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Taller: Coordinating and developing CLIL materials for your centre

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Subido el 20 de enero de 2011 por EducaMadrid

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Taller "Coordinating and developing CLIL materials for your centre" por Dª.Krista Ireland, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)

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The first section here, why get organized? 00:00:00
Now the first thing I'd like to ask, new centers have many challenges and guidelines based 00:00:18
on which, hmm, this is not going full screen. 00:00:22
This is, the version sometimes changes. 00:00:26
The version did change. 00:00:34
It's not good. 00:00:36
Yeah. 00:00:38
Okay, hmm, I'm not sure what we should do with this. 00:00:40
Okay, right, good, well I will, yeah, it's just that one. 00:00:44
Okay, right, good. 00:00:50
Okay, the first point here, new centers have many challenges and guidelines based on experience 00:00:52
helps, right? 00:00:58
I'm not sure, how many of you have been teaching and doing SLIL for ages? 00:01:00
Can you raise your hands, please? 00:01:04
Ages. 00:01:06
Ages for me is since 2006. 00:01:08
Yes? 00:01:10
Okay, right, good. 00:01:12
How many of you are new at this? 00:01:14
Raise your hands. 00:01:16
New. 00:01:18
I say this because we are in so many different phases at the moment, aren't we? 00:01:20
I have been this year in Castilla-La Mancha, I've been in Murcia, I've been in Andalusia, 00:01:26
and they're starting with their program of Lenguas Integrados, which is very exciting, 00:01:30
but it's a whole different structure from what you have in the community of Madrid. 00:01:34
So what I've done with this presentation is try and find a common point of what's good 00:01:38
practice for organizing centers, things that I've experienced in my work and also that 00:01:44
other teachers have shared with me, okay? 00:01:48
So when I say new centers, maybe for some of you it might be boring, I'm sorry, I apologize 00:01:50
beforehand, you say, oh I knew that, no problem, right? 00:01:54
So that's good if you knew that, because you were probably one of the people that gave 00:01:58
that idea to somebody else and was part of that networking which was so important in 00:02:02
order to actually create good bilingual programs, right? 00:02:06
Okay, so you know that experience helps and sharing that experience, that classroom practice 00:02:10
sometimes is so absorbing that we don't focus on the supporting institutions underneath 00:02:16
of day-to-day organization. 00:02:24
Do you agree? 00:02:26
Do you disagree? 00:02:27
I think sometimes that happens when we begin to organize the school and we really don't 00:02:28
optimize our resources in order to optimize the materials that we have, alright? 00:02:32
Okay, so organization will give us a more efficient center and planning is going to 00:02:36
provide scaffolding. 00:02:41
What we're seeing with Pamela Wrigley, for instance, all of that is invisible, shall 00:02:43
we say, structures that go underneath which is why I like so much the idea of scaffolding 00:02:47
with the metaphor of building, I think it's perfect obviously, right? 00:02:52
Okay, and foreseeing complicated situations, what you can't see underneath that is, right, 00:02:55
that it says that that's conflict prevention. 00:03:01
So one of the things we're looking for is conflict prevention between teachers and also 00:03:04
between students. 00:03:08
So foreseeing what is going to happen in the classroom and in the workplace with other 00:03:10
teachers when we're working with them, alright? 00:03:14
So, where are we going to start? 00:03:17
Today's session is looking at one, the planning of use of spaces, two, sharing in the snap 00:03:19
room, three, sorry, meeting with two E's, you can write that in space, right, and coordination 00:03:24
tips, so that all went into one, okay, choosing the right materials, planning for personalized 00:03:30
lessons that cater to the context and to diversity, alright? 00:03:35
Now, before continuing on, I would like to say the following, I'm sorry, but the whole 00:03:39
PowerPoint has kind of been changed and all that, I don't know, but there we go, we'll 00:03:44
go through it anyhow, from what I can see, it's merged together. 00:03:48
Before continuing on, I'd like to mention that this same session, we're going to expand 00:03:51
