7 PARTNERS, 6 COUNTRIES Italy, Venice (coordinator) Scotland, Inverness Germany, Frankfurt Germany, Lubeck Spain, Fuentesauco Poland, Wieliczka Romania,

7 PARTNERS, 6 COUNTRIES7 PARTNERS, 6 COUNTRIESItaly, Venice (coordinator)Italy, Venice (coordinator)

Scotland, InvernessScotland, InvernessGermany, FrankfurtGermany, FrankfurtGermany, LubeckGermany, Lubeck

Spain, FuentesaucoSpain, FuentesaucoPoland, WieliczkaPoland, Wieliczka

Romania, CraiovaRomania, Craiova

During the 2 years of the project all partner schools video taped a number of lessons taught, both in the native language and in English, in order to compare CLIL methodologies with other teaching strategies. In order to achieve this comparison we have developed a data base in which we have analysed all the lessons according to five criteria:1. Class Interactions – 9 lessons2. Class management – 5 lessons3. Students’ attention – 10 lessons4. Teaching techniques – 13 lessons 5. Evaluation – 2 lessons

Besides these criteria we have also taken into account other factors which contribute to the success or failure of a lesson, namely: skills involved, students’ age and motivation, length of the class, class atmosphere, teacher’s role, students’ English level and grouping.

Thus we have come to the following conclusion based on all of the above:

________X_______________X_________________________X__________________X______ Italy Poland Frankfurt Lubeck Romania Spain  Traditional Balance Modern Modern

Low motivation Average motivation Average motivation High motivation

Low relaxation Average relaxation Highly relaxed Average relaxation

• Scotland is a special case as all lessons are taught in English so there is not the possibility for a CLIL comparison.

CLASS INTERACTIONS

Teacher’s role

Scotland: facilitatorLubeck: organizer, tutorFrankfurt: organizer, resourceSpain: organizer

CLASS MANAGEMENT

Teacher’s roleRomania: organiserPoland: organizerLubeck: organiser

STUDENTS’ ATTENTION

Teacher’s role

Romania: organizer, tutorItaly: controllerScotland: prompterSpain: controller

TEACHING TECHNIQUES

Teacher’s role

Romania: controllerItaly: controllerScotland: organiserFrankfurt: assessor, organiser, resourceSpain: organiser

EVALUATION

Teacher’s role

Scotland: tutor and assessorFrankfurt: assessor

1. Class interactions From the point of view of class interactions, it is interesting to watch

the lessons from Lubeck, Germany . The pupils are so highly internally motivated and their English level is so good that the teacher acts only as organizer and tutor. The pupils are average relaxed, their level of English is high and they work in groups, presenting posters or develop a role-play. Although class interactions are not the main focus, the lessons develop smoothly, the pupils being very disciplined but not very spontaneous.

Scotland, the pupils are highly motivated and average relaxed. The teacher acts as facilitator. They work in groups, debating upon a theme. Classroom interactions are very good, the pupils being spontaneous and not noisy.

Frankfurt, the pupils are average motivated but highly relaxed, the teacher acts as organizer and resource. Their English level is high and they mainly work in groups or act role-plays. The class interactions (both S-S and T-S)are more present than in the Lubeck lessons, the pupils are more spontaneous but noisy.

Spain, the pupils are low motivated and low relaxed (but for the good pupils). The teacher acts as organizer. The pupils’ English level is average and they mainly work in groups. There is good teacher-student interaction but no student-student interaction.

3. Students’ attention From the point of view of students’ attention, some of the lessons

from Romania, Scotland, Spain and Italy are relevant, being the case of a lack of attention in fact.

In the lessons from Romania, the pupils are low motivated and low relaxed (but for the good pupils). The teacher acts as organizer and tutor. The pupils’ English level is average and they mainly work individually and in groups. The involved pupils are attentive while the rest of the class just seems to be so.

Scotland, (native language) the pupils seem low motivated, average relaxed and work in pairs. The teacher acts as prompter, giving suggestions. Being native speakers there is no need to talk about their English level!!! They just seem attentive.

Spain, (native language) the pupils are low motivated and average relaxed. They also just seem attentive, but for the good ones. The teacher acts as controller and uses lockstep

Italy, (native language) the pupils are low motivated and low relaxed. They work individually or in lockstep and just like the others above they just seem to be attentive. The teacher acts as controller.

2. Class management

From the point of view of class management, the lesson which we would recommend to watch is the one from Wieliczka, Poland. The pupils are of average motivation, average relaxed and their English level is also average. They work individually and in groups. The teacher acts as organizer and succeeds in holding the class in action, pupils being quiet.

