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During this course I had the opportunity to attend several lectures about how to teach your subject using a CLIL-based methodology. Therefore, this Padlet will be particularly addressed to those teachers who have to work in the aforementioned context.

The course took place in Norwich from 3th July to 15 July 2017. The institution in charge of it was NILE (Norwich Institute for Language Education).

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TEACHER: CLAUDIA REY.
LECTURE AIMS:
-  Getting to know each other.
- Learn how to work in groups during the course.
- Learn how to provide specific feedback during the course.
- Identify our learning needs and what we already know about CLIL.
- Learn how to use the NILE library.
- Learn different strategies to group and manage a class.

During the first lesson of the course we receive some information about the NILE library and used it as an example of CLIL methodology (mini lesson).

* First of all we watched a video about a guided visit to the library and took notes of it.
* Secondly we were asked to create a visual organiser with those notes (schema, chart, diagrams...)
*  Finally we talked about different ways of organising groups in class:

> Heterogenous groups.
> Homogeneous groups.
> Random groups: to form the groups we can use different strategies:

* Number off from 1 to 3: each  student is assigned a number and all the ones who have received a "1" will work together.
* Using the alphabetical order of: names, animals the'd like to be.... (they must organise themselves in a line asking the other what animal they are).

And the different roles that can be given to the participants:
>Reporter/Summarizer/Spokesperson.
> Timer.
> Language monitor.
> On task monitor.
> "Spy".

Concerning the number of students per group we learnt different strategies  depending on the task:

> Pair work.
> Groups of three.
> Bigger groups.
> If the class is too numerous we can divide the class in three different areas and then ask the students to work in small groups. (Divide and conquer). Of course it is not possible to monitor all the students in the same day so it might be interesting to plan which groups are we going to observe during several days.
> We can also use different collaborative learning strategies: jigsaw, market...
The market activity can be carried out following the next instructions:
> 3 people become expert in sthg.
> 1 stays in his place  and the two other members goes to "buy" knowledge to the market.
> Then they come back and try to make the third one understand what they have learnt.

Once we had discussed it, we provided specific feedback to the rest of the students pointing their strengths and weakness in a constructive and positive way.

Later we made a chart with three columns writing what we already knew about CLIL, what we wanted to know. The third column was to be filled later as it was named what I've learnt. (K-W-L).

Besides we wrote information about ourselves in a post-it and we stick it in the wall so that we could imagine what kind of heterogeneous or homogeneous groups could we do.

We also filled a blob bridge drawing to represent ourselves in the CLIL-learning process and represented it taking a picture.
Finally we watched a video about the e-library and we were asked to represent it somehow working in groups: we did a role-play, but other groups did an schema in the blackboard or read a summary.

Some tips to handle the class:

> If somebody is lost: ask another student to explain him/her what are we doing.
> Paraphrasing is useful to reinforce concepts and language in class: the students have to repeat the same but using different words.
> If we want to asses something we can use the "Thumbs survey". The students have to put their thumbs up, middle or down depending on their opinion to the respect.

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TEACHER: CAROLE ROBINSON
LECTURE AIMS:
- Knowing the main streets and squares of Norwich so that we can move around during the course.
- Realising of the language around us.

As an activity to get to know Norwich as well as realising of the language around us, the teacher gave us a map of the city with some enclaves pointed in them. We were provided with a worksheet with several questions so that when we reach the enclaves we could focus on the language employed there.

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TEACHER: CAROLE ROBINSON.
CLASS AIMS:
- Differentiate between a Language Class and a CLIL class.
- Define the 4Cs/ aspects that must be taken into account when designing a CLIL lesson.

Both CLIL and Language teaching are related by a common feature: COMMUNICATION. Then, what's CLIL? In the next schema you can see some of the differences and common things that we listed during the class.

When doing a CLIL lesson the so-called 4-Cs must be taken into account:
> COMMUNICATION.
> CONTENT
> COGNITION
> CULTURE

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TEACHER: CAROLE ROBINSON.
LECTURE AIMS:
- Experiencing a History CLIL lesson as students.
- Inferring the  application of the 4 Cs in the activities done.