this with the competency summer courses that are taking place, right, so we're looking 00:03:56
at the same session, but with much more practical, hands-on ideas, so it will be expanded, okay? 00:04:01
Okay, so, right, let's look at the first point here, right, which is the planning of space, 00:04:06
okay? 00:04:12
One of the things we want to do is map out the uses of space, and that means that we'll 00:04:13
be able to do project work and art displays. 00:04:18
Most of you that already have fill centers, you're doing those, or inside of the framework 00:04:21
of the LOEI, I've seen a great transformation from four years ago to now, where all schools 00:04:25
are actually creating project work and displaying them in the entrance of the center, which 00:04:29
for me has been such a relief. 00:04:35
Coming from the United States and having been accustomed to that as a child, schools here 00:04:37
seem barren to me, when I first started working and having interaction with them, so that 00:04:41
is lovely, of course. 00:04:46
Working on outdoor projects like a fish pond and gardening, now I've seen some schools 00:04:48
that do this, but other schools, they don't take advantage of the outside gardens they 00:04:53
have, and that's good for working on science with your students, right, creating greenhouses, 00:04:58
fish ponds, working with plants, and actually using those for hands-on projects. 00:05:05
You have so much unutilized space outside of your schools. 00:05:09
Think about this, alright, so write it down, if you think it's a nice idea, you can jot 00:05:13
it down and then of course carry on, alright? 00:05:17
So, having specific rooms for subjects when a lot of hands-on materials are needed, for 00:05:20
instance science, art, computer rooms, and music, okay? 00:05:26
Now, I say this from the standpoint of, when we look at little methodology, right, it says 00:05:30
that we start from hands-on material, yes, no? 00:05:35
Student interaction, da-da-da-da-da, okay? 00:05:39
Right, well what happens if you're a teacher that you have to go from classroom to classroom 00:05:41
to classroom to classroom to classroom, how do you take it with you? 00:05:45
Are you a camel? 00:05:48
You're not a camel. 00:05:50
You either use a suitcase with wheels as a trolley, right? 00:05:52
You're a camel, okay, right, we've got a camel back there. 00:05:56
Yes, I've had people laugh at me because I enjoy using different materials, so I will 00:05:59
have, right, yes Carolina knows this, right, because we've worked together, I will have 00:06:04
a video bag on one shoulder and my books on another and I'm kind of, and I think at one 00:06:09
point I was starting to have dislocated shoulders from carrying around so many materials, right? 00:06:13
Teacher's shoulder, I call it, right? 00:06:17
Exactly. 00:06:19
So, what I have seen in the United States and other schools, what they do is they have 00:06:20
science labs for the students to go to. 00:06:24
Then you have everything prepared, you can share it with other teachers. 00:06:26
Don't be afraid, those of you that are coordinators, of having children's change rooms, right? 00:06:30
As one of the first victims of social constructivism in the United States in the 1970s, which I 00:06:35
was, yes, you can imagine why I was, just this small, right? 00:06:40
So, and your students were able to say, oh yes, I lived through the social constructivism 00:06:44
change, right? 00:06:48
They had us change our classrooms. 00:06:49
I will repeat. 00:06:51
In the United States in the 1970s, they started having children change their classrooms. 00:06:53
Many times when children are in the same classroom, and this is especially for secondary, right, 00:06:58
when they're in the same classroom, the whole time they become territorial. 00:07:03
And they have pack-like behavior. 00:07:07
Yes or no? 00:07:10
It's true, right? 00:07:12
So, the teacher is much more in control when they're the central figure and perhaps the 00:07:13
children have to move back and forth. 00:07:17
Now, this includes other logistical problems, like what do you do with the books? 00:07:18
How do they carry them? 00:07:22
Right? 00:07:23
So, there's other things to contemplate. 00:07:24
That's why they use lockers in the United States, okay? 00:07:25
But the things to think about, because when a group is treated, and this of course is 00:07:28