The lesson from Craiova, Romania is based on a role play, the pupils are average motivated and average relaxed with an average English level. They work individually. The teacher acts as organiser.

The lesson from Lubeck, Germany is based on pupils’ presenting information, being highly motivated and relaxed with a high English level.

4. Teaching techniques From the point of view of the teaching techniques, one can find a wide

variety of these in the lessons from Frankfurt and not too many in the lessons from Italy and Romania. The lesson from Italy taught in English is a good one while Spain has an innovative approach.

Frankfurt, the pupils are average motivated and highly relaxed. Their English level is quite high. They work individually, in pairs, in groups and in lockstep. The teacher acts as assessor, organizer and resource. The lessons are efficient due to the wide range of teaching techniques and also due to certain patterns used by the teacher.

Scotland, the pupils are average even high motivated and relaxed.

They work individually or in groups. The teacher acts as organiser.

Italy and Romania, (native language) the pupils are low motivated and low or seemingly relaxed. The lessons are taught in a traditional way. They work in lockstep and the teacher acts as controller, but Maths is being taught, so this may explain why. In the economy lesson from Romania, role-play is used but the rest is the same.

5. EvaluationFrom the point of view of evaluation, there is one lesson

which is more relevant, a lesson from Frankfurt. The pupils are highly motivated and highly relaxed, their English level is high. They work in groups, presenting posters as evaluation of the previous lessons. The teacher acts as assessor.

There is another lesson worth seeing from the evaluation point of view, the one taught by a Scottish teacher to a class in Lubeck. The pupils are highly motivated and relaxed with a high English level. The teacher acts as organiser and facilitator.

Lubeck, Germany (4 lessons) – speaking Frankfurt, Germany (2 lessons) – writing - writing and speakingFrankfurt, Germany (1 lesson) – Role playScotland (1 lesson) – Informal debateSalamanca, Spain (1 lesson) - speaking

9 lessons

2. Rainforest

Subject: GeographyLanguage: EnglishSkill: Speaking

Ss’ age: 14-15

- role-play (journalists+a group of experts in rainforests)- questions and answers- clear T’s instructions- good S-S interaction, no spontaneity- formal language, confident Ss- no realia; preparation before this production exercise- content evaluation- movie: “Planet Earth”- average relaxation, high motivation

1. The British Empire

Subject: History Language: EnglishSkill: Speaking

Ss’ age: 16-17

- oral Ss’ poster presentations in groups- no T-S interaction- lack of realia, just pictures/posters- no S-S interaction , no interaction with the class- good content based on the posters- innovative learning about the topic through individual/group research- high English level- average relaxation- high motivation

Lubeck

Lubeck

3. Creationism vs. Theory of Evolution

Subject: ReligionLanguage: EnglishSkill: Speaking

Ss’ age: 17-18

- formal debate/role-play- clear roles/instructions given by the Ss conducting the debate- no T-S interaction- speaking, confident Ss- good S-S interaction- Ss’ interest high; average relaxation- high English level, high motivation

4. Multicultural class

Subject: CommunicationLanguage: English + othersSkill: speaking

Ss’ age: 18-19

- high English level- high motivation- high relaxation- S-S interaction- realia- posters- Spanish, Polish, German, Russian,

French, English- T as organiser

Frankfurt

1. Declaration of independence

Subject: HistoryLanguage: EnglishSkill: writing

Ss’ age: 14-15

- relaxation - jigsaw/group work/S-S interaction but more in German- T helps when he is called, he doesn’t get involved otherwise- average motivated Ss- noisy pupils- T-S interaction and S-S interaction in English in groups

Frankfurt

2. The Boston Tea Party

Subject: HistoryLanguage:EnglishSkill: writing, speaking

Ss’ age: 14-15

- brainstorming/ picture description/reading/pair work

- T helps the pairs, he gives explanations- realia: dictionaries, pictures- T-S interaction- T-S evaluation- not a lot of loud speaking- average motivation

3. King Arthur

Subject: HistoryLanguage: EnglishSkill: Role play

Ss’ age: 12-13

- role play- high English level- costumes- preparation sequence- high motivation

Spain

1. The environment

Subject: Sciences

Language: English

Skill: Speaking

Ss’ age: 15-16

- 4 Ss’ presentation- no realia- no T-S interaction- no S-S interaction- medium English level- Low motivation

