1 00:00:05,230 --> 00:00:14,230 Professor Del Coyle has been Professor of Learning Innovation at the University of Aberdeen since 2008, 2 00:00:14,230 --> 00:00:26,230 and before moving to Scotland she was Associate Professor at the University of Nottingham, 3 00:00:26,230 --> 00:00:30,230 as well as a member of the Learning Sciences Research Institute. 4 00:00:30,230 --> 00:00:34,909 I found this little passage where she describes herself as follows. 5 00:00:35,729 --> 00:00:40,210 Ever since the 70s, I've been fascinated by classroom pedagogies 6 00:00:40,210 --> 00:00:46,609 and ways to inspire learners in settings where the medium of instruction is not their first language. 7 00:00:47,609 --> 00:00:50,590 This has led me to want more young people to be empowered 8 00:00:50,590 --> 00:00:53,909 by extending their linguistic and intercultural skills 9 00:00:53,909 --> 00:00:59,670 through interactive and dialogic opportunities provided by their classroom learning. 10 00:01:00,229 --> 00:01:02,670 And I think that says a lot about her. 11 00:01:04,909 --> 00:01:08,510 Currently, she's involved in a wide range of European initiatives. 12 00:01:09,370 --> 00:01:17,549 She's published extensively in the field of CLIL, including the Four Seas Conceptual Framework and the English National Guidelines for CLIL. 13 00:01:18,930 --> 00:01:28,370 She has other publications that focus on transforming pedagogies in the field of modern language education, bilingual education, and teacher education. 14 00:01:28,370 --> 00:01:35,969 She's co-researched with CLIL teachers and learners across the world, and I think we 15 00:01:35,969 --> 00:01:42,409 must definitely comment on one of her latest publications, which is this, Content and Language 16 00:01:42,409 --> 00:01:48,170 Integrated Learning, which is definitely a big success and becoming very important for 17 00:01:48,170 --> 00:01:50,250 all of us who are involved in CLIL. 18 00:01:50,250 --> 00:01:57,109 She published together with David Marsh and Hood in 2010. 19 00:01:57,109 --> 00:01:59,709 I'll stop there, because there's too much to say about her. 20 00:02:00,329 --> 00:02:01,450 I'll stop there. 21 00:02:01,629 --> 00:02:02,829 That's just brief. 22 00:02:02,909 --> 00:02:06,409 There's a lot more that I could say, but I think it's more important to listen to her. 23 00:02:11,969 --> 00:02:14,750 One more thing that I want to remind you of. 24 00:02:14,750 --> 00:02:19,969 You have these cards, okay, you were given this morning. 25 00:02:19,969 --> 00:02:26,990 If you want to ask any questions, okay, please write your question here at the end. 26 00:02:26,990 --> 00:02:32,430 Before she finishes, there will be someone passing around to pick up the cards, okay? 27 00:02:33,250 --> 00:02:41,090 I find it really difficult to sit and talk because normally I stand and I talk with my hands. 28 00:02:41,629 --> 00:02:48,189 So if you have this gabbling person at the front of the room doing all of this, just bear with me. 29 00:02:49,289 --> 00:02:55,229 So first of all, it's a great pleasure to be in Madrid. 30 00:02:55,229 --> 00:03:01,889 I've got an awful confession to make that this is my first time to Madrid even though I've spent so 31 00:03:01,889 --> 00:03:10,110 much time in Spain and I have to say that it's due to many of the the teachers that I've worked with 32 00:03:10,110 --> 00:03:17,490 over the last few years the Spanish teachers in CLIL context that have driven me and inspired me 33 00:03:17,490 --> 00:03:23,969 to continue with the work that we're doing and I have I'm watching events in 34 00:03:23,969 --> 00:03:29,909 Spain generally with great interest because at the moment I truly believe 35 00:03:29,909 --> 00:03:37,830 that the CLIL agenda is advancing very very rapidly and effectively in in Spain 36 00:03:37,830 --> 00:03:45,729 and I have to confess to being a little bit envious however so first of all 37 00:03:45,729 --> 00:03:52,629 having said I'm really happy to be with you you can see from the the slide that 38 00:03:52,629 --> 00:03:57,430 I'm now in Scotland and the red bit at the top is Aberdeenshire which is on the 39 00:03:57,430 --> 00:04:05,330 same latitude as Moscow and the top photograph is just south of Aberdeen 40 00:04:05,330 --> 00:04:09,870 it's one of our castles and the right-hand photograph is our University 41 00:04:09,870 --> 00:04:15,669 however if you go to the next photograph down on over the weekend and on Monday I 42 00:04:15,669 --> 00:04:21,449 I was carrying out some research in the small isles, which are on the west coast of Scotland. 43 00:04:21,649 --> 00:04:23,990 I guess that you might have heard of the Isle of Skye. 44 00:04:24,730 --> 00:04:31,029 Well, the small isles are just south of the Isle of Skye, and we were working on Gaelic medium classrooms. 45 00:04:31,730 --> 00:04:36,649 And I was due to leave on Monday, knowing that I was coming here on Wednesday. 46 00:04:36,649 --> 00:04:46,769 However, the gales came on Sunday night, and the Monday boat was cancelled, as was the Tuesday boat, and there is no boat anyway on a Wednesday. 47 00:04:47,689 --> 00:04:53,910 And as I was just deciding what to do and how on earth I could get to Madrid, a message came up saying, 48 00:04:54,269 --> 00:04:58,269 Doe, there's a cargo boat leaving in 30 minutes. Be on it. 49 00:04:58,589 --> 00:04:59,709 This was on Monday. 50 00:05:00,589 --> 00:05:05,129 I won't describe in detail the kind of journey that I had back to the mainland. 51 00:05:05,129 --> 00:05:13,850 you don't want to know about it but I am here and I'm very happy to be here. So okay we're living 52 00:05:13,850 --> 00:05:20,470 in interesting times and if you ever want to have a bit of inspiration go on YouTube look up Ken 53 00:05:20,470 --> 00:05:27,009 Robinson and listen to some of the stuff he says around changing educational paradigms because we 54 00:05:27,009 --> 00:05:33,750 are. Things are moving very very quickly and we've got all the statistics that tell us how quickly 55 00:05:33,750 --> 00:05:38,670 industry is moving forwards how everything except education is moving 56 00:05:38,670 --> 00:05:45,370 forwards and I'm very much mindful of our learners and I love this this one 57 00:05:45,370 --> 00:05:49,410 called screen ages and even more I love the little question that goes with it 58 00:05:49,410 --> 00:05:56,629 which is is everybody in and that kind of encapsulates I think what the 59 00:05:56,629 --> 00:06:03,189 learners are bringing with them in their different ways to our classrooms then we 60 00:06:03,189 --> 00:06:06,970 come on to 21st century learning and many many years ago and I guess this 61 00:06:06,970 --> 00:06:12,910 really really dates me some of you might have remembered Pink Floyd and a film 62 00:06:12,910 --> 00:06:18,250 called The Wall with the strapline we don't need no education and in 63 00:06:18,250 --> 00:06:24,250 particular the left-hand image of us just pushing learners in turning the 64 00:06:24,250 --> 00:06:32,350 mincemeat and out they all come is very very much in my thinking and I do worry 65 00:06:32,350 --> 00:06:37,389 constantly about how we put the learner at the center of what we're doing 66 00:06:37,389 --> 00:06:45,670 because if they're not there I'm not quite sure what we're doing so what what 67 00:06:45,670 --> 00:06:52,870 I'm going to sort of talk about really is first of all it's UK context related 68 00:06:52,870 --> 00:06:59,829 because all CLIL is context related it's embedded in the context but from there I 69 00:06:59,829 --> 00:07:04,490 I want to explore some findings of a study 70 00:07:04,490 --> 00:07:06,350 that's recently been carried out 71 00:07:06,350 --> 00:07:09,149 which really highlighted the pupils themselves 72 00:07:09,149 --> 00:07:11,129 and what they were saying, what they were doing, 73 00:07:11,250 --> 00:07:12,730 what they wanted, what they needed. 74 00:07:14,310 --> 00:07:16,569 Because I think it has messages for us all. 75 00:07:17,069 --> 00:07:18,470 And then in the second part, 76 00:07:18,569 --> 00:07:20,569 I want to offer to those of you 77 00:07:20,569 --> 00:07:22,930 who are either practising teachers 78 00:07:22,930 --> 00:07:25,709 or teacher educators or researchers, 79 00:07:25,990 --> 00:07:27,670 I want to offer you an invitation 80 00:07:27,670 --> 00:07:34,029 to take responsibility and a role in class-based inquiry, 81 00:07:34,329 --> 00:07:37,050 which I think is the missing piece of the jigsaw, 82 00:07:37,050 --> 00:07:38,569 and hopefully I'll explain why. 83 00:07:39,730 --> 00:07:46,209 So we come to CLIL, Content and Language Integrated Learning. 84 00:07:46,970 --> 00:07:50,509 And a few years ago, it was this thing on the horizon, 85 00:07:50,769 --> 00:07:52,449 and everybody thought, yes, this is going to be great. 86 00:07:52,449 --> 00:07:57,790 And as with all new moves, it rapidly expanded. 87 00:07:58,970 --> 00:08:03,850 And with rapid expansion comes, for me, lots of worries, lots of fears, 88 00:08:04,129 --> 00:08:07,949 because the mantra now is, well, I'm doing CLIL, 89 00:08:08,569 --> 00:08:15,050 and actually what that is is one of the hugest challenges that I think that we face. 90 00:08:15,529 --> 00:08:19,850 It's not about language learning, it's not about subject teaching, 91 00:08:19,850 --> 00:08:25,230 but it's what happens when we're actually putting the learning agenda right in the center. 