being dealt with in bilingualism effectively, and the community might do it by having bilingual 00:07:33
sections, but when a group is treated as a homogeneous mass for four years or for six 00:07:37
years, what happens to that group? 00:07:42
Are they a homogeneous mass? 00:07:44
They're not really. 00:07:46
So, sometimes more diversification or changes or options are needed, and that's something 00:07:48
that is contemplated. 00:07:52
It's not for now to talk about this, obviously, because we get into a whole other kettle of 00:07:53
fish, all right? 00:07:57
But that is something. 00:07:58
I think my intention here is I want us to break down our ideas about how we organize 00:07:59
classes, space, and the resource of the children where they're actually located, all right? 00:08:05
Okay. 00:08:10
So, considering letting children change classes, the point that I just made, okay? 00:08:11
Minimizing the amount of ... That's good. 00:08:15
It's all a surprise here, isn't it? 00:08:21
Okay. 00:08:22
Right. 00:08:23
There we go. 00:08:24
We should have gone through this beforehand. 00:08:25
I apologize. 00:08:26
Right? 00:08:27
Okay. 00:08:28
So, by minimizing the amount of teacher changes from pavilion to pavilion, right? 00:08:29
I have had the tremendous honor of working with teachers that they have let me see their 00:08:33
class and spend a day with them. 00:08:39
And by spending a day with them, I remember in one situation in particular, this teacher 00:08:41
taught fifth-year science, went back to the pavilion to get materials, then went down, 00:08:46
taught first-grade kindergarten, then went back to the pavilion, got more materials, 00:08:51
so another pavilion changed, then went back to trade. 00:08:55
He was teaching sixth-grade science, and then it was back down to teach a regular English 00:09:00
course in third grade. 00:09:05
It was madness. 00:09:08
Right? 00:09:09
That, for me, means that we're going towards teacher burnout when you're using people with 00:09:10
those kind of organization in order to ... So, I think that needs consideration as well, 00:09:14
all right? 00:09:18
For those of you that are coordinating or in charge. 00:09:19
It's much easier when a person has less changes and perhaps, well, that's another thing that 00:09:21
will be spoken about in the course when we do in the compotense this summer, all right? 00:09:27
Okay. 00:09:31
So, use a suitcase with wheels, obviously. 00:09:32
If you're not already, I'm sure already many of you are using a suitcase with wheels going 00:09:36
back and forth, so you don't have to make many changes. 00:09:39
You're raising your hand. 00:09:41
Good. 00:09:42
That's it. 00:09:43
Okay. 00:09:44
Okay. 00:09:45
To transform materials. 00:09:46
Okay? 00:09:47
And also use a portable computer with speakers and a whiteboard. 00:09:48
Now, I love smartboards. 00:09:50
They're wonderful because all of the applications that they have in the software, they're fantastic, 00:09:51
but if you haven't got one in your classroom, there are also portable ones that you can 00:09:56
put on the corner of the blackboard in order to project them up, and those work quite well 00:09:59
even on the blackboard, right? 00:10:03
Okay? 00:10:05
Okay. 00:10:06
So, those are some possibilities. 00:10:07
Okay. 00:10:09
Planning use of space. 00:10:10
Here, managing classrooms to create environments. 00:10:12
How do we do that? 00:10:16
Okay? 00:10:17
Well, my question is, why do we only apply the corners theory to infant level? 00:10:18
Yes? 00:10:22
No? 00:10:23
Why? 00:10:24
Yeah. 00:10:25
I think with my own experience, exactly. 00:10:26
It might be because of space. 00:10:28
Just some ideas here. 00:10:30
My own experience when I was studying, all right, was related to what you're seeing here. 00:10:31
Right? 00:10:38
I had a teacher for two years, and what she had was a small reading corner with a sofa. 00:10:39
Right? 00:10:44
Inside of the classroom. 00:10:45
It was lovely. 00:10:46
And it was great. 00:10:47
It really was. 00:10:49
Okay? 00:10:50
And this is my bibliography, shall we say. 00:10:51
All right? 00:10:54
From experience. 00:10:55
Now, what was interesting about that? 00:10:56
You see this lamp here? 00:10:57
She had a very tall lamp, not as ugly as that one, obviously, that she would turn on when 00:10:58
extension and reinforcement time with library reading was able to go on in the classroom, 00:11:05
where we could get up, take a book, and go and sit on the sofa. 00:11:10
