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Dim ond ymdrechion, ymdrechion, pedagogiaeth sy'n cynyddu'r byd ar y byd,

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sy'n gwella'n ddiwylliannol, nid dim ond yng Nghymru,

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ond yng Nghymru.

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Iawn, mae'n ddifrifol.

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Mae'n ddifrifol,

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ond mae'n ddifrifol.

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Mae'n ddifrifol.

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Mae'n ddifrifol.

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Mae'n ddifrifol.

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Mae'n ddifrifol.

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Mae'n ddifrifol.

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Dwi'n siarad gyda chi yng Nghymru.

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Fel y dweudais yn gyntaf,

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rwy'n cael profiad o weithio yng Nghymru.

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Mae'r holl Gymru

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yn cael ei oed

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ar eich bobl.

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Y Comunidad de Madrid,

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rydych chi'n cymryd rhan

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yn y rhaglen mwy ambisiynol hon

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a ddewisodd Javier Gisper

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yn ddi-ddefnyddiol yn fawr.

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Ac mae'n ddifrifol iawn.

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Ac wrth gwrs, mae'r rhan o'r Cymru,

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pob Comunidad,

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yn ddi-ddefnyddiol yma.

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Ac ar hyn o bryd, mae'n ddifrifol iawn.

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Iawn.

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Ac mae llawer o ffactorau,

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sy'n ddiddorol, i'w gysylltu

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ar ôl i ni fynd ymlaen.

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Iawn.

33
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A allwn ni gysylltu

34
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â'n holl Comunidad de Madrid?

35
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Wel, rhaid i ni gael

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ystafell gwahanol, ond,

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mae'n ddi-ddefnyddiol iawn, nid?

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Iawn.

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Iawn.

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Mae'r ystafell hwn yn ddi-ddefnyddiol.

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Ac mae'n ddi-ddefnyddiol bod

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llawer o bobl yma.

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Roeddwn i'n edrych ar yr ystafell di-ddefnyddiol,

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ac roeddwn i'n meddwl, well, os ydyn ni'n ei ddifrifo,

45
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byddai hynny'n dda iawn.

46
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Mae'n ddifrifol iawn i'r ystafell,

47
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ac nid oes unrhyw le.

48
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Mae'n ddi-ddefnyddiol iawn

49
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fod yn ystafell ddi-ddefnyddiol.

50
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Rwy'n cael pethau gwahanol

51
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sy'n rhaid i mi gynhyrchu.

52
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Bydd yna brosesau naturiol

53
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i chi gofyn cwestiynau.

54
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Yr hyn rwy'n gobeithio ei gyflawni

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yw, edrychwch yn ôl,

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rwy'n gwybod bod hwn yn ddi-ddefnyddiol

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o gyfer ymgynghoriad mawr,

58
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ymgynghoriad ddiddorol,

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ond rwy'n meddwl efallai

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fod yn ddefnyddiol hefyd i gyflawni

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yr hyn rydyn ni wedi ei edrych ar,

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yr hyn rydyn ni wedi'i glywed, yr hyn rydyn ni wedi'i gynhyrchu,

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i edrych ar aelodau'r gwybodaeth

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sy'n cynnwys

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y rhaglenau clwb,

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yr hyn rydych chi'n gobeithio eu hystyried i ddeall, i gwybod.

67
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Ac yna byddwn i eisiau

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gynllunio hyn

69
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ar gyfer y test

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rydw i wedi'i ddatblygu gyda

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eraill,

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i edrych ar nifer o

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testau, os gallwn.

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Os nad oes gennym cyfle i'w wneud hynny,

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oherwydd rydym yn ddi-ddefnyddiol

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yn y dechrau,

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mae'r llyfr gyrfa

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sydd ar y stand Cymru

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mewn gwirionedd yn ddi-ddefnyddiol

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ac mae hynny wedi cael

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llyfr cwestiwn ar y ddechrau.

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Ac y peth diwethaf,

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dyma'r hyn sy'n

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mynd i'w gwneud,

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i ystyried, dwi eisiau i chi ystyried

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i'r holl ffordd, sut y gall

87
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gynllunio gynnwys

88
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platfform ar gyfer datblygiad

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o ddebyg bywyd proffesiynol

90
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mewn gwirionedd, sut

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gallwch chi weld beth rydw i'n siarad amdano

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ac beth, gobeithio, rydych chi'n mynd i siarad amdano

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sut y bydd hynny'n gysylltu

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gyda rhaglen

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datblygiad o ddebyg bywyd.

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Iawn.

97
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Felly dyna'r pethau

98
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rydw i eisiau ei gofyn.

99
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Dw i'n mynd i ddechrau gyda

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tasg ddau munud i chi

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i gynnwys ychydig

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o gwblion yn fy nefyniad

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o Clyw.

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Iawn, gallwch chi i gyd gweld hynny?

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Wel, dwi ddim yn gwybod

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sut i ddechrau i'w gwneud yn haws.

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Iawn?

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Yn haws?

109
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Byddai'n haws ar y diwrnod tri, yn wir.

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Felly dyna'r cymdeithas

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y bydd

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iaith gwleidyddol yn cael ei defnyddio fel

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y cyfleoedd

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neu'r amgylchedd

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i ddysgu

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cynnwys

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neu

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amgylchedd

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cymdeithasol

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neu

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hanes

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neu'r diwylliannau

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neu unrhyw beth,

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yn wir.

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Ac mae'r iaith amgylchedd

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a'r cynnwys

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yn rôl gysylltiedig.

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A oeddwn i'n ddod yn iawn

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yn ymddangos bod y mwyafan

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o bobl yn ddysgwyr gynnwys?

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Nid?

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Felly mae gennym

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ddysgwyr iaith.

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Ac fel y gwelwch, mae'r defnyddio hon

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yn cynnwys

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sefydliadau gwahanol

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ar gyfer y ddysgwyr gynnwys

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ac ar gyfer y ddysgwyr iaith.

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Ac mae hynny'n rhywbeth

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sy'n anhygoel

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pan ydyn ni'n mynd ymlaen.

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Iawn, gadewch i ni wneud un o'r tasgau.

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Iawn, un o'r tasgau

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sy'n ddiddorol,

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yn ddiddorol,

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yn ddiddorol,

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yn ddiddorol,

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yn ddiddorol,

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yw'r hyn mae'r rhaglen CLIL

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yn amlwg i gael.

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Ac mae'n datblygiad o...

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Pa un yw'r cofnisiwn?

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Dwi'n rhoi'r tri.

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Mae'r cofnisiwn mewn gwirionedd

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yn permiadio'r holl beth,

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ond mae'r sgiliau ffeithiol,

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y cofnisiwn,

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y diwylliannau

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a'r gwybodaeth

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o'r cymdeithasau,

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o'r beth mae'n ei wneud i fod yn ddigwyddiad gwasanaethol,

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a'r cymunedau leol

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a'r cymunedau gwleidyddol.

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Iawn, mewn gwirionedd,

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mae'r llyfr Feagol

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yn siarad mwy am gymuned

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na'r diwylliannau.

168
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Felly rydyn ni'n rhannu ddau.

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Yr ddau gyntaf.

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Cofnisiwn

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ac ymgeisyddiaeth.

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Iawn.

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Felly dyma gweithgaredd

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sy'n dod o'r gwaith Do Coil.

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Ac mae'n ofyn i'r

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gweithgaredd 4C.

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Mae'n gweithgaredd.

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Nid yw'n theori, ond mae'n

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un rydyn ni'n

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sefydlu beth yw

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Clill i ni.

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Ac mae'n ymwneud â hynny ein bod ni'n gallu

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gweld y math o anoddau

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o,

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dwi ddim yn hoffi ddweud anoddau,

186
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dwi'n hoffi ddefnyddio y swyddi.

187
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Y swyddi y mae'n ei ymwneud â'r

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gweithgaredd 4C,

189
00:07:01,000 --> 00:07:03,000
sy'n debyg i'w gwybod'r iaith

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sy'n ymwneud â'r

191
00:07:05,000 --> 00:07:07,000
gwahanol ardalau o'r cynnwys y mae

192
00:07:07,000 --> 00:07:09,000
hi neu hi'n ei ddarparu,

193
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ac o'r persbectif

194
00:07:11,000 --> 00:07:13,000
o'r gweithgaredd,

195
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pan roeddwn i'n dysgu

196
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i ddysgu Cymraeg,

197
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roeddech chi'n cael ei ddysgu,

198
00:07:19,000 --> 00:07:21,000
mae'n rhaid i chi wneud y tenseb cyntaf

199
00:07:21,000 --> 00:07:23,000
cyn i chi wneud y tenseb cyntaf,

200
00:07:23,000 --> 00:07:25,000
ac ati.

201
00:07:25,000 --> 00:07:27,000
Nid ydych chi'n gallu gwneud

202
00:07:27,000 --> 00:07:29,000
y ddifrifolion modol,

203
00:07:29,000 --> 00:07:31,000
nid i'r lefel tri,

204
00:07:31,000 --> 00:07:33,000
mae'r holl hyn

205
00:07:33,000 --> 00:07:35,000
yn wahanol yn amgylchedd clir.

206
00:07:39,000 --> 00:07:41,000
Mae'r rhainwraith hwn yn edrych

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00:07:41,000 --> 00:07:43,000
ar

208
00:07:43,000 --> 00:07:45,000
y broses o ddysgu

209
00:07:45,000 --> 00:07:47,000
fel rhywbeth

210
00:07:47,000 --> 00:07:49,000
sy'n lleihau, nid ymwneud â

211
00:07:49,000 --> 00:07:51,000
ddysgu am sefyllfaoedd unigol,

212
00:07:51,000 --> 00:07:53,000
ond ymwneud â chyfathrebu,

213
00:07:53,000 --> 00:07:55,000
yn y pen draw,

214
00:07:55,000 --> 00:07:57,000
fel rhywbeth sydd

215
00:07:57,000 --> 00:07:59,000
ddim yn ymwneud â ddysgwyr amser unigol,

216
00:07:59,000 --> 00:08:01,000
ond

217
00:08:01,000 --> 00:08:03,000
ymwneud â

218
00:08:03,000 --> 00:08:05,000
cyfathrebu hollol

219
00:08:05,000 --> 00:08:07,000
lle mae popeth yn gysylltiedig.

220
00:08:07,000 --> 00:08:09,000
Ac eto, mae'r rhain

221
00:08:09,000 --> 00:08:11,000
yn edrych ar rhai o'r asbectau

222
00:08:11,000 --> 00:08:13,000
o ddysgu. Byddwn i'n ei ddangos

223
00:08:13,000 --> 00:08:15,000
ar y slid arall.

224
00:08:15,000 --> 00:08:17,000
A oes unrhyw un o chi wedi

225
00:08:17,000 --> 00:08:19,000
bod yn cymryd rhan yn y rhaglen

226
00:08:19,000 --> 00:08:21,000
gyda'r ysgol Dave Allen

227
00:08:21,000 --> 00:08:23,000
yn Norwich?

228
00:08:23,000 --> 00:08:25,000
A oes unrhyw un o chi'n gwybod

229
00:08:25,000 --> 00:08:27,000
o Kay Bentley?

230
00:08:27,000 --> 00:08:29,000
Ie.

231
00:08:29,000 --> 00:08:31,000
Wel, efallai

232
00:08:31,000 --> 00:08:33,000
eich bod wedi gweld ychydig o slidau

233
00:08:33,000 --> 00:08:35,000
cyn hyn, achos dwi'n gwneud

234
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ddim...

235
00:08:37,000 --> 00:08:39,000
Dwi'n gwneud dim apogaith

236
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ar gyfer defnyddio'r rhaglen nesaf,

237
00:08:41,000 --> 00:08:43,000
oherwydd roeddwn i'n mynd i ddysgu

238
00:08:43,000 --> 00:08:45,000
llawer a llawer o arddangosfeydd a llyfrau

239
00:08:45,000 --> 00:08:47,000
am

240
00:08:47,000 --> 00:08:49,000
Clyll. Rwy'n ceisio cymryd fy nghyfan

241
00:08:49,000 --> 00:08:51,000
am yr hyn oedd. Ac rwy'n cofio

242
00:08:51,000 --> 00:08:53,000
eich bod wedi gwneud hyn.

243
00:08:53,000 --> 00:08:55,000
Roedd e'n cymryd'r rhaglen hwn.

244
00:08:55,000 --> 00:08:57,000
Ac mae'r rhaglen hwn yn yr

245
00:08:57,000 --> 00:08:59,000
peth oeddwn i'n ei ysgrifennu o'r

246
00:08:59,000 --> 00:09:01,000
ffordd nad ydych chi'n gallu dysgu'r diwedd

247
00:09:01,000 --> 00:09:03,000
cyn i chi ddysgu'r hyn sydd ar gael.

