1 00:00:00,000 --> 00:00:24,240 This session today is going to be a practical session, we're going to show you activities 2 00:00:24,240 --> 00:00:29,160 on three of the areas that we developed in the project, but because a number of you were 3 00:00:29,160 --> 00:00:34,760 not in the session, in the first session yesterday, I'm going to contextualize very quickly what 4 00:00:34,760 --> 00:00:42,800 is the aim, what was the aim of a project, what was the final product, and how that part 5 00:00:42,800 --> 00:00:47,560 of a project is linked to the final activities that we developed. 6 00:00:48,360 --> 00:00:56,000 So, what were the aims of the project when we got together in Avila, there was a meeting 7 00:00:56,000 --> 00:01:04,440 in order to promote European projects among people that were interested in CLIL, and we 8 00:01:04,440 --> 00:01:08,800 got together, some of us, and we decided that we wanted to apply for one of these projects, 9 00:01:08,800 --> 00:01:19,480 so the aims were that we wanted to start a bottom-up project, we wanted to see what 10 00:01:19,480 --> 00:01:28,080 was going on in the classrooms first, because we wanted to identify good practices, and 11 00:01:28,080 --> 00:01:36,040 then come up with some possible key areas that we thought would be important for teachers 12 00:01:36,120 --> 00:01:42,680 to master in CLIL, any teacher of any subject, and then think of a possible product that 13 00:01:42,680 --> 00:01:48,680 could be useful for teacher trainers and teachers in CLIL contexts. 14 00:01:48,680 --> 00:01:55,240 So we decided to, first of all, conduct classroom observations and identify effective practice, 15 00:01:55,240 --> 00:02:00,080 we wanted to focus on the secondary level, we wanted to, I mean, we just decided to focus 16 00:02:00,080 --> 00:02:06,200 on one level, and so we collected data from different contexts, I will be referring very 17 00:02:06,200 --> 00:02:14,600 briefly to the different partner institutions, and to see what was going on, and we wanted 18 00:02:14,600 --> 00:02:21,640 to raise awareness of scaffolding learning in content and language, and with all these 19 00:02:21,640 --> 00:02:26,560 ideas come up with a framework that could be useful for CLIL teacher development in 20 00:02:26,560 --> 00:02:31,080 different European contexts, that could be useful, flexible enough for different European 21 00:02:31,080 --> 00:02:34,040 contexts. 22 00:02:34,040 --> 00:02:40,560 So this is just very briefly our underpinnings, theoretical underpinnings, were sociocultural 23 00:02:40,560 --> 00:02:49,320 theories of learning, by Gotsky, and then the idea of scaffolding, there have been some 24 00:02:49,320 --> 00:02:55,480 mentions to this concept, especially in Pamela Rickley's plenary yesterday, and the idea 25 00:02:55,480 --> 00:03:01,400 of helping the students until they are able to manage on their own. 26 00:03:01,400 --> 00:03:05,680 So this was really the rationale of the project. 27 00:03:05,680 --> 00:03:14,240 So we had specific aims, we wanted project outcomes, and the outcomes were the following, 28 00:03:14,240 --> 00:03:21,600 we wanted to design a framework for CLIL teacher development, as we said, and out of this framework 29 00:03:21,680 --> 00:03:27,960 we wanted to produce a document with guidelines for CLIL teacher trainers, plus materials 30 00:03:27,960 --> 00:03:35,200 for students practising CLIL teachers, both in-service and pre-service CLIL teachers, 31 00:03:35,200 --> 00:03:40,080 and then also a framework for a possible portfolio for CLIL teachers. 32 00:03:40,080 --> 00:03:45,120 You can see that, I mean we'll show the address of a website at the end of the presentation 33 00:03:45,120 --> 00:03:51,000 again, but this is the website where you can see all these products already. 34 00:03:51,000 --> 00:03:57,680 Okay, this is, well these are the contexts really, these are the partner institutions, 35 00:03:57,680 --> 00:04:05,400 so you can, as you can see there was a diversity of contexts, Luxembourg, Madrid, Palma, in 36 00:04:05,400 --> 00:04:11,800 Madrid there were two institutions, three institutions, sorry, the Universidad Complutense, 37 00:04:11,800 --> 00:04:16,960 Universidad Autónoma, and then Centro de Profesores de Majadahonda, then it turned 38 00:04:16,960 --> 00:04:22,920 into the CETIF in Villalba, and then there was Palma, so there was quite a lot of, well 39 00:04:22,920 --> 00:04:28,520 a number of partners that came from Spain, so Spain had a lot of, a big role in this 40 00:04:28,520 --> 00:04:36,320 project because of a number of partners involved, and institutions obviously then Italy, Holland, 41 00:04:36,320 --> 00:04:43,120 England, and the Czech Republic, and then we show some, you know, some details on the 42 00:04:43,120 --> 00:04:49,000 different contexts, where the data that we collect in the context that we were looking 43 00:04:49,000 --> 00:04:55,960 at belonged to lower or upper secondary or vocational, okay, and whether we were having 44 00:04:55,960 --> 00:04:57,520 native and non-native teachers. 45 00:04:57,520 --> 00:04:59,800 Okay, I'll just move on quickly. 46 00:04:59,800 --> 00:05:07,760 After intense discussions, we came up with these eight areas, of course you might think 47 00:05:07,760 --> 00:05:14,400 of any other possible key areas for CLIL teachers and CLIL teacher educators to use in teacher 48 00:05:14,400 --> 00:05:18,920 training courses, but these are the areas that we came up, which are planning, learn 49 00:05:18,920 --> 00:05:24,840 and needs, planning obviously, CLIL teachers need to plan what they're going to do in their 50 00:05:24,840 --> 00:05:31,680 classes, and it was very connected with cooperation and reflection, which was, reflected this 51 00:05:31,680 --> 00:05:37,000 idea of language teachers and content teachers working together. 52 00:05:37,000 --> 00:05:41,720 Context and culture, this was particularly relevant in some contexts such as Luxembourg, 53 00:05:41,720 --> 00:05:50,000 okay, where we, I mean the idea of the content that is taught in a foreign language was different 54 00:05:50,040 --> 00:05:54,880 from, for example, our context, where they use, apart from Luxembourgish, they use German 55 00:05:54,880 --> 00:06:01,880 and French in their classes, and other areas that we thought were important were obviously 56 00:06:02,560 --> 00:06:08,240 learner needs, so what do learners need, so what are the specific needs of the learners, 57 00:06:08,240 --> 00:06:14,880 also in terms of their interests, okay, motivations, what is the surrounding context of the learners 58 00:06:14,880 --> 00:06:20,400 that could be used by teachers in order to start from what the learners know, or what 59 00:06:20,400 --> 00:06:26,800 the learners are interested in, then the area of multimodality, okay, which has to do with 60 00:06:26,800 --> 00:06:32,320 good teaching really, but in CLIL probably it's even more relevant because of different 61 00:06:32,320 --> 00:06:39,240 maybe levels that students might have, or different aptitude or attitudes, then it's 62 00:06:39,280 --> 00:06:46,280 important to make sure that different ways of teaching and learning are used or brought 63 00:06:47,560 --> 00:06:54,320 into the classroom, and then subject literacy is the idea of different disciplines, different 64 00:06:54,320 --> 00:07:00,440 subjects require different language, and then the teachers need to know what are the linguistic 65 00:07:00,440 --> 00:07:07,440 features of the subjects, and the different genres that are involved in different subjects. 