Scotland

1. Debate

Subject: Debating

Language: English

Skill: Speaking

Ss’ age: 17-18

- Informal debate- Clear indications- Good S-S, T-S interaction- Speaking, confident pupils- Ss’ interest, average relaxation- Native speakers of English

2.CLASS MANAGEMENT2.CLASS MANAGEMENT

Wieliczka , Poland (3 lessons) – integrated skills Craiova, Romania (1 lesson) – speaking Lubeck, Germany (1 lesson) – speaking5 lessons

Poland1.The world of vertebrates

Subject: BiologyLanguage: EnglishSkill: integrated skills

Ss’ age: 14-15

- Power Point presentation of the content by the T then by the Ss

- no S-S interaction/ poster presentation

- visual support; good realia – video projector, posters

- involvement of the class- group-work- Ss’ lack of confidence- medium English level + some very

good Ss- low relaxation; few relaxed pupils -

the ones good at English- Average motivation

2. Facts about Germany

Subject: GeographyLanguage: EnglishSkill:

Ss’ age: Integrated skills

- T-S interaction- S-S interaction- average motivation- average relaxation- realia- lockstep/groups- T as organizer and facilitator- good English level- T involves Ss in teaching

3. Greek Gods and Godesses

Subject: PolishLanguage: EnglishSkill: Integrated skills

Ss’ age:

- T-S interaction- average motivation- average relaxation- realia- lockstep- no S-S interaction- good English level

Poland

Romania

1.Romanian literature

Subject: RomanianLanguage: EnglishSkill: speaking

Ss’ age: 17-18

- groups- T-S interaction- average motivation- average relaxation- good English level- no realia- T as organiser

Lubeck

1. Biology

Language: EnglishSkill: integrated skills

Ss’ age: 13-14

- bilingual class- high English level- high motivation- high relaxation- pairs- S-S interaction- T-S interaction- T as facilitator and organiser

3. STUDENTS’ ATTENTION3. STUDENTS’ ATTENTIONSkills: Speaking, ListeningSkills: Speaking, Listening

Craiova, Romania (2 lessons) – speaking Craiova, Romania (1 lesson) – practice Scotland (1 lesson) – speakingSalamanca, Spain (2 lessons) –

introducing new information Salamanca, Spain (1 lesson) – speaking,

listeningVenice, Italy (3 lessons) - practice

10 lessons

1. Business ideas

Subject: Economy

Language: English

Skill: Speaking

Ss’ age: 16-17

- group work presentations- clear T’s instructions, worksheets for the

rest of the class- no S-S interaction- poor involvement of the class- no realia- medium English level + some very good

Ss- relaxation only with the Ss good at

English- Low motivation

Romania

2. Role-play

Subject: EconomyLanguage: RomanianSkill: speaking

Ss’ age: 15-16

- low relaxation- role-play- T-S interaction- oral presentation- S-S interaction- peer learning- T helps Ss all the time- lack of attention, only the motivated Ss pay

attention- low motivation

Romania

3. Maths

Subject: MathsLanguage: RomanianSkill: practice

Ss’ age: 15-16

- traditional class, T exposition- no S-S interaction, Ss go to the blackboard- good Ss’ attention because of age probably

(15-16 years old)- group work- low motivation

Scotland

1. 3 Cell Model

Subject:GeographyLanguage: EnglishSkill: speaking

Ss’ age: 15-16

- oral presentation in pairs- relaxation- T-S interaction- T explains- no classroom interaction- low motivation

Spain

1. The environmentSciencesSpainEnglish

- 4 Ss’ presentation- no realia- no T-S interaction- no S-S interaction- medium English level- low motivation

2. The climate

Subject: GeographyLanguage: SpanishSkill: introducing new information

Ss’ age: 17-18

- low motivation- lack of pupils’ speaking- no S-S interaction- traditional exposition of the T- low attention- low English level- lockstep

Spain

3. Spelling

Subject: EnglishLanguage: EnglishSkill: Speaking,

Listening

Ss’ age: 10-11

- no S-S interaction, only T-S- low attention- low level of English- lockstep- low motivation

