How to use the Web to carry out activities within the CIIL classroom

1. Constructivist uses of
technology for CLIL
Isabel Pérez Torres
http://isabelperez.com/

2. How people learn
Bransford, Brown, and Cocking (2000) & Donovan and Bransford (2005)
apud Cummins & others
Basic principles of learning
1. Engaging prior understandings
2. Integrating factual knowledge with
conceptual frameworks
3. Taking active control over the learning
process

3. Basic principles of learning
1. Engaging prior understandings
– Information or skills previously acquired
– The experiences that have shaped the learner’s
identity and cognitive functioning

4. Basic principles of learning
2. Integrating factual knowledge with
conceptual frameworks
– provide them with opportunities to learn with
understanding
– deeper levels of understanding are required to
transfer knowledge from one context to another

5. Basic principles of learning
3. Taking active control over the learning
process
– Support them in taking control of, and self-
regulating, their own learning
– Teach them metacognitive strategies

7. Some theories and approaches that are
connected to those Learning Principles
• Constructivism
• Identity texts and literacy engagement (Cummins)
• Task based approach
• Interdisciplinary learning

8. Changes in Education and in Language
Teaching…..
• From knowledge reproduction To
constructivist learning
• From Teaching CONTENT and LANGUAGE
To Content and Language Integrated Learning

9. http://www.thirteen.org/edonline/concept2class/constructivism/index_sub1.html

10. Some theories and approaches that are
connected to those Learning Principles
• Constructivism
• Identity texts and literacy engagement
• Task based approach
• Interdisciplinary learning (CLIL)

11. How can teachers use IT in a
onstructivist way for CLIL?

12. pply the learning principles to a CLIL context
and make a onstructivist use of IT tools and
resources.

13. • Use IT and Web applications and Tools
– Google docs, Google maps, etc.
– Glogster
– Audacity
– Videos

14. Web 2.0 Applications
• Collaborative Spaces / Social
Software
– Bookmarks
– Blogs
– Wikis
– Microblogs (twitter)

15. Task based approach on the Web

17. WebQuests
A WebQuest is an inquiry-oriented activity in which some or all of
the information that learners interact with comes from resources
on the Internet. (Dodge, 1995:1)
……………..is built around an engaging and doable task that elicits
higher order thinking of some kind. It's about doing something
with information. The thinking can be creative or critical, and
involve problem solving, judgement, analysis, or synthesis. The
task has to be more than simply answering questions ………(Starr,
2000)

18. http://isabelperez.com/webquest/taller/l2/english/model2.htm

22. • Carry out a task based
activity, using web Webtasks
resources.
• Focused on content
rather than on language

23. Don’t forget to …
1. Select language and content resources that
enhance the Learning principles (meaninful,
engaging, supportive, etc.)
2. Give language upport and plan caffolding
•Specific language Vocabulary and
•Academic language language Discourse types
•Classroom language structures (in (e.g. narration,
descriptión, etc.)
context)

24. Vocabulary
• Type of activities:
Word clouds, flashcards, identifying images,
matching concepts and definitions, synonyms
and antonyms, etc.
• Use graphic support whenever possible

25. Don’t forget to …
3. Integrate the 5 skills: reading, writing,
listening, speaking and interacting
Balance

26. Some activities to integrate linguistic skills
• Reading skills: organisers (maps,
timelines, diagrams, etc.) missing
words, rewrite, etc.
• Listening skills: give opportunities to
practise listening in pairs and groups.
Use clues and images, complete maps,
gaps, timelines, etc.

27. Some activities to integrate linguistic skills
• Writing skills: more or less guided,
Use of images, rebuilt texts,
– In pairs, in goups
– Different formats: posters, presentations, etc.
• Oral and interacting skills: use
scaffolding
Facilite models of the linguistic functions
and structures. Record podcasts, oral
presentations, etc.

28. Some examples of tasks
• Reception Tasks: recopilate or contrast information
about a topic. Analyse or understand a topic, etc.
• Production Tasks: to design an object or product.
Design a guide or another document based on some
information. Assess a situation; formulate a
hypothesis or a solution; do a presentation, an
interview, a report, etc.
• Some more ideas:
http://www.thirteen.org/edonline/concept2class/constructivism/implementation_sub2.html

29. How to….
– Use a template
– Evaluation criteria, objectives
– Find big concept, brainstorm possible tasks and
connection with students’ interests
– Think in terms of language skills practice (IT Tools)
– Plan and support the learning process
– Assess the results together and make changes
– Simplicity should be the ultimate principle

30. Conclusions
• Plan and encourage creative and constructivist
activities
• Use Web 2.0 for collaborative tasks (e.g. Webtasks,
webQuests)
• Use IT to make students practise oral skills (e.g.
Podcasts)
• When possible plan crosscurricular units /tasks
• Teach key competences
• Use the Web to host and share materials and to
contact other teachers and students (e.g. eTwinning)

31. • http://isabelperez.com/podcasts.htm - blogs
• edu.glogster.com
• http://www.twiducate.com/
• http://www.techsmith.com/jing.html
• http://www.wordle.net/
• http://ginertravelagency.wikispaces.com/
• mimiwheat.edu.glogster.com/beethoven/
• http://learninginhand.com/OurCity
• http://sites.google.com/site/lolaceituno2/unequalpopulationdistribution
• http://isabelperez.com/webquest/taller/l2/english/model2.htm
• http://irvingroute.wikispaces.com/
• http://www.juntadeandalucia.es/educacion/webportal/web/aicle/contenidos/
• http://isabelperez.com/webquest/taller/l2/english/model5.htm
• http://pluri.wikispaces.com/Plantilla+Unidad
• http://www.ted.com/talks/lang/en/shawn_achor_the_happy_secret_to_better_work.html
• http://www.ted.com/talks/lang/en/sir_ken_robinson_bring_on_the_revolution.html