We were taught a CLIL lesson of geography. The methodologies employed were:

1)  Reading a short text in the slides -->  checking unknown vocabulary in the dictionary and saying adjectives related to the text.
2) Matching drawings with text stripes and organising them to create a reasonable story.
3) Cloze test about the same story (includes mistakes in the text so that the students have to find them).
4) Youtube video about the same story, stops the video from time to time and asks questions (e.g. how would you feel...? and we say adjectives).
5) Role play in pairs (one is the journalist and the other the main character, we ask questions and finally write a couple of sentences summarising the conversation).
6) The teacher hangs numbered pictures about the story around the class and tells us to decide which three are more representative and why.
7) Every student writes an answer to a question about the story in a small blackboard and we start guessing other people’s question and saying it one after the other.

Here you can see the analysis that we did in class concerning the inclusion of the '4 C's' in the lesson:

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TEACHER: CLAUDIA REY.
LECTURE OBJECTIVES:
- Organise the information provided in the previous classes in a formal document that can be used to plan a class including the '4Cs'.
- Reflecting upon the aspects that we would like to include in each stages of our lesson plan.
- Experiencing a science CLIL class as students.

There are two main ways of designing a class:
- Behaviourist (teacher gives the answers)
- Social constructivism (teacher provides questions).

From theory to practice:  in order to connect the theory with the practice we need to design different activities addressed to promote the speaking, listening, reading and writing of the students (communication).

It is particularly useful to differentiate vocabulary for and vocabulary of the unit and provide support for language in all the activities that they have to do.

Besides it is necessary to take into account the learning of cultural facts, specific contents of the thematic unit and the cognitive processes we want them to develop.

In order to organise all this information to prepare a class we were provided  the next template:
Think --> pairs --> share:
During the class we were given an incomplete worksheet with general titles about the stages of a class that we have to develop into more specific interventions (flesh it out). After working individually with the worksheet we were asked to share our ideas with a partner and finally we share the main outcomes with others.  These ideas would be useful in order to create and complete our own lesson plan.

The strategy to share was called "Give one, take one" and consisted of sharing something that we have learnt from another person and the person who we are talking to does exactly the same.

A variation of this strategy is the so-called Cocktail party (when there’s other people listening to the conversation and eventually joins).

During the second part of the lecture we experienced an exemplifying  class  of magnetism adapted to primary and secondary school. One of the resources used in the class was: https://www.brainpop.com/science/motionsforcesandtime/magnetism/
Along with the class we were given a handout of the teacher's lesson plan so that we can have another example of how to complete a lesson plan template. In this handout we  found the next sections:
> "Students will": a description of the class objectives.
> "Materials": needed to complete the class.
> "Vocabulary": main vocabulary to focus on the lesson.
> "Preparation": how to manage the class in brief stages.
> "Lesson procedure": a description of each stage step by step.

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TEACHER: CAROLE ROBINSON.
LECTURE AIMS:
-  Realise of the complexity of academic language in order to help our  and supporting communication.

This class can be considered as a continuation of the classes taught on the 3rd day.

To brush up on what we learnt on the previous classes the teacher provide each student with a paper strip that included a non-matching noun and a definition. The first student was asked to read his/her definition and the one who had the noun had to say it out loud and then read his/her definition... When designing these activity the answer for each definition has to be placed one row after each definition to create a loop, otherwise it won't work:
When it comes about the usage of English in the classroom we need to realise that there's a set of words and language constructions that are not part of the common language and can only be used in the context of our subject or class. Two categories have been established so as to differentiate between these two aspects of language:

(The next information was provided in handouts to each student and a peer-reading strategy was employed to work on it: each student reads half of the info and explains it to the other student).

BICS refers to the ability to understand and participate in everyday conversations and carry out daily activities in the target language. BICS are basic language skills used in informal communication. In terms of lesson input, BICS include day-to-day language and the contextual clues that help understanding, such as visual clues, gestures or facial expression that support communication. Second language learners generally achieve BICS in two to five years.

