves of sentences, can be exploited to create a question loop. o Write question-write answer - Ask your partner questions so that they will answer with the exact words you have on your sheet. If they answer correctly, check √ yes. o Info gap – students must speak to each other to fill in the missing information from their diagram with questions sheet to support. o Trivia search – ‘three things you know’ and ‘three things you want to know’with support for making questions. o Word guessing games – Teams have one minute to guess as many words as possible and get one point for each correct guess. o Class surveys – use questionnaires to guide pupils in asking set questions of their classmates. o 20 Questions – provide language support frame for questions. Speaker can only say ‘yes’ or ‘no’ in answer and pupils only get 20 questions to get the answer right. o Making presentations/talking from a prompt – instruct pupils to present information from a visual using language support handout. o Find someone who... - use a handout with questions. If your classmate answers "yes" and does it, write his/her name on the handout. o Record your voice. Using an ICT tool, you can manage to create activities so as students have to talk even if they are shy. CLIL activities Art - Rosa Fernández Alba 12
  13. 13. La práctica docente en centros bilingües: Metodología AICLE - Art activities EXAMPLES Types of speaking activities Support sheets are key Example of Info gap One pupil (or pair of pupils) have Sheet A, one have Sheet B. They have to take turns to find out each other’s vertebrates by asking questions. Imagine artworks instead animals! Example: Pupils A and B ask and answer each other's questions to find out what shapes will accurately complete their respective grids without showing each other their papers. CLIL activities Art - Rosa Fernández Alba 13
  14. 14. La práctica docente en centros bilingües: Metodología AICLE - Art activities EXAMPLES Types of speaking activities Support sheets are key Example of Find someone who... (geometry) CLIL activities Art - Rosa Fernández Alba 14
  15. 15. La práctica docente en centros bilingües: Metodología AICLE - Art activities EXAMPLES Types of speaking activities Support sheets are key Example of Record your voice... Based on support sheets on walls, students have to copy an information and create a Voki to record their voices explaining the info. Instructions for the task in a Voki: An example of the task done by student: CLIL activities Art - Rosa Fernández Alba 15
  16. 16. La práctica docente en centros bilingües: Metodología AICLE - Art activities Let everybody talk ... and listen o Distribute turns. o Make sure everyone participates. Try calling on students by pulling names out of a jar until all names are used. If you work in groups, you can have several jars. Students can create their own stick-names!. o Sometimes students don't listen to each other. One way of ensure that the whole class is listening is to have them score the answer. Some students can be asked to score content, others can be asked to score language. You can even divide the language scores into those who listen for grammar and those who listen for pronunciation. To keep the scores honest, occasionally call on them to justify their score: Was it really perfect? Why did you give it a 9 instead of a 10? It will be too time-consuming to do this all the time, but occasionally it can remind the students of the value of accuracy and increase their capacity to monitor their own language. CLIL activities Art - Rosa Fernández Alba 16
  17. 17. La práctica docente en centros bilingües: Metodología AICLE - Art activities Let everybody talk ... and listen o Have some students to say an statement (false or true) about his/her task. For instance: 'My drawing is portrait format', 'I've used warm colours'... and the whole class will have to 'guess' if it is true or false using the semaphore disks. In the picture, it's my language assistant, Kostyn, who makes the statements. CLIL activities Art - Rosa Fernández Alba 17
  18. 18. La práctica docente en centros bilingües: Metodología AICLE - Art activities INTERACTION Interactive patterns: o Different groupings (pair and group work) o Different interaction patterns in which students are the main protagonists. o Benefits in the CLIL classroom with regard to both content and language. Forming the pairs or the groups: o One possibility may be for students to form them spontaneously, according to their preferences, which can be quite motivating. o Concern for keeping a quiet classroom when forming pairs and groups or other reasons may lead the teacher into the convenience of forming them by him/herself. o Students who are brilliant or weak in the subject can -and should- be mixed, the grouping of shy and talkative participants my keep the group alive. o Working with different people in class each time is always enriching for the general atmosphere. o Sometimes, the teacher's intervention for this matter simply makes things go quicker, which is often a priority. Giving clear instructions for pair and group work: o From experience we know of the difficulty of some students (Spanish students are a good example of that) to keep themselves speaking in English. o Instructions should be clear from the very beginning (even in the mother tongue if necessary). Circulating round the classroom: o Not as a invigilator but as a helper. o Without interrupting rudely, the teacher may decide to take part for some minutes in order to encourage particular members of the group to speak or to prevent some of them from monopolizing the activity. o Circulation obviously helps the teacher to check that they are working on the subject and that they keep using English. "Better in English", "Too much Spanish heard over here", "Why not in English", ... Language assistant can help. CLIL activities Art - Rosa Fernández Alba 18
