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Ponencia plenaria: Do Coyle

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II CIEB: Ponencia plenaria de Do Coyle

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Professor Del Coyle has been Professor of Learning Innovation at the University of Aberdeen since 2008, 00:00:05
and before moving to Scotland she was Associate Professor at the University of Nottingham, 00:00:14
as well as a member of the Learning Sciences Research Institute. 00:00:26
I found this little passage where she describes herself as follows. 00:00:30
Ever since the 70s, I've been fascinated by classroom pedagogies 00:00:35
and ways to inspire learners in settings where the medium of instruction is not their first language. 00:00:40
This has led me to want more young people to be empowered 00:00:47
by extending their linguistic and intercultural skills 00:00:50
through interactive and dialogic opportunities provided by their classroom learning. 00:00:53
And I think that says a lot about her. 00:01:00
Currently, she's involved in a wide range of European initiatives. 00:01:04
She's published extensively in the field of CLIL, including the Four Seas Conceptual Framework and the English National Guidelines for CLIL. 00:01:09
She has other publications that focus on transforming pedagogies in the field of modern language education, bilingual education, and teacher education. 00:01:18
She's co-researched with CLIL teachers and learners across the world, and I think we 00:01:28
must definitely comment on one of her latest publications, which is this, Content and Language 00:01:35
Integrated Learning, which is definitely a big success and becoming very important for 00:01:42
all of us who are involved in CLIL. 00:01:48
She published together with David Marsh and Hood in 2010. 00:01:50
I'll stop there, because there's too much to say about her. 00:01:57
I'll stop there. 00:02:00
That's just brief. 00:02:01
There's a lot more that I could say, but I think it's more important to listen to her. 00:02:02
One more thing that I want to remind you of. 00:02:11
You have these cards, okay, you were given this morning. 00:02:14
If you want to ask any questions, okay, please write your question here at the end. 00:02:19
Before she finishes, there will be someone passing around to pick up the cards, okay? 00:02:26
I find it really difficult to sit and talk because normally I stand and I talk with my hands. 00:02:33
So if you have this gabbling person at the front of the room doing all of this, just bear with me. 00:02:41
So first of all, it's a great pleasure to be in Madrid. 00:02:49
I've got an awful confession to make that this is my first time to Madrid even though I've spent so 00:02:55
much time in Spain and I have to say that it's due to many of the the teachers that I've worked with 00:03:01
over the last few years the Spanish teachers in CLIL context that have driven me and inspired me 00:03:10
to continue with the work that we're doing and I have I'm watching events in 00:03:17
Spain generally with great interest because at the moment I truly believe 00:03:23
that the CLIL agenda is advancing very very rapidly and effectively in in Spain 00:03:29
and I have to confess to being a little bit envious however so first of all 00:03:37
having said I'm really happy to be with you you can see from the the slide that 00:03:45
I'm now in Scotland and the red bit at the top is Aberdeenshire which is on the 00:03:52
same latitude as Moscow and the top photograph is just south of Aberdeen 00:03:57
it's one of our castles and the right-hand photograph is our University 00:04:05
however if you go to the next photograph down on over the weekend and on Monday I 00:04:09
I was carrying out some research in the small isles, which are on the west coast of Scotland. 00:04:15
I guess that you might have heard of the Isle of Skye. 00:04:21
Well, the small isles are just south of the Isle of Skye, and we were working on Gaelic medium classrooms. 00:04:24
And I was due to leave on Monday, knowing that I was coming here on Wednesday. 00:04:31
However, the gales came on Sunday night, and the Monday boat was cancelled, as was the Tuesday boat, and there is no boat anyway on a Wednesday. 00:04:36
And as I was just deciding what to do and how on earth I could get to Madrid, a message came up saying, 00:04:47
Doe, there's a cargo boat leaving in 30 minutes. Be on it. 00:04:54
This was on Monday. 00:04:58
I won't describe in detail the kind of journey that I had back to the mainland. 00:05:00
you don't want to know about it but I am here and I'm very happy to be here. So okay we're living 00:05:05
in interesting times and if you ever want to have a bit of inspiration go on YouTube look up Ken 00:05:13
Robinson and listen to some of the stuff he says around changing educational paradigms because we 00:05:20
are. Things are moving very very quickly and we've got all the statistics that tell us how quickly 00:05:27
industry is moving forwards how everything except education is moving 00:05:33
forwards and I'm very much mindful of our learners and I love this this one 00:05:38
called screen ages and even more I love the little question that goes with it 00:05:45
which is is everybody in and that kind of encapsulates I think what the 00:05:49
learners are bringing with them in their different ways to our classrooms then we 00:05:56
come on to 21st century learning and many many years ago and I guess this 00:06:03
really really dates me some of you might have remembered Pink Floyd and a film 00:06:06
called The Wall with the strapline we don't need no education and in 00:06:12
particular the left-hand image of us just pushing learners in turning the 00:06:18
mincemeat and out they all come is very very much in my thinking and I do worry 00:06:24
constantly about how we put the learner at the center of what we're doing 00:06:32
because if they're not there I'm not quite sure what we're doing so what what 00:06:37
I'm going to sort of talk about really is first of all it's UK context related 00:06:45
because all CLIL is context related it's embedded in the context but from there I 00:06:52
I want to explore some findings of a study 00:06:59
that's recently been carried out 00:07:04
which really highlighted the pupils themselves 00:07:06
and what they were saying, what they were doing, 00:07:09
what they wanted, what they needed. 00:07:11
Because I think it has messages for us all. 00:07:14
And then in the second part, 00:07:17
I want to offer to those of you 00:07:18
who are either practising teachers 00:07:20
or teacher educators or researchers, 00:07:22
I want to offer you an invitation 00:07:25
to take responsibility and a role in class-based inquiry, 00:07:27
which I think is the missing piece of the jigsaw, 00:07:34
and hopefully I'll explain why. 00:07:37
So we come to CLIL, Content and Language Integrated Learning. 00:07:39
And a few years ago, it was this thing on the horizon, 00:07:46
and everybody thought, yes, this is going to be great. 00:07:50
And as with all new moves, it rapidly expanded. 00:07:52
And with rapid expansion comes, for me, lots of worries, lots of fears, 00:07:58