CALP refers to the language ability required for studying curricular subjects. In comparison with BICS, CALP therefore demands higher level thinking skills such as analysing, evaluating and creating. Cummins noted that it takes learners at least five years to attain a level of English suitable for academic school study. This time depends on the learning context as well as the level of previous education and prior learning learners bring with them. In CALP, clues to help learners understand are often reduced or absent. Lesson input for CALP may be read from a textbook or presented by the teacher, and the concepts are academically more demanding. Consequently, the spoken and written language that learners need to understand and produce for CALP is more complex than BICS.

At the level of vocabulary, Cummins’s two categories can be extended in a CLIL context. CLIL teachers have to consider the role of academic language alongside subject specific language (language that is specific to a particular subject). They also need to think about language that can be used across different subjects. Bentley (2010) provides a useful analysis of the types of vocabulary that students encounter when studying subjects through an additional language:

| Content obligatory words for our subject  | Content compatible words in our subject  | High and medium frequency words found in our subject | Expressions and collocations used in our subject.

In order to review what we have been learning during the class we did a group dynamic in which two students have to sit down in a chair back to the blackboard and a word is written on it. Then, the team of each student has to help him/her guessing the word by giving them the definition or clues but not using the word itself.

At the end of the class we were given some handouts with examples of adverbs, nouns and expressions commonly used in

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TEACHER: CAROLE ROBINSON
LECTURE AIMS:
- Experience activation activities.
- Learn how to balance Cognition and Language in a CLIL class.
- Differentiate HOTS and LOTS when focusing on Cognition.

We started with an activation activity consisting of waking around the class in a queue and establishing a direction for each option (i.e. Mammals: clockwise; Reptiles: anti-clockwise). Each student says a animal (an example of a mammal or reptile) and, if necessary, the queue changes its direction.

Afterwards we analysed the CLIL lesson of the 2nd day (you can see the analysis attached to the correspondent post).

Later we were taught the importance of considering the complexity of the tasks given to the students and the necessity of adapting the language complexity to it:  Low Order Thinking Skills (LOTS) will accept complex language structures meanwhile High Order Thinking Skills (HOTS) will require simpler language.
In order to differentiate and recognise what could be a LOTS or a HOTS for our students, we were shown a chart about Bloom's taxonomy:
Using this resource we can plan the Cognition (one of the '4Cs').

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TEACHER: CLAUDIA REY
LECTURE AIMS:
- Revision of the contents.
- Personalise templates.
- Self-assessment.

During the first part of this lesson we reviewed what we had been doing during the week. The methodology employed was a "forum" in which everyone had to add something new to what the others had previously said but without repeating what they'd say.

We also were asked to create our own template for our subject. Mine included the next sections:
> Title.
> Date.
> Objectives.
> Materials.
> Methods.
> Procedure.
> Results.
> Conclusions.

We coloured another blob in the blob bridge of the first day so that we could analyse our progress in learning CLIL.

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TEACHER: CLAUDIA REY
LECTURE AIMS:
-

Some links with activities to be done digitally with the students were shown:
https://www.brainpop.com/
https://es.khanacademy.org/
http://www.onestopenglish.com/clil/
https://thedigitalteacher.com/

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TEACHER: CLAUDIA REY
LECTURE AIMS:
-

We reviewed the flesh it out activity that we did on the day before.

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TEACHER: CLAUDIA REY
LECTURE AIMS:
- Experience two CLIL lessons as students.
- Reflecting on the 4C's use.

Two example lessons were taught:

> Algebra: in this lesson we were asked to resolve a math problem in homogeneous groups. Later we were asked to think about the process that we had followed until we came up with the solution.  This was the task:
Netflix now offers two deals:
Plan A has a yearly membership package, with a yearly membership fee of 100 pounds and charging 10 pounds per film or series.

Plan B does not offer a membership package and charges 20 pounds per film or series.

Which one is more convenient? Why?

