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Innovative CLIL Methodologies in English Lessons: Analysis and Application

This study presents the analysis and application of innovative Content and Language Integrated Learning (CLIL) methodologies in English lessons at IES Fuentesaúco. Video recorded examples showcase teaching techniques, interactions, student attention, evaluation, and classroom management. Evaluation criteria include teaching techniques and objectives, classroom interactions, students' attention, evaluation methods, and class management. The study compares traditional methodologies based on teacher personality, student age, subject, course period, and language used. Agreements and discussions focus on class management, teaching techniques, interactions, evaluation forms, and time organization. The innovative CLIL approach is implemented in a class on building materials for 14-year-old students. The class includes activities like brainstorming, presentations, tests, and student-led discussions. Classroom planning covers house anatomy and various building materials. Observers evaluate student interactions, teacher speaking time, student speaking time, attention levels, and inattention instances, providing valuable feedback for improvement.

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Innovative CLIL Methodologies in English Lessons: Analysis and Application

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  1. “ToCLILornottoCLIL”Part II IES “Fuentesaúco”

  2. 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. .

  3. INVERNESS MAIN AGREEMENTS • 1.TEACHING TECNIQUES AND OBJETIVES • 2. CLASSROOM INTERACTIONS • 3. STUDENTS´ ATTENTION. • 4. EVALUATION. • 5. CLASS MANAGEMENT.

  4. 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.

  5. 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.

  6. Discusions about proposal tables • 1. Items A16 to A 21 should be changed.? • 2. We´ll check the different grids in our traditional classroom.

  7. 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

  8. Fuentesaúco´s ProposalCLILers logo

  9. Videoclip recorded at our school 1- TECHNOLOGY CLASS 2- Students´ age: 14 ( 3th ESO). 3- Subject: BUILDING MATERIALS 4- Module: Three classes (150 min.)

  10. 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

  11. 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

  12. 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

  13. VIDEO CLIP

  14. GRIDS FILLED BY AN EXTERNAL OBSERVER

  15. GRIDS FILLED BY AN EXTERNAL OBSERVER

  16. GRIDS FILLED BY AN EXTERNAL OBSERVER

  17. GRIDS FILLED BY AN EXTERNAL OBSERVER

  18. GRIDS FILLED BY AN EXTERNAL OBSERVER

  19. GRIDS FILLED BY AN EXTERNAL OBSERVER

  20. GRIDS FILLED BY AN EXTERNAL OBSERVER

  21. GRIDS FILLED BY AN EXTERNAL OBSERVER Student/students interactions n° 15 name/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%

  22. 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° … 2 name/type: Student/students interactions [structured] [informal] [written] [oral] [pairs] [groups] [presentation/report] duration: total = 13 Individual participation = 50 %

  23. 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 %

  24. GRIDS FILLED BY AN EXTERNAL OBSERVER

  25. GRIDS FILLED BY AN EXTERNAL OBSERVER

  26. GRIDS FILLED BY AN EXTERNAL OBSERVER

  27. 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 %

  28. GRIDS FILLED BY AN EXTERNAL OBSERVER

  29. GRIDS FILLED BY AN EXTERNAL OBSERVER

  30. GRIDS FILLED BY AN EXTERNAL OBSERVER

  31. GRIDS FILLED BY AN EXTERNAL OBSERVER

  32. THE END IES “Fuentesaúco”

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