because the mantra now is, well, I'm doing CLIL, 00:08:04
and actually what that is is one of the hugest challenges that I think that we face. 00:08:08
It's not about language learning, it's not about subject teaching, 00:08:15
but it's what happens when we're actually putting the learning agenda right in the center. 00:08:19
So, Italic. 00:08:26
I'll give you the website. That's the full report. 00:08:31
It's probably the thing that I'm most proudest that I've ever done in my life 00:08:34
because it represents current thinking and so on. 00:08:37
Okay, it was a longitudinal research study, 00:08:42
and you'll get access to the powerpoints afterwards if you want to go onto the 00:08:45
website I'd really really encourage you to do so please come in and find 00:08:50
yourselves space there's plenty of floor space there's some seats at the front 00:08:56
there are more seats down here in the front if you'd like to come down here 00:09:07
Okay. So I think that's everybody. Yeah. Great. Okay. So I'm going to start by looking at what 00:09:43
some learners are saying about CLIL. Okay. And I think for what our learners are saying, 00:10:21
there's a lot of, I think, resonance with learners everywhere. 00:10:28
What we wanted to do was to find out what, 00:10:38
from the student perspective or from the pupil, 00:10:40
I'm now allowed to say the word pupil because I've moved to Scotland. 00:10:43
It's in England at the moment, 00:10:47
one tends to use the word students for everybody. 00:10:51
But in Scotland, I can use pupil again, 00:10:56
which I feel really comfortable with. 00:10:58
So I really wanted to understand what pupils thought they were gaining from CLIL. 00:11:00
What I didn't want to do was to take our best schools. 00:11:08
I didn't want to take just those who've been doing it for a long time. 00:11:11
I actually wanted to work with a whole range of schools, 00:11:17
which ranged from those that had bilingual sections, all in the state sector, by the way, 00:11:20
to those who were only just starting. 00:11:25
And although there were about 15 schools when we first started 00:11:28
because of staff changes and so on, it reduced eventually to 11. 00:11:31
And there were a significant number of teachers involved, 00:11:36
and the students were between about 11 and 14. 00:11:41
And, of course, the one language that we can't use in the UK for our CLIL is English, 00:11:46
so we were operating through the medium of French, German, and Spanish. 00:11:51
so the italics study what did it want to do well I wanted to know what really motivated learners 00:11:54
and whilst it's it's generally accepted that we know when we know what motivation is because we 00:12:04
can see it what it is really difficult to do is to actually research it so the way that we were 00:12:10
looking at motivation was through gains what did the learners themselves think that they were 00:12:17
gaining from these experiences and the second strand that ran through it was 00:12:22
and this is going to be the second part of my my talk is looking at what we mean 00:12:28
by professional learning communities what happens when teachers take control 00:12:33
of the research agenda and work together in close-knit communities so each of the 00:12:38
schools had their own micro research agenda they might have been using the 00:12:46
CLIL toolkit researching how we learn looking at motivation and so on in other 00:12:51
words they had ownership of the agenda they wanted to look at some specific 00:12:57
elements of of learning if you look at the bottom point there what I'm 00:13:01
particularly interested in is practice based evidence we live in an 00:13:07
evidence-driven society I know that I have to provide evidence for just about 00:13:12
everything that I do. And so often in classrooms, the evidence that we have to demonstrate when 00:13:16
we're inspected or whatever else is that we are operating according to an agreed set 00:13:23
of principles for classroom learning. That is evidence-based practice. What I'm interested 00:13:30
in is the other way around. From knowing when we are successful as teachers, that gathering 00:13:38
that as evidence of successful learning to me is far more powerful and it's about time 00:13:44
that that was actually looked at, it was considered and it's a really important part of any agenda 00:13:50
for any school. 00:13:57
So the research methods you can find out about that, nothing unusual, pre-imposed, interviews, 00:13:59
teacher focus groups, interviews. 00:14:07
We did have a learner conference, that was great. 00:14:09
So the learners said, well, our teachers always go off to conferences. 00:14:12
We don't. 00:14:16
And so we said, well, do you want to have a conference then? 00:14:17
Yes, we do. 00:14:19
And so we treated them as adults. 00:14:21
They came to a conference. 00:14:23
They were representatives of their groups. 00:14:24
They taught each other because some of them had been doing their CLIL through Spanish, 00:14:28
whereas not all of them were Spanish learners and so on. 00:14:34
They had the floor. 00:14:37
What was particularly alarming for the teachers who attended was how many of their teaching tics, you know, their little phrases and so on, the learners themselves actually used. 00:14:38
So that was a bit like seeing themselves in mirrors. 00:14:50
But what became very clear from this is quite simply that learners can articulate learning. 00:14:52
There's no question about it. 00:14:59
They might not have the vocabulary and the register that we pedagogues like to have, but they can do it. 00:15:00
One of the, and I'll show you a clip from this in a while, one of the areas was where there was a chill and spill room and it was a bit like Big Brother with a video camera and the children volunteered to go in there and talk about learning. 00:15:08
It was just them and a video camera and they just talked about learning. 00:15:26
When I listened to what they were saying afterwards, it was pretty surprising. 00:15:29
Okay, more about that later. 00:15:36
So, you could say, well, these are all fairly normal research methods. 00:15:38
And they are. 00:15:43
The one I have not put on there, because I'm going to spend more time on later, 00:15:44
is a process-oriented research tool, which I'm calling Lockit. 00:15:47
So, just hang on to that, and we'll come back to it later. 00:15:52
So, what kind of things did we find out? 00:15:56
Well, we were looking at three particular aspects of classroom teaching and learning. 00:15:59
And that was the environment, learner engagement, and identities. 00:16:04
Now, these sorts of things just roll off the tongue. 00:16:08
They're really easy to say. 00:16:10
So let's have a look at the learning environment. 00:16:11
And the learning environment is making learning stimulating and purposeful. 00:16:15
How do we do that? 00:16:20
You know, how do we do it? 00:16:23
If research was successful in impacting directly on classroom practice, 00:16:26
we'd know all of these answers. 00:16:33
we'd be able to do it but what I'm interested in is the space between what 00:16:34