92 00:08:26,430 --> 00:08:29,930 So, Italic. 93 00:08:31,189 --> 00:08:34,009 I'll give you the website. That's the full report. 94 00:08:34,450 --> 00:08:37,970 It's probably the thing that I'm most proudest that I've ever done in my life 95 00:08:37,970 --> 00:08:41,690 because it represents current thinking and so on. 96 00:08:42,730 --> 00:08:45,169 Okay, it was a longitudinal research study, 97 00:08:45,169 --> 00:08:50,090 and you'll get access to the powerpoints afterwards if you want to go onto the 98 00:08:50,090 --> 00:08:56,049 website I'd really really encourage you to do so please come in and find 99 00:08:56,049 --> 00:09:07,870 yourselves space there's plenty of floor space there's some seats at the front 100 00:09:07,870 --> 00:09:43,659 there are more seats down here in the front if you'd like to come down here 101 00:09:43,659 --> 00:10:21,840 Okay. So I think that's everybody. Yeah. Great. Okay. So I'm going to start by looking at what 102 00:10:21,840 --> 00:10:28,740 some learners are saying about CLIL. Okay. And I think for what our learners are saying, 103 00:10:28,740 --> 00:10:34,779 there's a lot of, I think, resonance with learners everywhere. 104 00:10:38,179 --> 00:10:40,759 What we wanted to do was to find out what, 105 00:10:40,919 --> 00:10:42,840 from the student perspective or from the pupil, 106 00:10:43,000 --> 00:10:46,059 I'm now allowed to say the word pupil because I've moved to Scotland. 107 00:10:47,799 --> 00:10:51,399 It's in England at the moment, 108 00:10:51,399 --> 00:10:55,259 one tends to use the word students for everybody. 109 00:10:56,159 --> 00:10:58,639 But in Scotland, I can use pupil again, 110 00:10:58,779 --> 00:11:00,120 which I feel really comfortable with. 111 00:11:00,379 --> 00:11:08,019 So I really wanted to understand what pupils thought they were gaining from CLIL. 112 00:11:08,980 --> 00:11:11,720 What I didn't want to do was to take our best schools. 113 00:11:11,879 --> 00:11:17,179 I didn't want to take just those who've been doing it for a long time. 114 00:11:17,179 --> 00:11:20,360 I actually wanted to work with a whole range of schools, 115 00:11:20,480 --> 00:11:24,720 which ranged from those that had bilingual sections, all in the state sector, by the way, 116 00:11:25,139 --> 00:11:27,600 to those who were only just starting. 117 00:11:28,240 --> 00:11:31,080 And although there were about 15 schools when we first started 118 00:11:31,080 --> 00:11:34,980 because of staff changes and so on, it reduced eventually to 11. 119 00:11:36,460 --> 00:11:41,419 And there were a significant number of teachers involved, 120 00:11:41,860 --> 00:11:45,600 and the students were between about 11 and 14. 121 00:11:46,559 --> 00:11:50,899 And, of course, the one language that we can't use in the UK for our CLIL is English, 122 00:11:51,220 --> 00:11:54,139 so we were operating through the medium of French, German, and Spanish. 123 00:11:54,139 --> 00:12:04,759 so the italics study what did it want to do well I wanted to know what really motivated learners 124 00:12:04,759 --> 00:12:10,700 and whilst it's it's generally accepted that we know when we know what motivation is because we 125 00:12:10,700 --> 00:12:17,539 can see it what it is really difficult to do is to actually research it so the way that we were 126 00:12:17,539 --> 00:12:22,220 looking at motivation was through gains what did the learners themselves think that they were 127 00:12:22,220 --> 00:12:28,279 gaining from these experiences and the second strand that ran through it was 128 00:12:28,279 --> 00:12:33,379 and this is going to be the second part of my my talk is looking at what we mean 129 00:12:33,379 --> 00:12:38,059 by professional learning communities what happens when teachers take control 130 00:12:38,059 --> 00:12:46,220 of the research agenda and work together in close-knit communities so each of the 131 00:12:46,220 --> 00:12:51,659 schools had their own micro research agenda they might have been using the 132 00:12:51,659 --> 00:12:57,059 CLIL toolkit researching how we learn looking at motivation and so on in other 133 00:12:57,059 --> 00:13:01,379 words they had ownership of the agenda they wanted to look at some specific 134 00:13:01,379 --> 00:13:07,919 elements of of learning if you look at the bottom point there what I'm 135 00:13:07,919 --> 00:13:12,539 particularly interested in is practice based evidence we live in an 136 00:13:12,539 --> 00:13:16,379 evidence-driven society I know that I have to provide evidence for just about 137 00:13:16,379 --> 00:13:23,720 everything that I do. And so often in classrooms, the evidence that we have to demonstrate when 138 00:13:23,720 --> 00:13:30,620 we're inspected or whatever else is that we are operating according to an agreed set 139 00:13:30,620 --> 00:13:38,620 of principles for classroom learning. That is evidence-based practice. What I'm interested 140 00:13:38,620 --> 00:13:44,539 in is the other way around. From knowing when we are successful as teachers, that gathering 141 00:13:44,539 --> 00:13:50,700 that as evidence of successful learning to me is far more powerful and it's about time 142 00:13:50,700 --> 00:13:57,299 that that was actually looked at, it was considered and it's a really important part of any agenda 143 00:13:57,299 --> 00:13:59,720 for any school. 144 00:13:59,720 --> 00:14:07,759 So the research methods you can find out about that, nothing unusual, pre-imposed, interviews, 145 00:14:07,759 --> 00:14:09,759 teacher focus groups, interviews. 146 00:14:09,759 --> 00:14:12,820 We did have a learner conference, that was great. 147 00:14:12,820 --> 00:14:15,740 So the learners said, well, our teachers always go off to conferences. 148 00:14:16,039 --> 00:14:16,659 We don't. 149 00:14:17,080 --> 00:14:19,600 And so we said, well, do you want to have a conference then? 150 00:14:19,740 --> 00:14:20,639 Yes, we do. 151 00:14:21,159 --> 00:14:23,500 And so we treated them as adults. 152 00:14:23,720 --> 00:14:24,679 They came to a conference. 153 00:14:24,960 --> 00:14:26,700 They were representatives of their groups. 154 00:14:28,320 --> 00:14:34,259 They taught each other because some of them had been doing their CLIL through Spanish, 155 00:14:34,259 --> 00:14:36,879 whereas not all of them were Spanish learners and so on. 156 00:14:37,200 --> 00:14:38,200 They had the floor. 157 00:14:38,200 --> 00:14:49,740 What was particularly alarming for the teachers who attended was how many of their teaching tics, you know, their little phrases and so on, the learners themselves actually used. 158 00:14:50,039 --> 00:14:52,240 So that was a bit like seeing themselves in mirrors. 159 00:14:52,840 --> 00:14:58,340 But what became very clear from this is quite simply that learners can articulate learning. 160 00:14:59,139 --> 00:15:00,539 There's no question about it. 161 00:15:00,539 --> 00:15:08,080 They might not have the vocabulary and the register that we pedagogues like to have, but they can do it. 162 00:15:08,200 --> 00:15:26,200 One of the, and I'll show you a clip from this in a while, one of the areas was where there was a chill and spill room and it was a bit like Big Brother with a video camera and the children volunteered to go in there and talk about learning. 163 00:15:26,200 --> 00:15:29,200 It was just them and a video camera and they just talked about learning. 164 00:15:29,200 --> 00:15:36,200 When I listened to what they were saying afterwards, it was pretty surprising. 165 00:15:36,200 --> 00:15:37,679 Okay, more about that later. 166 00:15:38,960 --> 00:15:43,600 So, you could say, well, these are all fairly normal research methods. 167 00:15:43,960 --> 00:15:44,539 And they are. 168 00:15:44,679 --> 00:15:47,440 The one I have not put on there, because I'm going to spend more time on later, 169 00:15:47,700 --> 00:15:52,220 is a process-oriented research tool, which I'm calling Lockit. 170 00:15:52,519 --> 00:15:54,659 So, just hang on to that, and we'll come back to it later. 171 00:15:56,159 --> 00:15:59,679 So, what kind of things did we find out? 172 00:15:59,679 --> 00:16:04,659 Well, we were looking at three particular aspects of classroom teaching and learning. 173 00:16:04,659 --> 00:16:08,139 And that was the environment, learner engagement, and identities. 174 00:16:08,340 --> 00:16:10,419 Now, these sorts of things just roll off the tongue. 175 00:16:10,519 --> 00:16:11,519 They're really easy to say. 176 00:16:11,799 --> 00:16:13,419 So let's have a look at the learning environment. 177 00:16:15,240 --> 00:16:19,720 And the learning environment is making learning stimulating and purposeful. 178 00:16:20,960 --> 00:16:22,320 How do we do that? 179 00:16:23,940 --> 00:16:25,440 You know, how do we do it? 180 00:16:26,179 --> 00:16:32,700 If research was successful in impacting directly on classroom practice, 181 00:16:33,019 --> 00:16:34,620 we'd know all of these answers. 