66 00:07:08,440 --> 00:07:15,440 So, okay, I'm going to skip this, so once we had these areas, we decided to design a 67 00:07:18,800 --> 00:07:25,800 framework that would cover values, knowledge, and skills that CLIL teachers would need to 68 00:07:28,040 --> 00:07:34,640 master or know in that particular area, for each of these eight areas, so what do CLIL 69 00:07:34,680 --> 00:07:40,320 teachers need to appreciate in the area of learner needs, what do CLIL teachers need 70 00:07:40,320 --> 00:07:47,320 to know, what do they know to, what do they have, well, what should they use or apply 71 00:07:50,560 --> 00:07:57,200 in their classes, and then what kind of activities could be used by the trainers, and what would 72 00:07:57,200 --> 00:08:04,200 be possible outcomes that the teachers, the trainee teachers could come with and apply 73 00:08:04,760 --> 00:08:09,840 and include in a possible portfolio, teacher portfolio, okay, that was the design of a 74 00:08:09,840 --> 00:08:16,160 project, and we did this for each of these eight areas, okay, I'm going to show you, 75 00:08:16,160 --> 00:08:23,160 we're going to show you, okay, so that is the framework, okay, knowledge, skills, values, 76 00:08:23,280 --> 00:08:30,280 and activities, but obviously these areas were decided also based on some theoretical 77 00:08:31,080 --> 00:08:38,080 background, on these specific features, so we read the literature, we looked at references 78 00:08:40,640 --> 00:08:47,640 on those specific areas, and that helped us design the knowledge, skills, and values that 79 00:08:49,000 --> 00:08:56,000 each of these areas should cover, okay, so this is the structure of each area, the theory, 80 00:08:57,000 --> 00:09:02,880 theoretical background, knowledge, skills, values, and activities, and then we came up 81 00:09:02,880 --> 00:09:08,040 with examples of teacher training activities for each area, and this is what we're going 82 00:09:08,040 --> 00:09:15,040 to be sharing with you today, and each area had at least two, I mean, each area had two 83 00:09:16,040 --> 00:09:23,040 examples of activities from at least two different contexts, okay, so every area had activities 84 00:09:27,360 --> 00:09:30,680 from at least two different contexts because otherwise, I mean, because we wanted it to 85 00:09:30,680 --> 00:09:36,960 be applied to different contexts, European contexts, and it wouldn't be fair, let's say, 86 00:09:36,960 --> 00:09:42,280 to just use activities, for example, from our context in a subject such as subject literacy, 87 00:09:42,280 --> 00:09:49,280 okay, because other contexts might reflect different needs or different expectations, 88 00:09:50,160 --> 00:09:56,920 and then finally their portfolio, so I'm not going to stop here very much because we won't 89 00:09:56,920 --> 00:10:01,880 have time for the workshop, but this is what more or less looked like for each area, for 90 00:10:01,880 --> 00:10:06,680 example, for learner needs, we developed some, I mean, we looked at the theory, we looked 91 00:10:06,680 --> 00:10:10,880 at the literature, and then we came up with some key issues, for example, for learner 92 00:10:10,920 --> 00:10:15,120 needs, CLIL teachers need to be aware of the importance of having the learners to talk 93 00:10:15,120 --> 00:10:22,120 and write about personal issues, okay, within the specific subjects, reference to the personal 94 00:10:23,840 --> 00:10:27,440 experience and interests of the learners leads to a more authentic use of a foreign language 95 00:10:27,440 --> 00:10:31,840 and helps them to establish connections between the subject content and their own experiences, 96 00:10:31,840 --> 00:10:36,880 etc., and we quoted authors, experts, both in CLIL and second language acquisition on 97 00:10:37,200 --> 00:10:42,920 that, okay? So this is what the framework looks like for each area, okay, so we have 98 00:10:42,920 --> 00:10:49,400 this theoretical introduction for each area, and we've used the same area, learner needs, 99 00:10:49,400 --> 00:10:55,480 just to follow the, you know, so that we have a progression in one area, so you see, for 100 00:10:55,480 --> 00:11:02,480 example, here we included some of the values that CLIL teachers would have, would need 101 00:11:03,480 --> 00:11:09,320 to appreciate in the area of learner needs, the knowledge, CLIL teachers need to know 102 00:11:09,320 --> 00:11:13,400 how working with learners' interests and experiences can help to develop basic interpersonal 103 00:11:13,400 --> 00:11:19,640 communicative skills, CLIL teachers need to be able to link content to learners' personal 104 00:11:19,640 --> 00:11:23,880 experiences and interests, so as you can see, this is, this comes from a background, from 105 00:11:23,880 --> 00:11:29,960 a theoretical background, okay, but it is distributed into each column, depending where 106 00:11:29,960 --> 00:11:36,960 we're looking at, the knowledge, the how-to, or the values, and then this, I mean, this 107 00:11:36,960 --> 00:11:43,240 would go further down, but this would be the activities that could be developed in teacher 108 00:11:43,240 --> 00:11:49,440 training courses, and this would be the outcomes that teachers would bring and include in their 109 00:11:49,440 --> 00:11:55,120 portfolio, okay? This is, it's not maybe so relevant to, you know, to read every single 110 00:11:55,120 --> 00:11:59,400 part of a framework, but just to see the idea, okay, what was the progression of a 111 00:11:59,400 --> 00:12:06,400 whole project? So the idea is that these development activities would be done by the teacher trainer 112 00:12:08,360 --> 00:12:12,520 and the teachers, or by expert teachers, and the teachers would come up with a product, 113 00:12:12,520 --> 00:12:17,600 okay? So that's why we decided to give sample activities, which are not necessarily the 114 00:12:17,600 --> 00:12:21,640 ones that would need to be used in a