Content & Language Integrated Learning and Teaching Heidi Howland February 25, 2015 Shaping the Way We Teach English Webinars – Course 15
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Content & Language Integrated Learning and Teaching
Heidi Howland February 25, 2015
Shaping the Way We Teach English Webinars – Course 15
GOALS
1. To increase understanding of content and language integrated learning and teaching
2. To learn the advantages of content and language integrated learning
3. To learn how to plan a content and language integrated learning lesson plan
CONTENT
What is Content and Language Integrated Learning and Teaching?
LANGUAGE
ENGLISH LANGUAGE
Why integrate content and language learning?
ADVANTAGES FOR STUDENTS
• Students learn within a context.
Photos&from&Flickr&
Photo&from&Flickr.&Massachuse4s&Secretary&of&Educa9on.&License&via&h4ps://crea9vecommons.org/licenses/byBncBsa/2.0/legalcode&
• Students practice different skills
ADVANTAGES FOR STUDENTS
• Student motivation increases
ADVANTAGES FOR STUDENTS
ADVANTAGES FOR TEACHERS
Creativity!!ADVANTAGES FOR TEACHERS
Flexibility!!
ADVANTAGES FOR TEACHERS
Photo:&Shu4erstock&
Cooperative Teaching!
ADVANTAGES FOR TEACHERS
Photo:&Shu4erstock&
A lack of content knowledge could
be a big challenge!
CHALLENGES & OPPORTUNITIES
How could it also become an
opportunity?
CHALLENGES & OPPORTUNITIES
Photo:&Shu4erstock&
A lack of materials could be a big
challenge!
How could it also become an
opportunity?
PLANNING A LESSON / UNIT
The 4 Cs
1) Content
2) Communication
3) Cognition
4) Culture
(Coyle, Hood, & Marsh, 2010)
OUTLINE
1) Discuss how to put the 4 Cs in context
2) Overall view of lesson/unit planning
3) Specific example of starting to plan a lesson/unit
1) Choose subject areas
PLANNING A LESSON / UNIT
2) Choose a theme/topic
PLANNING A LESSON / UNIT
3) Consider the teaching objectives
PLANNING A LESSON / UNIT
4) Consider the learning outcomes
PLANNING A LESSON / UNIT
5) Define the language you will be teaching
• Vocabulary • Grammar • Language functions
PLANNING A LESSON / UNIT
6) Choose activities that support learning content and English
PLANNING A LESSON / UNIT
7) Find/adapt resources
PLANNING A LESSON / UNIT
Photos:&Shu4erstock&
What’s the weather like? It’s ____ today. It will be ___ tomorrow. &
Weather vocabulary (sunny, foggy, clouds, wind, etc.) weather forecast, chart, data, weather report, a chance) &
there is/there are What do you see in this picture? Do you think it will be…?
Choose subject areas
PLANNING A LESSON / UNIT
Photo:&Shu4erstock&
Choose a topic/theme
PLANNING A LESSON / UNIT
Photos:&Shu4erstock&
SCIENCE!Endangered animals
Teaching Objective
s
PLANNING A LESSON / UNIT
Photo:&Shu4erstock&
• Content • Cognition
Endangered animals
• Explain what an endangered animal is • Talk about different factors that can cause or help cause an
animal to become endangered • Explain the cause and effect relationship between human
activity and endangered animals
What%I%will%do%to%teach%the%content:%
Endangered animals
• Have students evaluate the importance of ecosystems. • Help students map places where the top 10 endangered animals live and
how many of each exist • Have students problem solve threats to endangered animal • Prepare and guide students through cause and effect relationships using
scientific evidence
(higher%order%thinking%skills)%
Learning Outcomes
PLANNING A LESSON / UNIT
Photo:&Shu4erstock&
• Content • Cognition
• Identify endangered animals • Explain factors that can cause an animal to become
endangered • Make cause and effect connections between human
activity and endangered animals
By%the%end%of%the%lesson/unit,%students%will%be%able%to:%
• Research and record data of endangered animals on a map • Analyze ecosystems and the interconnectedness of life on
Earth • Analyze scientific data to understand cause and effect
relationships • Learn to reason using scientific evidence
By%the%end%of%the%lesson/unit,%students%will%be%able%to:%
Language
PLANNING A LESSON / UNIT
Photo:&Shu4erstock&
• Language of Learning
• Language
For Learning
Endangered, extinction, ecosystem, habitat, conservation, climate change, poaching, food chain
Endangered%Animals%
The%language%that%is%necessary%for%students%when%learning%the%content.%
• What will happen if…? • How can we prevent…? • If we don’t, then… • They are endangered because…
Endangered%Animals%
The%language%that%is%necessary%for%students%when%learning%the%content.%
Grammar: • Conditionals • Giving advice
Endangered%Animals%
The%language%that%is%necessary%for%students%to%understand%how%you%teach,%such%as%your%instructions,%your%language%during%activities,%etc.%Use this information to analyze the situation • What are some solutions to this problem? • How are these two things related?
