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Taller: Assesment as a platform for professional development

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Subido el 25 de enero de 2011 por EducaMadrid

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Taller "Assesment as a platform for professional development" por D.Mick Ashton, 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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Dim ond ymdrechion, ymdrechion, pedagogiaeth sy'n cynyddu'r byd ar y byd, 00:00:00
sy'n gwella'n ddiwylliannol, nid dim ond yng Nghymru, 00:00:07
ond yng Nghymru. 00:00:10
Iawn, mae'n ddifrifol. 00:00:12
Mae'n ddifrifol, 00:00:14
ond mae'n ddifrifol. 00:00:16
Mae'n ddifrifol. 00:00:18
Mae'n ddifrifol. 00:00:20
Mae'n ddifrifol. 00:00:22
Mae'n ddifrifol. 00:00:24
Mae'n ddifrifol. 00:00:26
Dwi'n siarad gyda chi yng Nghymru. 00:00:58
Fel y dweudais yn gyntaf, 00:01:00
rwy'n cael profiad o weithio yng Nghymru. 00:01:02
Mae'r holl Gymru 00:01:04
yn cael ei oed 00:01:06
ar eich bobl. 00:01:08
Y Comunidad de Madrid, 00:01:10
rydych chi'n cymryd rhan 00:01:12
yn y rhaglen mwy ambisiynol hon 00:01:14
a ddewisodd Javier Gisper 00:01:16
yn ddi-ddefnyddiol yn fawr. 00:01:18
Ac mae'n ddifrifol iawn. 00:01:20
Ac wrth gwrs, mae'r rhan o'r Cymru, 00:01:22
pob Comunidad, 00:01:24
yn ddi-ddefnyddiol yma. 00:01:26
Ac ar hyn o bryd, mae'n ddifrifol iawn. 00:01:28
Iawn. 00:01:30
Ac mae llawer o ffactorau, 00:01:32
sy'n ddiddorol, i'w gysylltu 00:01:34
ar ôl i ni fynd ymlaen. 00:01:36
Iawn. 00:01:38
A allwn ni gysylltu 00:01:40
â'n holl Comunidad de Madrid? 00:01:42
Wel, rhaid i ni gael 00:01:44
ystafell gwahanol, ond, 00:01:46
mae'n ddi-ddefnyddiol iawn, nid? 00:01:48
Iawn. 00:01:50
Iawn. 00:01:53
Mae'r ystafell hwn yn ddi-ddefnyddiol. 00:01:55
Ac mae'n ddi-ddefnyddiol bod 00:01:57
llawer o bobl yma. 00:01:59
Roeddwn i'n edrych ar yr ystafell di-ddefnyddiol, 00:02:01
ac roeddwn i'n meddwl, well, os ydyn ni'n ei ddifrifo, 00:02:03
byddai hynny'n dda iawn. 00:02:05
Mae'n ddifrifol iawn i'r ystafell, 00:02:07
ac nid oes unrhyw le. 00:02:09
Mae'n ddi-ddefnyddiol iawn 00:02:11
fod yn ystafell ddi-ddefnyddiol. 00:02:13
Rwy'n cael pethau gwahanol 00:02:15
sy'n rhaid i mi gynhyrchu. 00:02:17
Bydd yna brosesau naturiol 00:02:19
i chi gofyn cwestiynau. 00:02:21
Yr hyn rwy'n gobeithio ei gyflawni 00:02:23
yw, edrychwch yn ôl, 00:02:25
rwy'n gwybod bod hwn yn ddi-ddefnyddiol 00:02:27
o gyfer ymgynghoriad mawr, 00:02:29
ymgynghoriad ddiddorol, 00:02:31
ond rwy'n meddwl efallai 00:02:33
fod yn ddefnyddiol hefyd i gyflawni 00:02:35
yr hyn rydyn ni wedi ei edrych ar, 00:02:37
yr hyn rydyn ni wedi'i glywed, yr hyn rydyn ni wedi'i gynhyrchu, 00:02:39
i edrych ar aelodau'r gwybodaeth 00:02:41
sy'n cynnwys 00:02:43
y rhaglenau clwb, 00:02:45
yr hyn rydych chi'n gobeithio eu hystyried i ddeall, i gwybod. 00:02:47
Ac yna byddwn i eisiau 00:02:49
gynllunio hyn 00:02:51
ar gyfer y test 00:02:53
rydw i wedi'i ddatblygu gyda 00:02:55
eraill, 00:02:57
i edrych ar nifer o 00:02:59
testau, os gallwn. 00:03:01
Os nad oes gennym cyfle i'w wneud hynny, 00:03:03
oherwydd rydym yn ddi-ddefnyddiol 00:03:05
yn y dechrau, 00:03:07
mae'r llyfr gyrfa 00:03:09
sydd ar y stand Cymru 00:03:11
mewn gwirionedd yn ddi-ddefnyddiol 00:03:13
ac mae hynny wedi cael 00:03:15
llyfr cwestiwn ar y ddechrau. 00:03:17
Ac y peth diwethaf, 00:03:19
dyma'r hyn sy'n 00:03:21
mynd i'w gwneud, 00:03:23
i ystyried, dwi eisiau i chi ystyried 00:03:25
i'r holl ffordd, sut y gall 00:03:27
gynllunio gynnwys 00:03:29
platfform ar gyfer datblygiad 00:03:31
o ddebyg bywyd proffesiynol 00:03:33
mewn gwirionedd, sut 00:03:35
gallwch chi weld beth rydw i'n siarad amdano 00:03:37
ac beth, gobeithio, rydych chi'n mynd i siarad amdano 00:03:39
sut y bydd hynny'n gysylltu 00:03:41
gyda rhaglen 00:03:43
datblygiad o ddebyg bywyd. 00:03:45
Iawn. 00:03:47
Felly dyna'r pethau 00:03:49
rydw i eisiau ei gofyn. 00:03:51
Dw i'n mynd i ddechrau gyda 00:03:53
tasg ddau munud i chi 00:03:55
i gynnwys ychydig 00:03:57
o gwblion yn fy nefyniad 00:03:59
o Clyw. 00:04:01
Iawn, gallwch chi i gyd gweld hynny? 00:04:03
Wel, dwi ddim yn gwybod 00:04:05
sut i ddechrau i'w gwneud yn haws. 00:04:07
Iawn? 00:04:11
Yn haws? 00:04:13
Byddai'n haws ar y diwrnod tri, yn wir. 00:04:15
Felly dyna'r cymdeithas 00:04:17
y bydd 00:04:19
iaith gwleidyddol yn cael ei defnyddio fel 00:04:21
y cyfleoedd 00:04:23
neu'r amgylchedd 00:04:25
i ddysgu 00:04:27
cynnwys 00:04:29
neu 00:04:31
amgylchedd 00:04:33
cymdeithasol 00:04:35
neu 00:04:37
hanes 00:04:39
neu'r diwylliannau 00:04:41
neu unrhyw beth, 00:04:43
yn wir. 00:04:45
Ac mae'r iaith amgylchedd 00:04:47
a'r cynnwys 00:04:49
yn rôl gysylltiedig. 00:04:51
A oeddwn i'n ddod yn iawn 00:04:53
yn ymddangos bod y mwyafan 00:04:55
o bobl yn ddysgwyr gynnwys? 00:04:57
Nid? 00:04:59
Felly mae gennym 00:05:01
ddysgwyr iaith. 00:05:03
Ac fel y gwelwch, mae'r defnyddio hon 00:05:05
yn cynnwys 00:05:07
sefydliadau gwahanol 00:05:09
ar gyfer y ddysgwyr gynnwys 00:05:11
ac ar gyfer y ddysgwyr iaith. 00:05:13
Ac mae hynny'n rhywbeth 00:05:15
sy'n anhygoel 00:05:17
pan ydyn ni'n mynd ymlaen. 00:05:19
Iawn, gadewch i ni wneud un o'r tasgau. 00:05:21
Iawn, un o'r tasgau 00:05:23
sy'n ddiddorol, 00:05:25
yn ddiddorol, 00:05:27
yn ddiddorol, 00:05:29
yn ddiddorol, 00:05:31
yn ddiddorol, 00:05:33
yw'r hyn mae'r rhaglen CLIL 00:05:35
yn amlwg i gael. 00:05:37
Ac mae'n datblygiad o... 00:05:39
Pa un yw'r cofnisiwn? 00:05:43
Dwi'n rhoi'r tri. 00:05:49
Mae'r cofnisiwn mewn gwirionedd 00:05:51
yn permiadio'r holl beth, 00:05:53
ond mae'r sgiliau ffeithiol, 00:05:55
y cofnisiwn, 00:05:57
y diwylliannau 00:05:59
