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TO PEER FOR CLIL? WHY? WHAT ABOUT? HOW? Roma Valiukien ė Vilnius University Lithuania

TO PEER FOR CLIL? WHY? WHAT ABOUT? HOW? Roma Valiukien ė Vilnius University Lithuania. CLIL project in Vilnius University: profile. 2011 – 2013 In English, German and French 2 modules (language development, methodology) Seminars for school administrators Trainer team

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TO PEER FOR CLIL? WHY? WHAT ABOUT? HOW? Roma Valiukien ė Vilnius University Lithuania

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  1. TO PEER FOR CLIL? WHY? WHAT ABOUT? HOW? Roma Valiukienė Vilnius University Lithuania

  2. CLIL project in Vilnius University: profile 2011 – 2013 In English, German and French 2 modules (language development, methodology) Seminars for school administrators Trainer team Language professionals Language and methodology sub-teams Trainee pool From secondary schools, colleges Subject teachers (IT, mathematics, geography, psychology, etc.)

  3. In our project, peer work manifests through • The craft model • The applied science model • The reflective model

  4. We are ‘Critical Friends’ • Subject + language teacher tandem • Benefit from different multiple intelligences • Done when • 2 teachers hold a joint presentation • Teachers take different times of the same class • Both teachers plan and one of them runs the class

  5. ‘Notions of good teaching are very subjective; they are to a large extent intangible and unable to be addressed through a list of criteria, and giving a constructive feedback is a difficult skill where the observer risks giving offence.’ Jill Cosh, 2003

  6. Our trainees as our peers • a more socially responsible, even transformative, pedagogy • suitable for communities • teacher-student and student-teachers concepts • advancing subject knowledge through a foreign language medium • innovative ideas about how foreign language and other academic subjects could be taught • Critical pedagogy

  7. Why not LOCIT? • Lesson Observation and Critical Incident Technique • Positive and constructive • Gives learners ‘a voice’ • Procedure • Record a lesson • In teacher and learner groups, review, analyze, edit (selected video clips) • Retrospectively select learning moments • Compare the edited versions

  8. Why not T-Team? • Continuous collaboration • Before the subject class, the language teacher identifies language needs • During the subject class, the language teacher supports and gives feedback • After the subject class, the language teacher does remedial language work • Shared responsibility • Complementary roles

  9. Why not mutual supervision? • Turns taken equally between the supervisor and the supervisee • Listen with full attention and empathy • An open, non-judgmental way and unconditional regard for the supervisee’s narrative • Supervisee’s mapping of the lesson • The time given to the supervisee is entirely their time • The supervisor never observes any of your lessons

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