  19. 19. La práctica docente en centros bilingües: Metodología AICLE - Art activities PAIR WORK > THINK-PAIR-SHARE THINK PAIR SHARE Think-Pair-Share is a cooperative learning technique. It is similar to pair work in that it promotes collaborative interaction but it adds think time to the process. Give students time to think about the content and also get ready to express their ideas in the L2. Give all students a chance to be active learners, not just the good ones who already know the answer. EXAMPLES THINK PAIR SHARE o Which is the odd one out? - Some pictures are offered. o Classifying - o KWL Chart - o Think before you speak. A minute of silence. Write five words on the page. o Students in pairs talk about the answer to the question. Students in fours compare answers. Students in the whole class are called on to say the answer. CLIL activities Art - Rosa Fernández Alba 19
  20. 20. La práctica docente en centros bilingües: Metodología AICLE - Art activities MIXED PAIRS Mixed pairs is two sides of the story. Stage 1: Students A and B prepare a pro statement and C and D prepare a con statement. Stage 2: Then A and C meet and B and D meet and they compare the two sides. Final stage: teacher calls on a few students to present both sides. EXPERT GROUPS Expert Groups: Stage 1: Becoming an expert Students work in small groups to master a small portion of the required information and have to complete a table. Each pupil in the group has to complete their own copy of the table because in the next stage of the activity they will need to take the information to a new group. Stage 2: Sharing expertise Students work in a new small group to share what the have learned. The pupils in the new groups can then complete the rest of their table by asking and answering questions about the subject. With the pooled expertise, the group can complete a work sheet or a table on the entire set of information. In this way they have found out and shared great deal of information. CLIL activities Art - Rosa Fernández Alba 20
  21. 21. La práctica docente en centros bilingües: Metodología AICLE - Art activities EXAMPLES EXPERT GROUPS Stage 1: Becoming an expert It will be useful to have some printable templates with A1A2A3A4... B1B2B3B4... C1C2C3C4... D1D2D3D4... E1E2E3E4 ... cards. You will give the same text or picture to those with: A1A2A3A4... picture 1 info 1 B1B2B3B4... picture 2 info 2 C1C2C3C4... picture 3 info 3 ... Stage 2: Sharing expertise Create new groups with: A1B1C1D1... A2B2C2D2... ... In this new groups, they have different info from stage 1. Tell your group what you have learned. With your shared information, complete a worksheet. Pass the sheet around, taking turns writing the answers. Ask the experts in the group for information and clarification. CLIL activities Art - Rosa Fernández Alba 21
  22. 22. La práctica docente en centros bilingües: Metodología AICLE - Art activities WHY REPEAT THE SAME CONTENT WITH DIFFERENT TASKS? The more a student has the opportunity to repeat production of the same content, the more likely he or she is to use better English. They are more sure of the ideas themselves and therefore they can attend to the formulation of their ideas. CONTENT o low cognitive demand: remember. o middle cognitive demand: apply. o high cognitive demand: evaluate. LANGUAGE o comprehend language: listening and reading. o produce language: speaking and writing. LANGUAGE AND CONTENT o new content + low language demands o familiar content + greater language demands EXAMPLES o Teacher introduces realism, figurative and abstract art, portrait and landscape format, and warm and cool colours. Use art styles worksheets, flashcards, ppt presentation... o Students label some pictures (choosing words from a list) o Teacher goes over pictures again and writes sentences. o Students put sentence strips in order. o Students fill in blanks in sentences. o Students look at new pictures and write sentences. o Students, in small groups, holding labels and new pictures, act out art styles, format and colours. CLIL activities Art - Rosa Fernández Alba 22
  23. 23. La práctica docente en centros bilingües: Metodología AICLE - Art activities SOME PRACTICAL HINTS ON USING THE ACTIVITIES IN THE CLASSROOM o Activities may serve different purposes at different stages of the learning process. For example, they may function as a useful starter activity for a topic or a revision activity at the end of a topic. They may also be used as main learning activities within a topic. o Sometimes the most difficult task for many teachers is to stand back and allow pupils to struggle with the task until they succeed; the temptation may be to over- help the pupils rather than “support” them in the process of learning. o Photocopying materials onto different coloured card is useful for managing sets of cards. Storing sets in zip-up plastic wallets or press top plastic bags keeps sets complete and discrete. o It is extremely useful to monitor how well the activities work so that the materials, strategies and techniques can be adapted to match pupils' abilities and needs more closely. more in Cooperative_Learning_booklet.pdf in PSM folder. CLIL activities Art - Rosa Fernández Alba 23
  24. 24. La práctica docente en centros bilingües: Metodología AICLE - Art activities FOUR POSSIBLE TEACHING STYLES WITHIN A CLASSROOM Learning activities typical of Quadrants A, B and C may be appropriate at various points in a series of lessons. There is a place for whole class instruction and questioning as well as worksheets and pupil initiated activities. However, it is only activities in Quadrant D that can provide the kind of interaction necessary to enable students who use EAL to be active users and learners of language. Collaborative learning activities are designed to structure this kind of integrated approach to learning content and language. by Steve Cooke - For Nottigham Schools - http://www.nottinhamschools.co.uk/emag CLIL activities Art - Rosa Fernández Alba 24
  25. 25. La práctica docente en centros bilingües: Metodología AICLE - Art activities References: PLASTINGLISH and TECNOINGLISH blogs - Rosa Fernández Alba Language Accuracy in the integration of content and English learning - Kitty Purgason Language Assistants in the bilingual program - Making the best - Isabel Blecua-Sarah Albrecht-Rachel Basse Essential Secondary CLIL - Jo Sintes - Josie Rich - Phil Ball Building bridges between Content and Language - Phil Ball Cooperative Learning in the classroom Booklet - Steve Cooke "Rosa M. Fernández Alba" Licencia Creative Commons CLIL activities Art - Rosa Fernández Alba 25

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