a'r gwybodaeth 00:06:01
o'r cymdeithasau, 00:06:03
o'r beth mae'n ei wneud i fod yn ddigwyddiad gwasanaethol, 00:06:05
a'r cymunedau leol 00:06:07
a'r cymunedau gwleidyddol. 00:06:09
Iawn, mewn gwirionedd, 00:06:11
mae'r llyfr Feagol 00:06:13
yn siarad mwy am gymuned 00:06:15
na'r diwylliannau. 00:06:17
Felly rydyn ni'n rhannu ddau. 00:06:19
Yr ddau gyntaf. 00:06:21
Cofnisiwn 00:06:23
ac ymgeisyddiaeth. 00:06:25
Iawn. 00:06:27
Felly dyma gweithgaredd 00:06:29
sy'n dod o'r gwaith Do Coil. 00:06:31
Ac mae'n ofyn i'r 00:06:33
gweithgaredd 4C. 00:06:35
Mae'n gweithgaredd. 00:06:37
Nid yw'n theori, ond mae'n 00:06:39
un rydyn ni'n 00:06:41
sefydlu beth yw 00:06:43
Clill i ni. 00:06:45
Ac mae'n ymwneud â hynny ein bod ni'n gallu 00:06:47
gweld y math o anoddau 00:06:49
dwi ddim yn hoffi ddweud anoddau, 00:06:53
dwi'n hoffi ddefnyddio y swyddi. 00:06:55
Y swyddi y mae'n ei ymwneud â'r 00:06:57
gweithgaredd 4C, 00:06:59
sy'n debyg i'w gwybod'r iaith 00:07:01
sy'n ymwneud â'r 00:07:03
gwahanol ardalau o'r cynnwys y mae 00:07:05
hi neu hi'n ei ddarparu, 00:07:07
ac o'r persbectif 00:07:09
o'r gweithgaredd, 00:07:11
pan roeddwn i'n dysgu 00:07:13
i ddysgu Cymraeg, 00:07:15
roeddech chi'n cael ei ddysgu, 00:07:17
mae'n rhaid i chi wneud y tenseb cyntaf 00:07:19
cyn i chi wneud y tenseb cyntaf, 00:07:21
ac ati. 00:07:23
Nid ydych chi'n gallu gwneud 00:07:25
y ddifrifolion modol, 00:07:27
nid i'r lefel tri, 00:07:29
mae'r holl hyn 00:07:31
yn wahanol yn amgylchedd clir. 00:07:33
Mae'r rhainwraith hwn yn edrych 00:07:39
y broses o ddysgu 00:07:43
fel rhywbeth 00:07:45
sy'n lleihau, nid ymwneud â 00:07:47
ddysgu am sefyllfaoedd unigol, 00:07:49
ond ymwneud â chyfathrebu, 00:07:51
yn y pen draw, 00:07:53
fel rhywbeth sydd 00:07:55
ddim yn ymwneud â ddysgwyr amser unigol, 00:07:57
ond 00:07:59
ymwneud â 00:08:01
cyfathrebu hollol 00:08:03
lle mae popeth yn gysylltiedig. 00:08:05
Ac eto, mae'r rhain 00:08:07
yn edrych ar rhai o'r asbectau 00:08:09
o ddysgu. Byddwn i'n ei ddangos 00:08:11
ar y slid arall. 00:08:13
A oes unrhyw un o chi wedi 00:08:15
bod yn cymryd rhan yn y rhaglen 00:08:17
gyda'r ysgol Dave Allen 00:08:19
yn Norwich? 00:08:21
A oes unrhyw un o chi'n gwybod 00:08:23
o Kay Bentley? 00:08:25
Ie. 00:08:27
Wel, efallai 00:08:29
eich bod wedi gweld ychydig o slidau 00:08:31
cyn hyn, achos dwi'n gwneud 00:08:33
ddim... 00:08:35
Dwi'n gwneud dim apogaith 00:08:37
ar gyfer defnyddio'r rhaglen nesaf, 00:08:39
oherwydd roeddwn i'n mynd i ddysgu 00:08:41
llawer a llawer o arddangosfeydd a llyfrau 00:08:43
Clyll. Rwy'n ceisio cymryd fy nghyfan 00:08:47
am yr hyn oedd. Ac rwy'n cofio 00:08:49
eich bod wedi gwneud hyn. 00:08:51
Roedd e'n cymryd'r rhaglen hwn. 00:08:53
Ac mae'r rhaglen hwn yn yr 00:08:55
peth oeddwn i'n ei ysgrifennu o'r 00:08:57
ffordd nad ydych chi'n gallu dysgu'r diwedd 00:08:59
cyn i chi ddysgu'r hyn sydd ar gael. 00:09:01
Felly roedd eich rhaglen yma 00:09:03
eich ddysgwyr iaith. 00:09:05
Byddai'ch ddysgwyr iaith yn gwybod 00:09:07
mwy am yr hyn rydw i'n ei ddweud. 00:09:09
Y diwedd, y diwedd, y dyfodol. 00:09:11
Dyna'r ffordd roeddech chi'n ei wneud. 00:09:13
Y diwedd yn ddiweddar, 00:09:15
drwy'r holl ysgrifennu 00:09:17
rydych chi'n cael cyfathrebu. 00:09:19
Roedd hynny'r hyn y gwnaeth... 00:09:21
Clwyl! 00:09:23
Mae'n ddifrifol, mae'n ddifrifol 00:09:25
yn fwy hynod, a mae'n cael 00:09:27
yn y ffron, gynllun. 00:09:29
Nid yw'n cael iaith, 00:09:31
mae'n cael cynllun. 00:09:33
Mae'n cynllun 00:09:35
sy'n ei hyrwyddo. 00:09:37
Mae'n cynllun sy'n penderfynu 00:09:39
pa fath o iaith sydd. 00:09:41
Pethau, pam nad yw'n mynd i'w hyrwyddo pa fath o iaith? 00:09:43
Os ydych yn siarad am 00:09:45
sut mae 00:09:47
ysbrydau'n cael eu hunain, 00:09:49
ddewch i ddefnyddio'r ffurfion 00:09:51
pasif, pam nad? 00:09:53
Os yw hynny'r hyn y mae'r cynllun yn ei angen, 00:09:55
dyna'r hyn yw'n ei wneud, 00:09:57
ac mae'r hyn yn ymwneud â'r dysgwr cynllun, 00:09:59
mae angen i chi gael y rhesorau hyn 00:10:01
ar gael i chi. 00:10:03
Ond yn bwysig, 00:10:05
mae Clwyl 00:10:07
yn beth gwleidyddol, fel rwy'n siŵr eich bod yn gwybod, 00:10:09
ac yn y cyfnod o Ewrop, 00:10:11
mae'r Uned Ewropeaidd 00:10:13
yn ei angen 00:10:15
y llyfr mawr 00:10:17
a ddau iaith eraill. 00:10:19
Nawr, fel rwy'n dweud 00:10:21
ar y dechrau, yma yng Nghymru, 00:10:23
rydyn ni'n y tu hwn o 00:10:25
multilingwyliaeth. 00:10:27
Felly, 00:10:29
rydych chi'n eitha' yno, 00:10:31
ac yn edrych ar bobl sy'n siarad ymlaen. 00:10:33
Mae'n 00:10:35
sefyllfa 00:10:37
yma. 00:10:39
Yng Nghymru, 00:10:41
rwy'n teimlo'n anodd 00:10:43
i ymgysylltu â'r hyn 00:10:45
y dywedodd Javier Lloyd Blair yn ei siarad y diwrnod diwethaf 00:10:47
am effaith negatif. 00:10:49
Mae'n anhygoel 00:10:51
sut rydyn ni wedi gwneud 00:10:53
y penderfyniad hwnnw, 00:10:55
y penderfyniad hwnnw, yn anhygoel. 00:10:57
Dw i'n gallu ddweud hynny, 00:10:59
oherwydd dydw i ddim yn gweithio mewn gwleidyddiaeth, 00:11:01
ond i mi, dydw i ddim yn gallu gweld unrhyw rhain 00:11:03
neu rheswm amdano. 00:11:05
Dydw i ddim yn gallu gweld unrhyw rheswm amdano, 00:11:07
ond mae'n iawn y byddai un o'r 10 o bobl 00:11:09
yn astudio iaith 00:11:11
ar ôl 15 oed. 00:11:13
A dyma chi 00:11:15
yn ymwneud â'r rhaglen ambysiws hwnnw, 00:11:17
sy'n mynd i'r S 00:11:19
neu ym mis nesaf, 00:11:21
a byddwch chi'n cael y targedau hyn. 00:11:23
Rydyn ni'n mynd allan o hynny. 00:11:25
Rydyn ni wedi cael newid 00:11:27
i'r Llywodraeth. Efallai y byddwn ni'n 00:11:29
meddwl. Dydw i ddim yn gwybod. 00:11:31
Dydw i ddim yn gwybod beth yw'r iaith. 00:11:33
Dydyn ni ddim yn hollol fel hyn. 00:11:35
Dydw i wedi dysgu iaith. Mae fy mhlaen 00:11:37
yn dysgu Spanish ar hyn o bryd. 00:11:39