248
00:09:03,000 --> 00:09:05,000
Felly roedd eich rhaglen yma

249
00:09:05,000 --> 00:09:07,000
eich ddysgwyr iaith.

250
00:09:07,000 --> 00:09:09,000
Byddai'ch ddysgwyr iaith yn gwybod

251
00:09:09,000 --> 00:09:11,000
mwy am yr hyn rydw i'n ei ddweud.

252
00:09:11,000 --> 00:09:13,000
Y diwedd, y diwedd, y dyfodol.

253
00:09:13,000 --> 00:09:15,000
Dyna'r ffordd roeddech chi'n ei wneud.

254
00:09:15,000 --> 00:09:17,000
Y diwedd yn ddiweddar,

255
00:09:17,000 --> 00:09:19,000
drwy'r holl ysgrifennu

256
00:09:19,000 --> 00:09:21,000
rydych chi'n cael cyfathrebu.

257
00:09:21,000 --> 00:09:23,000
Roedd hynny'r hyn y gwnaeth...

258
00:09:23,000 --> 00:09:25,000
Clwyl!

259
00:09:25,000 --> 00:09:27,000
Mae'n ddifrifol, mae'n ddifrifol

260
00:09:27,000 --> 00:09:29,000
yn fwy hynod, a mae'n cael

261
00:09:29,000 --> 00:09:31,000
yn y ffron, gynllun.

262
00:09:31,000 --> 00:09:33,000
Nid yw'n cael iaith,

263
00:09:33,000 --> 00:09:35,000
mae'n cael cynllun.

264
00:09:35,000 --> 00:09:37,000
Mae'n cynllun

265
00:09:37,000 --> 00:09:39,000
sy'n ei hyrwyddo.

266
00:09:39,000 --> 00:09:41,000
Mae'n cynllun sy'n penderfynu

267
00:09:41,000 --> 00:09:43,000
pa fath o iaith sydd.

268
00:09:43,000 --> 00:09:45,000
Pethau, pam nad yw'n mynd i'w hyrwyddo pa fath o iaith?

269
00:09:45,000 --> 00:09:47,000
Os ydych yn siarad am

270
00:09:47,000 --> 00:09:49,000
sut mae

271
00:09:49,000 --> 00:09:51,000
ysbrydau'n cael eu hunain,

272
00:09:51,000 --> 00:09:53,000
ddewch i ddefnyddio'r ffurfion

273
00:09:53,000 --> 00:09:55,000
pasif, pam nad?

274
00:09:55,000 --> 00:09:57,000
Os yw hynny'r hyn y mae'r cynllun yn ei angen,

275
00:09:57,000 --> 00:09:59,000
dyna'r hyn yw'n ei wneud,

276
00:09:59,000 --> 00:10:01,000
ac mae'r hyn yn ymwneud â'r dysgwr cynllun,

277
00:10:01,000 --> 00:10:03,000
mae angen i chi gael y rhesorau hyn

278
00:10:03,000 --> 00:10:05,000
ar gael i chi.

279
00:10:05,000 --> 00:10:07,000
Ond yn bwysig,

280
00:10:07,000 --> 00:10:09,000
mae Clwyl

281
00:10:09,000 --> 00:10:11,000
yn beth gwleidyddol, fel rwy'n siŵr eich bod yn gwybod,

282
00:10:11,000 --> 00:10:13,000
ac yn y cyfnod o Ewrop,

283
00:10:13,000 --> 00:10:15,000
mae'r Uned Ewropeaidd

284
00:10:15,000 --> 00:10:17,000
yn ei angen

285
00:10:17,000 --> 00:10:19,000
y llyfr mawr

286
00:10:19,000 --> 00:10:21,000
a ddau iaith eraill.

287
00:10:21,000 --> 00:10:23,000
Nawr, fel rwy'n dweud

288
00:10:23,000 --> 00:10:25,000
ar y dechrau, yma yng Nghymru,

289
00:10:25,000 --> 00:10:27,000
rydyn ni'n y tu hwn o

290
00:10:27,000 --> 00:10:29,000
multilingwyliaeth.

291
00:10:29,000 --> 00:10:31,000
Felly,

292
00:10:31,000 --> 00:10:33,000
rydych chi'n eitha' yno,

293
00:10:33,000 --> 00:10:35,000
ac yn edrych ar bobl sy'n siarad ymlaen.

294
00:10:35,000 --> 00:10:37,000
Mae'n

295
00:10:37,000 --> 00:10:39,000
sefyllfa

296
00:10:39,000 --> 00:10:41,000
yma.

297
00:10:41,000 --> 00:10:43,000
Yng Nghymru,

298
00:10:43,000 --> 00:10:45,000
rwy'n teimlo'n anodd

299
00:10:45,000 --> 00:10:47,000
i ymgysylltu â'r hyn

300
00:10:47,000 --> 00:10:49,000
y dywedodd Javier Lloyd Blair yn ei siarad y diwrnod diwethaf

301
00:10:49,000 --> 00:10:51,000
am effaith negatif.

302
00:10:51,000 --> 00:10:53,000
Mae'n anhygoel

303
00:10:53,000 --> 00:10:55,000
sut rydyn ni wedi gwneud

304
00:10:55,000 --> 00:10:57,000
y penderfyniad hwnnw,

305
00:10:57,000 --> 00:10:59,000
y penderfyniad hwnnw, yn anhygoel.

306
00:10:59,000 --> 00:11:01,000
Dw i'n gallu ddweud hynny,

307
00:11:01,000 --> 00:11:03,000
oherwydd dydw i ddim yn gweithio mewn gwleidyddiaeth,

308
00:11:03,000 --> 00:11:05,000
ond i mi, dydw i ddim yn gallu gweld unrhyw rhain

309
00:11:05,000 --> 00:11:07,000
neu rheswm amdano.

310
00:11:07,000 --> 00:11:09,000
Dydw i ddim yn gallu gweld unrhyw rheswm amdano,

311
00:11:09,000 --> 00:11:11,000
ond mae'n iawn y byddai un o'r 10 o bobl

312
00:11:11,000 --> 00:11:13,000
yn astudio iaith

313
00:11:13,000 --> 00:11:15,000
ar ôl 15 oed.

314
00:11:15,000 --> 00:11:17,000
A dyma chi

315
00:11:17,000 --> 00:11:19,000
yn ymwneud â'r rhaglen ambysiws hwnnw,

316
00:11:19,000 --> 00:11:21,000
sy'n mynd i'r S

317
00:11:21,000 --> 00:11:23,000
neu ym mis nesaf,

318
00:11:23,000 --> 00:11:25,000
a byddwch chi'n cael y targedau hyn.

319
00:11:25,000 --> 00:11:27,000
Rydyn ni'n mynd allan o hynny.

320
00:11:27,000 --> 00:11:29,000
Rydyn ni wedi cael newid

321
00:11:29,000 --> 00:11:31,000
i'r Llywodraeth. Efallai y byddwn ni'n

322
00:11:31,000 --> 00:11:33,000
meddwl. Dydw i ddim yn gwybod.

323
00:11:33,000 --> 00:11:35,000
Dydw i ddim yn gwybod beth yw'r iaith.

324
00:11:35,000 --> 00:11:37,000
Dydyn ni ddim yn hollol fel hyn.

325
00:11:37,000 --> 00:11:39,000
Dydw i wedi dysgu iaith. Mae fy mhlaen

326
00:11:39,000 --> 00:11:41,000
yn dysgu Spanish ar hyn o bryd.

327
00:11:41,000 --> 00:11:43,000
Ond rydych chi'n cofio,

328
00:11:43,000 --> 00:11:45,000
dyma'r rhestr o iaith

329
00:11:45,000 --> 00:11:47,000
ar ôl 10 o bobl. Pa oedd y Frans?

330
00:11:47,000 --> 00:11:49,000
Pa oedd y Gymraeg?

331
00:11:49,000 --> 00:11:51,000
Maen nhw'n yr hyn rydw i'n mynd i'w ddysgu.

332
00:11:51,000 --> 00:11:53,000
A efallai hynny

333
00:11:53,000 --> 00:11:55,000
yw'r hyn sydd wedi'u rhannu pobl mewn Iaith.

334
00:11:55,000 --> 00:11:57,000
Oherwydd

335
00:11:57,000 --> 00:11:59,000
mae gennym llawer o ddysgwyr Frans,

336
00:11:59,000 --> 00:12:01,000
ond dim unrhyw un

337
00:12:01,000 --> 00:12:03,000
sy'n ddiddorol mewn Frans.

338
00:12:03,000 --> 00:12:05,000
Mae Chinese yn anodd

339
00:12:05,000 --> 00:12:07,000
mewn llawer o ffyrdd, felly

340
00:12:07,000 --> 00:12:09,000
dydyn ni ddim yn cael y ddysgwyr

341
00:12:09,000 --> 00:12:11,000
gyda'r ysgol cyfathrebu

342
00:12:11,000 --> 00:12:13,000
i wneud yn

343
00:12:13,000 --> 00:12:15,000
ddiddorol, oherwydd

344
00:12:15,000 --> 00:12:17,000
mae'n heriad gwahanol i ddysgu.

345
00:12:17,000 --> 00:12:19,000
Gadewch i ni ddysgu Spanish.

346
00:12:19,000 --> 00:12:21,000
Ac pam nad ydyn ni'n defnyddio Spanish

347
00:12:21,000 --> 00:12:23,000
mewn ddysgwyr penodol?

348
00:12:23,000 --> 00:12:25,000
Mae'n dod yn ddiweddar.

349
00:12:25,000 --> 00:12:27,000
Ond mae'n broses ddiweddar iawn.

350
00:12:27,000 --> 00:12:29,000
Oherwydd mae gennych

351
00:12:29,000 --> 00:12:31,000
sektor sgiliau o ddysgwyr Ffrans a Gymraeg.

352
00:12:31,000 --> 00:12:33,000
Oh, ac yn Llatyn.

353
00:12:33,000 --> 00:12:35,000
Amo, amas, amat.

354
00:12:35,000 --> 00:12:37,000
Amamas, amatas.

355
00:12:37,000 --> 00:12:39,000
Ie, mae'n...

356
00:12:39,000 --> 00:12:41,000
Mae Dave yn nodi'r coed yn ei gwybod.

357
00:12:41,000 --> 00:12:43,000
Roedd yn ddiddorol, oedd hi.

358
00:12:43,000 --> 00:12:45,000
Felly,

359
00:12:45,000 --> 00:12:47,000
rydym ni'n ôl i chi.

360
00:12:47,000 --> 00:12:49,000
Mae'n rhaid i ni ddweud hyn

361
00:12:49,000 --> 00:12:51,000
yn y gol Ewropeaidd hon.

362
00:12:51,000 --> 00:12:53,000
Iawn?

363
00:12:55,000 --> 00:12:57,000
Gadewch i ni edrych yn gyflym

364
00:12:57,000 --> 00:12:59,000
ar y fframwaith 4C eto, os gwelwch yn dda.

365
00:12:59,000 --> 00:13:01,000
Felly, cynhyrch.

366
00:13:01,000 --> 00:13:03,000
Wel, gallai'n unrhyw beth.

367
00:13:03,000 --> 00:13:05,000
Mae gen i architectura i zoologi.

368
00:13:05,000 --> 00:13:07,000
A i Z.

369
00:13:07,000 --> 00:13:09,000
Unrhyw beth, pam nad? Gall ei ddysgu.

370
00:13:09,000 --> 00:13:11,000
Mae'n rhaid i ni

371
00:13:11,000 --> 00:13:13,000
mynd trwy'r un prosedurau

372
00:13:13,000 --> 00:13:15,000
o ran cymryd ysgolion a sylwbws.

373
00:13:17,000 --> 00:13:19,000
Ar y holl gweithle

374
00:13:19,000 --> 00:13:21,000
o'r broses dysgu

375
00:13:21,000 --> 00:13:23,000
mae dysgu cynhyrchus.

376
00:13:25,000 --> 00:13:27,000
Yn amlwg, dyma beth mae'r plant yn ei wneud

377
00:13:27,000 --> 00:13:29,000
yn y lle byddwn ni'n ei wneud,

378
00:13:29,000 --> 00:13:31,000
o ran yr unrhyw ddysg.

379
00:13:31,000 --> 00:13:33,000
Mae cymryd ysgolion, sgiliau a deall

380
00:13:33,000 --> 00:13:35,000
yn ymwneud â'r ddisgybl.