PLANNING A LESSON / UNIT
Activities
Photo:&Shu4erstock&
Student 1 Student 2 Information Gap
Animal% Country/.Area.found%
Threats% #.remaining%
&&&&Amur&Leopard!
&&&&&!
Poaching&Decrease&of&food&sources&(prey)&Habitat&destruc9on!
&!
&! &&Southeastern&Africa!
&! &&4,848!
&&Cross&River&Gorilla!
&! Habitat&destruc9on&Poaching!
&!
&! &Indonesia! &! &35!&&Sumatran&Elephant!
&! Deforesta9on&Conflict&with&humans!
&!
&! &&India,&Bangladesh,&Nepal,&Bhutan,&!
Poaching&Decrease&of&food&sources&(prey)&Conflict&with&humans!
&&&&
2,500!
&&BlackBfooted&Ferret!
&! &! &&1,000!
Animal% Country/.Area.found%
Threats% #.remaining%
&&&&&!
&&&&Russia,&China!
&! &&&&30!
&&Black&Rhino!
&! Poaching&Habitat&destruc9on!
&!
&&&!
&Cameroon,&Nigeria!
&! &&300!
&&Javan&Rhino!
&! Poaching&Disease&from&other&animals!
&!
&&Sumatran&Elephant!
&! Deforesta9on&Conflict&with&humans!
&!
&&&Bengal&Tiger!
&! &! &&&2,500!
&! &&North&America!
Habitat&destruc9on&Disease!
&!
?&
?&
PLANNING A LESSON / UNIT
Photo:&Shu4erstock&
Jigsaw
PLANNING A LESSON / UNIT
Photo:&Shu4erstock&
Leopard
Rhino
Elephant Ferret
Tiger
PLANNING A LESSON / UNIT
Jigsaw!
PLANNING A LESSON / UNIT: JIGSAW
As.you.read.and.discuss.with.your.group,.write.down.important.facts.about.your.topic..A=er.you.have.become.an.expert.on.your.
own.topic,.you.will.later.share.your.findings.with.another.group,.so.make.sure.you.take.good.notes!.
.IMPORTANT.IDEAS.1. ...
2....
SUMMARY.&
OTHER.FACTS.&&&&&&&&&&
PLANNING A LESSON / UNIT
Jigsaw!
RESOURCES
americanenglish.state.gov
U.S. HISTORY & CULTURE
RESOURCES
ART
RESOURCES
Search
RESOURCES
RESOURCES
RESOURCES
RESOURCES
RESOURCES
RESOURCES
h4p://www.ssec.si.edu/Media/SSEC/ScienceBHow/Lesson7_TE.pdf&
RESOURCES
americanenglish.state.gov www.facebook.com/AmericanEnglishatState
Content & Language Integrated Learning and Teaching
Heidi Howland
Photo:&Shu4erstock&
REFERENCES
Calviño, Martha Adriana Maza. "Content And Language Integrated Learning." Tlatemoani 9 (2012). Coyle, Do. "Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies." International Journal of Bilingual Education and Bilingualism 10, no. 5 (2007): 543-62. Dalton-Puffer, Christiane. "Content-and-Language Integrated Learning: From Practice to Principles?" Annual Review of Applied Linguistics 31 (2011): 182-204. Savic, Vera. "Effective CLIL Lesson Planning: What Lies Behind It?”." In Content and Language Integrated Learning (CLIL) in Teaching English to Young Learners, edited by Vera Savic and Radmila Popvic. Jagodina: University of Kragujevac, 2012.
All&photos¬&otherwise&cited&courtesy&of&Pixabay.&
Related Documents