Ond rydych chi'n cofio, 00:11:41
dyma'r rhestr o iaith 00:11:43
ar ôl 10 o bobl. Pa oedd y Frans? 00:11:45
Pa oedd y Gymraeg? 00:11:47
Maen nhw'n yr hyn rydw i'n mynd i'w ddysgu. 00:11:49
A efallai hynny 00:11:51
yw'r hyn sydd wedi'u rhannu pobl mewn Iaith. 00:11:53
Oherwydd 00:11:55
mae gennym llawer o ddysgwyr Frans, 00:11:57
ond dim unrhyw un 00:11:59
sy'n ddiddorol mewn Frans. 00:12:01
Mae Chinese yn anodd 00:12:03
mewn llawer o ffyrdd, felly 00:12:05
dydyn ni ddim yn cael y ddysgwyr 00:12:07
gyda'r ysgol cyfathrebu 00:12:09
i wneud yn 00:12:11
ddiddorol, oherwydd 00:12:13
mae'n heriad gwahanol i ddysgu. 00:12:15
Gadewch i ni ddysgu Spanish. 00:12:17
Ac pam nad ydyn ni'n defnyddio Spanish 00:12:19
mewn ddysgwyr penodol? 00:12:21
Mae'n dod yn ddiweddar. 00:12:23
Ond mae'n broses ddiweddar iawn. 00:12:25
Oherwydd mae gennych 00:12:27
sektor sgiliau o ddysgwyr Ffrans a Gymraeg. 00:12:29
Oh, ac yn Llatyn. 00:12:31
Amo, amas, amat. 00:12:33
Amamas, amatas. 00:12:35
Ie, mae'n... 00:12:37
Mae Dave yn nodi'r coed yn ei gwybod. 00:12:39
Roedd yn ddiddorol, oedd hi. 00:12:41
Felly, 00:12:43
rydym ni'n ôl i chi. 00:12:45
Mae'n rhaid i ni ddweud hyn 00:12:47
yn y gol Ewropeaidd hon. 00:12:49
Iawn? 00:12:51
Gadewch i ni edrych yn gyflym 00:12:55
ar y fframwaith 4C eto, os gwelwch yn dda. 00:12:57
Felly, cynhyrch. 00:12:59
Wel, gallai'n unrhyw beth. 00:13:01
Mae gen i architectura i zoologi. 00:13:03
A i Z. 00:13:05
Unrhyw beth, pam nad? Gall ei ddysgu. 00:13:07
Mae'n rhaid i ni 00:13:09
mynd trwy'r un prosedurau 00:13:11
o ran cymryd ysgolion a sylwbws. 00:13:13
Ar y holl gweithle 00:13:17
o'r broses dysgu 00:13:19
mae dysgu cynhyrchus. 00:13:21
Yn amlwg, dyma beth mae'r plant yn ei wneud 00:13:25
yn y lle byddwn ni'n ei wneud, 00:13:27
o ran yr unrhyw ddysg. 00:13:29
Mae cymryd ysgolion, sgiliau a deall 00:13:31
yn ymwneud â'r ddisgybl. 00:13:33
Na, dyma beth gwahanol. 00:13:35
Dyma'r 00:13:37
cyhoeddiad 00:13:39
o pedagogiau Clill. 00:13:41
A rwy'n credu, 00:13:43
rwy'n cofio'r... 00:13:45
gallaf fynd yn ôl eto, ac rwy'n siŵr 00:13:47
y bydd Dave yn cofio'r dysgion Frans 00:13:49
a oedden ni'n eu defnyddio. 00:13:51
Doedd dim 00:13:53
ddysgolion, sylwadau 00:13:55
a sgiliau. Roedd yn 00:13:57
ymdrechu. 00:13:59
Yn ymdrechu, yn ymdrechu, yn ymdrechu. 00:14:01
A'n ni'n mynd allan o'r ysgolion, a'n ni'n meddwl, 00:14:03
beth rydw i wedi'i wneud ar gyfer yr awr diwethaf? 00:14:05
Je suis tout là, il est là. 00:14:07
Oh, anodd. 00:14:09
Nid yw cyfathrebu. 00:14:11
Nid oes unrhyw beth sy'n sylweddol. 00:14:13
Unwaith eto, 00:14:15
Do Coyle. 00:14:17
Mae'n person bwysig 00:14:19
a'r gwaith hwnnw rwy'n gofio'n fawr. 00:14:21
Cymdeithas. 00:14:23
Felly dyma lle mae'r 00:14:25
myfyrwyr yn y cyflogwr gwych. 00:14:27
Mae'r 00:14:29
Cymdeithas Ewropeaidd yn cael ddatganiad 00:14:31
mae'n... roeddwn i'n ei gwrthi'n 00:14:33
ystod y diwrnod diwethaf. Mae'r Comisiwn Ewropeaidd 00:14:35
ar gyfer addysg a ddiwylliannau yn dweud 00:14:37
y bydd Coyle yn datblygu 00:14:39
sgiliau cymdeithasol effeithiol 00:14:41
er mwyn 00:14:43
ymdrechu'n wirioneddol. 00:14:45
Felly fy enghraifft o'r cymdeithas 00:14:47
Ffrancian yw nad oes 00:14:49
ymdrechu'n wirioneddol ar y pwrpas hwnnw. 00:14:51
Fodd bynnag, 00:14:53
roedd hynny'n ymddangos ar y ffurf 00:14:55
ar gyfer'r myfyrwyr. 00:14:56
Nid oedd yn cynnwys'r myfyrwyr 00:14:58
yn meddwl am sut... 00:15:00
Dyma'r sŵn allweddol yma. 00:15:02
Sut? Sut allwn ni gael hynny? 00:15:04
Sut allwn ni ddarparu'r targed 00:15:06
gan y Comisiwn Ewropeaidd? 00:15:08
Y blynyddoedd 00:15:10
ddim yn mynd i'w wneud ar gyfer ni. 00:15:12
Os ydych chi'n hyfryd, mae cymunedau 00:15:14
dda ar-lein, gwefan 00:15:16
a gysylltiadau 00:15:18
ac mae'r holl bethau'n iechyd. 00:15:21
Mae'n debyg bod mwy o hynny'n 00:15:25
ychydig mlynedd, ond dydych chi ddim 00:15:27
wedi cael hynny'n ddigon. 00:15:28
Felly dywedwch chi'n gwneud 00:15:29
ar eich hunain. 00:15:30
Yn llawn ffordd, rydych chi'n meddwl 00:15:31
am sut y gallwch wneud hynny. 00:15:32
Felly, 00:15:38
gadewch i ni edrych 00:15:40
ar y ddau ohonyn nhw'n gilydd. 00:15:42
Sgiliau myfyrwyr. 00:15:44
Ar ôl pa mlynedd 00:15:46
yn y rhaglen CLIL, 00:15:48
a ydych chi'n dweud 00:15:50
y bydd eich myfyrwyr yn 00:15:52
cyffredin 00:15:54
yn cofio'r wybodaeth, 00:15:56
yn siarad, yn deall? 00:15:58
Y flwyddyn gyntaf? 00:16:04
Rwy'n meddwl bod llawer yn dybynu 00:16:08
sut maen nhw'n cynllunio'r flwyddyn. 00:16:10
Yn ogystal â'r 00:16:14
rhan fwyaf? 00:16:16
Yn ogystal â'r rhan fwyaf? 00:16:20
Wel, rwy'n credu bod y 00:16:28
syniad gyffredinol yw 00:16:30
bod angen i chi 00:16:32
ddatblygu'r hyder yn y myfyrwyr 00:16:34
o fewn y blwyddyn cyntaf 00:16:36
yn y sgiliau myfyrwyr llawer. 00:16:38
Ac mae'n angen 00:16:40
unrhyw flwyddyn neu ddau 00:16:42
yn y sgiliau llawer. 00:16:44
Wel, dyna'r peth 00:16:46
y mae ddau o'r 00:16:48
ymgyrchwyr llawer yn 00:16:50
Ysbyn yn ei ddweud. 00:16:52
Mae'r llyfr hwn, rwy'n credu, 00:16:54
yn gyfrif, os oes unrhyw un yn 00:16:56
ymgyrchu'r ticet yn ystod Santillana. 00:16:58
A oes hi? Iawn. 00:17:02
Rwy'n gobeithio nad ydw i'n anoddoch chi. 00:17:06
Diolch. 00:17:08
Iawn, yn mynd yn gyflym 00:17:14
i'r cognisi, 00:17:16
sydd wedi'i sefydlu'n 00:17:18
bwysig iawn, mae'n rhaid 00:17:20
i ni hyrwyddo'r 00:17:22
cyfleoedd meddwl 00:17:24
o'n myfyrwyr. Nid yw'n 00:17:26
gallu mynd i mewn a rhoi'r pethau 00:17:28
anodd iddyn nhw, 00:17:30
ac maen nhw'n teimlo 00:17:32
nad yw'n benodol. 00:17:34
Ac mae llawer o 00:17:36
taxonomiau gwahanol sydd 00:17:38
ar gyfer edrych 00:17:40
ar sgiliau myfyrwyr. 00:17:42
Yn y gwaith 00:17:44
rydw i wedi'i wneud 00:17:46
rydyn ni wedi edrych ar 00:17:48
