STUDY VISIT `CLIL in an inquiry- based classroom experience´ at the Canadian School of Warsaw, Poland (3/10/2011 – 7/10/2011)

CEDEFOP. European Centre for the Development of Vocational Training.

Lifelong Learning Program

PARTICIPANTSCOORDINATOR: Agnieszka Chojnacka (Canadian School of Warsaw, POLAND.)PARTICIPANTS:Kristina Nugin (Tallinn University, ESTONIA.)Gaëlle Bouvard (École Maternelle_Saint Roch, FRANCE.)Michael Wanick (Staadlicher StudenSeminar für des Lehrant an beruflichen Schülen Nordbayern, GERMANY.)Maria Giovanna Granata (Direzione Didáctica de Gasperi. Palermo, ITALY)Anca Popovici (Asociata Demetrius, ROMANIA)Maricruz Arcos Sorando (Centro de Formación y Recursos, Teruel. SPAIN)Ana Isabel Ferreirós Rey (CEIP RÍA DE VIGO, VIGO, SPAIN)Mª José Román Pomares (CEFIRE, ELCHE, SPAIN)Dilwyn Jones (Flintshire Education Department, Wales UNITED KINGDOM)

THE CANADIAN SCHOOL OF WARSAW. PRIMARY EDUCATION

CLIL vs. bilingual education

Enthusiasm,

commitment and

expertise

Collaboration and support between teachers

and leaders

THE CANADIAN SCHOOL OF WARSAW. PRIMARY EDUCATION

Assessment

High expectations

Quality of discussion from memory

Impressive teachers skill in eliciting

information

Management of aspergers pupils

Natural Approach to building fluency

Grade 5 observation

Register

CSoW. Pre- School. (Smilies)

Learners aware of their own learning:

• Developing learning about learning skills.• Metacognition.

Learning:

• Multisensory: Effectivity.• Inquiry- method: 1. - Appropiate.2. - Constructed

presentation.3. - Scafolding of

learning.

CSoW. Middle School

Quality Planning and Portfolios

Malgorzaza Byke Doctoral research:

Her speech raised the discussion of whether schools are bilingual if they only use 30% English and the final exam is in their mother tongue, assessing only content rather than acquired language skills.

COMPARING CLIL APPROACHES BY PARTICIPATING COUNTRIES

COUNTRIES SIMILARITIES DIFFERENCESSPANISH SYSTEM Integrating content and

language.Aim for collaboration.

Lower ratio of students in the CSoW, implying better quality of practice.

The Bavarian Method Activating teaching methods.Teachers switch to native language when necessary.

Higher qualification of German teachers.

ROMANIAN SYSTEM English is the most used language in CLIL.Teachers can decide the proportion of time devoted to CLIL.

National Geography and History can only be taught in their native language.

ESTONIA SYSTEM CLIL is practiced from kindergarden to High School.Transdisciplinary.

-The Curriculum.

THE FRENCH SYSTEM The rise of private schools and selection of students.

Some structures create federate teachers.

ITALIAN SYSTEM Lack of legislation Cooperation of two teachers teaching together.

THE NATIONAL CURRICULUM IN WALES. UK.

The Five Essential Elements (Range, Skills, Framework skills, pupil voice and well – being)

All teachers are teachers of language and promote cultural awareness.

CHALLENGES AND INNOVATIVE SOLUTIONS

The great challenge is

having `fluent´ qualified teachers

More Effective Training Courses involving

action research as well as practical

enquiry models and

networking.

The creation of an innovative curriculum

based on task work to

promote the enquiry method

Promote collaboration between the Educative

organizations, Institutions

and Universities

Involve the whole school

community and institutions in the educative

process

EXAMPLES OF GOOD PRACTICE AND ASSESSMENT THAT CAN BE TRANSFERRED TO OTHER COUNTRIES

The Wales Skills

framework

document

Self – assessment

of CLIL teachers used in France

The PYP program

The Estonian National

Curriculum pre – school

2008

CREATING FUTURE NETWORKSThe Study Visit has given us an opportunity to create links between ourselves and the host institution for future Comenius Projects, as well as to create links between existing networks we are involved in.

Created by Ana Isabel Ferreirós Rey and based on the participants group report of the Study Visit.