educational research tells us and CLIL research in particular and there's more 00:16:41
and more of that coming and some brilliant research going on really key 00:16:46
messages a lot of especially from from Spain how does that affect what I'm 00:16:50
going to do the following day in my classroom because these are big big 00:16:57
issues promoting cooperative learning and group work you know that one thing 00:17:02
cooperative group work everybody says oh tick I've done group work actually we 00:17:07
know that in the vast majority of group work settings children are physically 00:17:12
near one another but are they really really engaging in collaborative 00:17:18
learning and in the CLIL setting do they have the skills to do that so learner 00:17:22
engagement the second one enhancing learners attitudes and successes the 00:17:30
relevance of learning learner involvement you know these are big 00:17:36
learner identities and self what we did discover quite categorically despite 00:17:42
what everybody says about the UK is that the majority of learners actually from 00:17:48
in the in this particular study saw themselves as being able to speak in 00:17:53
more than one language. They didn't have any problem with that. It was what they expected 00:17:58
to be able to do. So this business about being insular in Rhode Island and we're English 00:18:01
speakers, that's rubbish, quite frankly, with the pupils. It might be with adults, but with 00:18:06
the learners themselves, that's just not even on the agenda. Promoting self-awareness, awareness 00:18:12
of self as a learner and a language user, these are all really big issues. And how do 00:18:18
they impact on what goes on on a daily basis in the classroom so the findings 00:18:24
from the study basically did a sort of two-thirds third divide between those 00:18:31
students who felt comfortable with CLIL and remember it wasn't about the 00:18:37
quality of the CLIL it was simply from the learners own perspectives okay and a 00:18:42
third still felt that it was not for them it was difficult too difficult it 00:18:48
was boring. By the way, what we did unpick at the learner conference was what boring 00:18:53
means and what fun means, and I'll come back to that in a moment. So, that was about the 00:18:58
divide, but as soon as the learners were asked, well, would you rather carry on with CLIL 00:19:04
or would you go back to your language lessons, your foreign language lessons, 84% immediately 00:19:09
said, we'd rather carry on with CLIL because language lessons are even worse. So, actually, 00:19:16
that was really really helpful and we have lots of data lots of reports by 00:19:22
this the the learners themselves what they felt they gained and they gained in 00:19:33
terms of communication language gains so they felt that their language got better 00:19:38
their subject goals they were more they were more clear their learning gains 00:19:43
generally they felt that were more strategic and so on and they felt that 00:19:49
they were actually part of the of the classroom a lot of detail there this is 00:19:54
just the overview constraints where they didn't feel so happy well classroom 00:19:58
pedagogies were sometimes where there was far too much talk the teachers were 00:20:06
talking just too much the resources were boring or they were inappropriate there 00:20:10
was a learning loss we could have been doing this so much quicker if we've 00:20:16
been using our own language and there's this whole business about challenge um the there is also um 00:20:19
there was a problem where some teachers were slightly worried that their children might not 00:20:27
understand new content and they tended to do old content in slightly different ways and that was 00:20:32
definitely a no-no definitely not um grammar was problematic as were writing skills so all i'm 00:20:38
saying here is that this is what was identified from this particular research 00:20:46
project you may well find exactly the same you might find something different 00:20:52
if you were to take a group of 15 schools from the Madrid area and do 00:20:55
exactly the same thing so on the one hand you could say well okay this is 00:21:00
interesting but what are we going to do with it let's just go back to the learner 00:21:04
conference for a moment so you can see from there that's kind of what it was 00:21:10
for to highlight the learning and get the students to talk about learning there was a teacher's 00:21:16
charter as well and this is what the teachers charter I've just picked out the top five 00:21:22
recommendations and in their own words they said that for CLIL to be successful things had to be 00:21:28
explained carefully now you might sort of laugh and think yeah right okay that's pretty fundamental 00:21:36
to education the language of explanation do we really have we really did anybody ever teach you 00:21:42
how to if you're a teacher to anybody ever teach you how to deconstruct and construct the learning 00:21:50
to get the students to ask questions to provide the language of explanation in small bits overview 00:21:58
parts and so on. Have we really, really tackled that? Do we know how to do it? Or is it our 00:22:08
intuition and is it our skills and experiences as teachers? Have we really looked at that? 00:22:12
Listening to pupils more. This next one I love. Make a task hard but not too hard. 00:22:18
Fun. Fun equals challenge. Fun does not equal wearing your top hat and dancing shoes and doing 00:22:25
song and dance routines fun was definitely really their word for cognitive challenge where it was 00:22:35
hard enough but not too hard and make lessons more interactive these were their own words they 00:22:42
actually said make lessons more interactive take something like interaction then so how do we make 00:22:48
our lessons more interactive what does that mean so I suppose what I'm doing here is taking the 00:22:53
findings from research and actually then putting them into the question of so how 00:22:59
does that affect our classroom practice and this is what this the what these 00:23:04
what they said this is exactly what they said we want to communicate be 00:23:09
challenged engage in learning meaningful new things we want to interact we want 00:23:15
to use our language that is what we know already and we want to construct our own 00:23:21
talk that is what we want to know and we won't want to learn for us we want to 00:23:27
learn for us not sure if you can see those I'll just read you the top one 00:23:34
because I love it if it's too hard you can I really do it but if it's normal 00:23:42
hard and you teach it well it's easy and hard at the same time you know that says 00:23:48
everything to me I'm not sure why but I remembered things more in German 00:23:56
geography than in English there's been more interaction now we're learning 00:24:01
about different things we can actually talk about each other and about the 00:24:05
thing it's more fun so there's all this information then that's coming from 00:24:09
research around what successful CLIL might look like and so to me if we're 00:24:15