Make a table, a graph and explain your choice

> Geography: in this lesson we were asked to use the computers to find some information about the world map projections and compare them in a spreadsheet.

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TEACHER: CAROLE ROBINSON
LECTURE AIMS:
- Think of strategies to support our students Communication in a CLIL class.

Once we have learnt how to take care of the students' cognitive development during our class. We were taught how to support the students when using the target language. That is, another 'C': COMMUNICATION.

When preparing the lesson it is necessary to take into account: cognitive processes, aspects of language needed and how to support them. Support (scaffolding) can be provided at different levels: word, sentence, text.

Listening can be supported by: visuals, speaking clearly and slowly, using and stressing key words, box for keywords in the class, matching keywords and pictures, translation of key words, body language, small chunks of language (brief speeches), if they focus on the task it’s easier to maintain their attention.

Speaking:  not correcting them if you might stop communication or tell them to correct and repeat their sentence, provide framework (i.e. interview), give them the beginning of a sentence, providing them key-words to use, do a model of what you want them to do.

Reading: preparation of key words, dictionaries, glossary, guessing from context, synonym/definition. Do activities first so that they can be prepared to face the writing.

Writing: models, key words, sentence starters, framework .

Forms of interaction:

Ø  Teacher to students.

Ø  Students to students.

Ø  Students to teacher.

Use of L1 (own language): sometimes it is necesary to give instructions.

Differentiate: provide more information to the students who might need it in order to complete their task more easily.

A further resource to support language are graphic organisers: atomistic maps, cycles, flow diagrams, quadrants, tables, t-charts, timelines, tree diagrams and venn diagrams among others.

This class was extended in the class "Looking for language in CLIL" of the 4th day.

Here you can find the PPT provided by the teacher:

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During the afternoon we attended a lecture by the author Jeremy Harmer.

His main focus was to provide an eye-opener speech about how teachers should promote their students willingness to learn by means of cultivating their curiosity and their ability to ask questions. "I don't teach answers" was the title of the class.

https://www.youtube.com/watch?v=hoUx036IN9Q

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Key Characteristics and Definitions of CLIL

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Key Characteristics and Definitions of CLIL

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TEACHER: CLAUDIA REY.
LECTURE AIMS:
- Provide specific feedback to the trainer.
- Learn ways of continuing our training after NILE.
- Formally define CLIL and recognise the different kinds of CLIL systems.

First of all we review what we have liked more and what we thought that could be improved in the last class. Giving the teacher specific feedback who took notes of it and carefully listened to us.

Next we were advice of continuing our CLIL training in a MOOC (Massive Open Online Courses) in webpages as "Future Learning" or "Coursera".

Later on we were taught the main characteristics of  CLIL:

1) There's content related to the Subject.

2) There's a target language.
3) It has an integrated and dual focus-approach: not teaching a subject in English but both things at the same time. Inevitably, as this is not an Engish class, content comes first.

Two branches of CLIL:

A) Hard CLIL/ Content driven: teaching a subject in English  and learning both contents and English.

B) Soft CLIL/Language driven = Teaching some thematic units in English.

* Immersion programs = Students are treated as native speakers so the subject is taught in English.

Here you can find the PPT provided by the teacher:

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TEACHER: CLAUDIA REY
LECTURE AIMS:
- Make us aware of the academic language structures and how could them hinder our students learning.
We were taught a lesson about academic literacy. The main information can be found in the ppt provided by the teacher:

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TEACHER: CLAUDIA REY
LECTURE AIMS:
-  Learning how to employ the English language to guide our students thinking and work in our subject.

Firstly we analysed in groups the importance of sharing learning objectives with the class. Some of the Pros and Cons that we found were:
Later on we moved to discuss the importance of reviewing, here you can read our main outcomes:

Reviewing is absolutely necessary so that the students can brush up on what they already know and feel that what is to be taught during the current lesson can be linked to their zone of proximal development à Vygotski. Otherwise the learning process will not be significant.

