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How do we help learners develop languaging?Teachers are familiar with the importance of higher order thinking when they designlearning tasks. Cognitive discourse functions(CDFs) are the building blocks of higher order thinking. We language through cognitive discourse functions. It is through these CDFs that learners build and structure knowledge, which allows them to make sense of new content, for example by:- describing and labelling the parts of a cell- explaining and defining a complex process such as photosynthesis- comparing different types of volcanoes- assessing and evaluating the opportunities/threats of hydraulic fracturing(fracking)A pluriliteracies approach to learning stresses the need to help learners become literatein their subjects. That means that we have to make sure that learners are enabled to actively use CDFs at increasingly complex levels.

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How do we help learners develop languaging?Teachers are familiar with the importance of higher order thinking when they designlearning tasks. Cognitive discourse functions(CDFs) are the building blocks of higher order thinking. We language through cognitive discourse functions. It is through these CDFs that learners build and structure knowledge, which allows them to make sense of new content, for example by:- describing and labelling the parts of a cell- explaining and defining a complex process such as photosynthesis- comparing different types of volcanoes- assessing and evaluating the opportunities/threats of hydraulic fracturing(fracking)A pluriliteracies approach to learning stresses the need to help learners become literatein their subjects. That means that we have to make sure that learners are enabled to actively use CDFs at increasingly complex levels.

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Planning for PTLQuestions to guide PTL lesson planning1) What do I want my students to know or do?2)  a. What are the facts, concepts, procedures, strategies my students need to master a new topic/theme?b. What do my students already know/know how to do and express?c. How can I help my students acquire the necessary skills/knowledge?What is the best way to introduce a topic?d. How can I help them understand/conceptualize?e. How can I help them communicate their understanding?f. What kind of learning activity is best suited for the desired learning outcome: student-student interaction; teacher l   ed,student led etc…g. What will the focus of my intervention/feedback (key terms, cognitive discourse functions, relevant skills/strategies…)3) How do I want my students to demonstrate their understanding? What is desired product/output?4) How will my learners reflect on their learning?5) How do I know they know? How do I assess their progress?

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Planning for PTLQuestions to guide PTL lesson planning1) What do I want my students to know or do?2)  a. What are the facts, concepts, procedures, strategies my students need to master a new topic/theme?b. What do my students already know/know how to do and express?c. How can I help my students acquire the necessary skills/knowledge?What is the best way to introduce a topic?d. How can I help them understand/conceptualize?e. How can I help them communicate their understanding?f. What kind of learning activity is best suited for the desired learning outcome: student-student interaction; teacher l   ed,student led etc…g. What will the focus of my intervention/feedback (key terms, cognitive discourse functions, relevant skills/strategies…)3) How do I want my students to demonstrate their understanding? What is desired product/output?4) How will my learners reflect on their learning?5) How do I know they know? How do I assess their progress?

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CLIL matrix

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What's CLIL?

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ELF and translanguaging in my experience - week2

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not to forget:

BASIC PRINCIPLES OF TEACHING VOCABULARY

• Too many is too bad (8 words per a day);
• Most frequent words go first (a good source is the course Basic English (850 words);
• Active repetition is the key (the young learner - 60 times; the adult learner – 20 times);
• Multiple exposures in multiple contexts

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Interesting!

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CLIL is always a wonderful adventure for students and teachers, walking together towards new discoveries

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This is the motto!

CLIL: Connecting Learning with Ideas and Love