1. Content and Language Integrated Learning
August and September 2015
in Cheltenham

2. “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.

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

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

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

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

7. 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

8. 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.

9. 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.

10. 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?

11. 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

12. 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

13. 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)

14. 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

15. 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

16. 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.

17. 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?

18. 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.

20. 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.

21. 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.

22. 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.

23. 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.

24. 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.

25. 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?”

26. 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.

27. 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.

28. 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

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

30. 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

32. 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

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

34. Students shift between concrete knowledge and abstract theoretical knowledge

35. 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.

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

37. 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

38. 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

39. 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.

40. 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.

41. Link to the powerpoint and resources