we're listing something like cognitive engagement, interaction, communication, meaningful content, 00:24:22
new learning. It's not rocket science. If you were just sitting around over a coffee 00:24:29
with your envelope, just jotting things down, that's the sort of thing you'd come up with. 00:24:34
So how is that impacting on how we are actually working in our classrooms is what I really 00:24:39
want to know. The implications. If we take something like communication, for those of 00:24:45
you that have come up through the language route communicative approaches 00:24:51
to language learning were great in the 90s what it wasn't going to do and if 00:24:55
you look back on all the research that was done at the time it's still as good 00:24:59
as it ever was and it's still as applicable to CLIL as it ever was to any 00:25:03
other kind of classroom but it didn't happen did it or I'm using that I 00:25:07
suppose a rhetorical question I don't see it happening very much in terms of 00:25:13
communication. What do we mean by dialogic? This is the latest trend, to have a dialogic 00:25:17
classroom. What about teacher talk? How much teacher talk should there be or can there 00:25:24
be? Grammatical chronology, I do know, is no longer enough. We've got to get rid of 00:25:30
being absolutely chained to grammatical chronology. That is not the same as grammar. But whoever 00:25:39
said that learning the present tense in a language is easier than learning the 00:25:47
past tense is wrong you know have you ever tried to have a conversation with 00:25:53
somebody and not use the past tense it's really really difficult okay so our 00:25:58
concept that to use one word is easier than to use a phrase I'm sorry in my 00:26:04
view it is wrong and so we've got to rethink the way that grammar operates 00:26:10
and I'm very much for grammar and phonetics, sound system, articulation and so on 00:26:17
but grammatical chronology that we've just been so married to for so long 00:26:22
we've got to separate out from that and really, really look at it. 00:26:27
Interaction in language use is problematic 00:26:31
because, as many of you know, the issue around 00:26:34
if you're operating in a language where your level is there 00:26:36
but your cognitive level is up here 00:26:39
the big question is what do you do? 00:26:41
This or this? 00:26:43
One is slightly easier than the other. 00:26:46
But we cannot expect 12 and 13-year-olds 00:26:48
to be operating at a cognitive level 00:26:52
that is any less than what is appropriate for them 00:26:54
in whatever language it is, 00:26:56
whatever language they would be using in school. 00:26:59
We cannot do that. 00:27:01
So where is the cognitive challenge? 00:27:03
What about the content? 00:27:06
Do we want to make it easy? 00:27:08
We know now that knowledge is very, very easily acceptable. 00:27:09
Sorry, not acceptable, quite the reverse. 00:27:13
Accessible, I meant to say. 00:27:16
You know, everything, if you want to know anything at all, 00:27:17
go onto Google, go onto YouTube, and it's all in there. 00:27:20
So knowledge itself is no longer the prize that it used to be, 00:27:24
but how we use that knowledge and how we critique it 00:27:26
has surely got to be one of our greatest, greatest challenges. 00:27:29
And if we're doing that in another language 00:27:32
and through another language, even more so. 00:27:35
So, implications. 00:27:38
So, we're aware of all of this. 00:27:40
And I keep on coming back to this issue that educational research and clear research tells us a lot about how we can make things better. 00:27:42
What I'm suggesting now is that the time is right for actually that space between what goes on in classrooms and what educational research has been telling us. 00:27:51
That space has now got to be populated by a lot of activity and confidence from teachers and learners themselves. 00:28:03
I want to go on to this there is this idea that well we're resistant to change as teachers there 00:28:11
is some of that in it you know if you've always done what you've always know if you always do 00:28:19
what you've always done you'll always get what you've always got that sort of thing but actually 00:28:24
we can't carry on like this much longer you know it's getting it's getting very important to move 00:28:28
forward the agenda if we just revisit some of the big themes at the moment 00:28:35
communication scaffolded learning questioning so in terms of communication 00:28:45
teacher talk and learner talk how do we scaffold learning how do we actually 00:28:50
develop questioning so that the questions may well start at lower order 00:28:56
or be closed and go to open and actually invite the cognitive challenge through higher order 00:29:00
thinking skills how do we do that and actually now hasn't the question shifted from being about CLIL 00:29:07
to being about quality learning and my view always is that CLIL is just is about quality learning 00:29:15
you know collaborative meaning making communication across languages 00:29:24
contingency and at the bottom here it says there's an ever-widening gap 00:29:30
between mainstream practice and the growing recognition of the power of 00:29:33
dialogue let's have a quick look at dialogue you know this is the thing 00:29:38
everybody's talking about at the moment have you got a dialogic classroom yeah 00:29:41
classrooms are full of talk but little of that talk is used to promote pupil 00:29:45
interaction or collaborative talk. If an answer does not give rise to a new question from 00:29:50
itself, it falls out of the dialogue. So how do our pupils ask questions? Or are they the 00:29:56
answerers? Not that there's anything wrong in answering questions. You know, I'm not 00:30:04
against IRF, providing that there's a lot more that goes on. You know, IRF, I ask you 00:30:09
a question, you give me the answer, and I say good. You know, that's part of the tools. 00:30:14
But if that's where it stops, how can we get into communication and discussion? 00:30:20
We need to teach learners how to engage in dialogues 00:30:28
through which knowledge is constantly being constructed, and so on. 00:30:31
So I'm just putting this out just to make a few questions. 00:30:37
Over the years, I've done a lot of work with the four Cs, 00:30:45
And all the four Cs are, is, as a model, are, 00:30:48
it's just simply a means of conceptualizing 00:30:53
all the things that we need to really look at 00:30:56
if we're doing CLIL. 00:30:59
Sometimes, you know, it's been translated into lesson plans and so on. 00:31:03
That's fine. It's a bit like learning to drive, I suppose. 00:31:06
But actually, it's really about a conceptual tool 00:31:09
and where the the content we're looking at subject content which is new which is 00:31:13
appropriate which is challenging the cognition has got to be at the level 00:31:20
that that learner would be operating at in any appropriate learning setting the 00:31:23
communication is the language around which is operating and the culture can 00:31:29
be so many different things but at the moment I'm very much looking at discourse 00:31:35
