T o c l i l o r n o t t o c l i l p art ii
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“ T o C L I L o r n o t t o C L I L ” P art II. IES “Fuentesaúco”. Second Meeting : December 2009 “ IES Fuentesaúco (Zamora)”. Analysis of the innovative methodologies through the presentation of some video recorded examples of lessons in English, as L2, using CLIL.

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“ T o C L I L o r n o t t o C L I L ” P art II

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T o c l i l o r n o t t o c l i l p art ii

“ToCLILornottoCLIL”Part II

IES “Fuentesaúco”


Second meeting december 2009 ies fuentesa co zamora

Second Meeting: December 2009 “IES Fuentesaúco (Zamora)”

Analysis of the innovative methodologies through the presentation of some video recorded examples of lessons in English, as L2, using CLIL.

The identification of other parameters and their testing will allow the development of a teachers' evaluation grid.

.


Inverness main agreements

INVERNESS MAIN AGREEMENTS

  • 1.TEACHING TECNIQUES AND OBJETIVES

  • 2. CLASSROOM INTERACTIONS

  • 3. STUDENTS´ ATTENTION.

  • 4. EVALUATION.

  • 5. CLASS MANAGEMENT.


Analysis of the traditional methodologies

Analysis of the traditional methodologies

Methodology depends on:

  • the personality of the teacher.

  • the age of the pupils.

  • the subject.

  • the period of the course.

  • the language used.


Fuentesa co first discussions

FUENTESAÚCO first DISCUSSIONS

  • 1. Class management grid.

  • 2. Student’s attention.

  • 3. Teaching tecniques strategies and objectives.

  • 4. Evaluation form, filled by the teacher.

  • 5. Interactions.

  • 6. Time organisation form.

  • 7. Grid, filled by an external observer.


Discusions about proposal tables

Discusions about proposal tables

  • 1. Items A16 to A 21 should be changed.?

  • 2. We´ll check the different grids in our traditional classroom.


Fuentesa co final agreements

FUENTESAÚCO finalAGREEMENTS

  • 1. Final decision: we DON´T CHANGEthe proposal tables.

  • 2. Analysis of the teaching methologies cannot be done just in one session but throughout a complete module.

  • 3. María designs our logo


Fuentesa co s proposal clilers logo

Fuentesaúco´s ProposalCLILers logo


Videoclip recorded at our school

Videoclip recorded at our school

1- TECHNOLOGY CLASS

2- Students´ age: 14 ( 3th ESO).

3- Subject: BUILDING MATERIALS

4- Module: Three classes (150 min.)


Methodology building materials

Methodology:“BUILDING MATERIALS”

1.Introduction.

2.Brainstorming: anatomy of a house and building materials.

3.Work in pairs by reading the book. Fill in the gaps.

4.Explain the activity: Presentation in Power Point about famous buildings and constructions around the world.

5.Short test.

6.Explain power point

7.Look for information on internet and get some photographs.

8.Pupils do the presentation and ask for help.

9.Exposition of the presentation by pupils.

10.Evaluation


Classroom planning

CLASSROOMplanning

1- ANATOMY OF A HOUSE

A. Structure: walls, frame, foundation, columns, beams, slabs, arches, vaults and domes..

B. Exterior surfaces: walls, windows, roof

C. Flooring

D. Interior surfaces

E. Insulate surfaces

F. Boilers, heating and piping

G. Electrical equipment


Classroom planning1

CLASSROOM planning

2- BUILDING MATERIALS:

A. Wood, bamboo, adobe…

B. Natural stone: granite, slate, etc

C. Stone-like material: Concrete and reinforced concrete

D. Ceramics

E. Metals: steel, aluminium, titanium…

F. Binders: Cement composites, glues, silicones, …

G. Glass blocks

H. Plastic: PVC, foam …

I. Paints


T o c l i l o r n o t t o c l i l p art ii

VIDEO CLIP


Grids filled by an external observer

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer1

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer2

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer3

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer4

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer5

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer6

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer7

GRIDS FILLED BY AN EXTERNAL OBSERVER

Student/students interactions n° 15name/type: Brainstorming

[structured] [informal] [written] [oral] [pairs] [groups] [presentation/report]

duration: total = …7…….. Individual participation = 6,67%,

Student/students interactions n° …6… name/type: Students ask for clarification

[structured] [informal] [written] [oral] [pairs] [groups] [presentation/report]

duration: total = ……8….. Individual participation =16,67%


Grids filled by an external observer8

GRIDS FILLED BY AN EXTERNAL OBSERVER

Student/students interactions n° 17 name/type: Student/students interactions

[structured] [informal] [written] [oral] [pairs] [groups] [presentation/report]

duration: total = …20…….. Individual participation =5,88%

Student/students interactions n° …2name/type: Student/students interactions

[structured] [informal] [written] [oral] [pairs] [groups] [presentation/report]

duration: total = 13 Individual participation = 50 %


Grids filled by an external observer9

GRIDS FILLED BY AN EXTERNAL OBSERVER

TEST = Teacher speaking time = 45 [teach] / 150 [tot] = 30,0 %

SSST = Students speaking time = [studs] 90 / [tot]150 = 60%

STST = Student speaking time = 90 [studs] / 17 [num of studs] = 5,29 %


Grids filled by an external observer10

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer11

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer12

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer13

GRIDS FILLED BY AN EXTERNAL OBSERVER

  • INAT = Inattention = 6 [C4+C5+C7] / 63 [tot] = 9,52 %

  • ATTE = Attention = 57 [C1+C2+C3+C6+C8] / 63 [tot] = … 90,48 %


Grids filled by an external observer14

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer15

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer16

GRIDS FILLED BY AN EXTERNAL OBSERVER


Grids filled by an external observer17

GRIDS FILLED BY AN EXTERNAL OBSERVER


T o c l i l o r n o t t o c l i l p art ii

THE END

IES “Fuentesaúco”


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