381
00:13:35,000 --> 00:13:37,000
Na, dyma beth gwahanol.

382
00:13:37,000 --> 00:13:39,000
Dyma'r

383
00:13:39,000 --> 00:13:41,000
cyhoeddiad

384
00:13:41,000 --> 00:13:43,000
o pedagogiau Clill.

385
00:13:43,000 --> 00:13:45,000
A rwy'n credu,

386
00:13:45,000 --> 00:13:47,000
rwy'n cofio'r...

387
00:13:47,000 --> 00:13:49,000
gallaf fynd yn ôl eto, ac rwy'n siŵr

388
00:13:49,000 --> 00:13:51,000
y bydd Dave yn cofio'r dysgion Frans

389
00:13:51,000 --> 00:13:53,000
a oedden ni'n eu defnyddio.

390
00:13:53,000 --> 00:13:55,000
Doedd dim

391
00:13:55,000 --> 00:13:57,000
ddysgolion, sylwadau

392
00:13:57,000 --> 00:13:59,000
a sgiliau. Roedd yn

393
00:13:59,000 --> 00:14:01,000
ymdrechu.

394
00:14:01,000 --> 00:14:03,000
Yn ymdrechu, yn ymdrechu, yn ymdrechu.

395
00:14:03,000 --> 00:14:05,000
A'n ni'n mynd allan o'r ysgolion, a'n ni'n meddwl,

396
00:14:05,000 --> 00:14:07,000
beth rydw i wedi'i wneud ar gyfer yr awr diwethaf?

397
00:14:07,000 --> 00:14:09,000
Je suis tout là, il est là.

398
00:14:09,000 --> 00:14:11,000
Oh, anodd.

399
00:14:11,000 --> 00:14:13,000
Nid yw cyfathrebu.

400
00:14:13,000 --> 00:14:15,000
Nid oes unrhyw beth sy'n sylweddol.

401
00:14:15,000 --> 00:14:17,000
Unwaith eto,

402
00:14:17,000 --> 00:14:19,000
Do Coyle.

403
00:14:19,000 --> 00:14:21,000
Mae'n person bwysig

404
00:14:21,000 --> 00:14:23,000
a'r gwaith hwnnw rwy'n gofio'n fawr.

405
00:14:23,000 --> 00:14:25,000
Cymdeithas.

406
00:14:25,000 --> 00:14:27,000
Felly dyma lle mae'r

407
00:14:27,000 --> 00:14:29,000
myfyrwyr yn y cyflogwr gwych.

408
00:14:29,000 --> 00:14:31,000
Mae'r

409
00:14:31,000 --> 00:14:33,000
Cymdeithas Ewropeaidd yn cael ddatganiad

410
00:14:33,000 --> 00:14:35,000
mae'n... roeddwn i'n ei gwrthi'n

411
00:14:35,000 --> 00:14:37,000
ystod y diwrnod diwethaf. Mae'r Comisiwn Ewropeaidd

412
00:14:37,000 --> 00:14:39,000
ar gyfer addysg a ddiwylliannau yn dweud

413
00:14:39,000 --> 00:14:41,000
y bydd Coyle yn datblygu

414
00:14:41,000 --> 00:14:43,000
sgiliau cymdeithasol effeithiol

415
00:14:43,000 --> 00:14:45,000
er mwyn

416
00:14:45,000 --> 00:14:47,000
ymdrechu'n wirioneddol.

417
00:14:47,000 --> 00:14:49,000
Felly fy enghraifft o'r cymdeithas

418
00:14:49,000 --> 00:14:51,000
Ffrancian yw nad oes

419
00:14:51,000 --> 00:14:53,000
ymdrechu'n wirioneddol ar y pwrpas hwnnw.

420
00:14:53,000 --> 00:14:55,000
Fodd bynnag,

421
00:14:55,000 --> 00:14:56,000
roedd hynny'n ymddangos ar y ffurf

422
00:14:56,000 --> 00:14:58,000
ar gyfer'r myfyrwyr.

423
00:14:58,000 --> 00:15:00,000
Nid oedd yn cynnwys'r myfyrwyr

424
00:15:00,000 --> 00:15:02,000
yn meddwl am sut...

425
00:15:02,000 --> 00:15:04,000
Dyma'r sŵn allweddol yma.

426
00:15:04,000 --> 00:15:06,000
Sut? Sut allwn ni gael hynny?

427
00:15:06,000 --> 00:15:08,000
Sut allwn ni ddarparu'r targed

428
00:15:08,000 --> 00:15:10,000
gan y Comisiwn Ewropeaidd?

429
00:15:10,000 --> 00:15:12,000
Y blynyddoedd

430
00:15:12,000 --> 00:15:14,000
ddim yn mynd i'w wneud ar gyfer ni.

431
00:15:14,000 --> 00:15:16,000
Os ydych chi'n hyfryd, mae cymunedau

432
00:15:16,000 --> 00:15:18,000
dda ar-lein, gwefan

433
00:15:18,000 --> 00:15:20,000
a gysylltiadau

434
00:15:21,000 --> 00:15:23,000
ac mae'r holl bethau'n iechyd.

435
00:15:25,000 --> 00:15:27,000
Mae'n debyg bod mwy o hynny'n

436
00:15:27,000 --> 00:15:28,000
ychydig mlynedd, ond dydych chi ddim

437
00:15:28,000 --> 00:15:29,000
wedi cael hynny'n ddigon.

438
00:15:29,000 --> 00:15:30,000
Felly dywedwch chi'n gwneud

439
00:15:30,000 --> 00:15:31,000
ar eich hunain.

440
00:15:31,000 --> 00:15:32,000
Yn llawn ffordd, rydych chi'n meddwl

441
00:15:32,000 --> 00:15:34,000
am sut y gallwch wneud hynny.

442
00:15:38,000 --> 00:15:40,000
Felly,

443
00:15:40,000 --> 00:15:42,000
gadewch i ni edrych

444
00:15:42,000 --> 00:15:44,000
ar y ddau ohonyn nhw'n gilydd.

445
00:15:44,000 --> 00:15:46,000
Sgiliau myfyrwyr.

446
00:15:46,000 --> 00:15:48,000
Ar ôl pa mlynedd

447
00:15:48,000 --> 00:15:50,000
yn y rhaglen CLIL,

448
00:15:50,000 --> 00:15:52,000
a ydych chi'n dweud

449
00:15:52,000 --> 00:15:54,000
y bydd eich myfyrwyr yn

450
00:15:54,000 --> 00:15:56,000
cyffredin

451
00:15:56,000 --> 00:15:58,000
yn cofio'r wybodaeth,

452
00:15:58,000 --> 00:16:00,000
yn siarad, yn deall?

453
00:16:04,000 --> 00:16:06,000
Y flwyddyn gyntaf?

454
00:16:08,000 --> 00:16:10,000
Rwy'n meddwl bod llawer yn dybynu

455
00:16:10,000 --> 00:16:12,000
sut maen nhw'n cynllunio'r flwyddyn.

456
00:16:14,000 --> 00:16:16,000
Yn ogystal â'r

457
00:16:16,000 --> 00:16:18,000
rhan fwyaf?

458
00:16:20,000 --> 00:16:22,000
Yn ogystal â'r rhan fwyaf?

459
00:16:28,000 --> 00:16:30,000
Wel, rwy'n credu bod y

460
00:16:30,000 --> 00:16:32,000
syniad gyffredinol yw

461
00:16:32,000 --> 00:16:34,000
bod angen i chi

462
00:16:34,000 --> 00:16:36,000
ddatblygu'r hyder yn y myfyrwyr

463
00:16:36,000 --> 00:16:38,000
o fewn y blwyddyn cyntaf

464
00:16:38,000 --> 00:16:40,000
yn y sgiliau myfyrwyr llawer.

465
00:16:40,000 --> 00:16:42,000
Ac mae'n angen

466
00:16:42,000 --> 00:16:44,000
unrhyw flwyddyn neu ddau

467
00:16:44,000 --> 00:16:46,000
yn y sgiliau llawer.

468
00:16:46,000 --> 00:16:48,000
Wel, dyna'r peth

469
00:16:48,000 --> 00:16:50,000
y mae ddau o'r

470
00:16:50,000 --> 00:16:52,000
ymgyrchwyr llawer yn

471
00:16:52,000 --> 00:16:54,000
Ysbyn yn ei ddweud.

472
00:16:54,000 --> 00:16:56,000
Mae'r llyfr hwn, rwy'n credu,

473
00:16:56,000 --> 00:16:58,000
yn gyfrif, os oes unrhyw un yn

474
00:16:58,000 --> 00:17:00,000
ymgyrchu'r ticet yn ystod Santillana.

475
00:17:02,000 --> 00:17:04,000
A oes hi? Iawn.

476
00:17:06,000 --> 00:17:08,000
Rwy'n gobeithio nad ydw i'n anoddoch chi.

477
00:17:08,000 --> 00:17:10,000
Diolch.

478
00:17:14,000 --> 00:17:16,000
Iawn, yn mynd yn gyflym

479
00:17:16,000 --> 00:17:18,000
i'r cognisi,

480
00:17:18,000 --> 00:17:20,000
sydd wedi'i sefydlu'n

481
00:17:20,000 --> 00:17:22,000
bwysig iawn, mae'n rhaid

482
00:17:22,000 --> 00:17:24,000
i ni hyrwyddo'r

483
00:17:24,000 --> 00:17:26,000
cyfleoedd meddwl

484
00:17:26,000 --> 00:17:28,000
o'n myfyrwyr. Nid yw'n

485
00:17:28,000 --> 00:17:30,000
gallu mynd i mewn a rhoi'r pethau

486
00:17:30,000 --> 00:17:32,000
anodd iddyn nhw,

487
00:17:32,000 --> 00:17:34,000
ac maen nhw'n teimlo

488
00:17:34,000 --> 00:17:36,000
nad yw'n benodol.

489
00:17:36,000 --> 00:17:38,000
Ac mae llawer o

490
00:17:38,000 --> 00:17:40,000
taxonomiau gwahanol sydd

491
00:17:40,000 --> 00:17:42,000
ar gyfer edrych

492
00:17:42,000 --> 00:17:44,000
ar sgiliau myfyrwyr.

493
00:17:44,000 --> 00:17:46,000
Yn y gwaith

494
00:17:46,000 --> 00:17:48,000
rydw i wedi'i wneud

495
00:17:48,000 --> 00:17:50,000
rydyn ni wedi edrych ar

496
00:17:50,000 --> 00:17:52,000
pethau gwahanol.

497
00:17:52,000 --> 00:17:54,000
Sgiliau sy'n

498
00:17:54,000 --> 00:17:56,000
ymwneud â phrosesu gwybodaeth,

499
00:17:56,000 --> 00:17:58,000
ac ymgyrchu,

500
00:17:58,000 --> 00:18:00,000
ymgyrchu, myfyrwyr creadigol

501
00:18:00,000 --> 00:18:02,000
a chynhyrchu. Ac

502
00:18:02,000 --> 00:18:04,000
mewn rhai ffyrdd, maen nhw'n cynhyrchu

503
00:18:04,000 --> 00:18:06,000
o'r

504
00:18:06,000 --> 00:18:08,000
rhan fawr i'r rhan fwyaf.

505
00:18:08,000 --> 00:18:10,000
Dim ond yna.

506
00:18:10,000 --> 00:18:12,000
Iawn.

507
00:18:14,000 --> 00:18:16,000
Jim Cummins

508
00:18:16,000 --> 00:18:18,000
yw'n ddod yma.

509
00:18:18,000 --> 00:18:20,000
Ac rwy'n gobeithio

510
00:18:20,000 --> 00:18:22,000
na fyddwn yn rhannu ei gynhyrchu.

511
00:18:22,000 --> 00:18:24,000
Mae'n ffysgol addysgol,

512
00:18:24,000 --> 00:18:26,000
ac mae'r gwaith hon wedi bod yn bwysig

513
00:18:26,000 --> 00:18:28,000
i'r cyflwyniad

514
00:18:28,000 --> 00:18:30,000
o rhan fawr o rhan fwyaf.

515
00:18:30,000 --> 00:18:32,000
Ac rwy'n siŵr, yn ddiweddar,

516
00:18:32,000 --> 00:18:34,000
byddwn yn mynd i'r deunydd hwn i'r deunydd fwyaf.

517
00:18:34,000 --> 00:18:36,000
Yr hyn rydw i'n ei wneud yma

518
00:18:36,000 --> 00:18:38,000
yw'r ddefnyddio o Pauline Gibbons

519
00:18:38,000 --> 00:18:40,000
i'r ystafell.