That was such a motivation to finish first and to encourage literacy inside of the classroom. 00:11:13
So the first ones to finish it, oh, I've got my book, and I'm going to sit on the sofa. 00:11:18
It was just a small sofa. 00:11:21
I mean, it wasn't a big affair for nine people. 00:11:22
Right. 00:11:25
And when she would do storytelling in third grade, she would sit on the sofa, and the 00:11:27
children would sit around her. 00:11:31
Right? 00:11:33
With little mats or things of that sort. 00:11:34
And that was going on in third grade. 00:11:35
Many of you, if you teach infants at lower levels, you know that. 00:11:36
That is something that still is attractive to children up until third grade, sometimes 00:11:40
into fourth grade, depending on the maturity level. 00:11:44
Yes? 00:11:46
No? 00:11:47
Yeah, it is. 00:11:48
So, I mean, it's something that you can continue working on with them. 00:11:49
So you might want to rethink that if you have enough space, obviously. 00:11:51
Okay? 00:11:54
So, also in the United States, they do a lot of work with computer corners. 00:11:55
Right? 00:11:59
That, for early finishers that are working on computers, are using corners in primary 00:12:00
in addition to infant level. 00:12:04
All right? 00:12:06
Okay. 00:12:07
And also having an extra worksheet box, right, where you can have extension and revision 00:12:08
in addition to libraries. 00:12:13
Okay? 00:12:15
Depending on what you need to work on. 00:12:16
Okay. 00:12:17
Sharing the staff room. 00:12:18
Planning to share your teacher's room, planning your teacher's room to share materials. 00:12:20
Now, one of the centers that I worked at that was excellent was we had these little gadgets 00:12:25
here, which were three ring binders. 00:12:30
All right? 00:12:32
And any materials that we created were put into those three ring binders, and they were 00:12:33
put on a shelf, and we had access to those. 00:12:38
They were organized by units. 00:12:41
I know some of you will be surprised by this, because there's a whole thing inside of education 00:12:43
that's, oof, is it mine? 00:12:48
Am I going to try and pass the opposiciones and not share it with anyone? 00:12:50
Is it a publication that I'm going to make for points? 00:12:53
So, that sometimes causes people not to share as much as they could. 00:12:56
Do you agree? 00:13:00
Do you disagree? 00:13:01
Yeah. 00:13:02
Yeah. 00:13:03
Okay. 00:13:04
So, I'm aware of this as being a problem, but I've also lived through a scenario where 00:13:05
we coordinated together and had everything in a central file like these three ring binders. 00:13:07
Now, that was very archaic, because you can tell my age, right? 00:13:11
It was from before the time of internet and exciting things of the life. 00:13:14
Nowadays, this would be, as you see there, having all the computers connected to internet 00:13:18
and having files for each of the levels and each of the units with materials that one 00:13:23
has created, obviously. 00:13:27
Okay? 00:13:29
If you want paper copies, you can have paper copies as well. 00:13:30
God forbid that your systems fall down and you don't have them in a backup copy. 00:13:33
Okay. 00:13:37
Sign out sheets for materials. 00:13:38
Also, hangers or clips or rack for a poster. 00:13:39
For instance, putting a poster on a hanger. 00:13:43
Right? 00:13:45
I'm sure many of you do this. 00:13:46
Put it on a hanger and then hang it up on the blackboard if you don't have access to 00:13:47
new technologies, which most of you do little by little, or you are having. 00:13:51
Right? 00:13:55
Okay. 00:13:56
Good. 00:13:57
And, of course, the last point there, the timing sheet, right, with unit coordination 00:13:58
and yearly planning. 00:14:03
Okay? 00:14:04
So planning for different levels that have been, that is, is there for common use for 00:14:05
everyone to consult, perhaps on the wall, in addition to the sign out sheets, which 00:14:12
is the third point. 00:14:16
All right? 00:14:17
For different materials so you know where they are. 00:14:18
All right? 00:14:19
Okay. 00:14:20
Good. 00:14:21
So, meeting and coordination tips. 00:14:22
And I think this is probably one of the most important points. 00:14:23
Okay? 00:14:26
Most of you plan weekly and monthly coordination meetings. 00:14:27
Right? 00:14:30
I think in public schools you tend to be very good about this. 00:14:31
Right? 00:14:34
