MODULE 5. Final task

1. Web tool

NOTE: I’m going to change the age of my students to explain better this Task. Students in this class are now from 8 to 10 years old.

TITLE OF THE TASK: PRESENTATION ABOUT LIONS’ PROJECT

AIM OF THE TASK: Create a presentation using all content they have learned along the Lions’ project. Also, to increase their marks, they could compare that content with their ideas before starting the project.

DESCRIPTION OF THE TASK: (What are they going to do? How are you going to organize them? Steps to follow and final product) In groups of 3 or 4, students have to open their session in Prezi –they can use their Facebook account or create a new account only for Prezi. When they are connected, they have to watch the tutorial video paying attention in the steps. Teacher can let to each group a piece of paper to write down the steps –if they are lost, teacher can give them the steps or write it down on a blackboard or a PDI. When they know the steps it’s time to start the presentation. We have to take in account that this is not an easy tool for students, so maybe we could let them two or three sessions to finish their presentation. During the process teacher will help students by leaving comments about the presentation. Finally, when each group finishes, we can share all the Prezi presentations to the rest of the class – if we want, we can take advantage to do the Peer’s assessment.

WEB TOOL (link):  Prezi:  https://prezi.com

Tutorial about the web tool. https://www.youtube.com/watch?v=E9RJEkiCN3g&t=340s

2. The Elevator Pitch:

3. My personal thoughts:

In this module I have learnt to use Emaze. In my daily routine I often use ICT and they are really engaging for my students. 

→ 3 things I have learnt during this course:

• The importance of collaborative work.
• The necessity of a careful planning for each single step of the whole unit.
• The key-role of scaffolding to guide students and build autonomy.

→ 2 things I will do in my lessons:

• I am going to apply this project with my students.
• I am going to introduce more scaffolding language in may day-a-day as a teacher.

→ 1 think I will continuing learning about:

• How to adapt unit plans to different ages.

MODULE 4. Assessment on CLIL

1. Teacher's, peer's and self Assessment.

You can follow this link to see it.

2. Thinking routine and how to use it.

Asking questions: What we know? What we want to know?

EXPLANATION: Students are going to ask some questions, such as: what do you know about this topic? What questions or puzzles do you have? How can you explore this topic? Because of their early age, we are going to do it with the whole class, letting teacher help them with some clues, ideas or new questions.

RESOURCES: This activity will be done at the beginning of the unit: teacher will be able to know which students’ previous knowledge is and even their curiosities about the topic. We are going to do it in English, but if they need some help we can use Catalan or Spanish too. They will need language scaffolding in order to know which structures are appropriate to use in this case and they will have to pay attention to the rules when sharing opinions with another person are: respect turns, raise hand, be in silence...

HOW ARE YOU GOING TO USE IT? I’m going to use this thinking routine before starting the unit, like a brain storming, writing down on a blackboard or a PDI student’ ideas.

3. My personal thought:

→ I learned how to create a correct assessment following the aims of CLIL methodology.

→ To do it, I have to read some articles about assessment.

→ The most difficult step it was to adapt peer's and self-assessment for pre-primary students.

→ I would you like to investigate a bit more about any subject, especially to learn more thinks about pre-primary assessment.

What kind of assessment you are going to do with young students?

MODULE 2. Cooperative Learning

1. Communicative skills 

CALP Content Language	BICS Basic Interpersonal Language	Language through Scaffolded Language
-  Body parts: tail, pawn, claw, fang, udder, mane -   Place they live: Savannah, Africa, Continent (we can introduce the topic and localise Europe, for example) -   Footprint vs. track    -  How they survive: pride, hunt (we can introduce who hunts –lioness), offspring -  Nail vs. claw -  Colours, sizes, kind of animal: brown, black, orange... big/bigger than; small/smaller than... feline -  Food: omnivore, meat, vegetables, zebra, deer, buffalo...	- I think... - I want... I don’t want; I like... I don’t like - This/those (things) - I need... to... - Could you repeat? Could you tell me what I am supposed to do? - How do we/I...? - Please, can you lend me.../ could you help me? - Is this correct? I am doing ... in the right way?	- What previous knowledge do the pupils have? - How can students share their knowledge to other partners? - How can we help students to relate and connect contents to their own lives? Could we use the prior knowledge of our students, and using this as a framework for future lessons? - All learners need time to process new ideas and information: maybe we should suggest activities like think-pair-share, turn-and-talk, triad teams or some other structured talking time throughout the lesson.