teacher training course, but just ideas, okay, of 115 00:12:21,640 --> 00:12:27,000 what kind of things could be done. So, we're going to show you some sample activities from 116 00:12:27,000 --> 00:12:33,680 three of the areas, okay? We've chosen learner needs, subject literacies, and interaction, 117 00:12:33,680 --> 00:12:40,680 okay? As Emma and I, as we distributed the work for the two sessions, and we are, I mean, 118 00:12:41,600 --> 00:12:44,840 we're both from a Spanish context, and we were involved in these three areas, that's 119 00:12:44,840 --> 00:12:50,440 why we decided to focus on these three. Okay, so now it's important to look at the handout 120 00:12:50,440 --> 00:12:57,440 that you have in front of you. Okay, so, the document, the final product would have 121 00:13:02,320 --> 00:13:08,600 for each sample activity, you have a handout? Everybody has a handout? So if you don't mind 122 00:13:08,600 --> 00:13:14,920 sharing and then we'll give you our address and then we'll send it to you, okay? So don't 123 00:13:14,920 --> 00:13:21,920 worry, you'll have a copy, right? So you have a, can everybody at least, does everybody 124 00:13:25,040 --> 00:13:32,040 have access to the handout at least? Okay. So, there is, in the sample activity, yes. 125 00:13:37,040 --> 00:13:43,800 No, I have a different version, don't worry, no, yours is fine. It's a vertical one, I 126 00:13:44,120 --> 00:13:50,800 have a horizontal one. No, that's fine. So, what you find in the final product in the 127 00:13:50,800 --> 00:13:57,800 sample activities is a very, very brief, just a paragraph summarizing the introduction, 128 00:13:58,400 --> 00:14:04,200 the theoretical background, and then the box that you can see there, objectives, knowledge, 129 00:14:04,200 --> 00:14:11,200 values and skills, contains those knowledge aspects, I mean points of the knowledge, values 130 00:14:12,200 --> 00:14:18,200 and skills that would be presented, would be included in the framework. So let's say 131 00:14:18,200 --> 00:14:25,200 this, this sample activity shows that it covers the knowledge, specific knowledge, values 132 00:14:25,200 --> 00:14:31,200 and skills that comes directly from a framework, okay? The framework includes other elements, 133 00:14:31,200 --> 00:14:37,200 but here what we do is we contextualize those aspects from the framework in that particular 134 00:14:37,520 --> 00:14:44,520 area that this sample activity is focusing on. Do you see the idea? Yes? So it comes 135 00:14:45,360 --> 00:14:51,960 from a framework, it comes from a previous, from this map, okay? So here, in this sample 136 00:14:51,960 --> 00:14:58,320 activity, we're going to focus on this type of knowledge, this type of skill, and this 137 00:14:58,320 --> 00:15:04,720 value, okay? So this is what is covered in this sample activity, in the objectives. Yes, 138 00:15:04,720 --> 00:15:14,720 come on. Exactly, but not all these would be here, this is a sample activity that covers 139 00:15:14,720 --> 00:15:22,720 some of the points, exactly, yes. Right, so, and this is just some ideas of how this area 140 00:15:22,720 --> 00:15:28,720 could be developed into teacher training activities. So if you look at activity one, it starts 141 00:15:28,720 --> 00:15:36,720 from famous core principles, Coyle's principles of cognition, the four Cs, cognition, community 142 00:15:36,720 --> 00:15:43,720 or context, okay? So we adapted it a bit, community. Content and communication. So if 143 00:15:43,720 --> 00:15:52,720 you want, let's have a look at the information that you have from A to E, and then let's 144 00:15:52,720 --> 00:15:58,720 see whether we can match these with, whether it's cognition, community, content, communication, 145 00:15:58,720 --> 00:16:03,720 if it has to do with one or another, or maybe with a couple of these, or maybe with more 146 00:16:03,720 --> 00:16:09,720 than one of these core principles. So this would be done with the teacher's training, 147 00:16:09,720 --> 00:16:13,720 okay? So what do you think? Students have the self-confidence and skills to work within 148 00:16:13,720 --> 00:16:19,720 a group and the local community, balancing personal interests with those of others. What 149 00:16:19,720 --> 00:16:29,720 do you think this is? Local community, okay, skills of confidence, cognition, but also 150 00:16:29,720 --> 00:16:37,720 community, okay, the context. Content is clearly linked to the community within and outside 151 00:16:37,720 --> 00:16:46,720 the classroom. Content, community, again, learning builds on a student's existing knowledge, 152 00:16:46,720 --> 00:16:54,720 skills, attitudes, interests and experience. Cognition, very good. Students apply new content 153 00:16:54,720 --> 00:17:04,720 and develop related skills through experiential activities. Content, very good. And E, students 154 00:17:04,720 --> 00:17:10,720 actively use the right to participate in activities and communication in the classroom and in 155 00:17:10,720 --> 00:17:16,720 the community. Communication, community, again. Okay, it's a way of sort of, you know, 156 00:17:16,720 --> 00:17:26,720 activate this framework or these four Cs principles in the teacher training course, okay? I didn't 157 00:17:26,720 --> 00:17:31,720 say that before, but this sample activity in particular deals with project work, okay? 158 00:17:32,720 --> 00:17:41,720 Sorry, it's in the title, but I didn't mention it. Okay, right, so, well, we just suggested 159 00:17:41,720 --> 00:17:48,720 some of the possible answers to this, because the sample activities come with the sort of 160 00:17:48,720 --> 00:17:53,720 material that the teacher trainees would be using, but also with tutor's notes, so with 161 00:17:53,720 --> 00:17:58,720 the possible key, it's not really, we can't say that these are the right answers because 162 00:17:58,720 --> 00:18:04,720 we could come up with other possible suggestions, but with tutor's notes that we would guide 163 00:18:04,720 --> 00:18:09,720 some of the possible expectations that the teacher trainer could have from the trainees 164 00:18:09,720 --> 00:18:14,720 in the course, okay? And they are all in the website, yes, in the final product. So we 165 00:18:14,720 --> 00:18:20,720 have both the activity, so the trainees handout and also the tutor's notes, okay, on that. 166 00:18:20,720 --> 00:18:24,720 This would be part of a tutor's notes, for example, but in your handout you don't have 167 00:18:24,720 --> 00:18:32,720 this, okay, well, it's clear, it's clear, okay. Right, so the next activity looks at 168 00:18:32,720 --> 00:18:39,720 two quotations from CLIL teachers, and the idea would be, I mean, these two teachers 169 00:18:39,720 --> 00:18:46,720 that are both, I mean, one comes from