In private schools sometimes that doesn't always happen. 00:14:35
It depends. 00:14:37
Right? 00:14:38
On each of the contexts. 00:14:39
But it's important to plan those weekly and monthly coordination meetings. 00:14:40
Okay? 00:14:44
And agree that everyone will help and set tasks. 00:14:45
I think sometimes some of the problems in education is that people feel like, oh, I 00:14:48
don't have to do that. 00:14:52
I don't. 00:14:53
And then all the work falls onto one person. 00:14:54
Have you had that experience? 00:14:56
Okay. 00:14:57
Right. 00:14:58
Good. 00:14:59
And it's from the director, directive team from the school that everyone's going to contribute 00:15:01
in one way or another and that the work is allocated and set out previously. 00:15:04
Okay? 00:15:07
For instance, one of the ways of doing this, making it more democratic, is by designating 00:15:08
a chairperson by term or month to share responsibilities and keep the meetings moving. 00:15:13
Okay? 00:15:18
If you're in a line three school or line four, it's easier to do that. 00:15:19
Those of you who are people that are in line one schools. 00:15:22
Right? 00:15:25
Some of you are going like this. 00:15:26
Some of you are going like this. 00:15:27
Or if you were in a CRA, for instance, a centro de agrupamiento, the only thing you can do 00:15:28
is coordinate with other people on the internet. 00:15:35
Isn't it? 00:15:37
Exactly. 00:15:38
So it depends on each of your centers, obviously, that you're working at. 00:15:39
There's so many different contexts to cater to. 00:15:41
Right? 00:15:43
Obviously. 00:15:44
But an important thing is having a chairperson by term. 00:15:45
I have done this with other people and it takes away the idea of, I'm in charge, I'm 00:15:47
the whip holder, and I'm making you work. 00:15:51
No. 00:15:53
Everyone gets the whip every once in a while. 00:15:54
Yes? 00:15:55
Good idea. 00:15:56
Don't you think? 00:15:57
Yeah. 00:15:58
Exactly. 00:15:59
So you don't say, oh, I can't stand her. 00:16:00
She makes me do so much. 00:16:01
No, no, no. 00:16:02
You get your turn to try and tell it yourself. 00:16:03
And I think that helps foment democracy amongst what is teachers and also citizenship, which 00:16:05
is something that we're supposed to be working on and teaching. 00:16:10
Yes, I know. 00:16:12
You're thinking, oh, I don't want to foment citizenship. 00:16:13
Okay. 00:16:16
Fine. 00:16:17
Okay. 00:16:18
So previously plan and distribute an agenda and stay on track in meetings and class. 00:16:19
I think some things about meetings, why people don't like meetings is they turn into complaint 00:16:24
sessions. 00:16:29
Yes? 00:16:30
And you spend half an hour complaining and 15 minutes coordinating. 00:16:31
Okay. 00:16:35
Personally, that drives me crazy. 00:16:36
Right? 00:16:38
Complain over coffee. 00:16:39
In the meeting, organize. 00:16:40
Yeah? 00:16:41
Does that make sense? 00:16:42
Okay. 00:16:43
So I realize that sometimes meetings have a psychological function of venting and doing 00:16:44
all those things. 00:16:49
But when you have work that needs to be done and many of you are mothers or fathers and 00:16:50
you have your own children and you must leave at a certain time. 00:16:53
Yes? 00:16:56
No? 00:16:57
Yeah. 00:16:58
Then that's one of the reasons to set out your previous agenda and just go through it. 00:16:59
Through the four points. 00:17:02
And then after that, wait until afterwards to vent. 00:17:03
Right? 00:17:06
For those that can stay, for instance. 00:17:07
Silly. 00:17:08
Silly, isn't it? 00:17:09
But it's something that helps a lot. 00:17:10
So if you previously agreed to do that as a group, that's going to be tremendously helpful. 00:17:11
Contact and share materials with each other by email, websites, blogs, chat. 00:17:16
You can use file dropper for much larger documents that you're sending. 00:17:21
Okay? 00:17:26
That are over 10 megabytes. 00:17:27
Have common files and digital mediums such as internet and or print files. 00:17:29
Okay? 00:17:33
To keep materials. 00:17:34
Okay? 00:17:35
Some of the things that are being done out there are amazing. 00:17:36
They're really amazing. 00:17:39
I'm sure many of you at infant level have seen in Asturias the software that they've created 00:17:41
for English language learning for children. 00:17:47
It is admirable. 00:17:49
And they have shared all of that. 00:17:50
And they've not only created it, but they've shared it. 00:17:51
