Margarida Morgado, IPCB, Portugal C4C Conference · Morgado, IPCB, Portugal C4C International...

C4C - CLIL for Children STRATEGIC PARTNERSHIPS (KEY ACTION 2) Project number: 2015-1-IT02-KA201-015017

Margarida Morgado, IPCB, PortugalC4C International ConferenceFlorence2018


stakeholders committee for Portugal and Spain

stakeholders committees for other groups of 2 Europeancountries x 3 (IT, RO, PL)

Primary schoolPT

Primary schoolIT

Primary schoolIT

Primary schoolRO

Primary schoolPL

Primaryschoolteachers




Organizations training teachers PT

Organizations training teachers PL

Organizations training teachers RO

Organizations training teachers IT

students

researchers

decision makers

developers ofeducationalmaterials

publishers

parents

Collects informationabout use of primary CLIL in severalEuropean countries

Networks a number ofprimary schools, teacher training organisations, and stakeholdersto improve theuse of CLIL


www.clil4children.eu

Preliminary Analysis and Materials

Mobility of 12 researchers

7 days

February 2016 March 2016

Mobility of 24 teachers

7 daysCLIL materials (lesson plans) for teaching Science, Mathematics,Geography in English in primary school

Pilot of Methodology Lesson plans

January-June 2017

February 2017 to July 2018

Concept Note on CLIL methodology

Guidelines on how to develop CLIL materials and lesson plans in primary schools

Guidelines on how to use CLIL in primary schools

Consultation to and Feedback from

stakeholders

E-training & face to face training: feedback on

Teacher’s Guide

Guide to OERs



4

This presentation profiles the PrimaryCLIL teacher’s needs in connection tothe Teacher’s Guide:

(1) Looks at desirable behaviourialand attitudinal personal andprofessional traits expected ofCLIL teachers and theirpedagogies.

(2) Explains why you can trust theC4C Teacher’s Guide as soundtraining tool.

(3) Demonstrates how the Guide isorganised and written to meetteachers’ needs.

Contents



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Training material15-hour face-to-face training in each country

e-course for training teachers

2 versions (pre and post piloting)Version 2 (15 November 2017)

Includes volume 2: Lesson Plan Package.

Practical introduction to CLIL for (FL and content) teachers who know nothing/ very

little about CLIL, with practical examples

ContentsDescribes of CLIL organizations;

Offers typologies of CLIL activities and strategies;Gives examples of best practice in:

Lesson planningAdaptation of materials

Observation of student learning Assessment

Teacher’s Guide: what it is



Volume 1 of the Guide is divided into the following parts:

1. Introduction: a CLIL approach in Primary Education

2. Effective CLIL methodologies 3. Some principles and

language for CLIL lesson planning

4. Planning CLIL lessons 5. Scaffolding Resources &

Materials for CLIL6. Monitoring & Assessment in

CLIL



Dual-focus educational approach in whichan additional language is used for teachingof both content and language” (Mehisto,Marsh, Frigols, 2008).

“ (…) an approach to foreign languageteaching in which language instruction isorganised around non-linguistic topics,themes and/or various subject matterrather than around linguistic lessonplans”(Alba, 2009).

(C4C Concept Note)

Teacher collaboration


2. Effective CLIL methodologies

3. Some principles and language for CLIL lesson planning

4. Planning CLIL lessons

5. Scaffolding Resources & Materials for CLIL

6. Monitoring & Assessment in CLIL









Confidence building

Addressing lack of linguistic preparation

Constructivist approaches

Combining language development and methodological competence in interactive teaching and learning approaches

Using exploration, discovery and problem-solving

Dealing with content that has cognitive challenge for students.









Integration of language-culture

Link topics flexibly across the curriculum

Collaboration

Supporting learners

Student interaction and student production

Cognitively-rich learning environments

Pluriliterate users of academic disciplines









Describes the steps of a CLIL lesson modelledon those of an English class

Offers a lesson plan template with concreteexamples

Gives an example of how to develop amodule consisting of 3 lessons, asdemonstrated in volume 2









Lack of suitable resources

OERs and Resource adaptation

Scaffolding for language, content, and learning

Multimodality and multimedia









Integrate content and language

Learn about variety of assessment formats

Putting formative assessment into practice

Learn how to put greater focus on language ability or content-related skills

Self- and peer assessment



Acknowledges and integrates teachers’ training expectations and needs Supports teachers and teacher trainers in delivering high quality CLIL teaching/

training Assists teachers in planning CLIL learning activities with students Enhances digital integration in learning and teaching Assists teachers in observing students’ behaviour and learning Helps teachers monitor the results of CLIL learning sequences It is user-friendly and tailored to students’ ages and interests in Primary

Why should you use it?

Margarida Morgado, IPCB, Portugal C4C Conference · Morgado, IPCB, Portugal C4C International...

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