W5_CLIL pedagogy (15:47) Speaker: Prof. Yuen Yi LO by 吳國誠 https://padlet.com/erspe1/m94xd3tb7ben04ht 2. Despite the frameworks, teachers may still find it difficult to determine the content and language learning objectives. What could they do? en-us 2021-10-09 06:10:18 UTC 2023-01-26 07:59:03 UTC hello@padlet.com https://padlet.net/icons/png/0032-20e3.png https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1806702677 And the main work of teachers is to support language scaffolding tools.
To connect the context of contents towards Ss’ real life. Which is what we called 素養 in 12年國教
HSIN-I ]]> 2021-10-11 05:10:05 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1806702677 Learning objectives https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1809943898 若教師發現難以決定學習目標的時候，可以回到學生的生活脈絡與課程之間的鏈結，並參考課程綱要確認課程地圖，以設定適合學生的學習目標。
馥嘉]]> 2021-10-12 07:21:52 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1809943898 跟夥伴討論很重要，不同領域、不同位階的夥伴會有不同的關注，透過交流雖然不見得能凝聚共識，但是很快能看到自己的盲點。回頭檢視教學指引的學習目標也同樣重要，在取捨拿捏之間，指引所提供的不是只有橫向連結，還有縱向的考量。(顏宏如) https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1809970617 2021-10-12 07:35:39 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1809970617 永安國小 章欣捷 erspe1 https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1812508875 Here in Taiwan, CLIL is still kind new to teachers and students. The biggest challenge for teachers is to decide what content for CLIL lesson since teachers all want practical lesson plans. We don’t really have many choices of contents since it has to be based on national curriculum, but teachers have more flexibility of setting up the goal of English learning. First, we teachers need to check their English learning process so we know how to do the scaffolding. We talk a lot about the importance of ELF awareness in learning, however, students also feel more confident when they know how to use English to communicate properly(EFL). Second, teachers need to come up with plans to motivate students to learn during the CLIL lesson. It can be start from reading a very interesting book or tell students that they are expected to complete some exciting missions. When we see more self-motivated students engaged in the lessons then we know there will be less obstacles to overcome. Third, using evaluation as a tool to check if teachers set up the learning goals appropriately. I think formative and summative assessment are both very helpful for teachers.]]> 2021-10-13 01:48:12 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1812508875 社子國小 吳佳玲 erspe1 https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1812512298 2021-10-13 01:49:35 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1812512298 雨農國小 吳虹誼 erspe1 https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1812514167 看了教授提供的教學案例及指引，對CLIL的教學又多了一些認識，在設計課程時，先把握住教學目標，再延伸幫這個教學活動增添一些英文的單字及句子，這個前提已經了解了，但是要延伸到怎麼樣的程度，好像還是沒有定論。在教學前預期學生的能力和實際教學的情況還是會有落差，英文教材的難易拿捏，還是一個需要去解決的問題。
前幾天和合作的英文老師提到相關的問題，英文老師說到了除了可以先將孩子在英文課堂上學到的課室用語先用在自己的課堂上，另外一開始上課和下課前先唱一些英文相關歌曲，課程中間再增添一點點的英文句子或是單字，這樣實行下來，可能就會漸漸的再抓到一些些雙語課程的感覺。
]]> 2021-10-13 01:50:19 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1812514167 民生國小 許惠晴 erspe1 https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1812515795 影片中教授有提到MEC的教學方法，首先，可以營造一個豐富的體驗環境，引發學生學習興趣，教學中可以使用多模態的方式：影片、圖片、示範，甚至手機APP。第二點可以讓生閱讀文章，然後筆記整理歸納出總結，可以用圖表分析或是心製圖的方式，然後帶著他們詳細閱讀（只是這邊的部份，讓我感覺回到非常著重語文學習目標的教學了）。最後，讓學生參與並具體實踐出他們的想法或學習成果。影片中舉出用申辯題的方式，要學生寫下文藝復興時期的理解。雖然這個問題是給是國中二年級，但我覺得這個題目也太難了，何況在用英文寫出，應該是精英中學吧？若是擺在小學，我覺得應該也可以讓學生用中文來說明，似乎比較可行。]]> 2021-10-13 01:50:57 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1812515795 富安國小 吳孟茹 erspe1 https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1812519677 2021-10-13 01:52:24 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1812519677 實踐國小 楊于萱 erspe1 https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1812521948 The planning of CLIL lessons is not easy for teachers since they have to put emphasis on both content and language. The backward design of CLIL emphasizes the setting of content and language objectives, then the class activities will be designed according these objectives. However, many teachers find it difficult to determine the class objectives. In the video, the speaker suggests CLIL teachers decide the goal of content learning first. Afterwards, instructors can think about the sentence patterns or grammar which learners may use to finish the tasks of content learning. Content learning is not limited to the learning of content knowledge. The speaker mentions that it can also be the acquisition of cognitive skills. Therefore, Bloom’s Taxonomy can be a good reference for CLIL teachers when they are worried about setting the class objectives for CLIL lessons. As for myself, I usually refer to the curriculum guidelines to find out what abilities or knowledge learners should acquire at their age. Besides, I think participating in different workshops and lectures can allow CLIL teachers to have more ideas of setting the goals for CLIL lessons and the design of class activities.]]> 2021-10-13 01:53:18 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1812521948 https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1813606681 比較喜歡MEC的模式，因為比較符合目前國內的小學教育環境，對於閱讀英文文本的學術性文章，對於小學生來說實在太困難，更遑論要探究句型的時態和片語運用的正確性了；而MEC的方式，在第一階段的引起動機，教師可利用多元的媒體素材(聲音、影像、圖片、繪本等….)來引起學生的動機，預測學習的內容。
第二階段則利用簡單的魚骨圖、心智圖、或曼陀羅思考法等，引導學生梳理文本的學習內容後，讓學生對於學習的內容與語言的連結上更深化
第三階段:以第二階段的學習為基礎，讓學生運用相同的圖表來完成自己想法或感受的學習單或學習任務   (守惠)
]]> 2021-10-13 11:28:29 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1813606681 可以從預期的學生的學習表現中決定學習內容和語言目標(Christina) https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1813858683 2021-10-13 13:11:08 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1813858683 2. Despite the frameworks, teachers may still find it difficult to determine the content and language learning objectives. What could they do? https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1817811594 Two heads are better than one. It's important to know how to cooperate with the colleagues. Before starting the class, teachers can discuss the lesson plans with their co-workers and through the communication with each other, it will brainstorm lots of new ideas and inspire more sparks in teaching. Besides, observing the other teachers' class may be helpful. Teachers can watch online videos for inspiration, too. Maybe having a discussion with the class about their nedds and interests will give you some new ways of thinking about designing the lesson plans. 
Joanna Tsai (蔡燕如)]]> 2021-10-14 17:45:23 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1817811594 https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1817859495 1.依據多數學生的語言能力和學習特性，挑選出該科目階段能力的重點主題。沒有人一開始就能做得好，因此要調整心態，先求有再求好，“The simplest is the best.”，也要避免因急躁或貪心而失去最重要的學科和語言的教學目標。
2.常與共作夥伴進行課堂間簡短的心得分享，隨時做滾動式的修正，彼此給予心靈上支持和鼓勵的正能量。 (by 秋惠)]]> 2021-10-14 18:06:26 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1817859495 https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1819059194 在學科目標部分:
1. 參考教學指引及課本, 找出學習重點和學習目標
2. 參考國家課綱