pethau gwahanol. 00:17:50
Sgiliau sy'n 00:17:52
ymwneud â phrosesu gwybodaeth, 00:17:54
ac ymgyrchu, 00:17:56
ymgyrchu, myfyrwyr creadigol 00:17:58
a chynhyrchu. Ac 00:18:00
mewn rhai ffyrdd, maen nhw'n cynhyrchu 00:18:02
o'r 00:18:04
rhan fawr i'r rhan fwyaf. 00:18:06
Dim ond yna. 00:18:08
Iawn. 00:18:10
Jim Cummins 00:18:14
yw'n ddod yma. 00:18:16
Ac rwy'n gobeithio 00:18:18
na fyddwn yn rhannu ei gynhyrchu. 00:18:20
Mae'n ffysgol addysgol, 00:18:22
ac mae'r gwaith hon wedi bod yn bwysig 00:18:24
i'r cyflwyniad 00:18:26
o rhan fawr o rhan fwyaf. 00:18:28
Ac rwy'n siŵr, yn ddiweddar, 00:18:30
byddwn yn mynd i'r deunydd hwn i'r deunydd fwyaf. 00:18:32
Yr hyn rydw i'n ei wneud yma 00:18:34
yw'r ddefnyddio o Pauline Gibbons 00:18:36
i'r ystafell. 00:18:38
Mae'n ddefnyddio 00:18:40
gwirioneddol. 00:18:42
Jim Cummins ysgrifennodd am 00:18:44
gwadrwnau. 00:18:46
Ac ar y ddafarn yma 00:18:48
mae gennych 00:18:50
bycs, 00:18:52
bycs, 00:18:54
bycs, 00:18:56
bycs, 00:18:58
bycs, 00:19:00
bycs, 00:19:02
bycs, 00:19:04
bycs, 00:19:06
bycs, 00:19:08
bycs, 00:19:10
bycs, 00:19:12
bycs, 00:19:14
bycs, 00:19:16
bycs, 00:19:18
Bycs, 00:19:20
bycs, 00:19:22
bycs, 00:19:24
bycs, 00:19:26
bycs, 00:19:28
bycs, 00:19:30
bycs, 00:20:02
bycs, 00:20:04
bycs, 00:20:06
bycs, 00:20:08
bycs, 00:20:10
bycs, 00:20:12
byscs, 00:20:14
bycs, 00:20:16
bycs, 00:20:18
bycs, 00:20:20
byscs, 00:20:22
bycs, 00:20:24
bycs, 00:20:26
bycs, 00:20:28
byscs, 00:20:30
bycks, 00:20:32
bycs, 00:20:34
byscs, 00:20:36
byscs, 00:20:38
bycs, 00:20:40
bycs, 00:20:42
byscs, 00:20:44
bycs, 00:20:46
bycs, 00:20:48
bycs, 00:20:50
bycs, 00:20:52
bycs, 00:20:54
bycs, 00:20:56
Now, loads of people opt for that because it's comfortable, you know? 00:21:29
It doesn't necessarily 00:21:31
promote learning. 00:21:33
It doesn't promote 00:21:35
calp. 00:21:37
You know, which is what Cummins will 00:21:39
no doubt be talking about later today. 00:21:41
Which is our target. 00:21:43
But it's comfortable because it's easy 00:21:47
and give it lots of support. 00:21:49
On the other 00:21:51
hand, we make it hard 00:21:53
and we don't give them enough support 00:21:55
so what's that? 00:21:57
Frustration. 00:21:59
It's nothing worse, is there? 00:22:01
You're sitting there and you're seeing 00:22:03
your students, they can't do it 00:22:05
because you perhaps hadn't predicted that 00:22:07
this was going to cause that kind of thing. 00:22:09
Therefore you hadn't factored 00:22:11
it into your planning, etc. 00:22:13
But the ideal 00:22:15
is where you move them to 00:22:19
is success. 00:22:21
The success zone. 00:22:23
Well, we call it the learning 00:22:25
well, Pauline Gibbons 00:22:27
calls it the learning zone. 00:22:29
The zone of proximal 00:22:31
development. 00:22:33
It's a little bit like Krashen's 00:22:35
I plus one, in a way, but 00:22:37
take that on a wider scale 00:22:39
academic learning 00:22:43
generally. 00:22:45
Okay, one more 00:22:49
and then I'll shut up and give you a little task to do. 00:22:51
Just to come back 00:22:53
onto culture 00:22:55
Classroom atmosphere 00:23:01
multicultural context 00:23:03
So if you've 00:23:05
got a class who are all 00:23:07
I'm aware that some of you are working 00:23:09
in schools where there is 00:23:11
a fairly high proportion 00:23:13
immigrant people who've moved to Madrid 00:23:17
so they automatically 00:23:19
will provide you with 00:23:21
a range of multicultural context 00:23:23
through their being 00:23:25
but some of you won't 00:23:27
have that, so you've got to use 00:23:29
the language 00:23:31
in this case English 00:23:33
to introduce that into the classroom 00:23:35
You hear these phrases all the time 00:23:41
responsible, global, citizen 00:23:43
it's quite an 00:23:45
agenda, it's very political again 00:23:47
the whole of what we're involved in 00:23:49
is quite political 00:23:51
and the European Union, again 00:23:53
the Commission, the Euridice Council 00:23:55
have got 00:23:57
a mission statement 00:23:59
for the teachers involved in CLIL 00:24:01
programmes 00:24:03
to stress 00:24:05
the importance of conveying 00:24:07
tolerance 00:24:09
tolerance and respect 00:24:11
towards other cultures 00:24:13
big words 00:24:15
very difficult words 00:24:18
tolerance and respect 00:24:20
it shouldn't be difficult 00:24:22
but when you actually 00:24:24
get down to it 00:24:26
and you've got 30 in the classroom 00:24:28
and some people are being a bit 00:24:30
difficult 00:24:32
they may have a different 00:24:34
cultural background, whatever 00:24:36
your job is 00:24:38
perhaps, if you're going to achieve the target 00:24:40
set by the European Council 00:24:42
is to 00:24:44
ensure that the language 00:24:46
and the preparation work that you've done 00:24:48
leads to a positive outcome 00:24:50
there 00:24:52
that's the understanding of diversity 00:24:56
I've had to go 00:24:58
on diversity awareness 00:25:00
courses back in Cambridge 00:25:02
just to understand 00:25:04
we're a very multicultural organisation 00:25:06
1,000, 2,000 00:25:08
people, all over 00:25:10
people from Asia 00:25:12
with all their computing skills 00:25:14
etc, etc 00:25:16
you've got to value diversity 00:25:18
what it brings to the party 00:25:20
if you like 00:25:22
partnership schools 00:25:24
colleges, online learning 00:25:26
sharing resources 00:25:28
all of this works 00:25:30
I don't know if any of you work in schools 00:25:32
where you have got arrangements 00:25:34
with schools in other countries 00:25:36
again 00:25:39
it gives you a target 00:25:41
it gives the learners in your class 00:25:43
something to strive towards 00:25:45