520
00:18:40,000 --> 00:18:42,000
Mae'n ddefnyddio

521
00:18:42,000 --> 00:18:44,000
gwirioneddol.

522
00:18:44,000 --> 00:18:46,000
Jim Cummins ysgrifennodd am

523
00:18:46,000 --> 00:18:48,000
gwadrwnau.

524
00:18:48,000 --> 00:18:50,000
Ac ar y ddafarn yma

525
00:18:50,000 --> 00:18:52,000
mae gennych

526
00:18:52,000 --> 00:18:54,000
bycs,

527
00:18:54,000 --> 00:18:56,000
bycs,

528
00:18:56,000 --> 00:18:58,000
bycs,

529
00:18:58,000 --> 00:19:00,000
bycs,

530
00:19:00,000 --> 00:19:02,000
bycs,

531
00:19:02,000 --> 00:19:04,000
bycs,

532
00:19:04,000 --> 00:19:06,000
bycs,

533
00:19:06,000 --> 00:19:08,000
bycs,

534
00:19:08,000 --> 00:19:10,000
bycs,

535
00:19:10,000 --> 00:19:12,000
bycs,

536
00:19:12,000 --> 00:19:14,000
bycs,

537
00:19:14,000 --> 00:19:16,000
bycs,

538
00:19:16,000 --> 00:19:18,000
bycs,

539
00:19:18,000 --> 00:19:20,000
bycs,

540
00:19:20,000 --> 00:19:22,000
Bycs,

541
00:19:22,000 --> 00:19:24,000
bycs,

542
00:19:24,000 --> 00:19:26,000
bycs,

543
00:19:26,000 --> 00:19:28,000
bycs,

544
00:19:28,000 --> 00:19:30,000
bycs,

545
00:19:30,000 --> 00:19:32,000
bycs,

546
00:20:02,000 --> 00:20:04,000
bycs,

547
00:20:04,000 --> 00:20:06,000
bycs,

548
00:20:06,000 --> 00:20:08,000
bycs,

549
00:20:08,000 --> 00:20:10,000
bycs,

550
00:20:10,000 --> 00:20:12,000
bycs,

551
00:20:12,000 --> 00:20:14,000
bycs,

552
00:20:14,000 --> 00:20:16,000
byscs,

553
00:20:16,000 --> 00:20:18,000
bycs,

554
00:20:18,000 --> 00:20:20,000
bycs,

555
00:20:20,000 --> 00:20:22,000
bycs,

556
00:20:22,000 --> 00:20:24,000
byscs,

557
00:20:24,000 --> 00:20:26,000
bycs,

558
00:20:26,000 --> 00:20:28,000
bycs,

559
00:20:28,000 --> 00:20:30,000
bycs,

560
00:20:30,000 --> 00:20:32,000
byscs,

561
00:20:32,000 --> 00:20:34,000
bycks,

562
00:20:34,000 --> 00:20:36,000
bycs,

563
00:20:36,000 --> 00:20:38,000
byscs,

564
00:20:38,000 --> 00:20:40,000
byscs,

565
00:20:40,000 --> 00:20:42,000
bycs,

566
00:20:42,000 --> 00:20:44,000
bycs,

567
00:20:44,000 --> 00:20:46,000
byscs,

568
00:20:46,000 --> 00:20:48,000
bycs,

569
00:20:48,000 --> 00:20:50,000
bycs,

570
00:20:50,000 --> 00:20:52,000
bycs,

571
00:20:52,000 --> 00:20:54,000
bycs,

572
00:20:54,000 --> 00:20:56,000
bycs,

573
00:20:56,000 --> 00:20:58,000
bycs,

574
00:21:29,000 --> 00:21:31,000
Now, loads of people opt for that because it's comfortable, you know?

575
00:21:31,000 --> 00:21:33,000
It doesn't necessarily

576
00:21:33,000 --> 00:21:35,000
promote learning.

577
00:21:35,000 --> 00:21:37,000
It doesn't promote

578
00:21:37,000 --> 00:21:39,000
calp.

579
00:21:39,000 --> 00:21:41,000
You know, which is what Cummins will

580
00:21:41,000 --> 00:21:43,000
no doubt be talking about later today.

581
00:21:43,000 --> 00:21:45,000
Which is our target.

582
00:21:47,000 --> 00:21:49,020
But it's comfortable because it's easy

583
00:21:49,020 --> 00:21:51,020
and give it lots of support.

584
00:21:51,020 --> 00:21:53,020
On the other

585
00:21:53,020 --> 00:21:55,020
hand, we make it hard

586
00:21:55,020 --> 00:21:57,020
and we don't give them enough support

587
00:21:57,020 --> 00:21:59,020
so what's that?

588
00:21:59,020 --> 00:22:01,020
Frustration.

589
00:22:01,020 --> 00:22:03,020
It's nothing worse, is there?

590
00:22:03,020 --> 00:22:05,020
You're sitting there and you're seeing

591
00:22:05,020 --> 00:22:07,020
your students, they can't do it

592
00:22:07,020 --> 00:22:09,020
because you perhaps hadn't predicted that

593
00:22:09,020 --> 00:22:11,020
this was going to cause that kind of thing.

594
00:22:11,020 --> 00:22:13,020
Therefore you hadn't factored

595
00:22:13,020 --> 00:22:15,020
it into your planning, etc.

596
00:22:15,020 --> 00:22:17,020
But the ideal

597
00:22:19,020 --> 00:22:21,020
is where you move them to

598
00:22:21,020 --> 00:22:23,020
is success.

599
00:22:23,020 --> 00:22:25,020
The success zone.

600
00:22:25,020 --> 00:22:27,020
Well, we call it the learning

601
00:22:27,020 --> 00:22:29,020
well, Pauline Gibbons

602
00:22:29,020 --> 00:22:31,020
calls it the learning zone.

603
00:22:31,020 --> 00:22:33,020
The zone of proximal

604
00:22:33,020 --> 00:22:35,020
development.

605
00:22:35,020 --> 00:22:37,020
It's a little bit like Krashen's

606
00:22:37,020 --> 00:22:39,020
I plus one, in a way, but

607
00:22:39,020 --> 00:22:41,020
take that on a wider scale

608
00:22:41,020 --> 00:22:43,020
to

609
00:22:43,020 --> 00:22:45,020
academic learning

610
00:22:45,020 --> 00:22:47,020
generally.

611
00:22:49,020 --> 00:22:51,020
Okay, one more

612
00:22:51,020 --> 00:22:53,020
and then I'll shut up and give you a little task to do.