a primary school, Angela Cofino, she's a very, well, 170 00:18:46,720 --> 00:18:51,720 maybe you know the name or you've heard the name because she's received several prize, 171 00:18:51,720 --> 00:18:56,720 European prizes, because, especially because of her work in projects, okay, so she's quite 172 00:18:56,720 --> 00:19:01,720 an expert in project work. And then we have another expert who is here in this room, Elena, 173 00:19:01,720 --> 00:19:06,720 Elena Del Pozo, who is a secondary school teacher, and we're really thankful to her, 174 00:19:06,720 --> 00:19:17,720 among other colleagues, for their, for their support in all this and their, you know, availability 175 00:19:17,720 --> 00:19:22,720 and offering materials and, you know, jumping into their classes and recording. Thank you 176 00:19:22,720 --> 00:19:28,720 very much for all your help. Okay, so the idea here would be for students, for trainees, 177 00:19:28,720 --> 00:19:34,720 to look at these quotations. I'm not going to ask you to do more work, I think, because 178 00:19:34,720 --> 00:19:41,720 otherwise it might be too much. So look at these quotations and identify in these quotations 179 00:19:42,720 --> 00:19:49,720 these four principles, core principles in CLEO. For example, Angela Cofino said this 180 00:19:49,720 --> 00:19:54,720 way of working is very, talking about project work, okay, this way of working is very motivating 181 00:19:54,720 --> 00:19:59,720 for everyone, as there is a tremendous respect for my pupils, different capacities, and everyone 182 00:19:59,720 --> 00:20:05,720 can work at their own pace, referring to cognition. The important thing is not who contributes 183 00:20:05,720 --> 00:20:12,720 more or better, but that they all contribute, okay, communication, and feel motivated to 184 00:20:12,720 --> 00:20:18,720 work on a project together, community, okay, and they feel that they are protagonists of 185 00:20:18,720 --> 00:20:24,720 their own learning. Okay, so all these elements are there. Or Elena's quote, a really good 186 00:20:24,720 --> 00:20:30,720 topic for project work is urban planning. We're going to be showing later on some bits 187 00:20:30,720 --> 00:20:35,720 from one of Elena's sessions on a project on urban planning in Coslada, a very, very 188 00:20:35,720 --> 00:20:41,720 nice and interesting session. When students do field work in their own local area, they 189 00:20:41,720 --> 00:20:46,720 really feel that they have a power to change things in their surroundings. Community, again, 190 00:20:46,720 --> 00:20:50,720 there are endless activities that they can do. For example, a group of my learners went 191 00:20:50,720 --> 00:20:56,720 around the parks in their area, again, well, community, and maybe you can think of any 192 00:20:56,720 --> 00:21:02,720 other possible of, I mean, any other principle here, taking photos to show the poor state 193 00:21:02,720 --> 00:21:07,720 that some of them were in. Another group studied the impact of traffic on the local environment, 194 00:21:07,720 --> 00:21:11,720 coming up with solutions to solve some of the problems, et cetera, okay. So this would 195 00:21:11,720 --> 00:21:17,720 be a possible second activity. And then the actual, sorry, the actual project that would 196 00:21:17,720 --> 00:21:29,720 be covered in activity three. Here's an example of one of the projects carried out. Are you 197 00:21:29,720 --> 00:21:34,720 there? Here's an example of one of the projects carried out by a third year secondary clear 198 00:21:34,720 --> 00:21:39,720 geography class. You have been asked by your local council to present a project. So this 199 00:21:39,720 --> 00:21:44,720 is the instruction. How would you plan this project? With a partner, use this example 200 00:21:44,720 --> 00:21:48,720 to go through the stages in activity three, discussing how you could plan the project. 201 00:21:48,720 --> 00:21:57,720 Well, in any case, I'm interested in you looking at this table where you have the possible 202 00:21:57,720 --> 00:22:06,720 tasks in designing a project for the students, okay, deciding on a facility, then carrying 203 00:22:06,720 --> 00:22:13,720 out research, okay, locally or in the internet or wherever, making a poster, maybe making 204 00:22:13,720 --> 00:22:19,720 a presentation, a PowerPoint presentation, and then carrying out a debate, okay. And 205 00:22:19,720 --> 00:22:26,720 then on the right, you have some ideas of possible language that might be useful for 206 00:22:26,720 --> 00:22:32,720 the students to perform all these tasks, okay. For example, for deciding on a facility, obviously 207 00:22:32,720 --> 00:22:36,720 students have to agree with each other or disagree with each other. They have to give 208 00:22:36,720 --> 00:22:42,720 opinions, getting others to clarify their ideas. They might not agree with one facility 209 00:22:42,720 --> 00:22:49,720 and they want to know maybe why one of their peers has decided for one and not another, 210 00:22:49,720 --> 00:22:55,720 okay. And, for example, for research, getting information from sources, the internet. So 211 00:22:55,720 --> 00:23:01,720 here, for example, the reading skills would be more involved, okay. Whereas, for example, 212 00:23:01,720 --> 00:23:09,720 for the presentation, it might be interesting to focus on the language of persuasion, how 213 00:23:09,720 --> 00:23:17,720 to use different arguments, okay, and presentation skills. So these are ideas of possible language 214 00:23:17,720 --> 00:23:22,720 that could be used for learning. I don't know if you're familiar with Doe-Coyle's distinction 215 00:23:22,720 --> 00:23:27,720 between language of learning, language for learning, and language through learning. Language 216 00:23:27,720 --> 00:23:31,720 of learning basically referring to the actual language of a specific content, okay, the 217 00:23:31,720 --> 00:23:35,720 language of history, the language of science. This would be an example of language for learning 218 00:23:35,720 --> 00:23:43,720 because this approach could be used in any subject, okay. Right, so the tutor's notes 219 00:23:43,720 --> 00:23:48,720 would show, I mean, then there would be an activity where the trainees would be asked 220 00:23:48,720 --> 00:23:56,720 about possible scaffolding strategies that could be used for each of these tasks, okay. 221 00:23:56,720 --> 00:24:02,720 And then this is the key, okay, or the possible key, okay, with the tutor's notes. Anyway, 222 00:24:02,720 --> 00:24:07,720 we're more interested in you seeing the process, okay, and how the activities were developed 223 00:24:07,720 --> 00:24:11,720 and linked to the framework. But you can have a look at your handout later on, and if you 224 00:24:11,720 --> 00:24:17,720 