182 00:16:34,659 --> 00:16:41,840 we'd be able to do it but what I'm interested in is the space between what 183 00:16:41,840 --> 00:16:46,120 educational research tells us and CLIL research in particular and there's more 184 00:16:46,120 --> 00:16:50,159 and more of that coming and some brilliant research going on really key 185 00:16:50,159 --> 00:16:57,820 messages a lot of especially from from Spain how does that affect what I'm 186 00:16:57,820 --> 00:17:02,259 going to do the following day in my classroom because these are big big 187 00:17:02,259 --> 00:17:07,500 issues promoting cooperative learning and group work you know that one thing 188 00:17:07,500 --> 00:17:12,880 cooperative group work everybody says oh tick I've done group work actually we 189 00:17:12,880 --> 00:17:18,339 know that in the vast majority of group work settings children are physically 190 00:17:18,339 --> 00:17:22,180 near one another but are they really really engaging in collaborative 191 00:17:22,180 --> 00:17:30,819 learning and in the CLIL setting do they have the skills to do that so learner 192 00:17:30,819 --> 00:17:36,160 engagement the second one enhancing learners attitudes and successes the 193 00:17:36,160 --> 00:17:42,500 relevance of learning learner involvement you know these are big 194 00:17:42,500 --> 00:17:48,099 learner identities and self what we did discover quite categorically despite 195 00:17:48,099 --> 00:17:53,680 what everybody says about the UK is that the majority of learners actually from 196 00:17:53,680 --> 00:17:58,660 in the in this particular study saw themselves as being able to speak in 197 00:17:58,660 --> 00:18:01,700 more than one language. They didn't have any problem with that. It was what they expected 198 00:18:01,700 --> 00:18:06,380 to be able to do. So this business about being insular in Rhode Island and we're English 199 00:18:06,380 --> 00:18:12,160 speakers, that's rubbish, quite frankly, with the pupils. It might be with adults, but with 200 00:18:12,160 --> 00:18:18,680 the learners themselves, that's just not even on the agenda. Promoting self-awareness, awareness 201 00:18:18,680 --> 00:18:24,599 of self as a learner and a language user, these are all really big issues. And how do 202 00:18:24,599 --> 00:18:31,019 they impact on what goes on on a daily basis in the classroom so the findings 203 00:18:31,019 --> 00:18:37,720 from the study basically did a sort of two-thirds third divide between those 204 00:18:37,720 --> 00:18:42,839 students who felt comfortable with CLIL and remember it wasn't about the 205 00:18:42,839 --> 00:18:48,259 quality of the CLIL it was simply from the learners own perspectives okay and a 206 00:18:48,259 --> 00:18:53,420 third still felt that it was not for them it was difficult too difficult it 207 00:18:53,420 --> 00:18:58,759 was boring. By the way, what we did unpick at the learner conference was what boring 208 00:18:58,759 --> 00:19:04,980 means and what fun means, and I'll come back to that in a moment. So, that was about the 209 00:19:04,980 --> 00:19:09,680 divide, but as soon as the learners were asked, well, would you rather carry on with CLIL 210 00:19:09,680 --> 00:19:16,680 or would you go back to your language lessons, your foreign language lessons, 84% immediately 211 00:19:16,680 --> 00:19:22,900 said, we'd rather carry on with CLIL because language lessons are even worse. So, actually, 212 00:19:22,900 --> 00:19:33,099 that was really really helpful and we have lots of data lots of reports by 213 00:19:33,099 --> 00:19:38,200 this the the learners themselves what they felt they gained and they gained in 214 00:19:38,200 --> 00:19:43,500 terms of communication language gains so they felt that their language got better 215 00:19:43,500 --> 00:19:49,140 their subject goals they were more they were more clear their learning gains 216 00:19:49,140 --> 00:19:54,000 generally they felt that were more strategic and so on and they felt that 217 00:19:54,000 --> 00:19:58,079 they were actually part of the of the classroom a lot of detail there this is 218 00:19:58,079 --> 00:20:06,720 just the overview constraints where they didn't feel so happy well classroom 219 00:20:06,720 --> 00:20:10,940 pedagogies were sometimes where there was far too much talk the teachers were 220 00:20:10,940 --> 00:20:16,200 talking just too much the resources were boring or they were inappropriate there 221 00:20:16,200 --> 00:20:19,079 was a learning loss we could have been doing this so much quicker if we've 222 00:20:19,079 --> 00:20:27,599 been using our own language and there's this whole business about challenge um the there is also um 223 00:20:27,599 --> 00:20:32,259 there was a problem where some teachers were slightly worried that their children might not 224 00:20:32,259 --> 00:20:38,599 understand new content and they tended to do old content in slightly different ways and that was 225 00:20:38,599 --> 00:20:46,599 definitely a no-no definitely not um grammar was problematic as were writing skills so all i'm 226 00:20:46,599 --> 00:20:52,119 saying here is that this is what was identified from this particular research 227 00:20:52,119 --> 00:20:55,960 project you may well find exactly the same you might find something different 228 00:20:55,960 --> 00:21:00,359 if you were to take a group of 15 schools from the Madrid area and do 229 00:21:00,359 --> 00:21:04,839 exactly the same thing so on the one hand you could say well okay this is 230 00:21:04,839 --> 00:21:10,759 interesting but what are we going to do with it let's just go back to the learner 231 00:21:10,759 --> 00:21:16,579 conference for a moment so you can see from there that's kind of what it was 232 00:21:16,579 --> 00:21:22,279 for to highlight the learning and get the students to talk about learning there was a teacher's 233 00:21:22,279 --> 00:21:28,880 charter as well and this is what the teachers charter I've just picked out the top five 234 00:21:28,880 --> 00:21:36,539 recommendations and in their own words they said that for CLIL to be successful things had to be 235 00:21:36,539 --> 00:21:42,099 explained carefully now you might sort of laugh and think yeah right okay that's pretty fundamental 236 00:21:42,099 --> 00:21:50,140 to education the language of explanation do we really have we really did anybody ever teach you 237 00:21:50,140 --> 00:21:58,240 how to if you're a teacher to anybody ever teach you how to deconstruct and construct the learning 238 00:21:58,240 --> 00:22:08,000 to get the students to ask questions to provide the language of explanation in small bits overview 239 00:22:08,000 --> 00:22:12,640 parts and so on. Have we really, really tackled that? Do we know how to do it? Or is it our 240 00:22:12,640 --> 00:22:17,740 intuition and is it our skills and experiences as teachers? Have we really looked at that? 241 00:22:18,480 --> 00:22:23,720 Listening to pupils more. This next one I love. Make a task hard but not too hard. 242 00:22:25,420 --> 00:22:35,240 Fun. Fun equals challenge. Fun does not equal wearing your top hat and dancing shoes and doing 243 00:22:35,240 --> 00:22:42,759 song and dance routines fun was definitely really their word for cognitive challenge where it was 244 00:22:42,759 --> 00:22:48,039 hard enough but not too hard and make lessons more interactive these were their own words they 245 00:22:48,039 --> 00:22:53,059 actually said make lessons more interactive take something like interaction then so how do we make 246 00:22:53,059 --> 00:22:59,180 our lessons more interactive what does that mean so I suppose what I'm doing here is taking the 247 00:22:59,180 --> 00:23:04,960 findings from research and actually then putting them into the question of so how 248 00:23:04,960 --> 00:23:09,859 does that affect our classroom practice and this is what this the what these 249 00:23:09,859 --> 00:23:15,380 what they said this is exactly what they said we want to communicate be 250 00:23:15,380 --> 00:23:21,980 challenged engage in learning meaningful new things we want to interact we want 251 00:23:21,980 --> 00:23:27,140 to use our language that is what we know already and we want to construct our own 252 00:23:27,140 --> 00:23:34,039 talk that is what we want to know and we won't want to learn for us we want to 253 00:23:34,039 --> 00:23:42,019 learn for us not sure if you can see those I'll just read you the top one 254 00:23:42,019 --> 00:23:48,799 because I love it if it's too hard you can I really do it but if it's normal 255 00:23:48,799 --> 00:23:56,240 hard and you teach it well it's easy and hard at the same time you know that says 256 00:23:56,240 --> 00:24:01,220 everything to me I'm not sure why but I remembered things more in German 257 00:24:01,220 --> 00:24:05,539 geography than in English there's been more interaction now we're learning 258 00:24:05,539 --> 00:24:09,799 about different things we can actually talk about each other and about the 259 00:24:09,799 --> 00:24:15,920 thing it's more fun so there's all this information then that's coming from 260 00:24:15,920 --> 00:24:22,279 research around what successful CLIL might look like and so to me if we're 261 00:24:22,279 --> 00:24:29,240 we're listing something like cognitive engagement, interaction, communication, meaningful content, 262 00:24:29,240 --> 00:24:34,180 new learning. It's not rocket science. If you were just sitting around over a coffee 263 00:24:34,180 --> 00:24:39,579 with your envelope, just jotting things down, that's the sort of thing you'd come up with. 264 00:24:39,579 --> 00:24:45,380 So how is that impacting on how we are actually working in our