over to you for 5 minutes 00:25:55
drawing on 00:25:57
some of the ideas 00:25:59
I've just presented 00:26:01
but largely drawing on your own experience 00:26:03
and the last couple of days 00:26:05
I'm going to put you in a position where 00:26:08
you're in 00:26:10
charge of recruiting 00:26:12
new teachers for your 00:26:14
colleges CLIL programme 00:26:16
and 00:26:18
as part of that, before the interview 00:26:20
you've got to draft 00:26:22
what we call a job specification 00:26:24
and these are often 00:26:26
essentials and desirables 00:26:28
you know, must-haves 00:26:30
and would-be-nice-to-haves if you like 00:26:32
and I'd like you to 00:26:34
focus on areas of knowledge 00:26:36
if you want to employ new teachers 00:26:42
or if you yourself want to move on 00:26:44
to a different position 00:26:46
and 00:26:48
you're preparing for 00:26:50
the questions that you're going to be asked 00:26:52
and we want these questions 00:26:54
to relate to knowledge areas 00:26:56
what do you expect 00:26:58
the teachers coming onto your programme 00:27:00
to be aware of 00:27:02
is that clear? 00:27:04
can I leave you to 00:27:06
brainstorm that for 00:27:08
five minutes in small groups 00:27:10
wherever you're comfortable 00:27:12
it's probably better on your own 00:27:14
I'm sorry to stop you but 00:27:32
time is of the essence 00:27:34
and 00:27:36
it's really good that you're going so 00:27:38
much into great detail 00:27:40
now ideally 00:27:42
if we had a three hour workshop 00:27:44
we'd now be exchanging 00:27:46
ideas. What I'd like to do 00:27:48
is while all 00:27:50
your ideas are still fresh in your minds 00:27:52
just show you what we 00:27:56
have included in the TKT 00:27:58
CLIL module 00:28:00
which 00:28:02
again is focusing on 00:28:04
the areas of knowledge 00:28:06
required by 00:28:08
teachers working in a 00:28:10
CLIL programme 00:28:12
the test 00:28:14
itself is not 00:28:16
well 00:28:18
it's not 00:28:20
testing people's 00:28:22
knowledge about content 00:28:24
that is a given, you know that 00:28:26
and 00:28:28
there's so many, you know, from the A to Z 00:28:30
zoology back to architecture 00:28:32
we would need about 00:28:36
500 different tests 00:28:38
and it's not a test of language proficiency 00:28:40
either 00:28:42
because there's no writing in it 00:28:44
it's a knowledge based 00:28:46
test 00:28:48
and it isn't making 00:28:50
a statement of how good you are as a teacher 00:28:52
either 00:28:54
what it is, is a test of 00:28:56
knowledge 00:28:58
TKT, teaching knowledge 00:29:00
test, and this is 00:29:02
a module that is 00:29:04
a specialist additional module 00:29:06
on CLIL 00:29:08
and it's 00:29:10
additional, it's freestanding 00:29:12
for those of you not familiar with 00:29:14
TKT 00:29:16
they are freestanding modules 00:29:18
that offer the teacher 00:29:20
we hope 00:29:22
a platform for professional development 00:29:24
in a 00:29:26
very flexible way 00:29:28
that 00:29:30
there are now actually seven 00:29:32
modules in this framework 00:29:34
teachers can take one 00:29:36
they can take it whenever they want 00:29:38
subject 00:29:40
to a local 00:29:42
Cambridge Centre being available 00:29:44
they're accessible 00:29:46
because there's no 00:29:48
assessor 00:29:50
there's no 00:29:52
writing 00:29:54
the university fee is as low 00:29:56
as it could possibly be 00:29:58
and it's accessible in terms of 00:30:00
you know 00:30:02
comparing it with some of the other teaching awards 00:30:04
where we 00:30:06
require the participants 00:30:08
to undertake a five or six 00:30:10
week intensive course 00:30:12
and therefore they have to 00:30:14
not be working in order to do the course 00:30:16
so it's very expensive that way 00:30:18
this can be done on your own 00:30:20
we provide a whole range of 00:30:22
support services online 00:30:24
or it can be done 00:30:26
as is typically the case 00:30:28
in a course 00:30:30
by following a course designed by 00:30:32
a local university 00:30:34
a local British Council 00:30:36
or indeed the community lab 00:30:38
could easily pick up the knowledge areas 00:30:40
and design a course 00:30:42
so your ideas of knowledge 00:30:46
hopefully 00:30:48
fit with ours 00:30:50
we have 00:30:52
two broad parts 00:30:54
the first part is knowledge of CLIL 00:30:56
and the principles of CLIL 00:30:58
and the second part 00:31:02
is a more 00:31:04
it's a flow 00:31:06
given that knowledge 00:31:08
base of CLIL 00:31:10
the aims of CLIL, the rationale behind CLIL 00:31:12
and some of the principles 00:31:14
of CLIL, the 4Cs framework 00:31:16
what does that 00:31:18
mean to me as a teacher in terms of 00:31:20
preparation, delivering the lesson 00:31:22
and assessing 00:31:24
the progress that the learners 00:31:26
are making 00:31:28
so we look at it in four broad 00:31:30
areas 00:31:32
here's the first one 00:31:34
knowledge of CLIL and the principles 00:31:36
of CLIL 00:31:38
hopefully some of 00:31:40
these were things that you were talking about 00:31:44
nothing there? 00:31:50
well 00:31:52
you were higher up 00:31:54
right ok 00:31:56
well these are 00:32:02
the basic 00:32:04
principles that 00:32:06
underpin a CLIL 00:32:08
program 00:32:10
and the awareness of the aims and rationale 00:32:12
of CLIL 00:32:14
and the across the curriculum 00:32:16
being repeated so many times 00:32:18
is really quite important if you think 00:32:20
of the point I was trying to make earlier about 00:32:22
CLIL programs being inclusive 00:32:24
inculcating 00:32:26
some sense of ownership 00:32:28
and it not just existing 00:32:30
in individual disciplines 00:32:32
I'm a science teacher 00:32:34