Certainly there are some downsides of reviewing, for instance, the shortage of time that a teacher has to complete the syllabus makes it harder to find the time to review. But undoubtedly it is something vital for the learner’s success.

A useful way to do it is reviewing before and after the class. And after a test.

TIP: when asking the students to expose what they think it’s easier for them to go first if we say that they will have to refer to what the previous person has said.

-          Techniques: write words on the board, images, and open questions.

-          Uses: formative assessment and analysing misconceptions and previous concepts.  A degree of contextualized repetition is vital to keep the concepts fresh.

Besides we were given some handouts with exemplifying sentences so as to encourage the learners to predict, hypothesise, think about the subject or monitor their work.

Finally we used a  Pop-corn strategy in order to think of the importance of giving instructions in class and how to provide them. The pop-corn strategy consist of:  several rounds, everyone says something quick if you have nothing new to say just say pass.

It’s important to give them clear instructions so that they can direct their own learning and do not depend on the teacher for every single step. (Autonomy)

-          Autonomy.

-          Task success.

-          Making them feel at ease.

How to give instructions:

-          Differentiating steps using connectors.

-          The amount of instructions should be limited.

-          Clear and simple words.

-          Words to attract their attention. You should, I want you to.  -          Peer help.

-          Clarifying what is expected from them, the final product.

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During the afternoon we work on our own projects and we reviewed the main assessment strategies.

Assesment is the evaluation of the achievement of the didactic objectives which includes the degree of development of the key competences.

Assessing what?

The curriculum is to be assessed. Particularly the general objectives of the subject, which are supposed to have been written in connection with the key competences.

·         Skills.

·         Knowledge.

·         Understandings.

·         Dispositions.

Types

·         Written test:

ØOpen ended-questions.

ØShort answer questions.

ØCloze test.

ØMatch the columns.

ØTest-type: true-false, choose the correct one, multiple-choice.

ØDrawing and labelling.

ØLabelling.

·         Oral test.

·         Recordings.

·         Systematic or non-systematic observations.

·         Check list.

·         Notebook.

·         Worksheets.

·         Portfolio.

·         Projects.

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During the last day of the course each student presented his/her own CLIL lesson plan.

In my lesson plan a gamification technique was included. It was a "Pasapalabra" game that could be useful to review the vocabulary and concepts of the unit with the students in order to prepare them for the exam.
A template of the game can be downloaded from:
http://activinspire.blogspot.com/2013/05/pasapalabra-en-powerpoint.html

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Teacher: Claudia Ferradas
Objectives: We were shown how to use stories to teach, the main idea was:

Tell a story with “gaps” that can be discussed afterwards. Completing the story in some point that could have been specified more (analysing stereotypes). Let an open ending is a good idea because they can complete it later. How would it have been in your own country?

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Teacher: Claudia Rey.
Lecture aim:
- Thinking of how to apply Bloom's taxonomy to our subject.

A gamification methodology was employed: dice with sentences related to different levels of bloom's taxonomy were provided to us and we had to throw the dice and use the corresponding sentence for our subject:
·         What do you think about…?

·         What’s the relationship between eukaryotic and prokaryotic cells?

·         What would you say to a person who said that the eukaryotic and prokaryotic cells have a nucleus?

·         If you could change one thing about… what would it be?

·         What caused the eukaryotic cell occurrence?

·         How would you select the ?

·         How does the plant cell contrast with the animal cell?

·         Please explain why the mitochondrion has a folded inner membrane.

·         Can you see a possible solution to how eukaryotic cells evolved from prokaryotic cells?

·         Where is the chloroplast?

·         What questions would you ask about the cell?

·         How did the plant cell appear?

·         How would you solve?

·         What would you do if

Later we were taught some useful strategies to promote our students critical and creative thinking:

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We went to the Museum located in the Castle of Norwich to analyse the possibilities of doing a CLIL activity there.

During the afternoon there were several voluntary workshops taught by the NILE teachers.

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Teacher: Claudia Ferradas.

We attended a demonstration of CLIL in an art class.