1. UNIT 10. CLIL LESSON PLANNING JSP 2010-2011

2. A IMS OF THE UNIT Describe instructional indicators and strategies for classroom organization and elivery on instruction. JSP 2010-2011

3. INTRODUCTION TO CLIL LESSON PLANNING Specific needs: First language Educational background Literacy levels Living situation Culture Socioeconomic status Expectations Life experiences JSP 2010-2011

4. SHELTERED INSTRUCTION http://mediateca.educa.madrid.org/reproducir.ph p?id_video=vkxzo27wv5dea9ev Listen and take notes (15 min.) JSP 2010-2011

5. SHELTERED INSTRUCTION Providing meaningful instruction in content areas for transitioning Limited English Proficient students (LEP) to higher academic achievement while reaching English fluency. The content is equal to that of native English speakers Varied methods of instruction Does not focus entirely on language development, but on methods through which English is achieved. JSP 2010-2011

6. STRATEGIES Set format of instruction Define clearly language and content Make the activity meaningful Classroom concepts: Hands-on Controlled vocabulary Scaffolding Authentic assessment Heterogeneous grouping JSP 2010-2011

7. SHELTERED INSTRUCTION PROTOCOL www.siopinstitute.net Model for lesson planning Means for making content more accessible Promoting English language development Practice of highlighting key language features and incorporating strategies Developed by the Centre for Research on Education, Diversity and Excellence (CREDE) JSP 2010-2011

8. CREDE’S PHILOSOPHY All children can learn Children learn best when challenged by high standards English proficiency is attainable by everybody Bilingual proficiency is desirable Language and cultural diversity Teaching and learning must accomodate individuals Schools can mitigate risk factors by teaching social and learning skills Solutions to risk factors must be grounded in a valid general theory of development, teaching and schooling processes. JSP 2010-2011

9. TYPES OF SHELTERED PROGRAMMEES Content-based ESL: focus on language development. Sheltered instruction: focus on content curricula. JSP 2010-2011

10. THE EIGHT STEPS Lesson preparation Clearly define content objectives Clearly define language objectives Building background Student’s experience Old and new Key vocabulary Comprehensible input Speaking Step by step Variety of techniques Strategy learning Strategies Explicit instruction Use Scaffolding techniques Social-affective strategies Cooperative learning: think – pair – share Affective filter (Krashen) JSP 2010-2011

11. THE EIGHT STEPS Interaction Frequent Grouping Time Clarification Practice / Application Hands-on materials Activities for applying knowledge Language skills integrated Lesson delivery Support content objectives Support language objectives Engage students Appropriate timing Review/ Assessment Vocabulary: mnemonics Content word wall Content concepts Feedback Student comprehension and learning JSP 2010-2011

12. TEACHING READING PROCESS Survey Question Predict Read Respond Summarize JSP 2010-2011

13. EXAMPLES JSP 2010-2011

14. EXAMPLES www.isabelperez.com/clil.htm www.clilcompendium.com www.clil-axis.net www.cilt.org.uk/faqs/clil.htm www.xtec.cat/crle/05/aicle.htm www.factworld.info www.diposit.ub.edu./dspace/handle/2445/1641 www.scribd.com/doc/3273805/Published- Material-for-CLIL-Classes-Spain JSP 2010-2011

15. Task: Design a lesson planning according to the techniques presented during the lesson. Use the websites for help. http://cefire.edu.gva.es/sfp/index.php?seccion=con vocatoria&id=27&edicion=2CAS01- ANGLB&clave=1b73a2394c1d12d0c49de0345321 3e23 JSP 2010-2011

16. SEE YOU ON MAY, 3 RD THANK YOU JSP 2010-2011