613
00:22:53,020 --> 00:22:55,020
Just to come back

614
00:22:55,020 --> 00:22:57,020
onto culture

615
00:23:01,020 --> 00:23:03,020
Classroom atmosphere

616
00:23:03,020 --> 00:23:05,020
multicultural context

617
00:23:05,020 --> 00:23:07,020
So if you've

618
00:23:07,020 --> 00:23:09,020
got a class who are all

619
00:23:09,020 --> 00:23:11,020
I'm aware that some of you are working

620
00:23:11,020 --> 00:23:13,020
in schools where there is

621
00:23:13,020 --> 00:23:15,020
a fairly high proportion

622
00:23:15,020 --> 00:23:17,020
of

623
00:23:17,020 --> 00:23:19,020
immigrant people who've moved to Madrid

624
00:23:19,020 --> 00:23:21,020
so they automatically

625
00:23:21,020 --> 00:23:23,020
will provide you with

626
00:23:23,020 --> 00:23:25,020
a range of multicultural context

627
00:23:25,020 --> 00:23:27,020
through their being

628
00:23:27,020 --> 00:23:29,020
but some of you won't

629
00:23:29,020 --> 00:23:31,020
have that, so you've got to use

630
00:23:31,020 --> 00:23:33,020
the language

631
00:23:33,020 --> 00:23:35,020
in this case English

632
00:23:35,020 --> 00:23:37,020
to introduce that into the classroom

633
00:23:41,020 --> 00:23:43,020
You hear these phrases all the time

634
00:23:43,020 --> 00:23:45,020
responsible, global, citizen

635
00:23:45,020 --> 00:23:47,020
it's quite an

636
00:23:47,020 --> 00:23:49,020
agenda, it's very political again

637
00:23:49,020 --> 00:23:51,020
the whole of what we're involved in

638
00:23:51,020 --> 00:23:53,020
is quite political

639
00:23:53,020 --> 00:23:55,020
and the European Union, again

640
00:23:55,020 --> 00:23:57,020
the Commission, the Euridice Council

641
00:23:57,020 --> 00:23:59,020
have got

642
00:23:59,020 --> 00:24:01,020
a mission statement

643
00:24:01,020 --> 00:24:03,020
for the teachers involved in CLIL

644
00:24:03,020 --> 00:24:05,020
programmes

645
00:24:05,020 --> 00:24:07,020
to stress

646
00:24:07,020 --> 00:24:09,020
the importance of conveying

647
00:24:09,020 --> 00:24:11,020
tolerance

648
00:24:11,020 --> 00:24:13,020
tolerance and respect

649
00:24:13,020 --> 00:24:15,020
towards other cultures

650
00:24:15,020 --> 00:24:17,020
big words

651
00:24:18,020 --> 00:24:20,020
very difficult words

652
00:24:20,020 --> 00:24:22,020
tolerance and respect

653
00:24:22,020 --> 00:24:24,020
it shouldn't be difficult

654
00:24:24,020 --> 00:24:26,020
but when you actually

655
00:24:26,020 --> 00:24:28,020
get down to it

656
00:24:28,020 --> 00:24:30,020
and you've got 30 in the classroom

657
00:24:30,020 --> 00:24:32,020
and some people are being a bit

658
00:24:32,020 --> 00:24:34,020
difficult

659
00:24:34,020 --> 00:24:36,020
they may have a different

660
00:24:36,020 --> 00:24:38,020
cultural background, whatever

661
00:24:38,020 --> 00:24:40,020
your job is

662
00:24:40,020 --> 00:24:42,020
perhaps, if you're going to achieve the target

663
00:24:42,020 --> 00:24:44,020
set by the European Council

664
00:24:44,020 --> 00:24:46,020
is to

665
00:24:46,020 --> 00:24:48,020
ensure that the language

666
00:24:48,020 --> 00:24:50,020
and the preparation work that you've done

667
00:24:50,020 --> 00:24:52,020
leads to a positive outcome

668
00:24:52,020 --> 00:24:54,020
there

669
00:24:54,020 --> 00:24:56,020
so

670
00:24:56,020 --> 00:24:58,020
that's the understanding of diversity

671
00:24:58,020 --> 00:25:00,020
I've had to go

672
00:25:00,020 --> 00:25:02,020
on diversity awareness

673
00:25:02,020 --> 00:25:04,020
courses back in Cambridge

674
00:25:04,020 --> 00:25:06,020
just to understand

675
00:25:06,020 --> 00:25:08,020
we're a very multicultural organisation

676
00:25:08,020 --> 00:25:10,020
1,000, 2,000

677
00:25:10,020 --> 00:25:12,020
people, all over

678
00:25:12,020 --> 00:25:14,020
people from Asia

679
00:25:14,020 --> 00:25:16,020
with all their computing skills

680
00:25:16,020 --> 00:25:18,020
etc, etc

681
00:25:18,020 --> 00:25:20,020
you've got to value diversity

682
00:25:20,020 --> 00:25:22,020
what it brings to the party

683
00:25:22,020 --> 00:25:24,020
if you like

684
00:25:24,020 --> 00:25:26,020
partnership schools

685
00:25:26,020 --> 00:25:28,020
colleges, online learning

686
00:25:28,020 --> 00:25:30,020
sharing resources

687
00:25:30,020 --> 00:25:32,020
all of this works

688
00:25:32,020 --> 00:25:34,020
I don't know if any of you work in schools

689
00:25:34,020 --> 00:25:36,020
where you have got arrangements

690
00:25:36,020 --> 00:25:38,020
with schools in other countries

691
00:25:39,020 --> 00:25:41,020
again

692
00:25:41,020 --> 00:25:43,020
it gives you a target

693
00:25:43,020 --> 00:25:45,020
it gives the learners in your class

694
00:25:45,020 --> 00:25:47,020
something to strive towards

695
00:25:47,020 --> 00:25:49,020
ok

696
00:25:55,020 --> 00:25:57,020
over to you for 5 minutes

697
00:25:57,020 --> 00:25:59,020
drawing on

698
00:25:59,020 --> 00:26:01,020
some of the ideas

699
00:26:01,020 --> 00:26:03,020
I've just presented

700
00:26:03,020 --> 00:26:05,020
but largely drawing on your own experience

701
00:26:05,020 --> 00:26:07,020
and the last couple of days

702
00:26:08,020 --> 00:26:10,020
I'm going to put you in a position where

703
00:26:10,020 --> 00:26:12,020
you're in

704
00:26:12,020 --> 00:26:14,020
charge of recruiting

705
00:26:14,020 --> 00:26:16,020
new teachers for your

706
00:26:16,020 --> 00:26:18,020
colleges CLIL programme

707
00:26:18,020 --> 00:26:20,020
and

708
00:26:20,020 --> 00:26:22,020
as part of that, before the interview

709
00:26:22,020 --> 00:26:24,020
you've got to draft

710
00:26:24,020 --> 00:26:26,020
what we call a job specification

711
00:26:26,020 --> 00:26:28,020
and these are often

712
00:26:28,020 --> 00:26:30,020
essentials and desirables

713
00:26:30,020 --> 00:26:32,020
you know, must-haves

714
00:26:32,020 --> 00:26:34,020
and would-be-nice-to-haves if you like

715
00:26:34,020 --> 00:26:36,020
and I'd like you to

716
00:26:36,020 --> 00:26:38,020
focus on areas of knowledge

717
00:26:38,020 --> 00:26:40,020
ok

718
00:26:40,020 --> 00:26:42,020
so

719
00:26:42,020 --> 00:26:44,020
if you want to employ new teachers

720
00:26:44,020 --> 00:26:46,020
or if you yourself want to move on

721
00:26:46,020 --> 00:26:48,020
to a different position

722
00:26:48,020 --> 00:26:50,020
and

723
00:26:50,020 --> 00:26:52,020
you're preparing for

724
00:26:52,020 --> 00:26:54,020
the questions that you're going to be asked

725
00:26:54,020 --> 00:26:56,020
and we want these questions

726
00:26:56,020 --> 00:26:58,020
to relate to knowledge areas

727
00:26:58,020 --> 00:27:00,020
what do you expect

728
00:27:00,020 --> 00:27:02,020
the teachers coming onto your programme

729
00:27:02,020 --> 00:27:04,020
to be aware of

730
00:27:04,020 --> 00:27:06,020
is that clear?

731
00:27:06,020 --> 00:27:08,020
can I leave you to

732
00:27:08,020 --> 00:27:10,020
brainstorm that for

733
00:27:10,020 --> 00:27:12,020
five minutes in small groups

734
00:27:12,020 --> 00:27:14,020
wherever you're comfortable

735
00:27:14,020 --> 00:27:16,020
it's probably better on your own

736
00:27:16,020 --> 00:27:18,020
ok

737
00:27:30,020 --> 00:27:32,020
ok

738
00:27:32,020 --> 00:27:34,020
I'm sorry to stop you but

739
00:27:34,020 --> 00:27:36,020
time is of the essence

740
00:27:36,020 --> 00:27:38,020
and

741
00:27:38,020 --> 00:27:40,020
it's really good that you're going so

742
00:27:40,020 --> 00:27:42,020
much into great detail

743
00:27:42,020 --> 00:27:44,020
now ideally

744
00:27:44,020 --> 00:27:46,020
if we had a three hour workshop

745
00:27:46,020 --> 00:27:48,020
we'd now be exchanging

746
00:27:48,020 --> 00:27:50,020
ideas. What I'd like to do

747
00:27:50,020 --> 00:27:52,020
is while all

748
00:27:52,020 --> 00:27:54,020
your ideas are still fresh in your minds

749
00:27:54,020 --> 00:27:56,020
to

750
00:27:56,020 --> 00:27:58,020
just show you what we

751
00:27:58,020 --> 00:28:00,020
have included in the TKT

752
00:28:00,020 --> 00:28:02,020
CLIL module

753
00:28:02,020 --> 00:28:04,020
which

754
00:28:04,020 --> 00:28:06,020
again is focusing on

755
00:28:06,020 --> 00:28:08,020
the areas of knowledge

756
00:28:08,020 --> 00:28:10,020
required by

757
00:28:10,020 --> 00:28:12,020
teachers working in a

758
00:28:12,020 --> 00:28:14,020
CLIL programme

759
00:28:14,020 --> 00:28:16,020
the test

760
00:28:16,020 --> 00:28:18,020
itself is not

761
00:28:18,020 --> 00:28:20,020
well

762
00:28:20,020 --> 00:28:22,020
it's not

763
00:28:22,020 --> 00:28:24,020
testing people's

764
00:28:24,020 --> 00:28:26,020
knowledge about content

765
00:28:26,020 --> 00:28:28,020
that is a given, you know that

766
00:28:28,020 --> 00:28:30,020
and

767
00:28:30,020 --> 00:28:32,020
there's so many, you know, from the A to Z

768
00:28:32,020 --> 00:28:34,020
zoology back to architecture

769
00:28:36,020 --> 00:28:38,020
we would need about

770
00:28:38,020 --> 00:28:40,020
500 different tests

771
00:28:40,020 --> 00:28:42,020
and it's not a test of language proficiency

772
00:28:42,020 --> 00:28:44,020
either

773
00:28:44,020 --> 00:28:46,020
because there's no writing in it

774
00:28:46,020 --> 00:28:48,020
it's a knowledge based

775
00:28:48,020 --> 00:28:50,020
test

776
00:28:50,020 --> 00:28:52,020
and it isn't making

777
00:28:52,020 --> 00:28:54,020
a statement of how good you are as a teacher

778
00:28:54,020 --> 00:28:56,020
either

779
00:28:56,020 --> 00:28:58,020
what it is, is a test of

780
00:28:58,020 --> 00:29:00,020
knowledge

781
00:29:00,020 --> 00:29:02,020
TKT, teaching knowledge

782
00:29:02,020 --> 00:29:04,020
test, and this is

783
00:29:04,020 --> 00:29:06,020
a module that is

784
00:29:06,020 --> 00:29:08,020
a specialist additional module

785
00:29:08,020 --> 00:29:10,020
on CLIL

786
00:29:10,020 --> 00:29:12,020
and it's

787
00:29:12,020 --> 00:29:14,020
additional, it's freestanding

788
00:29:14,020 --> 00:29:16,020
for those of you not familiar with

789
00:29:16,020 --> 00:29:18,020
TKT

790
00:29:18,020 --> 00:29:20,020
they are freestanding modules

791
00:29:20,020 --> 00:29:22,020
that offer the teacher

792
00:29:22,020 --> 00:29:24,020
we hope

793
00:29:24,020 --> 00:29:26,020
a platform for professional development

794
00:29:26,020 --> 00:29:28,020
in a

795
00:29:28,020 --> 00:29:30,020
very flexible way

796
00:29:30,020 --> 00:29:32,020
that

797
00:29:32,020 --> 00:29:34,020
there are now actually seven

798
00:29:34,020 --> 00:29:36,020
modules in this framework

799
00:29:36,020 --> 00:29:38,020
teachers can take one

800
00:29:38,020 --> 00:29:40,020
they can take it whenever they want

801
00:29:40,020 --> 00:29:42,020
subject

802
00:29:42,020 --> 00:29:44,020
to a local

803
00:29:44,020 --> 00:29:46,020
Cambridge Centre being available

804
00:29:46,020 --> 00:29:48,020
they're accessible

805
00:29:48,020 --> 00:29:50,020
because there's no

806
00:29:50,020 --> 00:29:52,020
assessor

807
00:29:52,020 --> 00:29:54,020
there's no

808
00:29:54,020 --> 00:29:56,020
writing

809
00:29:56,020 --> 00:29:58,020
the university fee is as low

810
00:29:58,020 --> 00:30:00,020
as it could possibly be

811
00:30:00,020 --> 00:30:02,020
and it's accessible in terms of

812
00:30:02,020 --> 00:30:04,020
you know

813
00:30:04,020 --> 00:30:06,020
comparing it with some of the other teaching awards

814
00:30:06,020 --> 00:30:08,020
where we

815
00:30:08,020 --> 00:30:10,020
require the participants

816
00:30:10,020 --> 00:30:12,020
to undertake a five or six

817
00:30:12,020 --> 00:30:14,020
week intensive course

818
00:30:14,020 --> 00:30:16,020
and therefore they have to

819
00:30:16,020 --> 00:30:18,020
not be working in order to do the course

820
00:30:18,020 --> 00:30:20,020
so it's very expensive that way

821
00:30:20,020 --> 00:30:22,020
this can be done on your own

822
00:30:22,020 --> 00:30:24,020
we provide a whole range of

823
00:30:24,020 --> 00:30:26,020
support services online

824
00:30:26,020 --> 00:30:28,020
or it can be done

825
00:30:28,020 --> 00:30:30,020
as is typically the case

826
00:30:30,020 --> 00:30:32,020
in a course

827
00:30:32,020 --> 00:30:34,020
by following a course designed by

828
00:30:34,020 --> 00:30:36,020
a local university

829
00:30:36,020 --> 00:30:38,020
a local British Council

830
00:30:38,020 --> 00:30:40,020
or indeed the community lab

831
00:30:40,020 --> 00:30:42,020
could easily pick up the knowledge areas

832
00:30:42,020 --> 00:30:44,020
and design a course

833
00:30:44,020 --> 00:30:46,020
ok

834
00:30:46,020 --> 00:30:48,020
so your ideas of knowledge

835
00:30:48,020 --> 00:30:50,020
hopefully

836
00:30:50,020 --> 00:30:52,020
fit with ours

837
00:30:52,020 --> 00:30:54,020
we have

838
00:30:54,020 --> 00:30:56,020
two broad parts

839
00:30:56,020 --> 00:30:58,020
the first part is knowledge of CLIL

840
00:30:58,020 --> 00:31:00,020
and the principles of CLIL

841
00:31:02,020 --> 00:31:04,020
and the second part

842
00:31:04,020 --> 00:31:06,020
is a more

843
00:31:06,020 --> 00:31:08,020
it's a flow

844
00:31:08,020 --> 00:31:10,020
given that knowledge

845
00:31:10,020 --> 00:31:12,020
base of CLIL

846
00:31:12,020 --> 00:31:14,020
the aims of CLIL, the rationale behind CLIL

847
00:31:14,020 --> 00:31:16,020
and some of the principles

848
00:31:16,020 --> 00:31:18,020
of CLIL, the 4Cs framework

849
00:31:18,020 --> 00:31:20,020
what does that

850
00:31:20,020 --> 00:31:22,020
mean to me as a teacher in terms of

851
00:31:22,020 --> 00:31:24,020
preparation, delivering the lesson

852
00:31:24,020 --> 00:31:26,020
and assessing

853
00:31:26,020 --> 00:31:28,020
the progress that the learners

854
00:31:28,020 --> 00:31:30,020
are making

855
00:31:30,020 --> 00:31:32,020
so we look at it in four broad

856
00:31:32,020 --> 00:31:34,020
areas

857
00:31:34,020 --> 00:31:36,020
here's the first one

858
00:31:36,020 --> 00:31:38,020
knowledge of CLIL and the principles

859
00:31:38,020 --> 00:31:40,020
of CLIL

860
00:31:40,020 --> 00:31:44,020
hopefully some of

861
00:31:44,020 --> 00:31:46,020
these were things that you were talking about

862
00:31:50,020 --> 00:31:52,020
nothing there?

