INNOVATING EDUCATION THROUGH INTERNATIONAL

ICT- COLLABORATION Helsingor, 9-13 March 2011

Content and I.I.W. (Interactive Whiteboard)

Integrated Learning: how to cope with language, content and

tools challenges on a primary school scenario

South Tyrol: where is it ?

Who are we ...?

CLIL CONTENT AND L.I.M.

CLIL Content and L.I.M.

(Interactive Whiteboard) Integrated Learning: how to cope with language, content and tools challenges on a primary school scenario

HOW OR WHY ?

“little attention is given to everyday practices of using IWB technology and the analysis of classroom interaction. This way, the focus tends to be more on the teaching with the technology and less on the effects of the technology on learning. “

(Schmid, 2009: p. 43 )

WHAT IS CLIL…WHAT IS NOT

CLIL an “umbrella term”

“Clil is defined as an approach in which a foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role” (Marsh, in Coyle: 2006)

Do Coyle: the 4 C.s “Content, Communication, Cognition, Culture”

NOT TRANSLATION BUT INTEGRATION !

… and how “CLIL” are you ?

CLIL: any topic, age, language

Project Music in English – Prokofiev's Peter and the Wolf

CLIL: any topic, age, language

Project Around town: Social studies and English

•Learners may use L1•Teachers may use L1 for specific purposes.•Agree ground rules for private/public uses of language

Ideally:•Teacher as model, teacher speaks in TL at all times•Learners use L2 whenever possible

Language choice

•Subject-matter tasks•Emphasise diagrams/visuals•Provide language support•Include more reading/writing tasks

Focus on:•Oral work•Productive skills •Controlled practice

Task design

•Objectives will be content-oriented•Need to analyse language required•Provide language support•Emphasize LRW skills

Focus on:•Language•Oral work•Controlled input and practice

Lesson planning

Units longer, because focus on:•Topics•Tasks•Skills

•Follow textbook unit•Focus on language objectives•Short, varied activities

Unit length

Focus on contentFocus on language Syllabus

CLILNon native or Additional language

Language sensitive learning and teaching.. CLIL.. Second language learning..language across the curriculum…

FROM ZERO TO IWB-CLIL ! Springboard for the use of the additional

language (students, school, teachers) General shared aims High levels of achievement (curriculum

based) Long term commitment Strong leadership and vision Parents’ involvement Resources and training

Adapted from Immersion Handbook, Tallin, 2005

IWB FOR MODELLING:WHAT DO CHILDREN NEED ..

“From a very young age, children have an instinctive desire to relate emotionally and socially to other people. They are also driven to construct understandings and make sense of the world around them. In order to do this, children use every clue they have at their disposal: what they can see, touch and hear in their immediate environment, their perception of the social context, their previous experience of human purposes and intentions, their affective relationship with immediate interlocutors, and the way language is used, including intonation and social interaction

Provide opportunities to demonstrate understanding - a powerful way of fixing understanding in children’s minds is to provide them with plenty of opportunities to ‘show they know.’ This may be, for example, by giving a short presentation, creating a parallel version of a story or poem, or acting out a role play to the class.

http://carolread.wordpress.com

..visual aids…John Dewey, My Pedagogic Creed, 1897

I BELIEVE THAT MUCH OF THE TIME AND ATTENTION

NOW GIVEN TO THE PREPARATION AND PRESENTATION

OF LESSONS MIGHT BE MORE WISELY AND PROFITABLY

EXPENDED IN TRAINING THE CHILD'S POWER OF

IMAGERY AND IN SEEING TO IT THAT HE WAS

CONTINUALLY FORMING DEFINITE, VIVID, AND

GROWING IMAGES OF THE VARIOUS SUBJECTS WITH

WHICH HE COMES IN CONTACT IN HIS EXPERIENCE.