culture so if you're doing science what kind of cultural aspects of science need 00:31:40
to be brought in through through another language another big tool has been about 00:31:45
instead of always looking at grammar as the way ahead looking at rather a more 00:31:52
functional notional approach whereby you have three elements of language language 00:31:58
of learning language for learning and language through learning where language 00:32:04
of learning is what everybody does. It's the vocabulary. It's the connection to the subject. 00:32:08
But where language for learning is all the language that you need to be able to learn. 00:32:13
And to me, that is the most difficult. Vocabulary and so on is easy. You know, even when it's 00:32:19
tricky, it's not difficult. It's the glue. It's all the little stuff, the language for 00:32:26
learning. It's got to be taught. It's got to be immersed. It's got to be somehow. 00:32:31
And, you know, so all I'm doing here is just throwing out some of the big questions that we have to grapple with. 00:32:38
It's difficult, you know? 00:32:44
Then I don't know whether you know Oliver Mayer's work, but he's done some lovely work on sort of six principles for CLIL. 00:32:47
These are lovely. 00:32:55
And so the first one is rich input. 00:32:56
Yeah? 00:32:59
So what is rich input? 00:33:00
If I'm planning my lesson, is my main objective to have rich input? 00:33:03
And if so, what is that going to look like? 00:33:08
Scaffolding learning. 00:33:11
Rich interaction and pushed output. 00:33:14
Intercultural dimension. 00:33:19
Making it hot by that higher order thinking. 00:33:22
Sustainable learning. 00:33:27
now all of those those principles those toolkits they're all available for us as teachers 00:33:28
again i'm coming back to the question how can we own them rather than being something that's 00:33:36
out there if i took any one of those six principles it would take me a year of planning 00:33:45
lessons i think to even scratch the surface these are big big notions that are attached 00:33:51
to learning and teaching. And then, of course, we've got something that I find particularly 00:33:57
helpful, and that's the European Commission view of putting language 00:34:01
all together now, so that it's no longer just simply 00:34:05
foreign language or CLIL, but we're also looking at additional 00:34:08
language, we're looking at heritage language, and it's about time too. 00:34:13
You know, let's get the whole language stuff together 00:34:16
and look at literacies through the range of 00:34:20
languages so so far what have I done what I've tried to do is to demonstrate 00:34:24
that from a research project that I was involved in in the UK the learners quite 00:34:29
categorically told us what they wanted for their CLIL I've then sort of looked 00:34:35
more generally at what we know from research and what's out there to help us 00:34:42
and always it comes back to the big issues that for any teacher whether 00:34:46
they're involved in CLIL or not are fundamental to what we do right at the 00:34:53
beginning I said something around the locket process and I now want to really 00:34:59
look very closely at this space that is that takes parts of external and 00:35:03
educational research and puts it into our classrooms and so it's that space 00:35:10
that I'm particularly interested in the locket process we've got to share 00:35:15
knowledge that's a given so we need to be working in clusters either within our 00:35:22
own schools or between schools and this is a slide that I use almost all the 00:35:28
time because I just believe in it so much if you want to improve the quality 00:35:37
of learning the most effective place to do so is in the context of a classroom 00:35:40
lesson the challenge now becomes that of identifying the kinds of changes that 00:35:44
will improve learning for all students, and of sharing this knowledge with other teachers. 00:35:49
When we come to teachers, all teachers have a theory of practice. It might not be articulated, 00:35:56
but it's there. What do I mean by a theory of practice? An understanding of how learning 00:36:04
takes place in a particular environment. It might be implicit. We talk often about intuition. 00:36:11
but actually through articulating that 00:36:18
all sorts of other things happen 00:36:22
and in the particular research 00:36:25
the italic process 00:36:28
all of the teachers were given opportunities 00:36:30
to articulate their theories of practice 00:36:35
it makes a difference 00:36:37
because we're actually forcing into our heads 00:36:39
an articulation of what we think is happening 00:36:43
so imagine this you have a group of schools then and i think as teachers we're always worried about 00:36:46
what other people will think what other teachers might think what parents think and so on and 00:36:56
actually i think if we're complicit with our learners and the learning process is actually 00:37:01
objectified in our classrooms and by that i mean we can talk about it openly without it being 00:37:06
judgmental or accusatory, then to me that is a huge leap forward. So what I'm looking at are 00:37:14
critical but safe places to really change what happens in classrooms. And that, to me, comes 00:37:22
through whatever you want to call it, action research, class-based inquiry, classroom inquiry. 00:37:29
It doesn't matter what label it has, but basically it's about the following. 00:37:34
There are a few research projects that focus on supporting teachers in learning about learning and teaching. 00:37:39
This phenomenon is relatively uncharted territory. 00:37:47
Whilst much is unknown about the institutional conditions that help teachers learn new classroom practices, 00:37:51
there is even less understanding about how knowledge is created and shared across schools. 00:37:58
So, I want to invite you now to get involved with something that will help you to do all that. 00:38:03
So, first of all, teachers as researchers. 00:38:10
You've got to be a researcher. 00:38:13
If you're a teacher, you've got to be a researcher. 00:38:16
There's no choice. 00:38:18
There would be a choice if all the research that we had enabled us to do this fabulous practice, 00:38:21
which meant that everybody learnt so magnificently that we wouldn't even need an examination system 00:38:28
because everybody would just be brilliant okay but it's not and so teachers as researchers um so that 00:38:32
not only do we learn from past mistakes but that we have ownership and i keep on coming back to 00:38:40
this time and time again unless teachers have ownership of clill pedagogies nothing will happen 00:38:46
or it will take a long time to evolve so it's about ownership i'll also extend that ownership 00:38:51
to the pupils as well. 00:38:58
So, teacher-owned and learner-shared. 00:39:00
Learners as researchers, they're really good. 00:39:05
They might not have the discourse for research, 00:39:09
but they're good. 00:39:14
I just finished doing some work on the Isle of Skye 00:39:20
in Gaelic medium work, 00:39:22
and that was in primary schools. 00:39:24
And the learners were learning detectives. 00:39:26