classrooms is what I really 265 00:24:45,380 --> 00:24:51,259 want to know. The implications. If we take something like communication, for those of 266 00:24:51,259 --> 00:24:55,019 you that have come up through the language route communicative approaches 267 00:24:55,019 --> 00:24:59,480 to language learning were great in the 90s what it wasn't going to do and if 268 00:24:59,480 --> 00:25:03,680 you look back on all the research that was done at the time it's still as good 269 00:25:03,680 --> 00:25:07,700 as it ever was and it's still as applicable to CLIL as it ever was to any 270 00:25:07,700 --> 00:25:13,279 other kind of classroom but it didn't happen did it or I'm using that I 271 00:25:13,279 --> 00:25:17,940 suppose a rhetorical question I don't see it happening very much in terms of 272 00:25:17,940 --> 00:25:24,539 communication. What do we mean by dialogic? This is the latest trend, to have a dialogic 273 00:25:24,539 --> 00:25:30,559 classroom. What about teacher talk? How much teacher talk should there be or can there 274 00:25:30,559 --> 00:25:39,400 be? Grammatical chronology, I do know, is no longer enough. We've got to get rid of 275 00:25:39,400 --> 00:25:47,900 being absolutely chained to grammatical chronology. That is not the same as grammar. But whoever 276 00:25:47,900 --> 00:25:53,119 said that learning the present tense in a language is easier than learning the 277 00:25:53,119 --> 00:25:58,039 past tense is wrong you know have you ever tried to have a conversation with 278 00:25:58,039 --> 00:26:04,400 somebody and not use the past tense it's really really difficult okay so our 279 00:26:04,400 --> 00:26:10,279 concept that to use one word is easier than to use a phrase I'm sorry in my 280 00:26:10,279 --> 00:26:17,079 view it is wrong and so we've got to rethink the way that grammar operates 281 00:26:17,079 --> 00:26:22,980 and I'm very much for grammar and phonetics, sound system, articulation and so on 282 00:26:22,980 --> 00:26:27,039 but grammatical chronology that we've just been so married to for so long 283 00:26:27,039 --> 00:26:30,319 we've got to separate out from that and really, really look at it. 284 00:26:31,900 --> 00:26:34,019 Interaction in language use is problematic 285 00:26:34,019 --> 00:26:36,960 because, as many of you know, the issue around 286 00:26:36,960 --> 00:26:39,539 if you're operating in a language where your level is there 287 00:26:39,539 --> 00:26:41,240 but your cognitive level is up here 288 00:26:41,240 --> 00:26:43,440 the big question is what do you do? 289 00:26:43,700 --> 00:26:45,480 This or this? 290 00:26:46,079 --> 00:26:47,660 One is slightly easier than the other. 291 00:26:48,740 --> 00:26:52,200 But we cannot expect 12 and 13-year-olds 292 00:26:52,200 --> 00:26:54,319 to be operating at a cognitive level 293 00:26:54,319 --> 00:26:56,579 that is any less than what is appropriate for them 294 00:26:56,579 --> 00:26:58,440 in whatever language it is, 295 00:26:59,119 --> 00:27:00,920 whatever language they would be using in school. 296 00:27:01,000 --> 00:27:01,839 We cannot do that. 297 00:27:03,759 --> 00:27:05,920 So where is the cognitive challenge? 298 00:27:06,160 --> 00:27:07,660 What about the content? 299 00:27:08,339 --> 00:27:09,420 Do we want to make it easy? 300 00:27:09,420 --> 00:27:12,940 We know now that knowledge is very, very easily acceptable. 301 00:27:13,720 --> 00:27:15,740 Sorry, not acceptable, quite the reverse. 302 00:27:16,299 --> 00:27:17,619 Accessible, I meant to say. 303 00:27:17,920 --> 00:27:20,859 You know, everything, if you want to know anything at all, 304 00:27:20,980 --> 00:27:23,640 go onto Google, go onto YouTube, and it's all in there. 305 00:27:24,039 --> 00:27:26,819 So knowledge itself is no longer the prize that it used to be, 306 00:27:26,920 --> 00:27:29,359 but how we use that knowledge and how we critique it 307 00:27:29,359 --> 00:27:32,319 has surely got to be one of our greatest, greatest challenges. 308 00:27:32,980 --> 00:27:35,099 And if we're doing that in another language 309 00:27:35,099 --> 00:27:37,299 and through another language, even more so. 310 00:27:38,299 --> 00:27:39,680 So, implications. 311 00:27:40,420 --> 00:27:42,680 So, we're aware of all of this. 312 00:27:42,940 --> 00:27:51,480 And I keep on coming back to this issue that educational research and clear research tells us a lot about how we can make things better. 313 00:27:51,880 --> 00:28:02,640 What I'm suggesting now is that the time is right for actually that space between what goes on in classrooms and what educational research has been telling us. 314 00:28:03,079 --> 00:28:11,619 That space has now got to be populated by a lot of activity and confidence from teachers and learners themselves. 315 00:28:11,619 --> 00:28:19,299 I want to go on to this there is this idea that well we're resistant to change as teachers there 316 00:28:19,299 --> 00:28:24,099 is some of that in it you know if you've always done what you've always know if you always do 317 00:28:24,099 --> 00:28:28,599 what you've always done you'll always get what you've always got that sort of thing but actually 318 00:28:28,599 --> 00:28:35,720 we can't carry on like this much longer you know it's getting it's getting very important to move 319 00:28:35,720 --> 00:28:45,079 forward the agenda if we just revisit some of the big themes at the moment 320 00:28:45,079 --> 00:28:50,940 communication scaffolded learning questioning so in terms of communication 321 00:28:50,940 --> 00:28:56,480 teacher talk and learner talk how do we scaffold learning how do we actually 322 00:28:56,480 --> 00:29:00,980 develop questioning so that the questions may well start at lower order 323 00:29:00,980 --> 00:29:07,779 or be closed and go to open and actually invite the cognitive challenge through higher order 324 00:29:07,779 --> 00:29:14,420 thinking skills how do we do that and actually now hasn't the question shifted from being about CLIL 325 00:29:15,059 --> 00:29:24,500 to being about quality learning and my view always is that CLIL is just is about quality learning 326 00:29:24,500 --> 00:29:30,000 you know collaborative meaning making communication across languages 327 00:29:30,000 --> 00:29:33,980 contingency and at the bottom here it says there's an ever-widening gap 328 00:29:33,980 --> 00:29:38,059 between mainstream practice and the growing recognition of the power of 329 00:29:38,059 --> 00:29:41,619 dialogue let's have a quick look at dialogue you know this is the thing 330 00:29:41,619 --> 00:29:45,740 everybody's talking about at the moment have you got a dialogic classroom yeah 331 00:29:45,740 --> 00:29:50,240 classrooms are full of talk but little of that talk is used to promote pupil 332 00:29:50,240 --> 00:29:56,359 interaction or collaborative talk. If an answer does not give rise to a new question from 333 00:29:56,359 --> 00:30:04,640 itself, it falls out of the dialogue. So how do our pupils ask questions? Or are they the 334 00:30:04,640 --> 00:30:09,779 answerers? Not that there's anything wrong in answering questions. You know, I'm not 335 00:30:09,779 --> 00:30:14,400 against IRF, providing that there's a lot more that goes on. You know, IRF, I ask you 336 00:30:14,400 --> 00:30:19,779 a question, you give me the answer, and I say good. You know, that's part of the tools. 337 00:30:20,240 --> 00:30:26,140 But if that's where it stops, how can we get into communication and discussion? 338 00:30:28,259 --> 00:30:31,240 We need to teach learners how to engage in dialogues 339 00:30:31,240 --> 00:30:36,720 through which knowledge is constantly being constructed, and so on. 340 00:30:37,799 --> 00:30:43,259 So I'm just putting this out just to make a few questions. 341 00:30:45,660 --> 00:30:48,440 Over the years, I've done a lot of work with the four Cs, 342 00:30:48,440 --> 00:30:52,960 And all the four Cs are, is, as a model, are, 343 00:30:53,559 --> 00:30:56,940 it's just simply a means of conceptualizing 344 00:30:56,940 --> 00:30:59,359 all the things that we need to really look at 345 00:30:59,359 --> 00:31:01,200 if we're doing CLIL. 346 00:31:03,339 --> 00:31:06,720 Sometimes, you know, it's been translated into lesson plans and so on. 347 00:31:06,740 --> 00:31:08,859 That's fine. It's a bit like learning to drive, I suppose. 348 00:31:09,279 --> 00:31:13,160 But actually, it's really about a conceptual tool 349 00:31:13,160 --> 00:31:20,180 and where the the content we're looking at subject content which is new which is 350 00:31:20,180 --> 00:31:23,900 appropriate which is challenging the cognition has got to be at the level 351 00:31:23,900 --> 00:31:29,279 that that learner would be operating at in any appropriate learning setting the 352 00:31:29,279 --> 00:31:35,059 communication is the language around which is operating and the culture can 353 00:31:35,059 --> 00:31:40,819 be so many different things but at the moment I'm very much looking at discourse 354 00:31:40,819 --> 00:31:45,859 culture so if you're doing science what kind of cultural aspects of science need 355 00:31:45,859 --> 00:31:52,839 to be brought in through through another language another big tool has been about 356 00:31:52,839 --> 00:31:58,880 instead of always looking at grammar as the way ahead looking at rather a more 357 00:31:58,880 --> 00:32:04,339 functional notional approach whereby you have three elements of language language 358 00:32:04,339 --> 00:32:08,299 of learning language for learning and language through learning where language 359 00:32:08,299 --> 00:32:13,539 of learning is what everybody does. It's the vocabulary. It's the connection to the subject. 