have any questions, then we'd be happy to answer either in this conference or by email 225 00:24:17,720 --> 00:24:22,720 later on whenever you want. Okay, I want to show, we want to show you some clips from 226 00:24:22,720 --> 00:24:30,720 Mami, with Elena's permission, from her class, and here we're going to show you, well, two 227 00:24:30,720 --> 00:24:34,720 clips on the presentation, when the students were presenting the project, okay, and then 228 00:24:34,720 --> 00:24:40,720 we'll show you a clip, a little one, a very short one, when the students were debating 229 00:24:40,720 --> 00:24:47,720 the project. So two stages, two different tasks, if we go back to the table, okay. So 230 00:24:47,720 --> 00:24:57,720 the idea here is that trainees would look at the way the students present the poster, 231 00:24:57,720 --> 00:25:02,720 and this is only part of a presentation of a poster, and I'd like you to identify in 232 00:25:02,720 --> 00:25:08,720 the presentation, okay, the presentation task, what type of language for learning is the 233 00:25:08,720 --> 00:25:13,720 student using. It is sometimes, I mean, you would have to concentrate hard because the 234 00:25:13,720 --> 00:25:20,720 sound is not so brilliant, okay, but just see if you can identify any of these types 235 00:25:20,720 --> 00:25:25,720 of language for learning, the language of persuasion or organising arguments or any 236 00:25:25,720 --> 00:25:31,720 other presentation skills, okay. So this is the first clip, let's hope it works. 237 00:25:31,720 --> 00:25:43,720 Where? It was louder before. 238 00:25:43,720 --> 00:26:12,720 Somewhere. 239 00:26:12,720 --> 00:26:27,720 Okay, well, so we show here, it's a video that becomes, there's another one before. 240 00:26:27,720 --> 00:26:34,720 Oh, of course, thank you, great. Okay, I don't want to stop. 241 00:26:58,720 --> 00:27:15,720 Okay, so I don't know if you could, well, it's not easy to follow, but the students 242 00:27:15,720 --> 00:27:20,720 present the advantages, okay, the pros of having a skateboard park in Coblado, okay, 243 00:27:20,720 --> 00:27:27,720 she was talking about easy access and it was very close to schools and so on, okay. 244 00:27:27,720 --> 00:27:30,720 Now, this is the… 245 00:27:57,720 --> 00:28:13,720 Okay, so what type of language would you say that the students are using, that these students, 246 00:28:13,720 --> 00:28:16,720 this particular student is using in the presentation on the project? 247 00:28:16,720 --> 00:28:19,720 Giving arguments. 248 00:28:19,720 --> 00:28:21,720 Giving arguments, exactly. 249 00:28:22,720 --> 00:28:26,720 And you can even specify what type of linguistic features are used to give these arguments. 250 00:28:26,720 --> 00:28:33,720 So, she's using consequence, cause and consequence and contrast, but not, it's a bit dangerous, 251 00:28:33,720 --> 00:28:38,720 but not a lot, okay, so they're developing this kind of language. 252 00:28:38,720 --> 00:28:45,720 Now I'm going to show you a sample of a debate, which is, it's an extraordinary clip, I mean, 253 00:28:45,720 --> 00:28:49,720 we're just showing some, just a very, very short, sorry, I'm not using the microphone. 254 00:28:49,720 --> 00:28:55,720 Okay, we're just showing a very short clip, okay. 255 00:28:55,720 --> 00:29:04,720 This is the debate where some students are asking, in a way, putting on the question, 256 00:29:04,720 --> 00:29:09,720 the fact, I mean, this idea of creating a skateboard park in Coblado, okay, and they 257 00:29:09,720 --> 00:29:14,720 are defending their project, so this is what one of the students says. 258 00:29:19,720 --> 00:29:29,720 If it's a place to recreate vegetation near a human stone, near a road, and you want to 259 00:29:29,720 --> 00:29:38,720 have it there, it's associated with things, with plants, I mean, it's a stupid idea. 260 00:29:38,720 --> 00:29:42,720 Okay, so one of the students was saying, you know, why, why doing that? 261 00:29:42,720 --> 00:29:46,720 Why a skateboard park and not a garden or whatever, or a park, no? 262 00:29:46,720 --> 00:29:51,720 And she's just arguing, you know, you say that with gestures and with, this is stupid, 263 00:29:51,720 --> 00:29:55,720 okay, it's a little bit of a colloquial language for an academic setting. 264 00:29:55,720 --> 00:29:59,720 But the student is, you know, trying to, I mean, they're using the language of persuasion, 265 00:29:59,720 --> 00:30:01,720 they're trying, they're struggling with that. 266 00:30:01,720 --> 00:30:08,720 Obviously, it would be interesting to look at what type of language would be both academic, 267 00:30:08,720 --> 00:30:14,720 academically correct and acceptable, and at the same time, they would be able to get their 268 00:30:14,720 --> 00:30:16,720 message across and convince of their ideas, okay? 269 00:30:16,720 --> 00:30:21,720 But I think that, so projects, this shows that projects are really good ways of getting 270 00:30:21,720 --> 00:30:25,720 this type of language from a student, okay? 271 00:30:25,720 --> 00:30:33,720 So, well, and then the idea is, sorry, you have in your handout the possibilities of 272 00:30:33,720 --> 00:30:40,720 developing a portfolio and how to start planning your own project as a teacher, okay, as a 273 00:30:40,720 --> 00:30:41,720 clinical teacher. 274 00:30:41,720 --> 00:30:46,720 But just have a look at it on your own because we have to, well, the idea was to share with 275 00:30:46,720 --> 00:30:47,720 you two other areas. 276 00:30:47,720 --> 00:30:50,720 So, Emma, do you want to? 277 00:30:50,720 --> 00:30:52,720 Thank you. 278 00:30:52,720 --> 00:30:55,720 Okay, thank you. 279 00:30:55,720 --> 00:31:00,720 Let's move on to the other two areas that we have selected. 280 00:31:00,720 --> 00:31:04,720 And those are interaction, and I'm on page four. 281 00:31:04,720 --> 00:31:09,720 And the last one, which we will cover briefly, would be subject literacies. 282 00:31:09,720 --> 00:31:12,720 Okay, interaction. 283 00:31:12,720 --> 00:31:18,720 Everybody knows that interaction is an essential aspect of teaching and learning. 284 00:31:18,720 --> 00:31:24,720 And we've just seen in the previous presentation, Javier Gisbert referring to the Common European 285 00:31:24,720 --> 00:31:28,720 Framework of Reference, the different levels plus interaction, okay? 286 00:31:28,720 --> 00:31:36,720 So, we believe, we know, and also, even more so in CLIL, that this is a vital component. 287 00:31:36,720 --> 00:31:43,720 So, the structure that these activities follow is exactly the same, okay, in order to give 288 00:31:43,720 --> 00:31:44,720 you a clear idea. 289 00:31:44,720 --> 00:31:50,720 So, you have the introduction, which talks about the context of implementation. 