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Explanation of the 4Cs-Framework (Content, cognition, communication, and culture) 

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Explanation of the 4Cs-Framework (Content, cognition, communication, and culture) 

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What are the components of creating and adapting didactic learning materials?

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What are the components of creating and adapting didactic learning materials?

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Teaching materials are the elements that teachers use to
facilitate and lead the learning of our students (books, posters, maps,
photos, plates, videos, software,…).
We also consider didactic materials those materials and equipment
that help us to present and develop the contents and that the students
work with them to build meaningful learning.
It could be said that there is no unambiguous term about what a
didactic resource, so, in summary, didactic material is any element that, in a given educational context, is used for a didactic purpose or for
facilitate the development of training activities.

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Meyer, Oliver. (2013). Introducing the CLIL-Pyramid: Key Strategies and Principles for CLIL Planning and Teaching. https://www.researchgate.net/publication/275887754_Introducing_the_CLIL-Pyramid_Key_Strategies_and_Principles_for_CLIL_Planning_and_Teaching

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Presentation and explanation of the CLIL-Pyramid.

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Presentation and explanation of the CLIL-Pyramid.

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The CLIL-Pyramid was designed to visually represent the idea that quality CLIL based on the tenets of the 4Cs-Framework can only be achieved when all of the four Cs are considered in lesson planning and materials construction. The four Cs are the cornerstones of the base area of the CLIL-Pyramid which comes into existence when one tries to find the point where lines originating from each corners meet (Figure 5). It is meant to be a tool for lesson planning and materials construction/adaptation, and tries to incorporate all the principles and strategies mentioned in this article.
1 . Planning a CLIL unit starts with content selection. The specific needs of
the content subject are at the heart of every CLIL lesson and the starting point for material construction.
2. Providing multimodal input and distributing it evenly across the new
CLIL unit produces highly differentiated materials which accommodate
different learning styles and activate various language skills. Multimodal
input also facilitates the development of new literacies.
3. The nature of the selected input (i.e. texts, charts, maps, video clips, etc.)
and the students’ familiarity with it determines how much and what kind
of scaffolding is needed. It also indicates which subject specific study
skills need to be practised with the students so they can successfully cope
with that input.
4. Tasks need to be designed to trigger both higher order thinking skills and
lead to authentic communication/interaction in different interactive
formats (solo work, pair work, group work, etc.).
Figure 5: The CLIL pyramid © Oliver Meyer
Introducing the CLIL-Pyramid 309.