LABEL AND LEARN:WORDS ARE GLUED TO IMAGES

Mental images include: Visual + Auditory Tactile Kinaesthetic Olfactory Gustatory

Aristotele..impossible to think without a mental picture

Step 1. IMAGERY WORK IN THE CLIL-CLASSROOM

Establish relationship + Connect with ss accostumed with high external visual exposure (video, computers,tv)

“Language is a translation of something else, a conversion from non-linguistic images which stand for entities, events, relationships and inferences”

Damasio, A. The Feeling of what happens: body, emotion and the making of consciousness. London, Vintage: 2000,17

Step 2. I _ _ _ _ _ Y WORK IN THE CLASSROOM with IWB

A chance to go inside Expand attention spans Connect words with relevant experiences and emotional

responses (Images are always relevant and personal…if they come from within)

Train memory and learning skills (identity, self concept) Variety on non verbal referents (realia, objects, learning

objects, events, behaviors, games, emotions, rituals)

EXPERIENCE+EMOTION+IMAGES+LANGUAGE

If you can’t imagine you can’t read…. interact

Apapted from J. Arnorl, H. Puchta, M. Rinvolucri. Imagine That. Mental imagery in the EFL classroom. Helbling:2007

What is interactivity ?

• Definition: “in computers, interactivity is the dialog that occurs between a human being (or possibly another live creature) and a computer program.”

http://searchsoa.techtarget.com/definition/interactivity

• involving people communicating with each other and reacting to each other

http://www.macmillandictionary.com/thesaurus/british/interactive#interactive_

WHAT DOES INTERACT.REALLY MEAN ? WHAT OR WHO MAKES IWBINTERACTIVE ?

Participation manifest by observable behaviour (answering or asking questions)

nature of response elicited by the teacher (=Y/N, Wh- questions)

patterns of teachers response to students' contributions (feedback /encouragement/ inhibit)

it is not what happens on the board that matters: it is what happens because of the board !

S.W.O.T: IS THE I.W.B. HARMFUL OR HELPFUL ?

Perceived pedagogical challenges What is a blackboard ?

List in 10 seconds at least 5 things you do at the blackboard starting:

NOW !!

S.W.O.T : IWB…HELPFUL ? A BOARD FOR for writing and drawing (nothing new)

but also for typing for displaying presenting annotating making it bigger, smaller, turning it around,

flip, moving what you write, save it, and prepare lesson in advance and edit it in class

always a new page at disposal …

Old or new tools: Can I make it better with Iwb,

is IWB the best way to do it ?

UPDATING PLANNING:new tools ?

UPDATING 3P.s=PLAN-PRESENT-PRACTICE & SCAFFOLDING TOOLS

CLIL Project: Art and English

BENEFITS FOR STUDENTS Motivation Multisensorial input Involvement: taking the stage IWB is not a teacher’s tool but a resource for

whole class: Ss are part of the lesson NOT just the audience (modelling, scan their texts..)

Think aloud and through “coloured images” Talking at the board Modelling and sharing

(listen to and witnessthe inner dialogue and decision producing a text)

BENEFITS FOR TEACHERS Motivation (the image I have of myself) Visual teacher (mind maps, brainstorming,

warming in, saved pre-written texts editing) Modelling (+www community and twinning) Wider variety of learning resources (authentic) More effort in planning=less planning time More interaction* More effective explanations for all learning styles Enhances communication between peers and

communities CLIL: less code switching+ “doing” with the

language Bridging, adapting Body language and eye contact …

CLIL AT/WITH THE INTERACTIVE WHITEBOARD: A NEW LEARNING ENVIRONMENT

IWB AND TWINNING: a point of integration of technologies and communities

Twinning project Italy – Norway http://aida.fuss.bz.it/campus/main/document/document.php?cidReq=ICBZ1DANTE&curdirpath=/smart_clil

IWB AND TWINNING

Twinning project Italy – Norway http://aida.fuss.bz.it/campus/main/document/document.php?cidReq=ICBZ1DANTE&curdirpath=/smart_clil

PERCEIVED PEDAGOGICAL CHALLENGES…

Attention spans Not more than 20 minutes with or at the IWB Colour overload (Too rich input ) Too much .ppt Too much teacher talking time (teacher-and/or