and we do it that way 00:32:36
and you know there's no kind of 00:32:38
integration 00:32:40
where of course the I word is really 00:32:42
important 00:32:44
it's not just the language that's integrated with the content 00:32:46
but the different 00:32:48
aspects of content 00:32:50
should be integrated 00:32:52
with education in the prime 00:32:54
position 00:32:56
and the holistic education 00:32:58
got a little task 00:33:02
this is a CLIL task 00:33:04
it's actually in the 00:33:06
I've taken it from the sample paper 00:33:10
obviously 00:33:12
this one focuses on 00:33:14
the main aims 00:33:16
and the task rubric 00:33:18
would go something like 00:33:20
for questions 1 to 7 00:33:22
match 00:33:24
the classroom activities 00:33:26
with the main 00:33:28
aims of CLIL listed 00:33:30
A to D 00:33:32
so number 1 00:33:36
anybody wishing to 00:33:46
start off with a correct 00:33:48
answer 00:33:50
do you understand the 00:33:54
test instructions 00:33:56
yeah 00:34:00
1 is meant to match mostly with B 00:34:02
the main aim 00:34:04
of course the aims are 00:34:06
going to interrelate 00:34:08
in many ways 00:34:10
but the main aim here is the discussion in groups 00:34:12
so you're trying to provide 00:34:14
some 00:34:16
what did I call it earlier 00:34:18
what did the European Commission call it 00:34:20
meaningful interaction 00:34:22
so you've got 00:34:24
different people and you've enabled them 00:34:26
you've asked them to set up 00:34:28
science experiments in order to do something 00:34:30
and now 00:34:32
at the end of it they're reflecting and discussing 00:34:34
well we did that because 00:34:36
so they are 00:34:38
engaged in some higher order thinking 00:34:40
they're evaluating 00:34:42
what they did and they're giving an 00:34:44
explanation to their peers 00:34:46
as to why they did that 00:34:48
number 2 00:34:52
focus on content 00:35:00
vocabulary 00:35:02
B again 00:35:06
classifying 00:35:12
C predicting 00:35:16
and last but by no means least 00:35:18
it could be but it's probably 00:35:28
the main one and it's meant to be 00:35:30
culture 00:35:32
so that one's meant to be D 00:35:34
yeah 00:35:36
ok that's an idea of some 00:35:38
of the 00:35:40
we have lots of different 00:35:42
ways that we might test 00:35:44
the main aims of CLIL 00:35:46
that's one fairly 00:35:48
hopefully uncontroversial example 00:35:50
as I said 00:35:56
there's a whole exam paper in here 00:35:58
and greater information as well 00:36:00
right quickly look through 00:36:12
part 2 00:36:14
if you remember 00:36:16
I had 3 different sections 00:36:18
in part 2 00:36:20
lesson preparation 00:36:22
this is where you get into the nitty gritty 00:36:24
of it I suppose 00:36:26
this is what really makes the difference 00:36:28
the work that you put in before 00:36:30
it's a little bit like 00:36:32
about to redecorate the house 00:36:34
you've got to put in the preparation 00:36:36
for it to come out looking good 00:36:38
the knowledge required 00:36:42
in planning a lesson 00:36:44
language of lessons 00:36:46
language demands 00:36:48
of subject content 00:36:50
so that is 00:36:52
one of the things I was saying earlier 00:36:54
if you're a content teacher 00:36:56
you need to be able to 00:36:58
isolate the specific 00:37:00
language demands 00:37:02
of the sphere of 00:37:04
work that you're going to 00:37:06
be covering in the next 00:37:08
half dozen lessons or something 00:37:10
and you need to be confident 00:37:12
that 00:37:14
you've covered the right 00:37:16
language with that 00:37:18
and this includes things such as 00:37:20
genre approach 00:37:22
which again is quite fundamental 00:37:24
to CLIL programmes as far as I understand 00:37:26
where you look at 00:37:28
instructional text 00:37:30
explicative text 00:37:32
and there are many different ways you can describe these 00:37:34
clearly resources 00:37:38
that are available to you 00:37:40
multimedia is very important 00:37:42
the role of ITT 00:37:44
in delivering effective CLIL 00:37:46
programmes 00:37:48
visual organisers 00:37:50
I'll show you something 00:37:52
on that in a minute if you're a bit baffled 00:37:54
the way you select materials 00:37:56
the way you adapt materials 00:37:58
to the needs of your 00:38:00
learners and to the overall objectives that you have 00:38:02
and the range of activity 00:38:04
types at your disposal 00:38:06
quickly look at 00:38:08
visual organisers 00:38:10
very common 00:38:12
in CLIL 00:38:14
classrooms 00:38:16
and again 00:38:18
they're not particularly the domain 00:38:20
of any one subject area 00:38:22
basically 00:38:24
what do you think 00:38:26
we could 00:38:28
use these for 00:38:30
I'll give you a minute 00:38:34
with your partner 00:38:36
just to look at these five 00:38:38
I'll give you a minute 00:39:08
with your partner 00:39:10
just to look at these five 00:39:12
five 00:39:14
visual organisers 00:39:16
five 00:39:18
visual organisers 00:39:20
five 00:39:22
visual organisers 00:39:24
six 00:39:26
visual organisers 00:39:28
six 00:39:30
visual organisers 00:39:32
six 00:39:34
visual organisers 00:39:36
six 00:39:38
visual organisers 00:39:40
six 00:39:42
visual organisers 00:39:44
six 00:39:46
visual organisers 00:39:48
six 00:39:50
visual organisers 00:39:52
six 00:39:54
OK we need to move on 00:39:56
sorry 00:39:58
they can be 00:40:00
used for many different things but basically 00:40:02
they help make 00:40:04
thinking visible 00:40:06
that's a phrase that I 00:40:08
quite liked when I was first 00:40:10
introduced to the role of these 00:40:12
they support learners in the learning 00:40:14
of new information 00:40:16