In other words, they had to work out when learning took place, and they knew, and they could tell you. 00:39:29
And some of them were five years old, but they knew. 00:39:38
Some of them were 11 years old. 00:39:43
So being a learning detective is not difficult. 00:39:45
I want to sort of come on to Lockett. 00:39:52
That's the home page, and I shall encourage all of you after this to go to Lockett. 00:39:56
But let me tell you what LOCKIT is. 00:40:01
LOCKIT is Lesson Observation and Critical Incident Technique. 00:40:03
That's what it stands for. 00:40:07
Basically, this is what happens. 00:40:09
A group of teachers, or you can work on your own, 00:40:12
and if you don't have a lot of confidence in the first place, 00:40:15
you might not want to have your pupils as researchers right at the very beginning. 00:40:18
Okay, I want to look at my own practice. 00:40:23
But I want to do it in private because it might not be very good. 00:40:26
We all know what it's like when somebody comes to observe you and the best planned lesson in the world usually does not happen. 00:40:29
This is different because the teachers that I work with use flip cameras. 00:40:36
You know those little flip cameras that are the size just a bit fatter than a mobile phone? 00:40:41
They're good enough because this isn't about the super classroom nor is it about the best video. 00:40:46
It's about capturing classroom practice. 00:40:52
So if you recorded three lessons and two of them you thought, oh gosh, that wasn't very good, delete button. 00:40:54
We're not about beating ourselves up. 00:41:04
Just delete it. 00:41:06
But that lesson was all right. 00:41:08
I quite like that lesson. 00:41:09
Okay, let's work with that one. 00:41:10
Now that changes everything immediately because what we're not doing is trying to find all the things that went wrong. 00:41:12
What we're looking at is what goes right and how can we do more of what goes right. 00:41:17
So, you select some lessons, your video will record them. 00:41:22
The recorded lesson is then uploaded into this locket space. 00:41:26
It's a protected web space with a server at the University of Aberdeen. 00:41:32
It's protected. 00:41:36
Then, there are all sorts of tools, and I can analyse my lesson for learning moments. 00:41:38
In other words, when I think that learning took place. 00:41:45
And then I can discuss it with the pupils. 00:41:48
or if I'm really brave I can actually divide the learners into groups and get 00:41:49
them also in their groups to pick out the learning moments and then when we 00:41:57
can compare my learning moments or at least what I thought were the learning 00:42:02
moments with their learning moments the power of that dialogue is something to 00:42:06
really is to behold okay you could also argue that in cluster in in schools 00:42:14
where you've got ITC ICT suites then they can do it in an ICT lesson okay and 00:42:23
then there's a reflection lesson and the next steps that's all it is that is a 00:42:29
very simple principle that anybody can do it doesn't cost anything except one 00:42:34
extra lesson, a reflection lesson. That's all it costs. And it's all around starting 00:42:40
off from success because once we've got the confidence for success, we can then look more 00:42:46
at where success is less obvious. Learning moments were in the research project that 00:42:51
I described because it was across 11 different schools, very, very different catchment areas. 00:43:01
you had some inner-city, urban, very, very underprivileged schools, 00:43:06
others in more urban, leafy areas. 00:43:12
But the one common denominator across all of them 00:43:14
was that the learners looked for learning moments. 00:43:17
When did I think I learned? 00:43:23
Now, somebody once said to me, but that's ridiculous, 00:43:25
of course you can't say when you learned. 00:43:27
I don't care. 00:43:29
Because that's not the point. 00:43:31
if you're trying to identify a moment when you think you learnt 00:43:33
that is the trigger for a conversation about how that learning happened 00:43:37
and it's no good just saying I learnt then 00:43:41
you then need to say I learnt then because 00:43:43
and the points that go below are what makes 00:43:47
the lesson successful and what builds on all 00:43:53
the theories and the principles that the research has been telling us 00:43:57
And it works. It works every time. 00:44:01
Now, if you want a sort of a diagram of how that works, 00:44:03
that's for my report, and it looks good, okay? 00:44:06
But what it really is saying is that the teachers are taking control, 00:44:09
they're choosing something to analyse themselves, 00:44:14
they're inviting their learners to analyse it with them, if they want. 00:44:16
And there's another button as well, 00:44:21
that you can also share that with anybody else 00:44:22
that's in your little research group. 00:44:26
so you can go, if you remember the three circles 00:44:28
it started with classroom, then it was intra-school 00:44:32
you can share it with people in the school 00:44:34
or you can share it outwith 00:44:36
that's a Scottish word by the way 00:44:37
in Scotland you don't say outside, you say outwith 00:44:40
that's what's said on the website 00:44:43
and you need to investigate it for yourself 00:44:49
and this is the kind of thing that you get 00:44:53
It's just interesting because you get the students 00:44:55
often the students do the filming themselves as well 00:44:59
so we don't have somebody there with the great big fluffy microphones 00:45:03
and all that sort of stuff. 00:45:05
I chose these clips, this is a teacher, I chose these clips 00:45:08
because they all exemplify pupils being able to use language 00:45:11
they already know but in a variety of new contexts. 00:45:15
Okay? 00:45:19
Now, wasn't that something about scaffolding and then transforming? 00:45:20
Oh, yes, okay. 00:45:24
Another one, successors, the initial presentation was engaging, the goal activity, pupils getting into groups, another of these, and they're private to that teacher and her pupils, but it can also be shared with others as well, but not in a YouTube type way. 00:45:25
None of this goes on to YouTube. 00:45:45
It's very protected. 00:45:48
The little one there in the garden 00:45:53
was actually talking about why she was learning. 00:45:57
And it's all about celebrating success. 00:46:03
So it's a new look into what we're doing. 00:46:05
How am I doing for time? 00:46:08
Because I'd like to show a few clips to finish with. 00:46:10
So, that's what we did. 00:46:16
And what I've tried to do is to say that when you cluster together, or if you want to start off on your own, it's sometimes a very useful community when you've got researchers to support you from the university, or not, as the case may be, or from elsewhere. 00:46:22
What the teachers said, I know that for my learners to learn, they have to be able to use language they don't already know. 00:46:44
It's my job to make sure the tasks we do, sorry, we develop, 00:46:50
there's opportunity in a systematic way. 00:46:54
You know, recycling. 00:46:56