863
00:31:52,020 --> 00:31:54,020
well

864
00:31:54,020 --> 00:31:56,020
you were higher up

865
00:31:56,020 --> 00:31:58,020
right ok

866
00:32:02,020 --> 00:32:04,020
well these are

867
00:32:04,020 --> 00:32:06,020
the basic

868
00:32:06,020 --> 00:32:08,020
principles that

869
00:32:08,020 --> 00:32:10,020
underpin a CLIL

870
00:32:10,020 --> 00:32:12,020
program

871
00:32:12,020 --> 00:32:14,020
and the awareness of the aims and rationale

872
00:32:14,020 --> 00:32:16,020
of CLIL

873
00:32:16,020 --> 00:32:18,020
and the across the curriculum

874
00:32:18,020 --> 00:32:20,020
being repeated so many times

875
00:32:20,020 --> 00:32:22,020
is really quite important if you think

876
00:32:22,020 --> 00:32:24,020
of the point I was trying to make earlier about

877
00:32:24,020 --> 00:32:26,020
CLIL programs being inclusive

878
00:32:26,020 --> 00:32:28,020
inculcating

879
00:32:28,020 --> 00:32:30,020
some sense of ownership

880
00:32:30,020 --> 00:32:32,020
and it not just existing

881
00:32:32,020 --> 00:32:34,020
in individual disciplines

882
00:32:34,020 --> 00:32:36,020
I'm a science teacher

883
00:32:36,020 --> 00:32:38,020
and we do it that way

884
00:32:38,020 --> 00:32:40,020
and you know there's no kind of

885
00:32:40,020 --> 00:32:42,020
integration

886
00:32:42,020 --> 00:32:44,020
where of course the I word is really

887
00:32:44,020 --> 00:32:46,020
important

888
00:32:46,020 --> 00:32:48,020
it's not just the language that's integrated with the content

889
00:32:48,020 --> 00:32:50,020
but the different

890
00:32:50,020 --> 00:32:52,020
aspects of content

891
00:32:52,020 --> 00:32:54,020
should be integrated

892
00:32:54,020 --> 00:32:56,020
with education in the prime

893
00:32:56,020 --> 00:32:58,020
position

894
00:32:58,020 --> 00:33:00,020
and the holistic education

895
00:33:00,020 --> 00:33:02,020
ok

896
00:33:02,020 --> 00:33:04,020
got a little task

897
00:33:04,020 --> 00:33:06,020
this is a CLIL task

898
00:33:06,020 --> 00:33:08,020
it's actually in the

899
00:33:10,020 --> 00:33:12,020
I've taken it from the sample paper

900
00:33:12,020 --> 00:33:14,020
obviously

901
00:33:14,020 --> 00:33:16,020
this one focuses on

902
00:33:16,020 --> 00:33:18,020
the main aims

903
00:33:18,020 --> 00:33:20,020
and the task rubric

904
00:33:20,020 --> 00:33:22,020
would go something like

905
00:33:22,020 --> 00:33:24,020
for questions 1 to 7

906
00:33:24,020 --> 00:33:26,020
match

907
00:33:26,020 --> 00:33:28,020
the classroom activities

908
00:33:28,020 --> 00:33:30,020
with the main

909
00:33:30,020 --> 00:33:32,020
aims of CLIL listed

910
00:33:32,020 --> 00:33:34,020
A to D

911
00:33:36,020 --> 00:33:38,020
so number 1

912
00:33:46,020 --> 00:33:48,020
anybody wishing to

913
00:33:48,020 --> 00:33:50,020
start off with a correct

914
00:33:50,020 --> 00:33:52,020
answer

915
00:33:54,020 --> 00:33:56,020
do you understand the

916
00:33:56,020 --> 00:33:58,020
test instructions

917
00:33:58,020 --> 00:34:00,020
B

918
00:34:00,020 --> 00:34:02,020
yeah

919
00:34:02,020 --> 00:34:04,020
1 is meant to match mostly with B

920
00:34:04,020 --> 00:34:06,020
the main aim

921
00:34:06,020 --> 00:34:08,020
of course the aims are

922
00:34:08,020 --> 00:34:10,020
going to interrelate

923
00:34:10,020 --> 00:34:12,020
in many ways

924
00:34:12,020 --> 00:34:14,020
but the main aim here is the discussion in groups

925
00:34:14,020 --> 00:34:16,020
so you're trying to provide

926
00:34:16,020 --> 00:34:18,020
some

927
00:34:18,020 --> 00:34:20,020
what did I call it earlier

928
00:34:20,020 --> 00:34:22,020
what did the European Commission call it

929
00:34:22,020 --> 00:34:24,020
meaningful interaction

930
00:34:24,020 --> 00:34:26,020
so you've got

931
00:34:26,020 --> 00:34:28,020
different people and you've enabled them

932
00:34:28,020 --> 00:34:30,020
you've asked them to set up

933
00:34:30,020 --> 00:34:32,020
science experiments in order to do something

934
00:34:32,020 --> 00:34:34,020
and now

935
00:34:34,020 --> 00:34:36,020
at the end of it they're reflecting and discussing

936
00:34:36,020 --> 00:34:38,020
well we did that because

937
00:34:38,020 --> 00:34:40,020
so they are

938
00:34:40,020 --> 00:34:42,020
engaged in some higher order thinking

939
00:34:42,020 --> 00:34:44,020
they're evaluating

940
00:34:44,020 --> 00:34:46,020
what they did and they're giving an

941
00:34:46,020 --> 00:34:48,020
explanation to their peers

942
00:34:48,020 --> 00:34:50,020
as to why they did that

943
00:34:50,020 --> 00:34:52,020
ok

944
00:34:52,020 --> 00:34:54,020
number 2

945
00:34:54,020 --> 00:34:56,020
D

946
00:34:56,020 --> 00:34:58,020
3

947
00:34:58,020 --> 00:35:00,020
A

948
00:35:00,020 --> 00:35:02,020
focus on content

949
00:35:02,020 --> 00:35:04,020
vocabulary

950
00:35:04,020 --> 00:35:06,020
4

951
00:35:06,020 --> 00:35:08,020
B again

952
00:35:08,020 --> 00:35:10,020
5

953
00:35:10,020 --> 00:35:12,020
C

954
00:35:12,020 --> 00:35:14,020
classifying

955
00:35:14,020 --> 00:35:16,020
6

956
00:35:16,020 --> 00:35:18,020
C predicting

957
00:35:18,020 --> 00:35:20,020
and last but by no means least

958
00:35:20,020 --> 00:35:22,020
7

959
00:35:22,020 --> 00:35:24,020
A

960
00:35:28,020 --> 00:35:30,020
it could be but it's probably

961
00:35:30,020 --> 00:35:32,020
the main one and it's meant to be

962
00:35:32,020 --> 00:35:34,020
culture

963
00:35:34,020 --> 00:35:36,020
so that one's meant to be D

964
00:35:36,020 --> 00:35:38,020
yeah

965
00:35:38,020 --> 00:35:40,020
ok that's an idea of some

966
00:35:40,020 --> 00:35:42,020
of the

967
00:35:42,020 --> 00:35:44,020
we have lots of different

968
00:35:44,020 --> 00:35:46,020
ways that we might test

969
00:35:46,020 --> 00:35:48,020
the main aims of CLIL

970
00:35:48,020 --> 00:35:50,020
that's one fairly

971
00:35:50,020 --> 00:35:52,020
hopefully uncontroversial example

972
00:35:56,020 --> 00:35:58,020
as I said

973
00:35:58,020 --> 00:36:00,020
there's a whole exam paper in here

974
00:36:00,020 --> 00:36:02,020
and greater information as well

975
00:36:12,020 --> 00:36:14,020
right quickly look through

976
00:36:14,020 --> 00:36:16,020
part 2

977
00:36:16,020 --> 00:36:18,020
if you remember

978
00:36:18,020 --> 00:36:20,020
I had 3 different sections

979
00:36:20,020 --> 00:36:22,020
in part 2

980
00:36:22,020 --> 00:36:24,020
lesson preparation

981
00:36:24,020 --> 00:36:26,020
this is where you get into the nitty gritty

982
00:36:26,020 --> 00:36:28,020
of it I suppose

983
00:36:28,020 --> 00:36:30,020
this is what really makes the difference

984
00:36:30,020 --> 00:36:32,020
the work that you put in before

985
00:36:32,020 --> 00:36:34,020
it's a little bit like

986
00:36:34,020 --> 00:36:36,020
about to redecorate the house

987
00:36:36,020 --> 00:36:38,020
you've got to put in the preparation

988
00:36:38,020 --> 00:36:40,020
for it to come out looking good

989
00:36:40,020 --> 00:36:42,020
so

990
00:36:42,020 --> 00:36:44,020
the knowledge required

991
00:36:44,020 --> 00:36:46,020
in planning a lesson

992
00:36:46,020 --> 00:36:48,020
language of lessons

993
00:36:48,020 --> 00:36:50,020
language demands

994
00:36:50,020 --> 00:36:52,020
of subject content

995
00:36:52,020 --> 00:36:54,020
so that is

996
00:36:54,020 --> 00:36:56,020
one of the things I was saying earlier

997
00:36:56,020 --> 00:36:58,020
if you're a content teacher

998
00:36:58,020 --> 00:37:00,020
you need to be able to

999
00:37:00,020 --> 00:37:02,020
isolate the specific

1000
00:37:02,020 --> 00:37:04,020
language demands

1001
00:37:04,020 --> 00:37:06,020
of the sphere of

1002
00:37:06,020 --> 00:37:08,020
work that you're going to

1003
00:37:08,020 --> 00:37:10,020
be covering in the next

1004
00:37:10,020 --> 00:37:12,020
half dozen lessons or something

1005
00:37:12,020 --> 00:37:14,020
and you need to be confident

1006
00:37:14,020 --> 00:37:16,020
that

1007
00:37:16,020 --> 00:37:18,020
you've covered the right

1008
00:37:18,020 --> 00:37:20,020
language with that

1009
00:37:20,020 --> 00:37:22,020
and this includes things such as

1010
00:37:22,020 --> 00:37:24,020
genre approach

1011
00:37:24,020 --> 00:37:26,020
which again is quite fundamental

1012
00:37:26,020 --> 00:37:28,020
to CLIL programmes as far as I understand

1013
00:37:28,020 --> 00:37:30,020
where you look at

1014
00:37:30,020 --> 00:37:32,020
instructional text

1015
00:37:32,020 --> 00:37:34,020
explicative text

1016
00:37:34,020 --> 00:37:36,020
and there are many different ways you can describe these

1017
00:37:38,020 --> 00:37:40,020
clearly resources

1018
00:37:40,020 --> 00:37:42,020
that are available to you

1019
00:37:42,020 --> 00:37:44,020
multimedia is very important

1020
00:37:44,020 --> 00:37:46,020
the role of ITT

1021
00:37:46,020 --> 00:37:48,020
in delivering effective CLIL

1022
00:37:48,020 --> 00:37:50,020
programmes

1023
00:37:50,020 --> 00:37:52,020
visual organisers

1024
00:37:52,020 --> 00:37:54,020
I'll show you something

1025
00:37:54,020 --> 00:37:56,020
on that in a minute if you're a bit baffled

1026
00:37:56,020 --> 00:37:58,020
the way you select materials

1027
00:37:58,020 --> 00:38:00,020
the way you adapt materials

1028
00:38:00,020 --> 00:38:02,020
to the needs of your

1029
00:38:02,020 --> 00:38:04,020
learners and to the overall objectives that you have