2. Cooperative learning

Class Organization: Taking into account the young age of the students (from 3 to 5 years old) we suggest organise them in 4 mixed groups. This class structure could lend older help younger students, share opinions and consider their partners as good as them. However, in order to prevent competition between the 4 groups, we would think about activities which need necessarily part of each group –for example, to complete the task or question, each group has to work firstly individually but, once they finish this part, they would have to put in common all the information to complete the task.

Cooperative Learning Technique 1: Roundtable. Present a category (such as words that begin with "b"). Students have to take turns saying one word at a time. Task you are going to work: After we read a tale related with lions and lionesses’, we could propose to our students think about words related with the topic of the tale –for example tail, paw, Savannah, etc. They can work in pairs or groups of three, and when they’ll know a word, the responsible of the group will have to raise his/her hand and say it.

Cooperative Learning Technique 2: Team Jigsaw. Assign each student in a team one fourth of a topic to investigate. Each student completes his or her assignment and then teaches the others or helps to put together a team product by contributing a piece of the puzzle. Task you are going to work: Because of the young age of the students, we have to change a bit the technique. Instead of let them alone to investigate a topic, they could ask their family for help and bring to school photos, videos or little sentences to explain it to other students. We are going to use Team jigsaw at the beginning of the unit to be sure what they know and how they can use their previous knowledge to keep on with the investigation of the topic.

 3. Lions and lionesses poster:

4. The KWL chart.

K What do my students know about the topic before I started the unit?	W What do I want my student to learn along this unit?	L What have my students learnt at the end of this unit?
- Lion is an animal - Lion is a mammal - They are of different  colours: brown, orange, black... - They walk on all fours. - They have big teeth. - Sometimes –when they are angry– they could be dangerous.	- Lioness is the feminine name of lion. - Those animals have different footprints than humans. - How they survive: pride, hunt, offspring. - What lions and lionesses eat: omnivore, meat, vegetables, zebra, deer, buffalo... - Place they live: Savannah, Africa, Continent (we can introduce the topic and localise Europe, for example)	- Lion is a mammal animal we called feline. - They have track rather than footprint and they only have one instead of humans that they have two. - Lioness hunts and lion usually is being aware of other predators. - They will know where Africa is and how far is from us –Europe, Spain, Catalonia... - Different animals –including humans– that they are omnivore.

5. My personal thought:

⇒ I learned the steps that I have to follow if I want my students to participate actively in class: be sure what they know and how express it; be sure, as a teacher, how I can attracted them to the content of the unit; and, the most important thing, I read about some cooperative tasks that I can use to make my students more constructive in their learning.

⇒ I had a bit problem of time when I was doing the poster, because I am not used to make it online, but for sure I will use it as a functional tool in my professional day a day.

⇒ I want to learn more about scaffolding language, because it makes you think about your task and how your students can attach their objectives using contents and skills they learned in class.

MODULE 1

Hi guys!

This is my first post about how I feel learning CLIL methodology. During a month I am going to upload resources and opinions about my experience doing this course.

Hope you find useful materials and, if you want, you can leave a comment -I will be really happy to know your opinions!



1. The SWOT analysis about CLIL.

STRENGTHS	WEAKNESSES
·  Let us work about specific vocabulary in English. ·  Students can improve their linguistic competence. ·  Students’ motivation to learn using this methodology is high: they are using English to learn real contents –not just grammar.	·  CLIL methodology needs a teacher with double qualification: the language and the content. ·  It needs a rich learning environment to boost students’ learning. ·   It needs many hours to let students internalize new contents in a foreign language.
OPPORTUNITIES	THREATS
·  Students will be competent in contents in a second language. ·  Students will be fluent in English and they could understand this language as a useful way to do many things in their lives (study in another country, travel...). · Students can compete in global world.	· CLIL teachers must know how to develop the curriculum using CLIL methodology. · The importance to make sure all teachers in school understands that CLIL is not a methodology to favouring languages at the expense of the non-language subject. ·  The difficulty to make people understand that CLIL methodology is not an additional subject teaching: is just a methodology.

2. My unit plan:

You can find my Planning about Our class' name: Lions and Lionesses following this link: http://www.slideshare.net/secret/6aQmfYgj1VcR5

3. My personal thought:

⇨ To overcome this module I have read lots of materials related with how to develop a didactic unit using CLIL methodolgy.

⇨ I found some difficulties in law aspects: it isn't so easy translate competences and abilities from our Catalan/Spanish curriculum to English, because if you try to do it literally the meaning probably is going to change.

⇨ I would like to investigate a bit more about how to integrate all subjects of the curriculum in a project; I mean, how to develop a didactic unit in a interdisciplinary way.

⇨ My question is: Did you find my unit plan useful? Which items you will change to make it better?



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