IWB-centred lessons) IWB as a “physical barrier” forbidden to touch Lazy: don’t have to imagine Focusing on the ICT and forgetting the children Rules and habits

COPING WITH CHALLENGES: CHECKLIST

PLACEMENT OF THE IWB (height, doors, windows, walls, lamps, blinds)

SITTING ARRANGEMENT (U shape)

DESKS ARRANGEMENT (room for group work, max 5 around the IWB)

COMPUTER, INTERNET CONNECTION, WIRELESS KEYBOARD, SPEAKERS,

PRINTER, SCANNER

DOWNLOAD SOFTWARE AT HOME

USE IT –DON’T BE USED BY IT (a resource for the whole class)

STEP BY STEP (how many teachers in class ?)

BE FLEXIBLE and PATIENT

HAVE THE IWB READILY AVAILABLE (set the stage before class)

BE BACKED –ASK AND GET HELP

TRAINING ON THE JOB (tutorials on line, blogs, have a go!)

THINGS TO REMEMBER1. DOWNLOAD: the IWB and install it onto your home computer

2. IN CLASS: turn the Iwb on and simply start using it as a “normal” blackboard

3. SAVE: your lesson and re-visit it at home: what can you add, edit, implement and go back in

next lesson 4. DO NOT expect to know everything from scratch

5. ASK your ICT technician, IWB is a point of integration of other technologies

6. SORT free pre-made IWB resources and use them as a base for exploring curriculum based activities

7. SET up a repository

8.START PLANNING your lesson plans as interactive and digital “learning objects” (tutorials)

9. DO NOT OVERLOAD: choose IWB when necessary

COPING WITH LANGUAGE, CONTENT AND TOOLS CHALLENGES: the teacher+ IWB

Cope with the lack of CLIL resources (selection, adapting, editing, replanning, sharing) and the cognitive challenges by visualizing concepts

Embed scaffolding, brighten up the classroom and improve students’ understanding, springboard for higher level cognitive skills

Less code-switching by means of greater use of body language and visuals

Bridge ORACY as well as READING AND WRITING

A LONG WAY TO GO ...A CHANGE IN SKILLS

TASSONOMY

TO IWB OR NOT TO IWB ? • Research has shown that

he context determines any effects which ICT may have on attainment ..

• ICT is just a tool it's the teaching that counts so…WHAT CAN THE IWB DO FOR ME?

• REMEMBER:the good teacher is you NOT the IWB !!

TECHNLOLOGY STILLS NEEDS A TEACHER

IWB is like a LANGUAGE”people do not learn languages and then use them,

but people learn languages by using them” (Eskey 1997)

Clil and Iwb are powerful tools that enhance PROCESS that bring about CHANGE

school is an ecosystem introducing the IWB in one

classroom with affect all the system

so focus on all passive or active stakeholders that are affected by or may influence you

IWB DEBATE: WHERE DO WE STAND ?

• DO OLD THINGS IN OLD WAYS

• DO “OLD” THINGS BUT IN NEW WAYS

• DO NEW THINGS IN NEW WAYS

WHERE DO WE STAND: AN ITALIAN PERSPECTIVE

• Precariously working conditions up to 44 years of age

• 70% of staff is older than 46 years

• only 7% schools have Internet connection in class

• 40% IWB teachers are not ICT specialist but “special” teacher

http://piercesare.blogspot.com/2010/12/la-scuola-le-lim-e-i-guerrieri-nel.html http://www.didainformaticaprimaria.blogscuola.it/?cat=57

MAKE THE DIFFERENCE, BE THE DIFFERENCE

Europe- South Tyrol (Italy): BOLZANO-BOZEN, via Cassa di Risparmio / Sparkassenstrasse

Thank you for your attention !

ANY QUESTIONS..

Maria Elena PiconePrimary and Lower Sec. School

Bolzano -South Tyrol (Italy)Maria-Elena.Picone@scuola.alto-

adige.it