Italy

1. Computer graphic basics

Subject: ICTLanguage: EnglishSkill: practice

Ss’ age: 17-18

- traditional exposition- low motivation- realia: video projector- no T-S interaction/ Ss work on the

computer- Ss’ interaction more in Italian- low/medium English level- low relaxation because of the English

level, otherwise relaxed

2. Maths (2 lessons)

Subject: MathsLanguage: ItalianSkill: practice

Ss’ age: 17-18

- traditional class, T ‘s exposition- oral test (T-S interaction -------S goes to the

blackboard)- seemingly attentive and not relaxed- informal checking understanding- checking homework- T dictates- formal oral testing (T-S interaction ------S goes

to the blackboard)- lack of attention, only the motivated Ss pay

attention- peer learning moments- low motivation

4. TEACHING TECHNIQUESSkills: Integrated skills, practice and speaking

Frankfurt, Germany (4 lessons) – integrated skills

Venice, Italy (2 lessons) – practiceCraiova, Romania (1 lesson) – practiceCraiova, Romania (1 lesson) – speaking Poland (1 lesson) – listening Scotland (2 lessons) – speakingSpain ( 1 lesson) – speakingItaly (1 lesson) – integrated skills13 lessons

Frankfurt

1. The working class vs. Capitalism2. Railroad system in the USA 19th century3. Pro/Against RailroadInformal debate

Subject: HistoryLanguage: EnglishSkills; integrated skills

Ss’ age: 17-18

- relaxation- all Ss involved- picture description- good T-S interaction- realia: posters, video projector, map,

dictionaries- noisy pupils – class management less

authoritarian- high English level, speaking in German as

well- brainstorming/worksheets/imagination

stimulated/individual work/group work- average motivation- the T succeeds in motivating Ss

temporarily, T helps Ss when needed- poster creation in groups- Ss’ attention – questionable- posters presentation in front of the class- reading/presentation of the read text- T extracts information from the Ss - informal debate- error correction

Frankfurt

4. Constitution of the USA

Subject: HistoryLanguage:EnglishSkills: integrated skills

Ss’ age: 17-18

- picture description- T-S interaction- high motivation- relaxed, attentive Ss- realia: pictures, video projector,

worksheets- brainstorming, group work – reach a group

solution- good S-S interaction- T explains and gives instructions- Ss create posters and present them

Italy

1. Maths (2 lessons)Traditional

Subject: Maths

Language: Italian

Skills: practice

Ss’ age: 17-18

- traditional class, T exposition- oral test (T-S interaction -------S goes to the

blackboard)- seemingly attentive and not relaxed- informal checking understanding- checking homework- T dictates- formal oral testing (T-S interaction ------S

goes to the blackboard)- lack of attention, only the motivated Ss pay

attention- peer learning moments- low motivation

Scotland

1. Co-op Learning

Subject: BiologyLanguage:EnglishSkills: speaking

Ss’ age: 16-17

- Groups- Posters- Realia- High motivation- High relaxation- Clear instructions- T-S interaction- S-S interaction

2. Gaelic lesson

Subject: GaelicLanguage: GaelicSkills: speaking

Ss; age: 13-14

- Small group- Realia- Average motivation- Average relaxation

Romania

1. MathsTraditional

Subject: MathsLanguage:

RomanianSkills: practice

Ss’ age: 15-16

- traditional class, T exposition- no S-S interaction, Ss go to the blackboard- good Ss’ attention because of age probably

(15-16 years old)- group work- low motivation

2. EconomyRole Play

Subject: economyLanguage:RomanianSkills: speaking

Ss’ age: 15-16

- low relaxation, low motivation- role-play- T-S interaction, S-S interaction- oral presentation- peer learning- T helps Ss all the time- lack of attention, only the motivated Ss pay

attention

Poland

1. Solar System and Gravitational Forces

Subject: PhysicsLanguage: EnglishSkill: Listening

Ss’ age: 15-16

- Realia- Lockstep- Average attention- Average motivation- Average relaxation- No S-S interaction. Good

English level- Traditional and modern

teaching techniquesSpain

1. Advertisment

Subject: ITLanguage: EnglishSkill: speakingSs’ age: 17-18

5. EVALUATIONFrankfurt (1 lesson) – speaking Scotland ( 1 lesson) – integrated skills

Frankfurt1. Constitution of the USA

Subject: HistoryLanguage:EnglishSkills: speaking

Ss’ age: 17-18

- picture description- T-S interaction- high motivation- relaxed, attentive Ss- realia: pictures, video

projector, worksheets- brainstorming, group work –

reach a group solution- good S-S interaction- T explains and gives

instructions- Ss create posters and present

them

Scotland1. Ocean currents

Subject: GeographyLanguage: EnglishSkill: integrated skills

Ss’ age: 17-18

- realia- clear aims- work sheets- T-S interaction- high motivation- average relaxation- high English level