1. Content and Language Integrated Learning in Humanities Subjects July 2013 www.collaborativelearning.org/humanitiesclil.html judith.evans@collaborativelearning.org stuart scott@collaborativelearning.org

2. Content Communication Cognition Culture EFL EAL Content and Language Integrated Learning

3. What do you enjoy about teaching CLIL? What are your worries/problems?

4. “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.

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

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

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

8. 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

9. How does it work? 1.Pupils find one person with the same colour card 2.Each one reads out their card which begins “I am..” 3.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.

10. 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.

11. 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?

12. 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.

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

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

16. A visual organiser or key visual is a diagrammatic way of organising and presenting an idea. It is not a photograph or illustration. Examples EFL EAL C L I L firstthennext Self esteem belonging Basic needs Learning needs social needs Language needs

17. 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 DiagramClassify words and show relationships KeyTo divide information using yes/no answers Carroll diagramTo classify information using two sets of criteria QuadrantTo show connections between two sets of concepts

18. How are activities planned?

19. 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.

20. Making an activity Curriculum goal 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.

22. 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 : Turn a spinner, each section corresponds to a grid section, add items one by one, the first to be ready is the winner.

23. 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. Sea Coast Mountain

24. 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.

25. 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.

26. 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 – may be written or may be sorting onto a visual organiser. Examples The Wilsons River Ganges Indus Valley

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

28. 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.

29. 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

30. Three Card Trick Which is the odd one out and why? River Sea Canal

31. a potentially useful activity Which is the odd one out and why? Follow me Let me introduce Connect 4

32. Recap – What did we learn earlier Look at the three words on the cards Discuss with your partner which one is the odd one out – say why.

33. Empathy Putting the human in humanities Role play – give children sufficient information to become a character in a situation Cotton Mills

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

35. Students shift between concrete knowledge and abstract theoretical knowledge

36. 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 list of too many different kinds of thinking

37. A simpler framework to help planning DescribingReasoningJustifying an opinion ClassifyingSequencingDecision making

38. 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

39. 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

40. 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.

41. 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.

42. Link to the powerpoint and resources we have used in this training www.collaborativelearning.org/humanitiesclil.html