360 00:32:13,700 --> 00:32:19,079 But where language for learning is all the language that you need to be able to learn. 361 00:32:19,579 --> 00:32:26,460 And to me, that is the most difficult. Vocabulary and so on is easy. You know, even when it's 362 00:32:26,460 --> 00:32:31,859 tricky, it's not difficult. It's the glue. It's all the little stuff, the language for 363 00:32:31,859 --> 00:32:36,319 learning. It's got to be taught. It's got to be immersed. It's got to be somehow. 364 00:32:38,299 --> 00:32:43,819 And, you know, so all I'm doing here is just throwing out some of the big questions that we have to grapple with. 365 00:32:44,039 --> 00:32:45,940 It's difficult, you know? 366 00:32:47,400 --> 00:32:55,099 Then I don't know whether you know Oliver Mayer's work, but he's done some lovely work on sort of six principles for CLIL. 367 00:32:55,180 --> 00:32:55,700 These are lovely. 368 00:32:56,240 --> 00:32:58,680 And so the first one is rich input. 369 00:32:59,960 --> 00:33:00,200 Yeah? 370 00:33:00,779 --> 00:33:02,240 So what is rich input? 371 00:33:03,079 --> 00:33:07,980 If I'm planning my lesson, is my main objective to have rich input? 372 00:33:08,240 --> 00:33:09,980 And if so, what is that going to look like? 373 00:33:11,759 --> 00:33:12,740 Scaffolding learning. 374 00:33:14,960 --> 00:33:17,079 Rich interaction and pushed output. 375 00:33:19,480 --> 00:33:20,640 Intercultural dimension. 376 00:33:22,319 --> 00:33:25,460 Making it hot by that higher order thinking. 377 00:33:27,720 --> 00:33:28,680 Sustainable learning. 378 00:33:28,680 --> 00:33:36,660 now all of those those principles those toolkits they're all available for us as teachers 379 00:33:36,660 --> 00:33:45,099 again i'm coming back to the question how can we own them rather than being something that's 380 00:33:45,099 --> 00:33:51,019 out there if i took any one of those six principles it would take me a year of planning 381 00:33:51,019 --> 00:33:57,539 lessons i think to even scratch the surface these are big big notions that are attached 382 00:33:57,539 --> 00:34:01,299 to learning and teaching. And then, of course, we've got something that I find particularly 383 00:34:01,299 --> 00:34:05,440 helpful, and that's the European Commission view of putting language 384 00:34:05,440 --> 00:34:08,500 all together now, so that it's no longer just simply 385 00:34:08,500 --> 00:34:13,380 foreign language or CLIL, but we're also looking at additional 386 00:34:13,380 --> 00:34:16,519 language, we're looking at heritage language, and it's about time too. 387 00:34:16,519 --> 00:34:20,539 You know, let's get the whole language stuff together 388 00:34:20,539 --> 00:34:24,619 and look at literacies through the range of 389 00:34:24,619 --> 00:34:29,360 languages so so far what have I done what I've tried to do is to demonstrate 390 00:34:29,360 --> 00:34:35,659 that from a research project that I was involved in in the UK the learners quite 391 00:34:35,659 --> 00:34:42,079 categorically told us what they wanted for their CLIL I've then sort of looked 392 00:34:42,079 --> 00:34:46,340 more generally at what we know from research and what's out there to help us 393 00:34:46,340 --> 00:34:53,219 and always it comes back to the big issues that for any teacher whether 394 00:34:53,219 --> 00:34:59,460 they're involved in CLIL or not are fundamental to what we do right at the 395 00:34:59,460 --> 00:35:03,960 beginning I said something around the locket process and I now want to really 396 00:35:03,960 --> 00:35:10,800 look very closely at this space that is that takes parts of external and 397 00:35:10,800 --> 00:35:15,000 educational research and puts it into our classrooms and so it's that space 398 00:35:15,000 --> 00:35:22,099 that I'm particularly interested in the locket process we've got to share 399 00:35:22,099 --> 00:35:28,579 knowledge that's a given so we need to be working in clusters either within our 400 00:35:28,579 --> 00:35:37,519 own schools or between schools and this is a slide that I use almost all the 401 00:35:37,519 --> 00:35:40,519 time because I just believe in it so much if you want to improve the quality 402 00:35:40,519 --> 00:35:44,900 of learning the most effective place to do so is in the context of a classroom 403 00:35:44,900 --> 00:35:49,519 lesson the challenge now becomes that of identifying the kinds of changes that 404 00:35:49,519 --> 00:35:54,119 will improve learning for all students, and of sharing this knowledge with other teachers. 405 00:35:56,539 --> 00:36:03,929 When we come to teachers, all teachers have a theory of practice. It might not be articulated, 406 00:36:04,210 --> 00:36:11,969 but it's there. What do I mean by a theory of practice? An understanding of how learning 407 00:36:11,969 --> 00:36:18,730 takes place in a particular environment. It might be implicit. We talk often about intuition. 408 00:36:18,730 --> 00:36:22,449 but actually through articulating that 409 00:36:22,449 --> 00:36:25,190 all sorts of other things happen 410 00:36:25,190 --> 00:36:28,349 and in the particular research 411 00:36:28,349 --> 00:36:30,849 the italic process 412 00:36:30,849 --> 00:36:35,050 all of the teachers were given opportunities 413 00:36:35,050 --> 00:36:37,030 to articulate their theories of practice 414 00:36:37,030 --> 00:36:39,969 it makes a difference 415 00:36:39,969 --> 00:36:43,369 because we're actually forcing into our heads 416 00:36:43,369 --> 00:36:46,010 an articulation of what we think is happening 417 00:36:46,010 --> 00:36:56,630 so imagine this you have a group of schools then and i think as teachers we're always worried about 418 00:36:56,630 --> 00:37:01,389 what other people will think what other teachers might think what parents think and so on and 419 00:37:01,389 --> 00:37:06,309 actually i think if we're complicit with our learners and the learning process is actually 420 00:37:06,309 --> 00:37:14,650 objectified in our classrooms and by that i mean we can talk about it openly without it being 421 00:37:14,650 --> 00:37:22,110 judgmental or accusatory, then to me that is a huge leap forward. So what I'm looking at are 422 00:37:22,110 --> 00:37:29,510 critical but safe places to really change what happens in classrooms. And that, to me, comes 423 00:37:29,510 --> 00:37:33,769 through whatever you want to call it, action research, class-based inquiry, classroom inquiry. 424 00:37:34,210 --> 00:37:39,010 It doesn't matter what label it has, but basically it's about the following. 425 00:37:39,010 --> 00:37:46,429 There are a few research projects that focus on supporting teachers in learning about learning and teaching. 426 00:37:47,769 --> 00:37:51,570 This phenomenon is relatively uncharted territory. 427 00:37:51,809 --> 00:37:57,889 Whilst much is unknown about the institutional conditions that help teachers learn new classroom practices, 428 00:37:58,349 --> 00:38:03,289 there is even less understanding about how knowledge is created and shared across schools. 429 00:38:03,289 --> 00:38:09,789 So, I want to invite you now to get involved with something that will help you to do all that. 430 00:38:10,969 --> 00:38:12,630 So, first of all, teachers as researchers. 431 00:38:13,130 --> 00:38:14,250 You've got to be a researcher. 432 00:38:16,570 --> 00:38:18,510 If you're a teacher, you've got to be a researcher. 433 00:38:18,630 --> 00:38:19,570 There's no choice. 434 00:38:21,329 --> 00:38:27,289 There would be a choice if all the research that we had enabled us to do this fabulous practice, 435 00:38:28,090 --> 00:38:32,550 which meant that everybody learnt so magnificently that we wouldn't even need an examination system 436 00:38:32,550 --> 00:38:40,869 because everybody would just be brilliant okay but it's not and so teachers as researchers um so that 437 00:38:40,869 --> 00:38:46,309 not only do we learn from past mistakes but that we have ownership and i keep on coming back to 438 00:38:46,309 --> 00:38:51,909 this time and time again unless teachers have ownership of clill pedagogies nothing will happen 439 00:38:51,909 --> 00:38:58,070 or it will take a long time to evolve so it's about ownership i'll also extend that ownership 440 00:38:58,070 --> 00:38:59,309 to the pupils as well. 441 00:39:00,349 --> 00:39:04,590 So, teacher-owned and learner-shared. 442 00:39:05,050 --> 00:39:07,369 Learners as researchers, they're really good. 443 00:39:09,530 --> 00:39:14,090 They might not have the discourse for research, 444 00:39:14,409 --> 00:39:14,989 but they're good. 445 00:39:20,130 --> 00:39:22,630 I just finished doing some work on the Isle of Skye 446 00:39:22,630 --> 00:39:24,349 in Gaelic medium work, 447 00:39:24,670 --> 00:39:25,909 and that was in primary schools. 448 00:39:26,630 --> 00:39:29,369 And the learners were learning detectives. 