290 00:31:50,720 --> 00:31:54,720 We also have objectives by knowledge, values, and skills. 291 00:31:54,720 --> 00:31:57,720 And then we move on to the actual activity. 292 00:31:57,720 --> 00:32:01,720 Now, I'm not going to make you work too hard. 293 00:32:02,720 --> 00:32:08,720 I'm just going to suggest, as we saw before, you know, how you could exploit these activities. 294 00:32:08,720 --> 00:32:14,720 So, what we have here is some warm-up questions, typical for pre-listening, pre-watching. 295 00:32:14,720 --> 00:32:18,720 And we're just sort of activating the schemata there. 296 00:32:18,720 --> 00:32:23,720 So, the video of what are we, what are they talking about? 297 00:32:23,720 --> 00:32:24,720 I'll tell you it's about history. 298 00:32:24,720 --> 00:32:28,720 They're talking about Romanesque churches. 299 00:32:28,720 --> 00:32:30,720 What is the teacher trying to do? 300 00:32:30,720 --> 00:32:34,720 Who's talking most and least in this interactional pattern? 301 00:32:34,720 --> 00:32:36,720 Whose ideas get talked about? 302 00:32:36,720 --> 00:32:42,720 And then, now, the idea with the framework is that we actually provide you some kind of, 303 00:32:42,720 --> 00:32:46,720 suggest some kind of model to actually analyze interaction. 304 00:32:46,720 --> 00:32:51,720 Not the only model, but one that we have adapted from, and you have on the following pages, 305 00:32:51,720 --> 00:32:59,720 but I don't want you to look at it yet, for teacher-student interaction and also students' interaction. 306 00:32:59,720 --> 00:33:06,720 And also to reflect on the types of exchanges that we put in practice in the classroom. 307 00:33:06,720 --> 00:33:10,720 Not only the typical question-answer reinforcement feedback, 308 00:33:10,720 --> 00:33:15,720 but something a little bit more demanding in secondary levels and clear contexts. 309 00:33:16,720 --> 00:33:20,720 Shall we watch the video and then see if you can pick up, 310 00:33:20,720 --> 00:33:23,720 and you have your transcription there so you can follow. 311 00:33:23,720 --> 00:33:27,720 You have the teacher and then the student contributions. 312 00:33:27,720 --> 00:33:28,720 Okay? 313 00:33:28,720 --> 00:33:29,720 On page five. 314 00:33:30,720 --> 00:33:32,720 Okay, so. 315 00:33:32,720 --> 00:33:35,720 Don't mind, don't mind the names in spite. 316 00:33:35,720 --> 00:33:40,720 Now tell me, what are the names of these three pictures here? 317 00:33:40,720 --> 00:33:43,720 The animations? 318 00:33:43,720 --> 00:33:44,720 These chakras? 319 00:33:44,720 --> 00:33:46,720 Do you know what the name of that is? 320 00:33:46,720 --> 00:33:47,720 That's right. 321 00:33:47,720 --> 00:33:50,720 And this one, so we enter here. 322 00:33:50,720 --> 00:33:53,720 So what's the name of this central part? 323 00:33:53,720 --> 00:33:55,720 The name, that's right. 324 00:33:55,720 --> 00:33:56,720 Thank you very much. 325 00:33:56,720 --> 00:33:59,720 Nana. 326 00:33:59,720 --> 00:34:00,720 Nana. 327 00:34:00,720 --> 00:34:04,720 Do you remember the name of these two characters? 328 00:34:04,720 --> 00:34:08,720 Other side, side. 329 00:34:08,720 --> 00:34:09,720 What's the name of this? 330 00:34:09,720 --> 00:34:10,720 Eye. 331 00:34:10,720 --> 00:34:11,720 That's right. 332 00:34:11,720 --> 00:34:12,720 Eye. 333 00:34:12,720 --> 00:34:13,720 Ear. 334 00:34:13,720 --> 00:34:14,720 Ear. 335 00:34:14,720 --> 00:34:15,720 Eye. 336 00:34:15,720 --> 00:34:18,720 Okay, this is a typical classroom exchange, right? 337 00:34:18,720 --> 00:34:20,720 Who's talking most? 338 00:34:20,720 --> 00:34:21,720 The teacher. 339 00:34:21,720 --> 00:34:23,720 The teacher, that's also very typical, isn't it? 340 00:34:23,720 --> 00:34:24,720 Okay? 341 00:34:24,720 --> 00:34:25,720 So what are we talking about? 342 00:34:25,720 --> 00:34:30,720 We said, are there any repeated patterns in the interaction? 343 00:34:30,720 --> 00:34:32,720 I mean, in the sense that, how is it working? 344 00:34:32,720 --> 00:34:35,720 Asking questions? 345 00:34:35,720 --> 00:34:38,720 Question answers, repeating what the student said, 346 00:34:38,720 --> 00:34:40,720 and then moving on to another question, 347 00:34:40,720 --> 00:34:42,720 and sometimes reinforcing. 348 00:34:42,720 --> 00:34:43,720 Good, fine, that's right. 349 00:34:43,720 --> 00:34:44,720 Okay? 350 00:34:44,720 --> 00:34:46,720 Now if you move down on the page, 351 00:34:46,720 --> 00:34:50,720 you have the model for understanding communication in your CLO classroom. 352 00:34:50,720 --> 00:34:53,720 This is taken from Mortimer and Scott, 353 00:34:53,720 --> 00:34:57,720 and they have used this in the science context, 354 00:34:57,720 --> 00:35:04,720 but it's very well applicable also in a history context like this one. 355 00:35:04,720 --> 00:35:10,720 The idea, as we have here, is that we integrate the different aspects. 356 00:35:10,720 --> 00:35:15,720 We integrate the content that is covered, what is being talked about, 357 00:35:15,720 --> 00:35:18,720 in this case Romanesque churches, the purpose. 358 00:35:18,720 --> 00:35:20,720 Why are we doing this? 359 00:35:20,720 --> 00:35:21,720 What are we covering? 360 00:35:21,720 --> 00:35:23,720 And what is being done with the contest? 361 00:35:23,720 --> 00:35:24,720 Are we reviewing? 362 00:35:24,720 --> 00:35:26,720 Are we presenting new information? 363 00:35:26,720 --> 00:35:30,720 Are we engaging them in giving their own opinions, et cetera? 364 00:35:30,720 --> 00:35:33,720 Negotiation of meaning, which is the focus here in this area. 365 00:35:33,720 --> 00:35:34,720 Interaction. 366 00:35:34,720 --> 00:35:36,720 How is the content being talked about? 367 00:35:36,720 --> 00:35:39,720 Is it really interactive, or is it, let's say, 368 00:35:39,720 --> 00:35:43,720 dominated or controlled by the teacher, et cetera? 369 00:35:43,720 --> 00:35:46,720 Interaction patterns, recurring patterns, 370 00:35:46,720 --> 00:35:49,720 which is what we call the IRF, and you have it in your ñ 371 00:35:49,720 --> 00:35:53,720 no, you don't have it in your handouts, but you have it in the presentation, 372 00:35:53,720 --> 00:35:54,720 which is initiation. 373 00:35:54,720 --> 00:35:57,720 The teacher initiates, asks, the student responds, 374 00:35:57,720 --> 00:35:59,720 and the teacher follows up. 375 00:35:59,720 --> 00:36:03,720 And then specific actions, which are asking different types of questions, 376 00:36:03,720 --> 00:36:08,720 getting students to elaborate further, et cetera, et cetera. 377 00:36:08,720 --> 00:36:14,720 So I think it's very interesting, this axis here, this kind of continuum, 378 00:36:14,720 --> 00:36:20,720 is interesting because it sort of tries to encompass the different possibilities, 379 00:36:20,720 --> 00:36:23,720 a number of possibilities that could be ñ 380 00:36:23,720 --> 00:36:26,720 that are actually implemented in the classroom. 