CLIL Unit
Noemi Navas Arranz
April 2011
Background.CLIL experiences
Theoretical principles.Unit planning
Materials.ScaffoldingAssessment
Reflection.
DATA HANDLINGCLIL
ESCOLA BUFALÀ Badalona (Catalonia) State school Working-class neighbourhood Pre-primary and primary education Different languages spoken.
First experience Pre-primary: routines Primary: CI – Art CM & CS– Art, Experiments and Mental Arithmetic Nowadays Pre-primary: routines Primary: CI – Art CM & CS– Maths and Science
The 4Cs FrameworkContent: carefully selectedCognition: trigger HOTs to develop pupils’ cognitive processesCommunication: Real language (of, for and through)Culture: Awareness in globalized world
According to Meyer (2010), there are 6 principles:
Rich input Scaffolding learning Rich interaction and pushed output Adding the (inter-)cultural dimension Make it H.O.T. – Linguistic and cognitive
demands Sustainable learning
Meyer, O. (2010) Introducing the CLIL-Pyramid: Key Strategies and Principles for Quality CLIL Planning and Teaching. In Eisenmann, M. & T. Summer (eds.) Basic Issues in EFL-Teaching and Learning. Heidelberg: Winter.
DATA HANDLINGLesson plans A survey Charts Frequency and average Our class
When planning a CLIL unit, take into account school context and previous CLIL
experiences. theories supporting CLIL: 4 Cs framework
and quality principles. vision and mind map. progression, scaffolding and assessment.
CLIL is not easy. No magic wands. Different possible answers. Not everything works. Always ready. Open our minds. We are all CLIL learners.
C I
Thank you!
C I