1030
00:38:04,020 --> 00:38:06,020
and the range of activity

1031
00:38:06,020 --> 00:38:08,020
types at your disposal

1032
00:38:08,020 --> 00:38:10,020
quickly look at

1033
00:38:10,020 --> 00:38:12,020
visual organisers

1034
00:38:12,020 --> 00:38:14,020
very common

1035
00:38:14,020 --> 00:38:16,020
in CLIL

1036
00:38:16,020 --> 00:38:18,020
classrooms

1037
00:38:18,020 --> 00:38:20,020
and again

1038
00:38:20,020 --> 00:38:22,020
they're not particularly the domain

1039
00:38:22,020 --> 00:38:24,020
of any one subject area

1040
00:38:24,020 --> 00:38:26,020
basically

1041
00:38:26,020 --> 00:38:28,020
what do you think

1042
00:38:28,020 --> 00:38:30,020
we could

1043
00:38:30,020 --> 00:38:32,020
use these for

1044
00:38:34,020 --> 00:38:36,020
I'll give you a minute

1045
00:38:36,020 --> 00:38:38,020
with your partner

1046
00:38:38,020 --> 00:38:40,020
just to look at these five

1047
00:39:08,020 --> 00:39:10,020
I'll give you a minute

1048
00:39:10,020 --> 00:39:12,020
with your partner

1049
00:39:12,020 --> 00:39:14,020
just to look at these five

1050
00:39:14,020 --> 00:39:16,020
five

1051
00:39:16,020 --> 00:39:18,020
visual organisers

1052
00:39:18,020 --> 00:39:20,020
five

1053
00:39:20,020 --> 00:39:22,020
visual organisers

1054
00:39:22,020 --> 00:39:24,020
five

1055
00:39:24,020 --> 00:39:26,020
visual organisers

1056
00:39:26,020 --> 00:39:28,020
six

1057
00:39:28,020 --> 00:39:30,020
visual organisers

1058
00:39:30,020 --> 00:39:32,020
six

1059
00:39:32,020 --> 00:39:34,020
visual organisers

1060
00:39:34,020 --> 00:39:36,020
six

1061
00:39:36,020 --> 00:39:38,020
visual organisers

1062
00:39:38,020 --> 00:39:40,020
six

1063
00:39:40,020 --> 00:39:42,020
visual organisers

1064
00:39:42,020 --> 00:39:44,020
six

1065
00:39:44,020 --> 00:39:46,020
visual organisers

1066
00:39:46,020 --> 00:39:48,020
six

1067
00:39:48,020 --> 00:39:50,020
visual organisers

1068
00:39:50,020 --> 00:39:52,020
six

1069
00:39:52,020 --> 00:39:54,020
visual organisers

1070
00:39:54,020 --> 00:39:56,020
six

1071
00:39:56,020 --> 00:39:58,020
OK we need to move on

1072
00:39:58,020 --> 00:40:00,020
sorry

1073
00:40:00,020 --> 00:40:02,020
they can be

1074
00:40:02,020 --> 00:40:04,020
used for many different things but basically

1075
00:40:04,020 --> 00:40:06,020
they help make

1076
00:40:06,020 --> 00:40:08,020
thinking visible

1077
00:40:08,020 --> 00:40:10,020
that's a phrase that I

1078
00:40:10,020 --> 00:40:12,020
quite liked when I was first

1079
00:40:12,020 --> 00:40:14,020
introduced to the role of these

1080
00:40:14,020 --> 00:40:16,020
they support learners in the learning

1081
00:40:16,020 --> 00:40:18,020
of new information

1082
00:40:18,020 --> 00:40:20,020
here are just some examples of what we

1083
00:40:20,020 --> 00:40:22,020
could do

1084
00:40:22,020 --> 00:40:24,020
number one is a descriptive

1085
00:40:24,020 --> 00:40:26,020
type organiser

1086
00:40:26,020 --> 00:40:28,020
where you could have at the centre

1087
00:40:28,020 --> 00:40:30,020
a place, a person

1088
00:40:30,020 --> 00:40:32,020
whatever and key

1089
00:40:32,020 --> 00:40:34,020
information that surrounds that

1090
00:40:34,020 --> 00:40:36,020
here in terms of London

1091
00:40:36,020 --> 00:40:38,020
it helps make

1092
00:40:38,020 --> 00:40:40,020
thinking visible, it helps support

1093
00:40:40,020 --> 00:40:42,020
learners if they're going to have to speak

1094
00:40:42,020 --> 00:40:44,020
to the class, if they're making a

1095
00:40:44,020 --> 00:40:46,020
presentation

1096
00:40:46,020 --> 00:40:48,020
it helps them, gives them a different

1097
00:40:48,020 --> 00:40:50,020
structure for recording

1098
00:40:50,020 --> 00:40:52,020
notes

1099
00:40:52,020 --> 00:40:54,020
if a learner's got that

1100
00:40:54,020 --> 00:40:56,020
in front of him or her

1101
00:40:56,020 --> 00:40:58,020
then I think you'll agree

1102
00:40:58,020 --> 00:41:00,020
they'll be a little bit more confident

1103
00:41:00,020 --> 00:41:02,020
in presenting to the group

1104
00:41:02,020 --> 00:41:04,020
whether it's about

1105
00:41:04,020 --> 00:41:06,020
London or about

1106
00:41:06,020 --> 00:41:08,020
a person, you know your family

1107
00:41:08,020 --> 00:41:10,020
or something

1108
00:41:10,020 --> 00:41:12,020
number two is what we call a Venn

1109
00:41:12,020 --> 00:41:14,020
diagram and that shows

1110
00:41:14,020 --> 00:41:16,020
the relationship between

1111
00:41:16,020 --> 00:41:18,020
things and concepts and here

1112
00:41:18,020 --> 00:41:20,020
the example is one

1113
00:41:20,020 --> 00:41:22,020
of the

1114
00:41:22,020 --> 00:41:24,020
animal world if you like and you've got your

1115
00:41:24,020 --> 00:41:26,020
herbivores and you've got your

1116
00:41:26,020 --> 00:41:28,020
carnivores and where you

1117
00:41:28,020 --> 00:41:30,020
overlap you've got people who eat everything

1118
00:41:30,020 --> 00:41:32,020
your omnivores, so again it helps

1119
00:41:32,020 --> 00:41:34,020
crystallise that thinking

1120
00:41:34,020 --> 00:41:36,020
in a different way

1121
00:41:36,020 --> 00:41:38,020
number three

1122
00:41:38,020 --> 00:41:40,020
is what we call a tree

1123
00:41:40,020 --> 00:41:42,020
diagram so here you've got

1124
00:41:42,020 --> 00:41:44,020
teeth at the top and

1125
00:41:44,020 --> 00:41:46,020
you've got different types of teeth below

1126
00:41:46,020 --> 00:41:48,020
ok

1127
00:41:48,020 --> 00:41:50,020
the other two

1128
00:41:50,020 --> 00:41:52,020
a timeline

1129
00:41:52,020 --> 00:41:54,020
so key events in

1130
00:41:54,020 --> 00:41:56,020
the life of a person

1131
00:41:56,020 --> 00:41:58,020
if you like here

1132
00:41:58,020 --> 00:42:00,020
for example the leader of your

1133
00:42:00,020 --> 00:42:02,020
country

1134
00:42:02,020 --> 00:42:04,020
it's fictitious in terms of dates

1135
00:42:04,020 --> 00:42:06,020
but you know it helps you to

1136
00:42:06,020 --> 00:42:08,020
record again if you're

1137
00:42:08,020 --> 00:42:10,020
going to be presenting on that

1138
00:42:10,020 --> 00:42:12,020
and number five is

1139
00:42:12,020 --> 00:42:14,020
a cycle, a process

1140
00:42:14,020 --> 00:42:16,020
type diagram, these things carry different

1141
00:42:16,020 --> 00:42:18,020
titles

1142
00:42:18,020 --> 00:42:20,020
the Americans, Marzano

1143
00:42:20,020 --> 00:42:22,020
and his group

1144
00:42:22,020 --> 00:42:24,020
refer to them in different ways from

1145
00:42:24,020 --> 00:42:26,020
the way that they're referred to

1146
00:42:26,020 --> 00:42:28,020
back in England

1147
00:42:28,020 --> 00:42:30,020
but here you know this is the

1148
00:42:30,020 --> 00:42:32,020
water cycle

1149
00:42:32,020 --> 00:42:34,020
you could use the life cycle

1150
00:42:34,020 --> 00:42:36,020
of a butterfly or something

1151
00:42:36,020 --> 00:42:38,020
like that and represent key stages

1152
00:42:38,020 --> 00:42:40,020
in a process

1153
00:42:40,020 --> 00:42:42,020
chart

1154
00:42:42,020 --> 00:42:44,020
ok, it's an important area

1155
00:42:44,020 --> 00:42:46,020
it helps learners as I say

1156
00:42:46,020 --> 00:42:48,020
make their thinking visible

1157
00:42:48,020 --> 00:42:50,020
and it's something that we test quite

1158
00:42:50,020 --> 00:42:52,020
frequently in TKT

1159
00:42:52,020 --> 00:42:54,020
as an area of

1160
00:42:54,020 --> 00:42:56,020
relative importance

1161
00:42:56,020 --> 00:42:58,020
I need to move on

1162
00:42:58,020 --> 00:43:00,020
quite quickly now as we're getting towards the end

1163
00:43:00,020 --> 00:43:02,020
lesson delivery

1164
00:43:02,020 --> 00:43:04,020
we started

1165
00:43:04,020 --> 00:43:06,020
by talking about the role of the teacher

1166
00:43:06,020 --> 00:43:08,020
in

1167
00:43:08,020 --> 00:43:10,020
stimulating conversation

1168
00:43:10,020 --> 00:43:12,020
communication

1169
00:43:12,020 --> 00:43:14,020
lower order thinking, higher order

1170
00:43:14,020 --> 00:43:16,020
thinking, classroom language

1171
00:43:16,020 --> 00:43:18,020
type of questions

1172
00:43:18,020 --> 00:43:20,020
hots

1173
00:43:20,020 --> 00:43:22,020
and lots and all of these

1174
00:43:22,020 --> 00:43:24,020
key

1175
00:43:24,020 --> 00:43:26,020
phrases

1176
00:43:26,020 --> 00:43:28,020
scaffolding is

1177
00:43:28,020 --> 00:43:30,020
an important thing, you cannot

1178
00:43:30,020 --> 00:43:32,020
expect that all learners will

1179
00:43:32,020 --> 00:43:34,020
go like that

1180
00:43:34,020 --> 00:43:36,020
they need assistance

1181
00:43:36,020 --> 00:43:38,020
differentiation

1182
00:43:38,020 --> 00:43:40,020
is another key word

1183
00:43:40,020 --> 00:43:42,020
that goes along with scaffolding

1184
00:43:42,020 --> 00:43:44,020
not every learner

1185
00:43:44,020 --> 00:43:46,020
can process the information

1186
00:43:46,020 --> 00:43:48,020
in the same way, they need to be helped

1187
00:43:48,020 --> 00:43:50,020
differentiation

1188
00:43:50,020 --> 00:43:52,020
comes into it, in order to consolidate

1189
00:43:52,020 --> 00:43:54,020
learning

1190
00:43:54,020 --> 00:43:56,020
and all along you're trying to make them better

1191
00:43:56,020 --> 00:43:58,020
learners, this is a push

1192
00:43:58,020 --> 00:44:00,020
towards kelp

1193
00:44:00,020 --> 00:44:02,020
they need

1194
00:44:02,020 --> 00:44:04,020
to be equipped with

1195
00:44:04,020 --> 00:44:06,020
the tools, whether it's

1196
00:44:06,020 --> 00:44:08,020
largely subconscious

1197
00:44:08,020 --> 00:44:10,020
I imagine, but to push them

1198
00:44:10,020 --> 00:44:12,020
towards achievement in the academic

1199
00:44:12,020 --> 00:44:14,020
subjects, which clearly

1200
00:44:14,020 --> 00:44:16,020
they're going through school to achieve

1201
00:44:16,020 --> 00:44:18,020
but, you know, research

1202
00:44:18,020 --> 00:44:20,020
is still in its infancy

1203
00:44:20,020 --> 00:44:22,020
but intuitively I think there's

1204
00:44:22,020 --> 00:44:24,020
a strong feeling amongst

1205
00:44:24,020 --> 00:44:26,020
those who are involved in research

1206
00:44:26,020 --> 00:44:28,020
and in providing

1207
00:44:28,020 --> 00:44:30,020
programmes

1208
00:44:30,020 --> 00:44:32,020
for teacher development

1209
00:44:32,020 --> 00:44:34,020
that this CLIL pedagogy

1210
00:44:34,020 --> 00:44:36,020
is a successful

1211
00:44:36,020 --> 00:44:38,020
one, and the research that we've seen

1212
00:44:38,020 --> 00:44:40,020
so far, really does support

1213
00:44:40,020 --> 00:44:42,020
that

1214
00:44:42,020 --> 00:44:44,020
I mean

1215
00:44:44,020 --> 00:44:46,020
looking at learners as different people

1216
00:44:46,020 --> 00:44:48,020
and, you know, some people

1217
00:44:48,020 --> 00:44:50,020
learn more quickly

1218
00:44:50,020 --> 00:44:52,020
than others, so what are you going to do

1219
00:44:52,020 --> 00:44:54,020
with those who finish the task

1220
00:44:54,020 --> 00:44:56,020
you've got to have something up your sleeve

1221
00:44:56,020 --> 00:44:58,020
to challenge them a little bit

1222
00:44:58,020 --> 00:45:00,020
more, keep them interested

1223
00:45:00,020 --> 00:45:02,020
and that could be helping

1224
00:45:02,020 --> 00:45:04,020
some of those who are not so quick

1225
00:45:04,020 --> 00:45:06,020
or it could be a range of things

1226
00:45:06,020 --> 00:45:08,020
but these are key aspects

1227
00:45:08,020 --> 00:45:10,020
I suppose, that's

1228
00:45:10,020 --> 00:45:12,020
on the spur of the moment

1229
00:45:12,020 --> 00:45:14,020
it's a knowledge test

1230
00:45:14,020 --> 00:45:16,020
but what we're trying to do is

1231
00:45:16,020 --> 00:45:18,020
we cannot test

1232
00:45:18,020 --> 00:45:20,020
teaching in action

1233
00:45:20,020 --> 00:45:22,020
teaching is

1234
00:45:22,020 --> 00:45:24,020
an effective teacher

1235
00:45:24,020 --> 00:45:26,020
responds to whatever's going on

1236
00:45:26,020 --> 00:45:28,020
around him or her

1237
00:45:28,020 --> 00:45:30,020
and makes the correct decision

1238
00:45:30,020 --> 00:45:32,020
most of the time

1239
00:45:32,020 --> 00:45:34,020
nobody can make the correct decision all the time

