1. Objective CLIL IC Casalotti February-March 2016

2. Workshop 1: The CLIL Teacher Learning Styles Learner Retention Levels

3. Warm-up With a partner, discuss the following What are your views on CLIL? What is your experience of CLIL? What are your concerns about being a CLIL teacher?

4. Fact Finder With a partner, discuss the following What’s the difference between ESL (English as a Second Language) and EFL (English as a Foreign Language)? What’s the difference between Model Language and Target Language? How many Native English Speakers are there in the world today? And how many Non-Native English Speakers are there?

5. ESL Second Language Learning learning another language within the culture of that second language - eg. an Arabic speaker learning English in the United States

6. EFL Foreign Language Learning Learning a non-native language in one’s own culture eg. learning French or German in the US or learning English in Italy!

7. Models and Targets Model language to which the learners are exposed as ‘good’ samples Target – what they themselves are expected to produce

8. English class vs CLIL class Discuss in pairs How do you think learning targets change from the English lesson to the CLIL class?

9. Native Speakers vs Non-Native Speakers Total number of native English speakers = 365 million 5.52% of the world’s population Total number of non-native English speakers = 470 million – 1.8 billion 27% of the world’s population

10. non-native speakers now outnumber native speakers by a ratio of 3 : 1 80% of verbal exchanges in which English is used as a second or foreign language do not involve any native speakers of English Discuss: what consequences does this have for the classroom?

11. CLIL CONCERNS CLIL = Change Change can be difficult Change is risky and potentially threatening It can feel safer to stay fixed, unmoving But ……we grow stale and our lessons grow tired Change = Growth

12. CLIL CONCERNS I might make mistakes Teachers must constantly remind themselves that native- speaker-like productive ability is rarely the target. The setting of unattainable targets, particularly concerning accuracy, is likely to be counter productive.

13. CLIL teachers as NNS models The educational goal of learning it is to enable learners to communicate ideas and culture. CLIL teachers should be viewed as an important model of a successful, multi-competent, non-native speaker using another language to share expertise and knowledge

14. CLIL teachers represent a positive image of NNS professionals for their students. Students may feel overwhelmed by native-speaker teachers and their native speaker status that is  out of the students’ reach. Non-native teachers and students alike are intimidated by the NS norm. Students may prefer the fallible NNS teacher who presents  a more achievable model.

15. What different types of learning styles can you think of?

16. Some ideas Auditory Learners Tactile Learners Visual Learners Kinesthetic Learners Global Learners Analytical Learners

17. What types of classroom activities do you think will appeal to the following types of learners?

18. Auditory Learners

19. Students with this style will be able to recall what they hear and will prefer oral instructions. They learn by listening and speaking. These students enjoy talking and interviewing. They are phonetic readers who enjoy oral reading, choral reading, and listening to recorded books.

20. They learn best by … interviewing, debating participating on a panel giving oral reports participating in oral discussions of written material

21. Visual Learners

22. Visual learners will be able to recall what they see and will prefer written instructions. These students are sight readers who enjoy reading silently. Present information to them with a video

23. They will learn by observing and enjoy working with computer graphics maps, graphs, charts cartoons posters diagrams graphic organizers text with a lot of pictures

24. Tactile Learners

25. Students with this strength learn best by touching. They understand directions that they write and will learn best through manipulatives. These students will also benefit from whole language approaches to reading.

26. They learn best by … Drawing playing board games making dioramas following instructions to make something making models

27. Kinesthetic Learners

28. Kinesthetic learners also learn by touching or manipulating objects. They need to involve their whole body in learning. They remember material best if they act it out.

29. They learn best by … playing games that involve their whole body movement activities making models following instructions to make something setting up experiments

30. Global Learners

31. Global learners are spontaneous and intuitive. They do not like to be bored. Information needs to be presented in an interesting manner using attractive materials. Cooperative learning strategies and holistic reading methods work well with these learners.

32. They learn best by … story writing computer programs Games group activities

33. Analytical Learners

34. Analytic learners are usually considered “good” students or “smart” students Their learning style is most compatible with traditional teaching methodology They enjoy structured, teacher-directed lessons They focus on details and are logical.

35. They learn best when… working alone and gathering information Sitting at a desk Information is presented in sequential order Goals are clear

36. Discussion From your experience, what type of learners are most young people? What type of learner is most of your teaching aimed towards?

37. Mian councers Most young learners are visual or kinesthetic learners. Most teachers teach to students with an auditory learning style. This can be very difficult for your students! The CLIL classroom is a learner-centred classroom

38. How much information do students remember from these types of activities? Write down a percentage for each activity

39. 1- Audio Visual e.g. watching a video

40. 2- Practice by doing e.g. doing an experiment

41. 3- Teacher Fronted e.g. teacher talking

42. 4- Teaching others e.g. working in groups

43. 5- Immediate use e.g. using knowledge for a purpose

44. 6- Reading

45. 7- Demonstration e.g. watching the teacher doing something

46. 8- Discussion

47. Compare your list with a partner

48. Student Retention Rates Frontal teaching 5% Reading 10% Audio-visual 20% Demonstration 30% Discussion 50% Practice by doing 75% Teaching others 90% Immediate use 90%

49. Mian councers. Discuss Did anything surprise you? How should these figures impact our classroom practices?

50. Mian councers. The greater the focus on the act of instruction the less is retained.. Frontal teaching Reading Watching a film/powerpoint Watching a demonstration

51. Mian councers. The greater the focus on the process of making meaning-i.e. learning Frontal Discussion Practice by doing Immediate use Teaching others …..the greater the retention.