For pupils to articulate what they've learned, 00:46:58
they also need to create new language. 00:47:00
So they need scaffolding to support this. 00:47:02
Osmosis takes too long. 00:47:04
Rethinking classroom learning activity has been an eye-opener for me 00:47:07
and the learners. 00:47:09
Analysing CLIL principles has been doable. 00:47:13
Now, that to me is really, really important. 00:47:16
There's a teacher who's saying it's doable, 00:47:19
whereas if you looked at the earlier slides 00:47:21
about communication, about interaction, 00:47:23
they're all big, big topics, big challenges, 00:47:26
because we shared it, and we've had to shortcut. 00:47:29
We explored 4Cs, BICs, CALP, classroom discourse, grammar, 00:47:32
and we've come up with our own versions, 00:47:36
which work for us, a sort of collective understanding. 00:47:38
We feel we and our pupils are the innovators now. 00:47:41
So just as I show you one or two clips, 00:47:45
this was the pupils research agenda if we're listening to them if we're including them now 00:47:48
what i'm saying is that there's it's the that space between the important research that's done 00:47:54
scientifically and um sort of over a wider range than the teacher him or herself can manage 00:48:02
but also it's got to now be balanced the time is now right for the classroom work to really begin 00:48:11
And so the current pupils working there was what was the research agenda. 00:48:18
How can we communicate better? 00:48:23
That's a huge one. 00:48:25
That's a year-long project. 00:48:26
How do we learn new things well? 00:48:29
How can we say what we want to say? 00:48:31
How can we have fun? 00:48:33
I challenge. 00:48:37
How can we help our teachers teach us better? 00:48:38
Have I got time to show a clip? 00:48:43
How are we doing for time? 00:48:45
just a few minutes a few minutes okay so um i don't know who lydia and joshua are i don't know 00:48:46
who they are i found this on the internet i thought it was lovely um and i thought it had 00:48:56
a really good message because it said um with clill you get what you need 00:49:00
well there's a lot of work to be done before we get what we need but um show you 00:49:06
I'm going to finish with a little clip 00:49:20
that is one of the learning moment clips, okay? 00:49:33
The students found out how to put strap lines onto the video 00:50:09
and they insisted on doing that in German. 00:50:14
And if there's anybody in the room who has German, 00:50:16
then you will know that there are mistakes in there as well. 00:50:20
Can we have any volume, or is that not possible? 00:50:22
Is there any more? 00:50:28
So, that was a clip. 00:50:45
That was what one group of children felt really helped them learn. 00:50:47
That's questions and answers. 00:51:03
This next little bit was also a learning moment and for me it's one of the things that inspires 00:51:12
me to carry on doing this kind of work because there's no way that what he was called Davy, 00:51:24
there's no way that Davy had had any training in what he was now says and if we're looking 00:51:29
at spontaneous use of language because of all the wanting to communicate, wanting to 00:51:35
engage wanting to learn new things then this is it and yet it's not it do you 00:51:42
understand now what I mean that this isn't the kind of video that you show 00:51:48
and say this is how you do CLIL but rather it has such meaning to the 00:51:51
schools and the teachers involved but I just thought I'd finish with this one 00:51:56
because it's it's nice 00:52:00
I just love this it's just creative nonsense and I just think it's great so what I wanted 00:52:03
to do was just simply say that really it's over to the teachers now to take ownership of the 00:53:07
pedagogies with the learners because learners as researchers, teachers as 00:53:16
researchers, we're actually now really dependent on us all providing and 00:53:22
populating that space so that we actually work in tandem and together 00:53:29
with educational research. So I hope I've given you some things to think about. I'm 00:53:34
around for the rest of the conference. Please do go on to the LOCIT site, look 00:53:39
at the italic website and so on it's nothing to to worry about and you'd be if groups of schools 00:53:45
ever want to get involved in small clusters in these kind of projects then you know where to 00:53:52
come you'd be very welcome thank you very much thank you very much dr coil i think you have 00:53:57
given us lots of things to think about um what teachers have to say what students have to say 00:54:19
which is very important and I don't think we'll forget about those learning 00:54:26
moments I hope not I hope I hope all of you feel inspired questions they start 00:54:31
out by saying thank you for your talk it's exactly what we need but then 00:54:39
there's a question can you give us a concrete example of good practice that 00:54:44
you've observed throughout these years something that really impressed you and 00:54:50
is of the moment however having seen how systematically building up to empowering 00:54:55
students to be able to say what they want to say in a very very rigorous 00:55:02
recyclable way that ended with students being able to say whatever they wanted 00:55:07
to say from the moment that students were operating in in the target language 00:55:12
was for me something that I will take with me forever the target language that 00:55:19
students were beginners and they were using spontaneous language as beginner 00:55:24
users of the language they weren't having to wait for five years before 00:55:28
they were given that privilege and so knowing that that is possible to do yes 00:55:32
I would say that's the that for me is the greatest learning moment I'm really 00:55:38
sorry I kind of misunderstood I would have stopped earlier I didn't realize 00:55:45
that there were questions now I hope it's not taking too much over lunch no 00:55:48
CLIL methodology is about learning 00:55:55
and it's about putting the learner at the centre of the learning 00:55:57
and understanding learning 00:55:59
and therefore modern language lessons need to have a CLIL orientation 00:56:00
and need to have CLIL type of pedagogy 00:56:05
which is where I come back to saying 00:56:08
that we can't align ourselves only to second language acquisition theory 00:56:09
and grammatical chronology 00:56:13
because that's where things are going badly wrong. 00:56:15
Okay. 00:56:19
Have you ever used Lockett at a university level? 00:56:20
Yes. 00:56:24
in fact currently there is somebody in the room is helping me do some analysis of teachers who 00:56:25
were keeping video diaries about their locket moments as well so yes it's possible to do with 00:56:32
absolutely anybody because it's not threatening it's easy to do it's not threatening 00:56:37
it's also quite scary because when you see yourself on video you realize all the things 00:56:43
that you say and all those silly little habits that you've got and mine is so and okay 00:56:48
Okay, when you said all languages together, additional, heritage, did you include L1? 00:56:55