And many people have it on their internet pages so their own students can click with 00:17:54
their parents at home and work with that. 00:17:58
Wonderful idea of sharing. 00:18:00
Okay. 00:18:02
Fine. 00:18:03
Good. 00:18:04
So consider a peer observation calendar and in-house teacher training sessions. 00:18:05
This might totally blow your mind. 00:18:10
Does this blow your mind? 00:18:12
Do you even know what I'm talking about? 00:18:13
You're thinking, oh good, what is this? 00:18:15
Okay. 00:18:17
My own personal experience. 00:18:19
I have worked at centers where I was fortunate enough to have a wonderful coordinator, Sandra 00:18:20
Bradwell, who she organized in-house training. 00:18:26
So every two months, one person offered to do a training session like what I'm doing 00:18:30
with you today. 00:18:34
It might have been on phonetics. 00:18:35
It might have been on storytelling, et cetera, et cetera. 00:18:36
Now this was years ago. 00:18:38
I did not know how to do storytelling at that point. 00:18:39
And a mate of mine, Richard, did a session on storytelling. 00:18:42
And I was like, oh, I still can't get my head around it. 00:18:46
I'm not sure how to do that. 00:18:48
And one was with children and the other with adults. 00:18:49
And he said, why don't you come to my class and watch me? 00:18:52
And it was fabulous. 00:18:55
Because watching him once, then I knew what to do with those puppets. 00:18:57
Yes. 00:19:00
And he also did a session with older boys that were in the second air vessel. 00:19:02
And that was so helpful because it allowed me to see how to do a storytelling with older 00:19:06
children. 00:19:11
All right? 00:19:12
So you say, oh, but we don't have money for training. 00:19:13
We don't have time. 00:19:15
We can't organize it. 00:19:16
Yes, you can. 00:19:17
Having a strong central figure in what is the bilingual coordinator that allows for 00:19:18
peer observation. 00:19:24
And in addition to that, doing that in-house teacher training, it doesn't need to be every 00:19:26
month. 00:19:30
It can be once a term, for instance, with one person that wants to share ideas that 00:19:31
they're using in the classroom. 00:19:35
It can be so helpful. 00:19:36
And it also brings the center together as well if you go out and have, I don't know, 00:19:38
something to eat afterwards and all of that. 00:19:41
Okay. 00:19:44
Fine. 00:19:45
And finally, the part that I have to do, okay? 00:19:47
Your Richmond Santillana materials tonight, of course, can be the core center to all of 00:19:51
that. 00:19:56
Now, I mean this actually quite seriously. 00:19:57
As I see, there are three people in this room that have actually helped us work on textbooks 00:20:00
and create them. 00:20:06
All right? 00:20:08
And I know there's a big debate about textbooks and what their role are. 00:20:09
What do they do? 00:20:11
Okay? 00:20:12
So, I'd like to define this because the question came up at Pam Wrigley's section yesterday. 00:20:13
If you were at the plenary, you probably remember, right? 00:20:18
The first point was what's the role of a textbook? 00:20:20
Now, we need to define the fact that a textbook is to guide and facilitate the coordination 00:20:23
of what is material selection. 00:20:27
A textbook will never, never, never be able to, at least in my experience, be able to 00:20:30
take you through the year without having to do any extra work whatsoever. 00:20:35
Do you agree or disagree? 00:20:39
Yes. 00:20:40
Okay. 00:20:41
Have you ever had a textbook that fits your need 100%? 00:20:42
There was one with naked English boys. 00:20:44
Yeah? 00:20:47
That was very close. 00:20:48
Okay. 00:20:49
But it's nice when they get very close. 00:20:50
But then you change groups, and then something else, and then it doesn't happen any longer. 00:20:51
Okay? 00:20:54
Right. 00:20:55
Good. 00:20:56
Really, where do textbooks come from? 00:20:57
Textbooks come from other teachers' experiences, and they're based on their experience in the 00:20:58
class. 00:21:02
Of course, their experience, many times, is different from your experience and your context, 00:21:03
your children. 00:21:09
And that is the beauty of not having a prescriptive curriculum, but rather working inside of a 00:21:10
framework of social constructivism that allows you to modify materials and reach that ZPD 00:21:15
level that Pam was talking about yesterday. 00:21:20
Okay? 00:21:23
So, what's the role of the teacher? 00:21:24