381 00:36:26,720 --> 00:36:30,720 That is, we have this axis, which is from more dialogic teacher-student 382 00:36:30,720 --> 00:36:33,720 to more authoritative or less dialogic, 383 00:36:33,720 --> 00:36:36,720 and on the other axis we have non-interactive, 384 00:36:36,720 --> 00:36:40,720 less student participation to more interactive. 385 00:36:40,720 --> 00:36:43,720 If we look at the four possibilities, 386 00:36:43,720 --> 00:36:47,720 in this prior video, which one do you think predominates? 387 00:36:49,720 --> 00:36:50,720 Sorry? 388 00:36:52,720 --> 00:36:55,720 Yes, but of these four, which one would you take? 389 00:36:58,720 --> 00:37:00,720 Probably this one, right? 390 00:37:00,720 --> 00:37:04,720 Now, if you disagree, or this is wonderful, 391 00:37:04,720 --> 00:37:07,720 because remember that these are suggested answers, 392 00:37:07,720 --> 00:37:09,720 that these are not unique answers. 393 00:37:09,720 --> 00:37:11,720 This is a teacher training, let's say, framework, 394 00:37:11,720 --> 00:37:13,720 in which people can actually say, 395 00:37:13,720 --> 00:37:16,720 well, there is a leading question-answer routine, 396 00:37:16,720 --> 00:37:20,720 but at the same time, maybe the teacher is also reviewing something. 397 00:37:20,720 --> 00:37:21,720 You see? 398 00:37:21,720 --> 00:37:23,720 The interesting thing about it is the potential. 399 00:37:23,720 --> 00:37:26,720 There's no right or wrong ñ well, sometimes there are, 400 00:37:26,720 --> 00:37:29,720 but the idea is that we actually have our teacher trainers, 401 00:37:29,720 --> 00:37:33,720 our teachers actually reflect upon what they do. 402 00:37:33,720 --> 00:37:37,720 And our suggestion is that you replace this data with your own data. 403 00:37:37,720 --> 00:37:39,720 You look at your classroom exchanges, 404 00:37:39,720 --> 00:37:44,720 and actually apply this model to your daily interaction. 405 00:37:44,720 --> 00:37:46,720 That is the idea. 406 00:37:46,720 --> 00:37:48,720 Okay, so we would be continuing with reflection, 407 00:37:48,720 --> 00:37:51,720 what type of negotiation of meaning is having, 408 00:37:51,720 --> 00:37:53,720 how does it suit the teacher's purpose, 409 00:37:53,720 --> 00:37:55,720 for which purpose, and what opportunities. 410 00:37:55,720 --> 00:37:59,720 Now, in this context, the teacher is asking for specific vocabulary. 411 00:37:59,720 --> 00:38:01,720 What is the name of the three undulations 412 00:38:01,720 --> 00:38:03,720 and the student-response abscissm? 413 00:38:03,720 --> 00:38:06,720 So there's really very little room for negotiation, or none. 414 00:38:06,720 --> 00:38:07,720 We're reviewing. 415 00:38:07,720 --> 00:38:13,720 But if we move to the activity three on page six, 416 00:38:13,720 --> 00:38:15,720 we have other data. 417 00:38:15,720 --> 00:38:18,720 This is not taken from our data, which could have been, but not. 418 00:38:18,720 --> 00:38:22,720 This is taken from Jeff Zwier's article, 419 00:38:22,720 --> 00:38:24,720 and the teacher says, 420 00:38:24,720 --> 00:38:26,720 ìWhat is happening in the diagram?î 421 00:38:26,720 --> 00:38:28,720 And the student answers, 422 00:38:28,720 --> 00:38:31,720 ìAn object is being thrown into the air straight up.î 423 00:38:31,720 --> 00:38:32,720 And it goes on. 424 00:38:33,720 --> 00:38:35,720 ìAnd what happens when gravity acts on this object?î 425 00:38:35,720 --> 00:38:37,720 ìIt slows down.î 426 00:38:37,720 --> 00:38:40,720 So notice that, obviously, we have questions and answers, 427 00:38:40,720 --> 00:38:43,720 but the student's contribution is longer. 428 00:38:43,720 --> 00:38:44,720 We have extended discourse. 429 00:38:44,720 --> 00:38:49,720 We have more, let's say, more possibility of adding information. 430 00:38:49,720 --> 00:38:53,720 There's also the kind of questions, 431 00:38:53,720 --> 00:38:56,720 what we have here, display questions, 432 00:38:56,720 --> 00:38:59,720 that is, questions that the teacher knows the answer to, 433 00:38:59,720 --> 00:39:02,720 or we believe, being the expert. 434 00:39:02,720 --> 00:39:06,720 But we also want to encourage the use of referential questions, 435 00:39:06,720 --> 00:39:10,720 that is, questions to which the teacher does not necessarily know the answer, 436 00:39:10,720 --> 00:39:13,720 because there can be some kind of negotiation, disagreement, 437 00:39:13,720 --> 00:39:16,720 or different opinion, 438 00:39:16,720 --> 00:39:18,720 especially in some areas. 439 00:39:18,720 --> 00:39:22,720 This would be the pattern that I mentioned, 440 00:39:22,720 --> 00:39:27,720 the IRF model, which is a classic in classroom discourse. 441 00:39:27,720 --> 00:39:32,720 And then again, we could go back and find more examples of the pattern, etc. 442 00:39:32,720 --> 00:39:36,720 So you could be working with interaction patterns extensively. 443 00:39:38,720 --> 00:39:41,720 Shall we move on to subject literacies? 444 00:39:41,720 --> 00:39:47,720 Subject literacies is a key area, again, in secondary education, 445 00:39:47,720 --> 00:39:50,720 because we're having the content teacher 446 00:39:50,720 --> 00:39:56,720 having to teach conceptually complicated content, subjects. 447 00:39:56,720 --> 00:39:58,720 Again, we're dealing with history, 448 00:39:58,720 --> 00:40:03,720 which is one of the areas that we have researched more extensively, 449 00:40:03,720 --> 00:40:08,720 but can be used in other contexts, in other disciplines. 450 00:40:08,720 --> 00:40:12,720 And in the material that we have on the website, 451 00:40:12,720 --> 00:40:16,720 you can find other disciplines as well, and other contexts, other countries, 452 00:40:16,720 --> 00:40:20,720 to show you the diversity of the framework. 453 00:40:20,720 --> 00:40:23,720 So here we would be talking about the importance of literacy, 454 00:40:23,720 --> 00:40:29,720 the importance of developing genres, texts, as we referred to yesterday. 455 00:40:29,720 --> 00:40:33,720 Remember that in secondary, we're moving with this kind of artifact, 456 00:40:33,720 --> 00:40:36,720 something a little bit more, a lot more complicated 457 00:40:36,720 --> 00:40:40,720 in the sense of form and style of language, 458 00:40:40,720 --> 00:40:44,720 which is developed in and by a particular discourse community 459 00:40:44,720 --> 00:40:47,720 to facilitate communication in that community. 460 00:40:48,720 --> 00:40:52,720 Now, we have implemented this in some contexts, 461 00:40:52,720 --> 00:40:56,720 and the findings, the results are very positive. 