here are just some examples of what we 00:40:18
could do 00:40:20
number one is a descriptive 00:40:22
type organiser 00:40:24
where you could have at the centre 00:40:26
a place, a person 00:40:28
whatever and key 00:40:30
information that surrounds that 00:40:32
here in terms of London 00:40:34
it helps make 00:40:36
thinking visible, it helps support 00:40:38
learners if they're going to have to speak 00:40:40
to the class, if they're making a 00:40:42
presentation 00:40:44
it helps them, gives them a different 00:40:46
structure for recording 00:40:48
notes 00:40:50
if a learner's got that 00:40:52
in front of him or her 00:40:54
then I think you'll agree 00:40:56
they'll be a little bit more confident 00:40:58
in presenting to the group 00:41:00
whether it's about 00:41:02
London or about 00:41:04
a person, you know your family 00:41:06
or something 00:41:08
number two is what we call a Venn 00:41:10
diagram and that shows 00:41:12
the relationship between 00:41:14
things and concepts and here 00:41:16
the example is one 00:41:18
of the 00:41:20
animal world if you like and you've got your 00:41:22
herbivores and you've got your 00:41:24
carnivores and where you 00:41:26
overlap you've got people who eat everything 00:41:28
your omnivores, so again it helps 00:41:30
crystallise that thinking 00:41:32
in a different way 00:41:34
number three 00:41:36
is what we call a tree 00:41:38
diagram so here you've got 00:41:40
teeth at the top and 00:41:42
you've got different types of teeth below 00:41:44
the other two 00:41:48
a timeline 00:41:50
so key events in 00:41:52
the life of a person 00:41:54
if you like here 00:41:56
for example the leader of your 00:41:58
country 00:42:00
it's fictitious in terms of dates 00:42:02
but you know it helps you to 00:42:04
record again if you're 00:42:06
going to be presenting on that 00:42:08
and number five is 00:42:10
a cycle, a process 00:42:12
type diagram, these things carry different 00:42:14
titles 00:42:16
the Americans, Marzano 00:42:18
and his group 00:42:20
refer to them in different ways from 00:42:22
the way that they're referred to 00:42:24
back in England 00:42:26
but here you know this is the 00:42:28
water cycle 00:42:30
you could use the life cycle 00:42:32
of a butterfly or something 00:42:34
like that and represent key stages 00:42:36
in a process 00:42:38
chart 00:42:40
ok, it's an important area 00:42:42
it helps learners as I say 00:42:44
make their thinking visible 00:42:46
and it's something that we test quite 00:42:48
frequently in TKT 00:42:50
as an area of 00:42:52
relative importance 00:42:54
I need to move on 00:42:56
quite quickly now as we're getting towards the end 00:42:58
lesson delivery 00:43:00
we started 00:43:02
by talking about the role of the teacher 00:43:04
stimulating conversation 00:43:08
communication 00:43:10
lower order thinking, higher order 00:43:12
thinking, classroom language 00:43:14
type of questions 00:43:16
hots 00:43:18
and lots and all of these 00:43:20
key 00:43:22
phrases 00:43:24
scaffolding is 00:43:26
an important thing, you cannot 00:43:28
expect that all learners will 00:43:30
go like that 00:43:32
they need assistance 00:43:34
differentiation 00:43:36
is another key word 00:43:38
that goes along with scaffolding 00:43:40
not every learner 00:43:42
can process the information 00:43:44
in the same way, they need to be helped 00:43:46
differentiation 00:43:48
comes into it, in order to consolidate 00:43:50
learning 00:43:52
and all along you're trying to make them better 00:43:54
learners, this is a push 00:43:56
towards kelp 00:43:58
they need 00:44:00
to be equipped with 00:44:02
the tools, whether it's 00:44:04
largely subconscious 00:44:06
I imagine, but to push them 00:44:08
towards achievement in the academic 00:44:10
subjects, which clearly 00:44:12
they're going through school to achieve 00:44:14
but, you know, research 00:44:16
is still in its infancy 00:44:18
but intuitively I think there's 00:44:20
a strong feeling amongst 00:44:22
those who are involved in research 00:44:24
and in providing 00:44:26
programmes 00:44:28
for teacher development 00:44:30
that this CLIL pedagogy 00:44:32
is a successful 00:44:34
one, and the research that we've seen 00:44:36
so far, really does support 00:44:38
that 00:44:40
I mean 00:44:42
looking at learners as different people 00:44:44
and, you know, some people 00:44:46
learn more quickly 00:44:48
than others, so what are you going to do 00:44:50
with those who finish the task 00:44:52
you've got to have something up your sleeve 00:44:54
to challenge them a little bit 00:44:56
more, keep them interested 00:44:58
and that could be helping 00:45:00
some of those who are not so quick 00:45:02
or it could be a range of things 00:45:04
but these are key aspects 00:45:06
I suppose, that's 00:45:08
on the spur of the moment 00:45:10
it's a knowledge test 00:45:12
but what we're trying to do is 00:45:14
we cannot test 00:45:16
teaching in action 00:45:18
teaching is 00:45:20
an effective teacher 00:45:22
responds to whatever's going on 00:45:24
around him or her 00:45:26
and makes the correct decision 00:45:28
most of the time 00:45:30
nobody can make the correct decision all the time 00:45:32
it's an impossibility 00:45:34
it's happening in front of you 00:45:36
what do I do, my lesson plan's gone a bit 00:45:38
you've got to decide 00:45:40
it's what you've got to do 00:45:42
and that decision in action 00:45:44
is part of a teacher's 00:45:46
everyday life 00:45:48
now we can't test that, but we try to 00:45:50
identify the areas 00:45:52
likely to feature in those 00:45:54
decision making processes 00:45:56