To coordinate for their center and adequate materials for students. 00:21:26
And really, that's the beauty of teaching. 00:21:29
I think there's nothing worse than teaching in a center where they say, oh, yes, open 00:21:31
up this textbook, teach this page, and please do not think anymore. 00:21:37
Right? 00:21:40
Has that happened to you? 00:21:41
No. 00:21:42
Yes. 00:21:43
It's horrible, isn't it, when they say, oh, no, don't think for yourself, just do what's 00:21:44
on the page. 00:21:47
Right? 00:21:48
So, I think those of us that are teachers that have a passion about teaching, or at 00:21:49
least we have a professional approach, normally we think to ourselves, yes, we'd like to adequate 00:21:52
material for the needs of our students. 00:21:56
All right? 00:21:58
Leading us on to the next point, right? 00:21:59
When we choose the right materials, right? 00:22:01
Obviously, Santillana has, a lot of you have used these materials, especially essential 00:22:03
science, the Richmond World Facts that are there, the posters, drawing and painting. 00:22:08
This is a project that I particularly love because I've worked on all six books, the 00:22:14
teacher's books and the student's books. 00:22:19
This one as well, because I coordinated the essential science materials, right, which 00:22:22
is the idea of building all of these ICT tools that you can use inside of the classroom. 00:22:28
Right? 00:22:34
So, what does that mean, right? 00:22:35
When we look at these materials, what can be done with these, right, in your classroom? 00:22:37
Okay? 00:22:41
So, there you've got the essential science ones, right? 00:22:42
The Richmond World Fact readers. 00:22:44
All of these you can see at the stand, which is downstairs in front of the plenary sessions 00:22:46
in the auditorium. 00:22:52
So, moving ahead, okay, when we plan personalized lessons, which is really what we have, the 00:22:54
question we have, okay, then how do we go about doing that? 00:22:59
Now, the thought process that went into this, okay, I'll just explain it to you quickly. 00:23:02
The thought process here was to take you step by step through the curriculum. 00:23:07
We got out the curriculum, we looked at it, we said, right, what does it say? 00:23:12
Observe and then produce art. 00:23:15
And there's step by step instructions for students that don't feel as, or for teachers 00:23:18
that don't feel as comfortable with the language. 00:23:22
And then ideas for teachers, so this is for the teacher who doesn't have much experience, 00:23:24
and then extension ideas for teachers that do have experience. 00:23:30
So, they can coordinate. 00:23:34
That was the intention behind this, to allow for that flexibility, all right? 00:23:35
Okay, so, two minutes left, my goodness. 00:23:39
That's when you're having fun. 00:23:43
Okay, all right, good. 00:23:44
So, you will have this, okay, on the handout that I've given you, and I think probably 00:23:45
the most useful tool I can give you is the one that's here, okay? 00:23:50
Which is, looking at this model here, and I'm going to go around and show that to you, 00:23:53
actually, because I can't get close enough, okay? 00:23:59
With my last two minutes, okay? 00:24:02
Now, this model, okay, planning sessions can be very easy. 00:24:04
I've done this with coordination with other teachers and centers, all right? 00:24:10
And this is one of the models I think is easiest as a checklist in order to do quick planning 00:24:13
in groups, and to be able to share those materials, right? 00:24:17
One of my teacher trainers who taught me years ago, Henny Burke, who was a wonderful person, 00:24:21
this was the model that she gave me, all right? 00:24:26
And, basically, what she said was, you want to have a tiny, an interaction column here. 00:24:29
Why? 00:24:34
Because you can quickly see if it's too teacher-centered, right? 00:24:35
If it's teacher-students, teacher-students, teacher-students, teacher-students, then it's 00:24:38
too teacher-centered, all right, what you're doing. 00:24:43
So, you can easily see if it's teacher-students, 10 minutes, all right, that's my warm-up, okay? 00:24:45
Students in pairs, 10 minutes, and then I thought the type of activities and the materials 00:24:50
and the skills that we're working on, okay? 00:24:54
So, we make sure that we put those there. 00:24:56
Then, in the audio, okay, we're listening to, they're in pairs, and then the whole group, okay? 00:24:58