449 00:39:29,369 --> 00:39:37,769 In other words, they had to work out when learning took place, and they knew, and they could tell you. 450 00:39:38,389 --> 00:39:42,269 And some of them were five years old, but they knew. 451 00:39:43,309 --> 00:39:44,849 Some of them were 11 years old. 452 00:39:45,690 --> 00:39:48,769 So being a learning detective is not difficult. 453 00:39:52,860 --> 00:39:56,400 I want to sort of come on to Lockett. 454 00:39:56,400 --> 00:40:00,679 That's the home page, and I shall encourage all of you after this to go to Lockett. 455 00:40:01,199 --> 00:40:03,599 But let me tell you what LOCKIT is. 456 00:40:03,599 --> 00:40:07,400 LOCKIT is Lesson Observation and Critical Incident Technique. 457 00:40:07,400 --> 00:40:09,400 That's what it stands for. 458 00:40:09,400 --> 00:40:12,400 Basically, this is what happens. 459 00:40:12,400 --> 00:40:15,400 A group of teachers, or you can work on your own, 460 00:40:15,400 --> 00:40:18,400 and if you don't have a lot of confidence in the first place, 461 00:40:18,400 --> 00:40:23,400 you might not want to have your pupils as researchers right at the very beginning. 462 00:40:23,400 --> 00:40:26,400 Okay, I want to look at my own practice. 463 00:40:26,400 --> 00:40:29,400 But I want to do it in private because it might not be very good. 464 00:40:29,400 --> 00:40:35,579 We all know what it's like when somebody comes to observe you and the best planned lesson in the world usually does not happen. 465 00:40:36,380 --> 00:40:41,599 This is different because the teachers that I work with use flip cameras. 466 00:40:41,920 --> 00:40:45,340 You know those little flip cameras that are the size just a bit fatter than a mobile phone? 467 00:40:46,280 --> 00:40:52,420 They're good enough because this isn't about the super classroom nor is it about the best video. 468 00:40:52,699 --> 00:40:54,739 It's about capturing classroom practice. 469 00:40:54,739 --> 00:41:02,260 So if you recorded three lessons and two of them you thought, oh gosh, that wasn't very good, delete button. 470 00:41:04,340 --> 00:41:06,280 We're not about beating ourselves up. 471 00:41:06,599 --> 00:41:07,400 Just delete it. 472 00:41:08,480 --> 00:41:09,380 But that lesson was all right. 473 00:41:09,440 --> 00:41:10,179 I quite like that lesson. 474 00:41:10,300 --> 00:41:11,579 Okay, let's work with that one. 475 00:41:12,139 --> 00:41:17,280 Now that changes everything immediately because what we're not doing is trying to find all the things that went wrong. 476 00:41:17,619 --> 00:41:22,840 What we're looking at is what goes right and how can we do more of what goes right. 477 00:41:22,840 --> 00:41:26,539 So, you select some lessons, your video will record them. 478 00:41:26,920 --> 00:41:32,360 The recorded lesson is then uploaded into this locket space. 479 00:41:32,519 --> 00:41:36,159 It's a protected web space with a server at the University of Aberdeen. 480 00:41:36,739 --> 00:41:37,219 It's protected. 481 00:41:38,440 --> 00:41:44,079 Then, there are all sorts of tools, and I can analyse my lesson for learning moments. 482 00:41:45,239 --> 00:41:47,940 In other words, when I think that learning took place. 483 00:41:48,460 --> 00:41:49,820 And then I can discuss it with the pupils. 484 00:41:49,820 --> 00:41:57,500 or if I'm really brave I can actually divide the learners into groups and get 485 00:41:57,500 --> 00:42:02,059 them also in their groups to pick out the learning moments and then when we 486 00:42:02,059 --> 00:42:06,579 can compare my learning moments or at least what I thought were the learning 487 00:42:06,579 --> 00:42:14,820 moments with their learning moments the power of that dialogue is something to 488 00:42:14,820 --> 00:42:23,340 really is to behold okay you could also argue that in cluster in in schools 489 00:42:23,340 --> 00:42:29,880 where you've got ITC ICT suites then they can do it in an ICT lesson okay and 490 00:42:29,880 --> 00:42:34,800 then there's a reflection lesson and the next steps that's all it is that is a 491 00:42:34,800 --> 00:42:40,320 very simple principle that anybody can do it doesn't cost anything except one 492 00:42:40,320 --> 00:42:46,760 extra lesson, a reflection lesson. That's all it costs. And it's all around starting 493 00:42:46,760 --> 00:42:51,099 off from success because once we've got the confidence for success, we can then look more 494 00:42:51,099 --> 00:43:01,099 at where success is less obvious. Learning moments were in the research project that 495 00:43:01,099 --> 00:43:06,440 I described because it was across 11 different schools, very, very different catchment areas. 496 00:43:06,440 --> 00:43:11,599 you had some inner-city, urban, very, very underprivileged schools, 497 00:43:12,139 --> 00:43:14,480 others in more urban, leafy areas. 498 00:43:14,820 --> 00:43:17,940 But the one common denominator across all of them 499 00:43:17,940 --> 00:43:21,820 was that the learners looked for learning moments. 500 00:43:23,280 --> 00:43:24,960 When did I think I learned? 501 00:43:25,079 --> 00:43:27,039 Now, somebody once said to me, but that's ridiculous, 502 00:43:27,199 --> 00:43:28,719 of course you can't say when you learned. 503 00:43:29,699 --> 00:43:30,679 I don't care. 504 00:43:31,840 --> 00:43:33,179 Because that's not the point. 505 00:43:33,179 --> 00:43:37,320 if you're trying to identify a moment when you think you learnt 506 00:43:37,320 --> 00:43:41,239 that is the trigger for a conversation about how that learning happened 507 00:43:41,239 --> 00:43:43,860 and it's no good just saying I learnt then 508 00:43:43,860 --> 00:43:47,780 you then need to say I learnt then because 509 00:43:47,780 --> 00:43:53,239 and the points that go below are what makes 510 00:43:53,239 --> 00:43:57,199 the lesson successful and what builds on all 511 00:43:57,199 --> 00:44:01,400 the theories and the principles that the research has been telling us 512 00:44:01,400 --> 00:44:03,480 And it works. It works every time. 513 00:44:03,840 --> 00:44:06,860 Now, if you want a sort of a diagram of how that works, 514 00:44:06,940 --> 00:44:08,980 that's for my report, and it looks good, okay? 515 00:44:09,539 --> 00:44:14,099 But what it really is saying is that the teachers are taking control, 516 00:44:14,420 --> 00:44:16,300 they're choosing something to analyse themselves, 517 00:44:16,659 --> 00:44:20,739 they're inviting their learners to analyse it with them, if they want. 518 00:44:21,380 --> 00:44:22,719 And there's another button as well, 519 00:44:22,719 --> 00:44:26,699 that you can also share that with anybody else 520 00:44:26,699 --> 00:44:28,679 that's in your little research group. 521 00:44:28,679 --> 00:44:32,440 so you can go, if you remember the three circles 522 00:44:32,440 --> 00:44:34,900 it started with classroom, then it was intra-school 523 00:44:34,900 --> 00:44:36,579 you can share it with people in the school 524 00:44:36,579 --> 00:44:37,980 or you can share it outwith 525 00:44:37,980 --> 00:44:40,320 that's a Scottish word by the way 526 00:44:40,320 --> 00:44:43,059 in Scotland you don't say outside, you say outwith 527 00:44:43,059 --> 00:44:49,460 that's what's said on the website 528 00:44:49,460 --> 00:44:53,159 and you need to investigate it for yourself 529 00:44:53,159 --> 00:44:55,460 and this is the kind of thing that you get 530 00:44:55,460 --> 00:44:59,780 It's just interesting because you get the students 531 00:44:59,780 --> 00:45:03,000 often the students do the filming themselves as well 532 00:45:03,000 --> 00:45:05,920 so we don't have somebody there with the great big fluffy microphones 533 00:45:05,920 --> 00:45:06,900 and all that sort of stuff. 534 00:45:08,760 --> 00:45:11,659 I chose these clips, this is a teacher, I chose these clips 535 00:45:11,659 --> 00:45:15,420 because they all exemplify pupils being able to use language 536 00:45:15,420 --> 00:45:18,639 they already know but in a variety of new contexts. 537 00:45:19,699 --> 00:45:19,800 Okay? 538 00:45:20,699 --> 00:45:24,099 Now, wasn't that something about scaffolding and then transforming? 539 00:45:24,340 --> 00:45:25,340 Oh, yes, okay. 540 00:45:25,460 --> 00:45:45,920 Another one, successors, the initial presentation was engaging, the goal activity, pupils getting into groups, another of these, and they're private to that teacher and her pupils, but it can also be shared with others as well, but not in a YouTube type way. 541 00:45:45,920 --> 00:45:47,639 None of this goes on to YouTube. 542 00:45:48,199 --> 00:45:49,440 It's very protected. 543 00:45:53,510 --> 00:45:57,130 The little one there in the garden 544 00:45:57,130 --> 00:45:59,969 was actually talking about why she was learning. 545 00:46:03,510 --> 00:46:05,570 And it's all about celebrating success. 546 00:46:05,949 --> 00:46:08,409 So it's a new look into what we're doing. 547 00:46:08,630 --> 00:46:09,449 How am I doing for time? 548 00:46:10,809 --> 00:46:13,110 Because I'd like to show a few clips to finish with. 549 00:46:16,360 --> 00:46:21,159 So, that's what we did. 550 00:46:22,860 --> 00:46:43,099 And what I've tried to do is to say that when you cluster together, or if you want to start off on your own, it's sometimes a very useful community when you've got researchers to support you from the university, or not, as the case may be, or from elsewhere. 