462 00:40:56,720 --> 00:41:01,720 The students are actually able to construct and articulate their language 463 00:41:01,720 --> 00:41:04,720 in the form of genres, of different genres. 464 00:41:04,720 --> 00:41:05,720 Okay? 465 00:41:05,720 --> 00:41:09,720 So here we have a... doesn't matter, really. 466 00:41:09,720 --> 00:41:13,720 It's a quotation that refers to the kind of language, 467 00:41:13,720 --> 00:41:16,720 the difficulty of the language of history, 468 00:41:16,720 --> 00:41:20,720 and because of its abstract language, complex issues, 469 00:41:20,720 --> 00:41:23,720 the importance of argumentation and persuasion, 470 00:41:23,720 --> 00:41:25,720 as we mentioned before, et cetera. 471 00:41:25,720 --> 00:41:30,720 And then typical genres or text types from Jim Martin, 472 00:41:30,720 --> 00:41:34,720 reporting, recording, explaining, arguing, et cetera, 473 00:41:34,720 --> 00:41:38,720 and the grammar following a systemic functional approach, 474 00:41:38,720 --> 00:41:42,720 the idea of historical processes, the participants, 475 00:41:42,720 --> 00:41:44,720 and circumstances involved. 476 00:41:44,720 --> 00:41:45,720 Okay? 477 00:41:45,720 --> 00:41:49,720 Now, the way we have done this, there's no video for this, 478 00:41:49,720 --> 00:41:54,720 but we do have on page 8, 479 00:41:54,720 --> 00:42:01,720 what we did was we videotaped some students, again, 480 00:42:01,720 --> 00:42:05,720 and we transcribed their language, 481 00:42:05,720 --> 00:42:10,720 and what we have here is the topic of life in prehistory, 482 00:42:10,720 --> 00:42:14,720 typical of the curriculum, of the syllabus, 483 00:42:14,720 --> 00:42:17,720 and this is an extract from a presentation about a school trip. 484 00:42:17,720 --> 00:42:20,720 The students went to Arqueopinto, okay, 485 00:42:20,720 --> 00:42:23,720 and they saw, you know, the life in prehistory, 486 00:42:23,720 --> 00:42:27,720 so we have here a typical language of the discipline, 487 00:42:27,720 --> 00:42:30,720 the Australopithecus, the Homo... 488 00:42:30,720 --> 00:42:32,720 I can't pronounce it, Homo habilis, et cetera. 489 00:42:32,720 --> 00:42:36,720 And what we asked the teachers, the teacher trainers to do 490 00:42:36,720 --> 00:42:39,720 is to actually look at the data 491 00:42:39,720 --> 00:42:44,720 and work out what is the genre 492 00:42:44,720 --> 00:42:48,720 that the students are actually developing. 493 00:42:48,720 --> 00:42:51,720 So you have possibilities there. 494 00:42:51,720 --> 00:42:52,720 It's quite controlled. 495 00:42:52,720 --> 00:42:56,720 We have explanation and then a definition of the purpose, 496 00:42:56,720 --> 00:43:01,720 a personal recount, report, or argument. 497 00:43:01,720 --> 00:43:05,720 So basically, the students, the teachers would read this 498 00:43:05,720 --> 00:43:08,720 and would take the possibilities. 499 00:43:08,720 --> 00:43:11,720 In this case, there are two combined genres. 500 00:43:11,720 --> 00:43:13,720 We have a kind of personal recount 501 00:43:13,720 --> 00:43:18,720 where the student retells past events and experiences in sequence, 502 00:43:18,720 --> 00:43:21,720 and at the same time, it would be a kind of report 503 00:43:21,720 --> 00:43:25,720 describing and summarising life in prehistory, okay? 504 00:43:25,720 --> 00:43:29,720 Again, we could use other data coming from students, 505 00:43:29,720 --> 00:43:31,720 from teachers or textbooks, 506 00:43:31,720 --> 00:43:35,720 and we could apply the genre model. 507 00:43:36,720 --> 00:43:41,720 In exercise two, you would have to go back to the transcription 508 00:43:41,720 --> 00:43:44,720 and underline the language that deals, 509 00:43:44,720 --> 00:43:48,720 that actually suggests, encodes the genre. 510 00:43:48,720 --> 00:43:51,720 So we would be looking at the type of verbs, 511 00:43:51,720 --> 00:43:55,720 the type of participants, et cetera, et cetera. 512 00:43:55,720 --> 00:43:58,720 I'm not going to have you work. 513 00:43:58,720 --> 00:44:00,720 It's lunchtime, but that would be the idea. 514 00:44:00,720 --> 00:44:03,720 I think it's clear. 515 00:44:03,720 --> 00:44:06,720 There would be the possibilities, 516 00:44:06,720 --> 00:44:08,720 discourse markers typical of history, 517 00:44:08,720 --> 00:44:11,720 first-person pronouns, relational verbs 518 00:44:11,720 --> 00:44:13,720 using the systemic functional terminology, 519 00:44:13,720 --> 00:44:15,720 nominalisation, 520 00:44:15,720 --> 00:44:18,720 and we see that students are already using those. 521 00:44:18,720 --> 00:44:21,720 We see that maybe unconsciously they're already developing 522 00:44:21,720 --> 00:44:26,720 a certain approach to a genre level, okay? 523 00:44:26,720 --> 00:44:28,720 And then another thing that we do 524 00:44:28,720 --> 00:44:32,720 is move on to register variables, registers, okay? 525 00:44:32,720 --> 00:44:35,720 So this was a spoken text, 526 00:44:35,720 --> 00:44:38,720 and we asked the readers 527 00:44:38,720 --> 00:44:41,720 to actually identify typical spoken features, 528 00:44:41,720 --> 00:44:43,720 which are quite clear, 529 00:44:43,720 --> 00:44:45,720 and then we suggest in the portfolio 530 00:44:45,720 --> 00:44:47,720 and in the other activities 531 00:44:47,720 --> 00:44:50,720 to turn this spoken genre into a written variety 532 00:44:50,720 --> 00:44:52,720 just to make it more formal 533 00:44:52,720 --> 00:44:57,720 and to move up in the scale of formality, okay? 534 00:44:57,720 --> 00:45:00,720 Also in activity two on page nine, 535 00:45:00,720 --> 00:45:05,720 what you have is suggestions for projects 536 00:45:05,720 --> 00:45:09,720 as well as products for the portfolio. 537 00:45:09,720 --> 00:45:11,720 So these are just suggestions 538 00:45:11,720 --> 00:45:13,720 on the kind of things that you could do 539 00:45:13,720 --> 00:45:15,720 with your own data in your own context. 540 00:45:15,720 --> 00:45:18,720 So the framework is only a suggestion, 541 00:45:18,720 --> 00:45:21,720 and I don't think I have anything to say. 542 00:45:21,720 --> 00:45:25,720 We, again, include the website 543 00:45:25,720 --> 00:45:28,720 so that you can check it more carefully and slowly, 544 00:45:28,720 --> 00:45:32,720 and we are very happy to hear suggestions or comments. 545 00:45:34,720 --> 00:45:36,720 We have three minutes. 546 00:45:36,720 --> 00:45:38,720 Well, we can overrun by five minutes. 547 00:45:38,720 --> 00:45:42,720 If, you know, we're really interested in finding out 548 00:45:42,720 --> 00:45:46,720 if you think this is possible or not, 549 00:45:46,720 --> 00:45:49,720 if this is feasible in your context 550 00:45:49,720 --> 00:45:52,720 or would be complicated to actually implement. 551 00:45:52,720 --> 00:45:54,720 Miriam. 552 00:45:54,720 --> 00:45:56,720 Yeah. 553 00:45:56,720 --> 00:45:59,720 Oh, sorry.