Content and Language Integrated Learning (CLIL) Materials in Chemistry and English: ACIDS & BASES LO scopo del presente lavoro è presentare i materiali CLIL realizzati per il progetto di sperimentazione del CLIL nel triennio che partirà quest’anno all’ITET Mantegna di Mantova. In 2010 the Upper Secondary School Reform has introduced the CLIL methodology in the Italian school system which menas in the case of the Istituti Tecnici that one of the fifth-year- subjects has to be teached in English uning CLIL. Stefania DELLA SCIUCCA, Valentina FOCHI ITET Mantegna, Via G. Gonzaga 8, MANTOVA (MN) Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

CLIL The AIMS Tools for planning a CLIL module Presentation of the project Planning of the CLIL lessons CLIL Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

the 4C’s Tools for planning a CLIL module CULTURE Exposure to alternative prespectives and share understandings Progression in knowledge, skills and understanding related to specific elements of a defined curriculum CONTENT the 4C’s COGNITION Develoing thinking skills which link concept formation, understanding and language COMMUNUCATION Using language to learn – whilist learning to use language [Coyle D., Hood Ph., Marsh D., 2010] Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016 stefania.dellasciucca@istruzione.it

CLIL linguistic progression: LANGUAGE THROUGH LEARNING Tools for planning a CLIL module LANGUAGE OF LEARNING CLIL linguistic progression: language using and language learning LANGUAGE FOR LEARNING LANGUAGE THROUGH LEARNING [Coyle D., Hood Ph., Marsh D., 2010] Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016 stefania.dellasciucca@istruzione.it

Tools for planning a CLIL module THE CLIL MATRIX [Cummins, 1984 adapted by Coyle, 2010] Instilling confidence by starting with familiar work Developing cognitive demands through mainly recycled or scaffolded language Incorporating new language and new content- cooperative group work, technological and teacher mediation 2 3 1 Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

Presentation of the project I year of attuation II year of attuation TARGET GROUP Students attending the 3th class of a Biotechnological Institute Students attending the 4th class of a Biotechnological Institute SUBJECT AREA Analytical Chemistry TOPIC Acids and bases SCHOLASTIC PERIOD April-May 2017 September-October 2018 LANGUAGE English – A2/B1 level English – B1/B2 level TEACHING TEAM 1 Chemistry teacher 1 English teacher Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

Planning of the CLIL unit Acqisition 10% Collaboration 20% Discussion 30% Inquiry Production Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

Planning of the CLIL unit Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

Planning of the CLIL unit Acquisition 3% Discussion 33% Inquiry 21% Practice 14% Production 29% Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

Planning of the CLIL unit Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

Planning of the CLIL unit Collaboartion 31% Discussion 15% Practice 28% Production 26% Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

Planning of the CLIL unit Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016 stefania.dellasciucca@istruzione.it

CONCLUSIONS All the activities presented in this work have been planned taking into account: the use of active methods based on cooperative work because a CLIL lesson should be student-centered; the use of scaffolding techniques because students should be assisted to set goals for content and language learning; the use of materials from the web as often as possible to create a connection between learning and student’s lives; the changing of the teacher’s role because she/he acts as a facilitator more than anything. CLIL Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

REFERENCES Coyle D., Hood Ph., Marsh D., (2010) CLIL: Content and Language Integrated Learning, Cambridge Univertity Press, Cambridge. Anderson, L. W. and Krathwohl, D. R. (eds.) (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, New York: Longman. Bier, A. (2015) An Exploration of the link between Language and Cognition, EL.LE, 4 (1) 71-84. Cummins, J. (1984) Bilingualism and Special Education: Issues in Assessment and Pedagogy, Clevedon: Multilingual Matters. Quartapelle, F. Assessment and evaluation in CLIL (2012), ECLIL-EACEA, Ibis Ed, p 106 Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

The knowledge theories supporting CLIL EVALUATION SYNTHESIS Bloom’s Taxonomy [revised by Anderson and Krathwohl, 2001] ANALISYS APPLICATION COMPREHENSION KNOWLEDGE Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

Gardner’s Multiple Intelligences The knowledge theories supporting CLIL [revised by Anderson and Krathwohl, 2001] Gardner’s Multiple Intelligences Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

The knowledge theories supporting CLIL Vygotsky’s Approach [Bier, A. 2015] Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

Planning of the CLIL unit Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

Assessment grid for content CRITERIA 5 EXCELLENT 4 GOOD 3 SATISFACTORY 2 ALMOST 1 UNSATISFACTORY SCORE Use of basic concepts and knowledge Has acquired all the basic concepts and principle of the topic. Well structured, correct and comprehensive explanation; excellent personal evaluation. Has acquired most of the basic concepts and principles of the topic. Generally well structured , correct and adequate explanation; good personal evaluation.   Has acquired some basic concepts and principles of the topic. Sufficient explanation with a limited number of errors; limited personal evaluation. Has acquired only a few basic concepts and principles of the topic. The explanation shows major deficiencies in terms of logical structuring and formulation. Hasn’t acquired any of the basic concepts and principles of the topic. The explanation is severely deficient in terms of logical structuring and formulation; no personal evaluation. Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

Assessment grid for content CRITERIA 5 EXCELLENT 4 GOOD 3 SATISFACTORY 2 ALMOST 1 UNSATISFACTORY SCORE Application of knowledge to new situations Has used new knowledge with confidence and creativity, applying it in an original way.   Has used new knowledge and applied it correctly in new situations. Has used new basic concepts and applied them in simple situations. Has used a few simple concepts and applied them when guided. Hasn’t achieved any knowledge. Creativity/ evaluation Has shown critical thinking, creativity and initiative. Has shown good level of creativity and evaluation capability. Has shown sufficient evaluation capability and sometimes original ideas. Has not always shown sufficient evaluation ability and has presented poor creativity. Has shown inability to evaluate and very poor creativity. Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016

Assessmemt grid for language CRITERIA 5 EXCELLENT 4 GOOD 3 SATISFACTORY 2 ALMOST 1 UNSATISFACTORY SCORE Use of language: -listening -speaking - reading - writing -interaction Consistent grammatical control and appropriate use of vocabulary. Can express him/herself with a natural flow. Good generally Can express him/herself and interact with a good level of fluency.  A few mistakes in grammar and vocabulary use do not lead to misunderstanding. Can express him/herself and interact with a reasonable degree of fluency. Systematically makes mistakes in grammar and vocabulary use but the message is generally clear. Can manage the discourse and the interaction with effort and must be helped. Systematic grammar mistakes and the narrow range of vocabulary makes the message meaningless. Communications is totally dependent on repetition, rephrasing and repair. Cooperative work Original and creative. Good level of interaction.   Sufficient level of interaction. Partial Cooperation. Unable to work in group Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016