Yes, because we've got so much to learn from L1 and making those bridges because language 00:57:03
is our greatest learning tool, so why do we all just keep on compartmentalizing it into 00:57:10
different language streams when actually we know that underlying things can be transferred? 00:57:18
I know that's a big ask, but no, L1 has got to be there as well. 00:57:23
What do you consider to be the role of vocabulary and grammar drill exercises 00:57:30
in a syllabus that is not constructed around a grammatical chronology? 00:57:36
Sorry, can you just say the... 00:57:42
I'm not sure about it either. 00:57:43
What do you consider to be the role of vocabulary or grammar drill exercises 00:57:47
in a syllabus that is not constructed around a grammatical chronology? 00:57:53
Okay, I think I'm interpreting that as, you know, 00:57:58
what is the role of grammar exercises in CLIL? 00:58:01
Grammar exercises, yeah, well, there are grammar exercises and grammar exercises. 00:58:06
I once was learning when I used to teach in Alsace, 00:58:13
and I started learning German in Alsace, so I was learning German through French. 00:58:16
and one of the exercises I realized very quickly that I understood what exercises required of me 00:58:21
like just putting different endings on and I was shocked when I became the brightest person in the 00:58:29
class I couldn't speak any German but I was the brightest person in the class because I knew how 00:58:35
to manipulate the endings so having said that we know that repetition and doing things regularly 00:58:40
is a good learning tool so it's not that we're anti those at all but it's got to have a sense 00:58:48
of progression built in and what upsets me more than anything else is the ones the children that 00:58:54
finish early are given more of the same to do when we know they can do it so there is a space 00:58:59
a place but a very guarded one okay this same person goes on to say that question but i don't 00:59:06
mean just in the classroom but in the learning process itself as opposed to 00:59:14
the process of language acquisition I'm not quite sure that I I understand the 00:59:18
question so forgive me if I'm in misinterpreting it I'm is it you know 00:59:26
what all right 00:59:32
that sometimes we get in the context, whatever it is, 00:59:40
real, word, or in the context of what you said. 00:59:49
Yeah. 00:59:53
What I don't want you to do is to think that I'm suggesting 00:59:55
that we throw away all the old methods. 00:59:57
It's not that at all. 01:00:00
And if we can justify whatever we do because it's advancing learning, 01:00:02
then if somebody, if an individual is going to remember something really well 01:00:07
because they've practiced it lots and lots, 01:00:13
then let's make sure they practice it lots and lots. 01:00:15
So I think what we have to do is to look at what we're doing in terms of... 01:00:18
I actually think that it's at task level that we need to do an awful lot of analysis. 01:00:22
Take those tasks and look at them in terms of how is learning taking place here? 01:00:27
Is practice and repetition, which we know to be effective, 01:00:33
is that appropriate here? 01:00:37
We also know that if there's too much repetition, 01:00:41
that it then is just a waste of time. 01:00:43
So I think rather than saying that there's got to be these banter 01:00:45
about what you should and shouldn't do, 01:00:48
I think it's at the level of the tasks in individual classrooms 01:00:50
where teachers have to make those decisions 01:00:53
about whether or not learning is progressing. 01:00:55
And some of the most traditional means, chanting and so on, 01:00:59
is still as good as it ever was. 01:01:02
We don't have to stop doing it because it helps us remember. 01:01:04
OK. 01:01:09
I don't know if that answers or not. 01:01:10
Yes. 01:01:12
I wonder if any research, correct me if I'm wrong, I wonder if any research carried out 01:01:13
in CLIL implementation has reached out to, I think it means lower class, here it says 01:01:19
low family supports the children, but I don't know exactly who wrote this question. 01:01:30
Could you help us out? 01:01:37
Okay, it's about family support, right? 01:01:39
So it's moving the research agenda outside the classroom and involving families more. 01:02:21
I'm not sure of any that actually has been done. 01:02:29
Currently I'm working with some primary schools on iPads. 01:02:33
This isn't CLIL specific, but looking at what happens at home when they take their iPad home 01:02:37
and how that's engaged the parents. 01:02:43
And in a way, it's kind of a very similar kind of work. 01:02:46
But I'm not aware of any that's actually been done 01:02:49
because we know that in some countries 01:02:52
there's been hostility towards the idea 01:02:54
of children learning through another language 01:02:57
because the parents themselves 01:03:00
might not be able to support and help them. 01:03:01
So I'm afraid I don't know of any. 01:03:04
There may well be some, but I don't know. 01:03:07
but it's a really really good research opening for that so imagine doing locket 01:03:09
with some parents as well okay last but not least where can we find access to 01:03:15
your PowerPoint I don't know the thing is with with Papa I'm always happy for 01:03:23
anybody whatsoever to have access to PowerPoint because I don't think that 01:03:31
their original ideas I think we share them and I think open source is 01:03:35
brilliant I try and make sure that I'm not using any kind of illegal images and 01:03:38
so on that sounds awful I didn't mean it like that copyright images on my 01:03:45
powerpoints but also you know if you are hoping to so so I'm imagining it will be 01:03:51
available on the site are you making these available because I shall leave it 01:03:59
plus a few other references. 01:04:04
But seriously, if any of you are thinking about a small group 01:04:06
having a little go at this, 01:04:09
then if you email me, then I will respond, 01:04:11
but you might have to put a red flag on it 01:04:14
because I'm not always the fastest at responding. 01:04:16
So, thank you. 01:04:20
Okay, again, thank you very much for sharing your insights, 01:04:21
all of the stuff about learning moments 01:04:25
and making us meditate on our own practice. 01:04:28
Thank you very much. 01:04:31
and it's time for lunch. 01:04:32
Sorry. 01:04:35
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Idioma/s:
en
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Autor/es:
Congreso Internacional de Enseñanza Bilingüe
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Juan Ramón V.
Licencia:
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Fecha:
6 de enero de 2012 - 10:40
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Enlace Relacionado:
Congreso Internacional de Enseñanza Bilingüe
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Ponencia plenaria: Do Coyle

Setting the CLIL Research Agenda for Successful Learning:
What pupils have to say.
 

Duración:
1h′ 04′ 42″
Relación de aspecto:
3:2 El estándar usado en la televisión NTSC. Sólo lo usan dichas pantallas.
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