551 00:46:44,860 --> 00:46:50,079 What the teachers said, I know that for my learners to learn, they have to be able to use language they don't already know. 552 00:46:50,900 --> 00:46:54,460 It's my job to make sure the tasks we do, sorry, we develop, 553 00:46:54,679 --> 00:46:56,400 there's opportunity in a systematic way. 554 00:46:56,500 --> 00:46:57,420 You know, recycling. 555 00:46:58,460 --> 00:47:00,119 For pupils to articulate what they've learned, 556 00:47:00,219 --> 00:47:01,679 they also need to create new language. 557 00:47:02,019 --> 00:47:04,139 So they need scaffolding to support this. 558 00:47:04,699 --> 00:47:06,039 Osmosis takes too long. 559 00:47:07,280 --> 00:47:09,900 Rethinking classroom learning activity has been an eye-opener for me 560 00:47:09,900 --> 00:47:11,139 and the learners. 561 00:47:13,139 --> 00:47:15,280 Analysing CLIL principles has been doable. 562 00:47:16,280 --> 00:47:18,599 Now, that to me is really, really important. 563 00:47:19,099 --> 00:47:20,780 There's a teacher who's saying it's doable, 564 00:47:21,260 --> 00:47:23,199 whereas if you looked at the earlier slides 565 00:47:23,199 --> 00:47:25,780 about communication, about interaction, 566 00:47:26,219 --> 00:47:29,039 they're all big, big topics, big challenges, 567 00:47:29,440 --> 00:47:32,599 because we shared it, and we've had to shortcut. 568 00:47:32,760 --> 00:47:36,219 We explored 4Cs, BICs, CALP, classroom discourse, grammar, 569 00:47:36,840 --> 00:47:38,179 and we've come up with our own versions, 570 00:47:38,179 --> 00:47:40,960 which work for us, a sort of collective understanding. 571 00:47:41,500 --> 00:47:44,239 We feel we and our pupils are the innovators now. 572 00:47:45,059 --> 00:47:47,780 So just as I show you one or two clips, 573 00:47:48,599 --> 00:47:54,280 this was the pupils research agenda if we're listening to them if we're including them now 574 00:47:54,840 --> 00:48:02,679 what i'm saying is that there's it's the that space between the important research that's done 575 00:48:02,679 --> 00:48:11,079 scientifically and um sort of over a wider range than the teacher him or herself can manage 576 00:48:11,079 --> 00:48:18,119 but also it's got to now be balanced the time is now right for the classroom work to really begin 577 00:48:18,599 --> 00:48:23,199 And so the current pupils working there was what was the research agenda. 578 00:48:23,659 --> 00:48:25,440 How can we communicate better? 579 00:48:25,679 --> 00:48:26,800 That's a huge one. 580 00:48:26,840 --> 00:48:28,239 That's a year-long project. 581 00:48:29,199 --> 00:48:31,219 How do we learn new things well? 582 00:48:31,880 --> 00:48:33,239 How can we say what we want to say? 583 00:48:33,639 --> 00:48:36,820 How can we have fun? 584 00:48:37,139 --> 00:48:37,860 I challenge. 585 00:48:38,519 --> 00:48:40,500 How can we help our teachers teach us better? 586 00:48:43,840 --> 00:48:45,659 Have I got time to show a clip? 587 00:48:45,659 --> 00:48:46,599 How are we doing for time? 588 00:48:46,599 --> 00:48:56,460 just a few minutes a few minutes okay so um i don't know who lydia and joshua are i don't know 589 00:48:56,460 --> 00:49:00,420 who they are i found this on the internet i thought it was lovely um and i thought it had 590 00:49:00,420 --> 00:49:06,780 a really good message because it said um with clill you get what you need 591 00:49:06,780 --> 00:49:20,619 well there's a lot of work to be done before we get what we need but um show you 592 00:49:20,619 --> 00:49:33,239 I'm going to finish with a little clip 593 00:49:33,239 --> 00:49:40,760 that is one of the learning moment clips, okay? 594 00:50:09,820 --> 00:50:14,079 The students found out how to put strap lines onto the video 595 00:50:14,079 --> 00:50:16,179 and they insisted on doing that in German. 596 00:50:16,179 --> 00:50:19,739 And if there's anybody in the room who has German, 597 00:50:20,179 --> 00:50:22,699 then you will know that there are mistakes in there as well. 598 00:50:22,699 --> 00:50:27,179 Can we have any volume, or is that not possible? 599 00:50:28,480 --> 00:50:32,900 Is there any more? 600 00:50:45,179 --> 00:50:46,960 So, that was a clip. 601 00:50:47,579 --> 00:50:50,519 That was what one group of children felt really helped them learn. 602 00:51:03,309 --> 00:51:04,849 That's questions and answers. 603 00:51:12,699 --> 00:51:24,320 This next little bit was also a learning moment and for me it's one of the things that inspires 604 00:51:24,320 --> 00:51:29,760 me to carry on doing this kind of work because there's no way that what he was called Davy, 605 00:51:29,760 --> 00:51:35,559 there's no way that Davy had had any training in what he was now says and if we're looking 606 00:51:35,559 --> 00:51:42,579 at spontaneous use of language because of all the wanting to communicate, wanting to 607 00:51:42,579 --> 00:51:48,920 engage wanting to learn new things then this is it and yet it's not it do you 608 00:51:48,920 --> 00:51:51,940 understand now what I mean that this isn't the kind of video that you show 609 00:51:51,940 --> 00:51:56,500 and say this is how you do CLIL but rather it has such meaning to the 610 00:51:56,500 --> 00:52:00,579 schools and the teachers involved but I just thought I'd finish with this one 611 00:52:00,579 --> 00:52:03,539 because it's it's nice 612 00:52:03,539 --> 00:53:07,190 I just love this it's just creative nonsense and I just think it's great so what I wanted 613 00:53:07,190 --> 00:53:16,969 to do was just simply say that really it's over to the teachers now to take ownership of the 614 00:53:16,969 --> 00:53:22,610 pedagogies with the learners because learners as researchers, teachers as 615 00:53:22,610 --> 00:53:29,570 researchers, we're actually now really dependent on us all providing and 616 00:53:29,570 --> 00:53:34,789 populating that space so that we actually work in tandem and together 617 00:53:34,789 --> 00:53:39,289 with educational research. So I hope I've given you some things to think about. I'm 618 00:53:39,289 --> 00:53:45,349 around for the rest of the conference. Please do go on to the LOCIT site, look 619 00:53:45,349 --> 00:53:52,349 at the italic website and so on it's nothing to to worry about and you'd be if groups of schools 620 00:53:52,349 --> 00:53:57,710 ever want to get involved in small clusters in these kind of projects then you know where to 621 00:53:57,710 --> 00:54:19,010 come you'd be very welcome thank you very much thank you very much dr coil i think you have 622 00:54:19,010 --> 00:54:26,789 given us lots of things to think about um what teachers have to say what students have to say 623 00:54:26,789 --> 00:54:31,409 which is very important and I don't think we'll forget about those learning 624 00:54:31,409 --> 00:54:39,150 moments I hope not I hope I hope all of you feel inspired questions they start 625 00:54:39,150 --> 00:54:44,369 out by saying thank you for your talk it's exactly what we need but then 626 00:54:44,369 --> 00:54:50,789 there's a question can you give us a concrete example of good practice that 627 00:54:50,789 --> 00:54:55,349 you've observed throughout these years something that really impressed you and 628 00:54:55,349 --> 00:55:02,849 is of the moment however having seen how systematically building up to empowering 629 00:55:02,849 --> 00:55:07,750 students to be able to say what they want to say in a very very rigorous 630 00:55:07,750 --> 00:55:12,869 recyclable way that ended with students being able to say whatever they wanted 631 00:55:12,869 --> 00:55:19,230 to say from the moment that students were operating in in the target language 632 00:55:19,230 --> 00:55:24,429 was for me something that I will take with me forever the target language that 633 00:55:24,429 --> 00:55:28,929 students were beginners and they were using spontaneous language as beginner 634 00:55:28,929 --> 00:55:32,889 users of the language they weren't having to wait for five years before 635 00:55:32,889 --> 00:55:38,550 they were given that privilege and so knowing that that is possible to do yes 636 00:55:38,550 --> 00:55:45,340 I would say that's the that for me is the greatest learning moment I'm really 637 00:55:45,340 --> 00:55:48,940 sorry I kind of misunderstood I would have stopped earlier I didn't realize 638 00:55:48,940 --> 00:55:55,019 that there were questions now I hope it's not taking too much over lunch no 639 00:55:55,019 --> 00:55:57,019 CLIL methodology is about learning 640 00:55:57,019 --> 00:55:59,800 and it's about putting the learner at the centre of the learning 641 00:55:59,800 --> 00:56:00,940 and understanding learning 642 00:56:00,940 --> 00:56:05,519 and therefore modern language lessons need to have a CLIL orientation 643 00:56:05,519 --> 00:56:08,059 and need to have CLIL type of pedagogy 644 00:56:08,059 --> 00:56:09,760 which is where I come back to saying 645 00:56:09,760 --> 00:56:13,920 that we can't align ourselves only to second language acquisition theory 646 00:56:13,920 --> 00:56:15,800 and grammatical chronology 647 00:56:15,800 --> 00:56:18,300 because that's where things are going badly wrong. 648 00:56:19,559 --> 00:56:20,159 Okay. 649 00:56:20,800 --> 00:56:23,800 Have you ever used Lockett at a university level? 