and keeping things 00:45:58
moving, differentiation 00:46:00
and use of classroom language 00:46:02
are key factors in that 00:46:04
we really haven't got time to look at this 00:46:10
but I think 00:46:12
this was adapted from 00:46:14
the book by 00:46:16
one of our distinguished 00:46:18
members of the audience 00:46:20
from the Santillana book 00:46:22
adapted to look at 00:46:26
different content 00:46:28
again, it's in the 00:46:30
handbook 00:46:32
if you're interested, please do pick one up 00:46:34
from the stand down there 00:46:36
and the last bit is assessment 00:46:38
often 00:46:40
neglected, too hard 00:46:42
what do we do, what do we say 00:46:44
what do we test 00:46:46
do we test their development in the subject 00:46:48
the content 00:46:50
do we test their development in the language 00:46:52
do we test their development 00:46:54
in have their cognitive 00:46:56
strategies improved 00:46:58
have their learning strategies improved 00:47:00
the answer is you probably should be testing 00:47:04
everything, all of those 00:47:06
have a role to play in a CLIL programme 00:47:08
and 00:47:10
evaluating the effectiveness will involve 00:47:12
looking at 00:47:14
these different aspects 00:47:18
and the way we go about it is to ask you to 00:47:20
look at what is 00:47:22
being assessed in 00:47:24
this particular task 00:47:26
and there are 00:47:28
different ways you can do it, some are more formal 00:47:30
than others 00:47:32
you may well have to teach towards 00:47:34
an end 00:47:36
government test 00:47:38
which is a summative test 00:47:40
or you might be setting your own 00:47:42
informal assessments that could be 00:47:44
formative, you could be encouraging 00:47:46
learners to keep portfolios 00:47:48
of their work 00:47:50
or all of those things 00:47:52
but coming back to the question about differentiation 00:47:54
you know 00:47:56
you cannot assume 00:47:58
if you have the control 00:48:00
you can't do this if they're taking 00:48:02
a government test or a national 00:48:04
test, achievement test 00:48:06
or summative test 00:48:08
but you can if it's your test 00:48:10
be aware that they're all 00:48:12
learning at different stages 00:48:14
and some of them need more support 00:48:16
than others and what can you do 00:48:18
to help them feel 00:48:20
as if they're making progress 00:48:22
and that's what we mean by 00:48:24
support strategies 00:48:26
you can give certain people a little bit more 00:48:28
time or you can take a text 00:48:30
and you can simplify certain aspects 00:48:32
of it 00:48:34
a whole range of things at your disposal 00:48:36
could I ask a question 00:48:38
about how TKT 00:48:40
handles this, because you've been using 00:48:42
a lot of modality and you've been saying 00:48:44
you could and you might and you've been saying 00:48:46
how would one do this 00:48:48
if it's objectively scored so it's right 00:48:50
wrong, how does TKT 00:48:52
handle that 00:48:54
well it's a question of test 00:48:56
and task design 00:48:58
really, that we 00:49:00
would look to 00:49:02
have a range 00:49:04
of options within the task 00:49:06
that the teacher would choose 00:49:08
from and 00:49:10
we'd 00:49:12
one of the key areas that we 00:49:14
always look at is, is there any ambiguity 00:49:16
and if 00:49:18
there is, if any of the panel 00:49:20
the writing team 00:49:22
thinks there is 00:49:24
then we modify that 00:49:26
but we don't leave it at that, we then put it out 00:49:28
to the world and pre-test it 00:49:30
and we equate the difficulty 00:49:32
of the tasks 00:49:34
statistically 00:49:36
against previous 00:49:38
tasks, so that we 00:49:40
know that for each version of a 00:49:42
TKT module that 00:49:44
we make available to the public 00:49:46
then it is 00:49:48
a comparable difficulty 00:49:50
to previous and future 00:49:52
versions 00:49:54
okay 00:49:56
this was a bit ambitious, I was going to 00:49:58
go through validation 00:50:00
instead 00:50:02
I knew it was going to be a bit tight 00:50:04
we have a publication 00:50:06
those of you who are interested in academic 00:50:08
research, called Research Notes 00:50:10
and in issue 00:50:14
34, there is 00:50:16
an article that I co-wrote 00:50:18
with a colleague of mine 00:50:20
in research, a Bulgarian lady 00:50:22
called Evelina Galaxi 00:50:24
and 00:50:26
we looked just at 00:50:28
the development cycle of this 00:50:30
CLIL module, and we went 00:50:32
into great detail about 00:50:34
the research 00:50:36
paradigm that we followed 00:50:38
looking at 00:50:40
the very things that I was trying to answer 00:50:42
Dave Allen just on now, the qualitative 00:50:44
and the quantitative feedback 00:50:46
the important 00:50:48
questions that we asked 00:50:50
and the conclusions and the 00:50:52
statistical evidence for validity 00:50:54
okay 00:50:56
you can 00:50:58
I'm going to be around 00:51:00
Javier and people at the stand 00:51:02
can give you the URL for this 00:51:04
you don't have to buy it 00:51:06
just find it 00:51:08
it's a very rich source actually 00:51:10
the Research Notes 00:51:12
thank you very much 00:51:14
this afternoon 00:51:16
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Idioma/s:
en
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Miscelánea
Autor/es:
D.Mick Ashton
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EducaMadrid
Licencia:
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Visualizaciones:
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Fecha:
25 de enero de 2011 - 10:49
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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