Content and Language Integrated Learning August and September 2015 in Cheltenham www.collaborativelearning.org/clilhumanities.html stuart.scott@collaborativelearning.org

“Lets sort it out” Promoting purposeful talk through activities related to sorting, classifying etc “I know, you know” Language development through information exchange. “To put it another way” Developing academic and subject specific language.

Content and Language Integrated Learning EFL EAL Content and Language Integrated Learning Content Communication Cognition Culture Let me introduce activity

Using language to learn whilst learning to use language. Communication Using language to learn whilst learning to use language. The key to CLIL.

Cognition Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language

Culture Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self

Key principles for collaborative learning Build on prior knowledge Move from concrete to abstract Ensure everyone works with everyone else Extend social language into curriculum language Provide motivating ways to go over the same thing more than once

Let Me Introduce How does it work? Pupils find one person with the same colour card Each one reads out their card which begins “I am..” The pair finds another pair – now they introduce their partner so it is no longer “I am” and has become “This is …… they….” in students own words.

Let Me Introduce Why does it work? Opportunities to deliver curriculum content Practice in reading > reading aloud. Process of listen>understand/think> construct speech in own words. Communication and interaction is integral. Students work with many others. Possible application across many topics/subjects.

Make your own With a partner who teaches the same subject decide on 8 things to introduce. Make 8 cards. Focus on the verb and tense form. Does technical vocabulary need explaining?

Lev Vygotsky and Paolo Freire The construction of knowledge is a social process Thinking takes place not in someone’s head, but rather stretched between two human beings. The teacher learns from the learner while the learner learns from the teacher. activty

Talking about Talk Douglas Barnes Presentational talk Exploratory talk : constructing new meanings Neil Mercer Symmetrical talk Asymmetrical talk (IRF or IRE) TEFL talk Ecouter et Repeter Imitation Production

Whole class discussion: Teacher: OK. Looking at the text now I want you please to tell me what tense the first paragraph is in. Girl: The past tense. Teacher: Yes it’s in the past tense. How do you know it’s in the past tense? Girl: Because it says August 1990. Teacher: You know by the date it’s in the past tense, but you know by something else you know, you know by the doing words in the text that change. What’s a doing word? What do we call a doing word David? David: A verb. Teacher: A verb good. Will you give me one verb please out of this first paragraph. Find one verb in this paragraph. Stephen? Stephen: Rescued. Teacher: Rescued, excellent, excellent and that’s in the past tense. (Hardman, 2007)

What is a Visual Organiser A visual organiser or key visual is a diagrammatic way of organising and presenting an idea. It is not a photograph or illustration. Examples first then next EFL EAL C L I L Self esteem belonging Basic needs Learning needs social needs Language needs egg caterpillar chrysalis butterfly

Visual organisers for classifying Venn Diagrams(i) To show a whole set and a subset Venn Diagrams (ii) To show concepts and connection where items are - a - b - both -neither Tree Diagram Classify words and show relationships Key To divide information using yes/no answers Carroll diagram To classify information using two sets of criteria Quadrant To show connections between two sets of concepts

Sorting cards onto a visual organiser. Why it works Opportunities to explore vocabulary Practice in explaining concepts Opportunities to expand mental models Visual organisers structure thinking You can reinforce the organisers with games.

How are activities planned? What do we want the children to know? What kinds of thinking do we hope they will practice? What kinds of language do they need? Necessary language and potential language? What visual organisers best present the information? And the language? Can we make our activity sociable?

Making an activity Curriculum goals To understand how much a Roman soldier had to carry. To learn technical terms for equipment used by Roman soldiers. To develop empathy with characters in the past.

Making an activity 2 Provide pictures and labels Provide a sorting grid to organise ideas Add in a game element to re-inforce and practice. Once pupils have a grid a game can be played where a spinner is turned each section corresponds to a grid section and items are added one by one first to be ready is the winner.

Connect 4 Why does it work? Opportunities to deliver curriculum content Practice in reading > reading aloud. Need for language of reasoning, justifying, explaining. Communication and interaction is integral. Reinforces classification and sorting. Possible application across many topics/subjects.

Barrier games Barrier games are games where one person (or pair) has half the information and the other person (or pair) has the other half Complete information sets can be obtained by asking questions or by passing on information. Familiar informal examples would be battleships. The deduction game “20 questions” is also related.