在語言目標部分
1. 配合課程內容擬定適合的句型目標
2. 每個區域及班級孩子的語言能力不同, 語言目標需符合孩子的能力

佳倫

]]> 2021-10-15 07:00:41 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1819059194 2.Despite the frameworks, teachers may still find it difficult to determine the content and language learning objectives. What could they do? https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1819059479 雙語課程無既定的教材對於老師在設計課程上有利有弊，老師設計空間彈性大，教材選擇多樣，不用依循既定的規範，雖然在備課上有程度上的壓力，但學科老師與英語教師可試著透過「共備、說、觀、議課」的實踐社群機制，與同領域或同年段的教師共備教學課程決定語言及學習目標，一方面可避免設計課程時自身的盲點，也可透過腦力激盪呈現多元面向的學習目標。
雅棻Janet

]]> 2021-10-15 07:00:53 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1819059479 https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1819280019 我的想法:
分析教科書的學科內容，找出適合做CLIL教學的部分，參考既定的學科學習目標，再與英語老師討論、共備英語學習目標。不妨多參考網路上CLIL教學資源，擷取適合融入的內容。也可以參加CLIL教師群組集思廣益。最重要的是要視學生學習狀況做教學反思及修正。(袁士雲)
]]> 2021-10-15 09:36:10 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1819280019 https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1819328623 最困難的是如何根據班級英語程度訂出符合應學習的學科內容和目標，其次是如何與英語學科的句型橋接學生的新舊經驗。低年級因學習的內容較為簡易，挑出關鍵重點並找出language of learning 適時調整，但中高年級的學科知識性高，如何找到可以進行雙語課程的單元就更不容易了。
（欣蓉）

]]> 2021-10-15 10:15:10 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1819328623 https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1819439448 老師需要在設計課程時扣緊學科能力指標，語言的學習指標是其次。若遇到困難，可與學科老師多多溝通及備課。能藉由討論激發出不同的火花。
常常課程會因語言的限制，而讓老師擔心課程無法發展，或是弱化學科知識，老師可參考多元媒體的素材。甚至可以去思考課本與學生生活經驗的連結。

Silver]]> 2021-10-15 11:48:19 UTC https://padlet.com/erspe1/m94xd3tb7ben04ht/wish/1819439448