1240
00:45:34,020 --> 00:45:36,020
it's an impossibility

1241
00:45:36,020 --> 00:45:38,020
it's happening in front of you

1242
00:45:38,020 --> 00:45:40,020
what do I do, my lesson plan's gone a bit

1243
00:45:40,020 --> 00:45:42,020
you've got to decide

1244
00:45:42,020 --> 00:45:44,020
it's what you've got to do

1245
00:45:44,020 --> 00:45:46,020
and that decision in action

1246
00:45:46,020 --> 00:45:48,020
is part of a teacher's

1247
00:45:48,020 --> 00:45:50,020
everyday life

1248
00:45:50,020 --> 00:45:52,020
now we can't test that, but we try to

1249
00:45:52,020 --> 00:45:54,020
identify the areas

1250
00:45:54,020 --> 00:45:56,020
likely to feature in those

1251
00:45:56,020 --> 00:45:58,020
decision making processes

1252
00:45:58,020 --> 00:46:00,020
and keeping things

1253
00:46:00,020 --> 00:46:02,020
moving, differentiation

1254
00:46:02,020 --> 00:46:04,020
and use of classroom language

1255
00:46:04,020 --> 00:46:06,020
are key factors in that

1256
00:46:10,020 --> 00:46:12,020
we really haven't got time to look at this

1257
00:46:12,020 --> 00:46:14,020
but I think

1258
00:46:14,020 --> 00:46:16,020
this was adapted from

1259
00:46:16,020 --> 00:46:18,020
the book by

1260
00:46:18,020 --> 00:46:20,020
one of our distinguished

1261
00:46:20,020 --> 00:46:22,020
members of the audience

1262
00:46:22,020 --> 00:46:24,020
from the Santillana book

1263
00:46:26,020 --> 00:46:28,020
adapted to look at

1264
00:46:28,020 --> 00:46:30,020
different content

1265
00:46:30,020 --> 00:46:32,020
again, it's in the

1266
00:46:32,020 --> 00:46:34,020
handbook

1267
00:46:34,020 --> 00:46:36,020
if you're interested, please do pick one up

1268
00:46:36,020 --> 00:46:38,020
from the stand down there

1269
00:46:38,020 --> 00:46:40,020
and the last bit is assessment

1270
00:46:40,020 --> 00:46:42,020
often

1271
00:46:42,020 --> 00:46:44,020
neglected, too hard

1272
00:46:44,020 --> 00:46:46,020
what do we do, what do we say

1273
00:46:46,020 --> 00:46:48,020
what do we test

1274
00:46:48,020 --> 00:46:50,020
do we test their development in the subject

1275
00:46:50,020 --> 00:46:52,020
the content

1276
00:46:52,020 --> 00:46:54,020
do we test their development in the language

1277
00:46:54,020 --> 00:46:56,020
do we test their development

1278
00:46:56,020 --> 00:46:58,020
in have their cognitive

1279
00:46:58,020 --> 00:47:00,020
strategies improved

1280
00:47:00,020 --> 00:47:02,020
have their learning strategies improved

1281
00:47:04,020 --> 00:47:06,020
the answer is you probably should be testing

1282
00:47:06,020 --> 00:47:08,020
everything, all of those

1283
00:47:08,020 --> 00:47:10,020
have a role to play in a CLIL programme

1284
00:47:10,020 --> 00:47:12,020
and

1285
00:47:12,020 --> 00:47:14,020
evaluating the effectiveness will involve

1286
00:47:14,020 --> 00:47:16,020
looking at

1287
00:47:18,020 --> 00:47:20,020
these different aspects

1288
00:47:20,020 --> 00:47:22,020
and the way we go about it is to ask you to

1289
00:47:22,020 --> 00:47:24,020
look at what is

1290
00:47:24,020 --> 00:47:26,020
being assessed in

1291
00:47:26,020 --> 00:47:28,020
this particular task

1292
00:47:28,020 --> 00:47:30,020
and there are

1293
00:47:30,020 --> 00:47:32,020
different ways you can do it, some are more formal

1294
00:47:32,020 --> 00:47:34,020
than others

1295
00:47:34,020 --> 00:47:36,020
you may well have to teach towards

1296
00:47:36,020 --> 00:47:38,020
an end

1297
00:47:38,020 --> 00:47:40,020
government test

1298
00:47:40,020 --> 00:47:42,020
which is a summative test

1299
00:47:42,020 --> 00:47:44,020
or you might be setting your own

1300
00:47:44,020 --> 00:47:46,020
informal assessments that could be

1301
00:47:46,020 --> 00:47:48,020
formative, you could be encouraging

1302
00:47:48,020 --> 00:47:50,020
learners to keep portfolios

1303
00:47:50,020 --> 00:47:52,020
of their work

1304
00:47:52,020 --> 00:47:54,020
or all of those things

1305
00:47:54,020 --> 00:47:56,020
but coming back to the question about differentiation

1306
00:47:56,020 --> 00:47:58,020
you know

1307
00:47:58,020 --> 00:48:00,020
you cannot assume

1308
00:48:00,020 --> 00:48:02,020
if you have the control

1309
00:48:02,020 --> 00:48:04,020
you can't do this if they're taking

1310
00:48:04,020 --> 00:48:06,020
a government test or a national

1311
00:48:06,020 --> 00:48:08,020
test, achievement test

1312
00:48:08,020 --> 00:48:10,020
or summative test

1313
00:48:10,020 --> 00:48:12,020
but you can if it's your test

1314
00:48:12,020 --> 00:48:14,020
be aware that they're all

1315
00:48:14,020 --> 00:48:16,020
learning at different stages

1316
00:48:16,020 --> 00:48:18,020
and some of them need more support

1317
00:48:18,020 --> 00:48:20,020
than others and what can you do

1318
00:48:20,020 --> 00:48:22,020
to help them feel

1319
00:48:22,020 --> 00:48:24,020
as if they're making progress

1320
00:48:24,020 --> 00:48:26,020
and that's what we mean by

1321
00:48:26,020 --> 00:48:28,020
support strategies

1322
00:48:28,020 --> 00:48:30,020
you can give certain people a little bit more

1323
00:48:30,020 --> 00:48:32,020
time or you can take a text

1324
00:48:32,020 --> 00:48:34,020
and you can simplify certain aspects

1325
00:48:34,020 --> 00:48:36,020
of it

1326
00:48:36,020 --> 00:48:38,020
a whole range of things at your disposal

1327
00:48:38,020 --> 00:48:40,020
could I ask a question

1328
00:48:40,020 --> 00:48:42,020
about how TKT

1329
00:48:42,020 --> 00:48:44,020
handles this, because you've been using

1330
00:48:44,020 --> 00:48:46,020
a lot of modality and you've been saying

1331
00:48:46,020 --> 00:48:48,020
you could and you might and you've been saying

1332
00:48:48,020 --> 00:48:50,020
how would one do this

1333
00:48:50,020 --> 00:48:52,020
if it's objectively scored so it's right

1334
00:48:52,020 --> 00:48:54,020
wrong, how does TKT

1335
00:48:54,020 --> 00:48:56,020
handle that

1336
00:48:56,020 --> 00:48:58,020
well it's a question of test

1337
00:48:58,020 --> 00:49:00,020
and task design

1338
00:49:00,020 --> 00:49:02,020
really, that we

1339
00:49:02,020 --> 00:49:04,020
would look to

1340
00:49:04,020 --> 00:49:06,020
have a range

1341
00:49:06,020 --> 00:49:08,020
of options within the task

1342
00:49:08,020 --> 00:49:10,020
that the teacher would choose

1343
00:49:10,020 --> 00:49:12,020
from and

1344
00:49:12,020 --> 00:49:14,020
we'd

1345
00:49:14,020 --> 00:49:16,020
one of the key areas that we

1346
00:49:16,020 --> 00:49:18,020
always look at is, is there any ambiguity

1347
00:49:18,020 --> 00:49:20,020
and if

1348
00:49:20,020 --> 00:49:22,020
there is, if any of the panel

1349
00:49:22,020 --> 00:49:24,020
the writing team

1350
00:49:24,020 --> 00:49:26,020
thinks there is

1351
00:49:26,020 --> 00:49:28,020
then we modify that

1352
00:49:28,020 --> 00:49:30,020
but we don't leave it at that, we then put it out

1353
00:49:30,020 --> 00:49:32,020
to the world and pre-test it

1354
00:49:32,020 --> 00:49:34,020
and we equate the difficulty

1355
00:49:34,020 --> 00:49:36,020
of the tasks

1356
00:49:36,020 --> 00:49:38,020
statistically

1357
00:49:38,020 --> 00:49:40,020
against previous

1358
00:49:40,020 --> 00:49:42,020
tasks, so that we

1359
00:49:42,020 --> 00:49:44,020
know that for each version of a

1360
00:49:44,020 --> 00:49:46,020
TKT module that

1361
00:49:46,020 --> 00:49:48,020
we make available to the public

1362
00:49:48,020 --> 00:49:50,020
then it is

1363
00:49:50,020 --> 00:49:52,020
a comparable difficulty

1364
00:49:52,020 --> 00:49:54,020
to previous and future

1365
00:49:54,020 --> 00:49:56,020
versions

1366
00:49:56,020 --> 00:49:58,020
okay

1367
00:49:58,020 --> 00:50:00,020
this was a bit ambitious, I was going to

1368
00:50:00,020 --> 00:50:02,020
go through validation

1369
00:50:02,020 --> 00:50:04,020
instead

1370
00:50:04,020 --> 00:50:06,020
I knew it was going to be a bit tight

1371
00:50:06,020 --> 00:50:08,020
we have a publication

1372
00:50:08,020 --> 00:50:10,020
those of you who are interested in academic

1373
00:50:10,020 --> 00:50:12,020
research, called Research Notes

1374
00:50:14,020 --> 00:50:16,020
and in issue

1375
00:50:16,020 --> 00:50:18,020
34, there is

1376
00:50:18,020 --> 00:50:20,020
an article that I co-wrote

1377
00:50:20,020 --> 00:50:22,020
with a colleague of mine

1378
00:50:22,020 --> 00:50:24,020
in research, a Bulgarian lady

1379
00:50:24,020 --> 00:50:26,020
called Evelina Galaxi

1380
00:50:26,020 --> 00:50:28,020
and

1381
00:50:28,020 --> 00:50:30,020
we looked just at

1382
00:50:30,020 --> 00:50:32,020
the development cycle of this

1383
00:50:32,020 --> 00:50:34,020
CLIL module, and we went

1384
00:50:34,020 --> 00:50:36,020
into great detail about

1385
00:50:36,020 --> 00:50:38,020
the research

1386
00:50:38,020 --> 00:50:40,020
paradigm that we followed

1387
00:50:40,020 --> 00:50:42,020
looking at

1388
00:50:42,020 --> 00:50:44,020
the very things that I was trying to answer

1389
00:50:44,020 --> 00:50:46,020
Dave Allen just on now, the qualitative

1390
00:50:46,020 --> 00:50:48,020
and the quantitative feedback

1391
00:50:48,020 --> 00:50:50,020
the important

1392
00:50:50,020 --> 00:50:52,020
questions that we asked

1393
00:50:52,020 --> 00:50:54,020
and the conclusions and the

1394
00:50:54,020 --> 00:50:56,020
statistical evidence for validity

1395
00:50:56,020 --> 00:50:58,020
okay

1396
00:50:58,020 --> 00:51:00,020
you can

1397
00:51:00,020 --> 00:51:02,020
I'm going to be around

1398
00:51:02,020 --> 00:51:04,020
Javier and people at the stand

1399
00:51:04,020 --> 00:51:06,020
can give you the URL for this

1400
00:51:06,020 --> 00:51:08,020
you don't have to buy it

1401
00:51:08,020 --> 00:51:10,020
just find it

1402
00:51:10,020 --> 00:51:12,020
it's a very rich source actually

1403
00:51:12,020 --> 00:51:14,020
the Research Notes

1404
00:51:14,020 --> 00:51:16,020
thank you very much

1405
00:51:16,020 --> 00:51:18,020
this afternoon

1406
00:51:20,020 --> 00:51:22,020
.

1407
00:51:22,020 --> 00:51:24,020
.

1408
00:51:24,020 --> 00:51:26,020
.

1409
00:51:26,020 --> 00:51:28,020
.

1410
00:51:28,020 --> 00:51:30,020
.

1411
00:51:30,020 --> 00:51:32,020
.

1412
00:51:32,020 --> 00:51:34,020
.

1413
00:51:34,020 --> 00:51:36,020
.

1414
00:51:36,020 --> 00:51:38,020
.

1415
00:51:38,020 --> 00:51:40,020
.

1416
00:51:40,020 --> 00:51:42,020
.

1417
00:51:42,020 --> 00:51:44,020
.

1418
00:51:44,020 --> 00:51:46,020
.

1419
00:51:46,020 --> 00:51:48,020
.