Barrier Games Why do they work? Opportunities to deliver curriculum content Practice in reading or interpreting data. Practice in questioning Communication and interaction is integral. All students must participate Possible application across many topics/subjects.

Make your own Work in 2’s Decide on a content . Add information to half the squares on your grid. Add information to the corresponding empty squares on your partners grid. Now swap with another pair.

Clue cards to make experts In this variation pupils work as a group. Each person has some information which is essential. The group then work together to complete a joint task. Examples “Indus Valley“ ”The Wilsons” “What Can You Grow?”

Information gaps / Expert groups Pupils work in a group to understand some information. They are then regrouped to work with pupils who have learnt something else. Each new group should have a complete set by the end. Jigsawing a term used to describe the grouping and regrouping.

Information gaps / Expert groups /Jigsawing Why do they work? Opportunities to read/ listen/ talk All pupils must participate Learning is carried and recalled to support embedding Opportunities to differentiate Easy to organise All pupils have their own set of complete information to support subject knowledge tasks.

Key principles: Build on prior knowledge Move from concrete to abstract Ensure everyone works with everyone else Extend social language into curriculum language Provide motivating ways to go over the same thing more than once

Recap – What did we learn? a potentially useful activity Which is the odd one out and why? Follow me Connect 4 Let me introduce

High cognitive demand Low cognitive demand Activities requiring a lot of thought Pupils will be able to: Generalise Compare and contrast Summarise Plan Classify Give information Seek solutions Pupils will be able to: Argue a case Identify criteria Evaluate critically Interpret information Form hypothesis Apply principles Concrete Context embedded Abstract Context reduced Pupils will be able to: Name items Match Retell Sequence Narrate Low cognitive demand Activities requiring little thought

Psychology The Learner Sociology Curriculum Methodology The teacher Learning process and individual needs/learning styles The Learner Sociology School/Social context and culture Curriculum Structure/culture Values and content The teacher Personal Style Methodology Traditions of teaching styles Personal style

Students transform what they have learned into a different form when they have to present it to a new audience.

Students shift between concrete knowledge and abstract theoretical knowledge

A list of too many different kinds of thinking A list of too many different kinds of thinking. There must be a simpler way! Classifying-Comparing-Contrasting-Defining-Describing-Estimating-Evaluating-Explaining-Formulating hypotheses-Generalising-Inferring-Interpreting data-Judging-Justifying opinions-Labelling-Measuring-Noting a process-Ordering chronologically-Ordering spatially-Predicting-Problem solving-Rank ordering-Recommending-Testing hypotheses-Understanding and applying cause and effect-Understanding and applying rules and strategies.

A simpler framework to help planning Describing Reasoning Justifying an opinion Classifying Sequencing Decision making

Describing Matching labels Matching items and descriptions Picture word dominoes Is + adjective Reasoning Sifting through a set of reasons and choosing correct ones Joining sentence halves together This is …. because This happened so….. Justifying an opinion Weighing/ranking evidence Sorting evidence on a diamond nine or other grid The evidence shows… because of… we know

Classifying Yes/ no/ both tables Venn diagrams Carroll diagrams 0-10 scales Are….are both…x…and y are the same….x is whereas y is Sequencing Complete a cycle drawing Label a cycle Draw pictures onto a labeled cycle Put cards in order Learn a rap or rhyme with actions First.. Then.. Next… Finally Decision making Deciding whether something is a good idea, correct, true, fair etc weighing all evidence. Diamond nine Debates Voting Although, because, taking into account…I think….you can say

Describing “The rock is hard and shiny. It has bits in it” Reasoning “Granite is suitable for building because it wears away slowly. However, it is hard to shape and cut so it is an expensive building material.” Justifying an opinion The fossil record provides evidence that parts of Britain were once near Brazil. There is evidence that tropical plants and animals lived in London.

Classifying “Chalk is a soft rock but granite is very hard” Sequencing “After the rock comes out of the volcano it cools down and sets. The ash makes the soil very rich. Over a long time the wind and water wear it down. Small grains of rock are carried down to the sea. The small grains are carried by the sea and become sandy beaches.” Decision making Tectonic plate activity is sometimes dangerous for humanity, but without the richness of new material it produces we would not have evolved.

Link to the powerpoint and resources www.collaborativelearning.org/clilhumanities.html