650 00:56:24,079 --> 00:56:24,380 Yes. 651 00:56:25,019 --> 00:56:31,980 in fact currently there is somebody in the room is helping me do some analysis of teachers who 652 00:56:32,940 --> 00:56:37,820 were keeping video diaries about their locket moments as well so yes it's possible to do with 653 00:56:37,820 --> 00:56:42,460 absolutely anybody because it's not threatening it's easy to do it's not threatening 654 00:56:43,980 --> 00:56:48,219 it's also quite scary because when you see yourself on video you realize all the things 655 00:56:48,219 --> 00:56:53,340 that you say and all those silly little habits that you've got and mine is so and okay 656 00:56:55,019 --> 00:57:03,019 Okay, when you said all languages together, additional, heritage, did you include L1? 657 00:57:03,019 --> 00:57:10,519 Yes, because we've got so much to learn from L1 and making those bridges because language 658 00:57:10,519 --> 00:57:18,179 is our greatest learning tool, so why do we all just keep on compartmentalizing it into 659 00:57:18,179 --> 00:57:23,960 different language streams when actually we know that underlying things can be transferred? 660 00:57:23,960 --> 00:57:28,880 I know that's a big ask, but no, L1 has got to be there as well. 661 00:57:30,639 --> 00:57:36,760 What do you consider to be the role of vocabulary and grammar drill exercises 662 00:57:36,760 --> 00:57:41,820 in a syllabus that is not constructed around a grammatical chronology? 663 00:57:42,699 --> 00:57:43,800 Sorry, can you just say the... 664 00:57:43,800 --> 00:57:44,940 I'm not sure about it either. 665 00:57:47,260 --> 00:57:53,239 What do you consider to be the role of vocabulary or grammar drill exercises 666 00:57:53,239 --> 00:57:58,280 in a syllabus that is not constructed around a grammatical chronology? 667 00:57:58,280 --> 00:58:01,699 Okay, I think I'm interpreting that as, you know, 668 00:58:01,760 --> 00:58:05,639 what is the role of grammar exercises in CLIL? 669 00:58:06,659 --> 00:58:11,659 Grammar exercises, yeah, well, there are grammar exercises and grammar exercises. 670 00:58:13,019 --> 00:58:16,579 I once was learning when I used to teach in Alsace, 671 00:58:16,820 --> 00:58:21,300 and I started learning German in Alsace, so I was learning German through French. 672 00:58:21,300 --> 00:58:29,659 and one of the exercises I realized very quickly that I understood what exercises required of me 673 00:58:29,659 --> 00:58:35,500 like just putting different endings on and I was shocked when I became the brightest person in the 674 00:58:35,500 --> 00:58:40,219 class I couldn't speak any German but I was the brightest person in the class because I knew how 675 00:58:40,219 --> 00:58:48,059 to manipulate the endings so having said that we know that repetition and doing things regularly 676 00:58:48,059 --> 00:58:54,000 is a good learning tool so it's not that we're anti those at all but it's got to have a sense 677 00:58:54,000 --> 00:58:59,860 of progression built in and what upsets me more than anything else is the ones the children that 678 00:58:59,860 --> 00:59:06,239 finish early are given more of the same to do when we know they can do it so there is a space 679 00:59:06,239 --> 00:59:14,139 a place but a very guarded one okay this same person goes on to say that question but i don't 680 00:59:14,139 --> 00:59:18,019 mean just in the classroom but in the learning process itself as opposed to 681 00:59:18,019 --> 00:59:26,070 the process of language acquisition I'm not quite sure that I I understand the 682 00:59:26,070 --> 00:59:32,190 question so forgive me if I'm in misinterpreting it I'm is it you know 683 00:59:32,190 --> 00:59:40,579 what all right 684 00:59:40,579 --> 00:59:49,440 that sometimes we get in the context, whatever it is, 685 00:59:49,960 --> 00:59:53,619 real, word, or in the context of what you said. 686 00:59:53,760 --> 00:59:53,880 Yeah. 687 00:59:55,260 --> 00:59:57,840 What I don't want you to do is to think that I'm suggesting 688 00:59:57,840 --> 01:00:00,340 that we throw away all the old methods. 689 01:00:00,659 --> 01:00:01,719 It's not that at all. 690 01:00:02,239 --> 01:00:07,519 And if we can justify whatever we do because it's advancing learning, 691 01:00:07,780 --> 01:00:13,699 then if somebody, if an individual is going to remember something really well 692 01:00:13,699 --> 01:00:15,599 because they've practiced it lots and lots, 693 01:00:15,599 --> 01:00:18,059 then let's make sure they practice it lots and lots. 694 01:00:18,460 --> 01:00:22,860 So I think what we have to do is to look at what we're doing in terms of... 695 01:00:22,860 --> 01:00:27,199 I actually think that it's at task level that we need to do an awful lot of analysis. 696 01:00:27,719 --> 01:00:33,260 Take those tasks and look at them in terms of how is learning taking place here? 697 01:00:33,920 --> 01:00:37,239 Is practice and repetition, which we know to be effective, 698 01:00:37,800 --> 01:00:40,199 is that appropriate here? 699 01:00:41,000 --> 01:00:42,960 We also know that if there's too much repetition, 700 01:00:43,400 --> 01:00:45,079 that it then is just a waste of time. 701 01:00:45,500 --> 01:00:48,840 So I think rather than saying that there's got to be these banter 702 01:00:48,840 --> 01:00:50,639 about what you should and shouldn't do, 703 01:00:50,920 --> 01:00:53,820 I think it's at the level of the tasks in individual classrooms 704 01:00:53,820 --> 01:00:55,840 where teachers have to make those decisions 705 01:00:55,840 --> 01:00:58,599 about whether or not learning is progressing. 706 01:00:59,260 --> 01:01:02,239 And some of the most traditional means, chanting and so on, 707 01:01:02,500 --> 01:01:04,039 is still as good as it ever was. 708 01:01:04,900 --> 01:01:07,820 We don't have to stop doing it because it helps us remember. 709 01:01:09,940 --> 01:01:10,380 OK. 710 01:01:10,599 --> 01:01:11,659 I don't know if that answers or not. 711 01:01:12,659 --> 01:01:13,099 Yes. 712 01:01:13,099 --> 01:01:19,500 I wonder if any research, correct me if I'm wrong, I wonder if any research carried out 713 01:01:19,500 --> 01:01:30,239 in CLIL implementation has reached out to, I think it means lower class, here it says 714 01:01:30,239 --> 01:01:37,320 low family supports the children, but I don't know exactly who wrote this question. 715 01:01:37,920 --> 01:01:39,239 Could you help us out? 716 01:01:39,239 --> 01:02:21,239 Okay, it's about family support, right? 717 01:02:21,239 --> 01:02:28,400 So it's moving the research agenda outside the classroom and involving families more. 718 01:02:29,760 --> 01:02:32,719 I'm not sure of any that actually has been done. 719 01:02:33,579 --> 01:02:36,860 Currently I'm working with some primary schools on iPads. 720 01:02:37,219 --> 01:02:43,139 This isn't CLIL specific, but looking at what happens at home when they take their iPad home 721 01:02:43,139 --> 01:02:45,099 and how that's engaged the parents. 722 01:02:46,039 --> 01:02:49,460 And in a way, it's kind of a very similar kind of work. 723 01:02:49,639 --> 01:02:52,000 But I'm not aware of any that's actually been done 724 01:02:52,000 --> 01:02:54,079 because we know that in some countries 725 01:02:54,079 --> 01:02:57,059 there's been hostility towards the idea 726 01:02:57,059 --> 01:03:00,099 of children learning through another language 727 01:03:00,099 --> 01:03:01,480 because the parents themselves 728 01:03:01,480 --> 01:03:04,360 might not be able to support and help them. 729 01:03:04,860 --> 01:03:07,559 So I'm afraid I don't know of any. 730 01:03:07,639 --> 01:03:09,119 There may well be some, but I don't know. 731 01:03:09,119 --> 01:03:15,179 but it's a really really good research opening for that so imagine doing locket 732 01:03:15,179 --> 01:03:23,360 with some parents as well okay last but not least where can we find access to 733 01:03:23,360 --> 01:03:31,639 your PowerPoint I don't know the thing is with with Papa I'm always happy for 734 01:03:31,639 --> 01:03:35,760 anybody whatsoever to have access to PowerPoint because I don't think that 735 01:03:35,760 --> 01:03:38,400 their original ideas I think we share them and I think open source is 736 01:03:38,400 --> 01:03:45,840 brilliant I try and make sure that I'm not using any kind of illegal images and 737 01:03:45,840 --> 01:03:51,059 so on that sounds awful I didn't mean it like that copyright images on my 738 01:03:51,059 --> 01:03:59,579 powerpoints but also you know if you are hoping to so so I'm imagining it will be 739 01:03:59,579 --> 01:04:04,079 available on the site are you making these available because I shall leave it 740 01:04:04,079 --> 01:04:06,019 plus a few other references. 741 01:04:06,659 --> 01:04:09,880 But seriously, if any of you are thinking about a small group 742 01:04:09,880 --> 01:04:11,280 having a little go at this, 743 01:04:11,679 --> 01:04:14,639 then if you email me, then I will respond, 744 01:04:14,780 --> 01:04:16,699 but you might have to put a red flag on it 745 01:04:16,699 --> 01:04:19,639 because I'm not always the fastest at responding. 746 01:04:20,400 --> 01:04:21,260 So, thank you. 747 01:04:21,699 --> 01:04:25,159 Okay, again, thank you very much for sharing your insights, 748 01:04:25,820 --> 01:04:28,179 all of the stuff about learning moments 749 01:04:28,179 --> 01:04:31,239 and making us meditate on our own practice. 750 01:04:31,400 --> 01:04:32,380 Thank you very much. 751 01:04:32,380 --> 01:04:34,639 and it's time for lunch. 752 01:04:35,099 --> 01:04:35,619 Sorry.