So, here they're in pairs for 10 minutes, 15 minutes, is that okay? 00:25:04
It's still as dynamic again enough, okay, right, good. 00:25:08
She's going, eh, I don't know. 00:25:10
That's a good thing, because what she is thinking of, would my students be able to concentrate 00:25:12
and focus their attention for that long, or do they need something that's more dynamic, 00:25:17
right, as they're going through? 00:25:20
And then, finally, obviously, this can be changed for individual work, if you don't 00:25:22
want them working in pairs, okay? 00:25:27
So, each of you could modify it as you want to. 00:25:29
So, basically, the timing and the interaction, the activity and the materials, and then, 00:25:32
of course, the basic competence is your aims and the assessment, okay, that you're looking 00:25:37
at there. 00:25:41
The basic indicator, when I was taught to create lessons like this, was, if you were 00:25:42
run over by a bus, could another teacher go pick up your lesson plan, run into your class 00:25:48
and teach it, right? 00:25:53
Have your teacher trainers ever said that to you? 00:25:55
Yes, they have. 00:25:57
It's wonderful advice, you know, and that is the example of clarity, you know, could 00:25:59
someone pick it up and begin working with it? 00:26:02
And I think that's a good scale for determining how useful materials are, okay? 00:26:04
So, the long and the short of it is that you would put this in, so when you look at 00:26:10
your textbook, right, which you have here in front of you, you know that you have a 00:26:15
basic foundation that is based on experience, experience of other people that are working 00:26:20
with the textbook, but not translations, right? 00:26:26
It's of other people who are in CLIL settings and what has worked well for them. 00:26:28
If it's not working for you, then the next step, many times, is to actually lift from 00:26:32
the page. 00:26:39
Lift from the page? 00:26:40
Lift from the page, which is what many of you do when you say, yes, I want to create 00:26:41
my own materials, you lift from the page and take from other places. 00:26:44
So, what's the difference between creating your own materials and using a textbook? 00:26:47
Many times the textbook, what it allows you to do is coordinate, or it gives you a minimum 00:26:51
level in order to do what? 00:26:55
To coordinate with other people in other places, to cut down on the actual coordination time, 00:26:59
all right, is the idea behind that. 00:27:03
And each center, of course, has to choose how relevant that is to their teaching experience 00:27:05
and then the amount of work that they put in there. 00:27:09
But I must tell you that the materials that we have created, we've done it from our hearts 00:27:11
with all the possible love that we have there in order to create things that are helpful 00:27:16
for you, useful, and that, of course, will be stimulating for the students and meaningful 00:27:20
at the same time. 00:27:27
All right? 00:27:28
Whether you like them or not, that's a whole other question, unless you're looking very 00:27:29
serious, right? 00:27:32
But that, of course, is the intention there. 00:27:33
So, here with all of this, right, as I said, when the other session we're doing this summer, 00:27:35
we will go into this more in-depthly, in clear settings with different types of clear interactions 00:27:41
and strategies, similar to the ones that I was talking about earlier in the presentation 00:27:46
that she was giving with different types of genres and how the staging would go through. 00:27:51
Obviously, in half an hour, there's just not enough time for that, right? 00:27:54
Okay, so, thank you very much. 00:27:57
And... 00:27:59
Thank you. 00:28:00
Thank you. 00:28:01
Thank you. 00:28:02
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
Dª.Krista Ireland
Subido por:
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Licencia:
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Visualizaciones:
782
Fecha:
20 de enero de 2011 - 10:28
Visibilidad:
Público
Enlace Relacionado:
Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
Descripción ampliada:

La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.


En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y  especialmente en España.


Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.


Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.
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