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Mesa de comunicación: CLIL across Contexts: A scaffolding framework for CLIL teacher (1)

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Subido el 13 de enero de 2011 por EducaMadrid

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Mesa de comunicación "CLIL across Contexts: A scaffolding framework for CLIL teacher (1)" por Dª.Concepción Erades Alonso, Dª.Marie-Anne Hansen-Pauly, Dª.Emma Dafouz Milne y Dª.Ana Llinares, 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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This session today is going to be a practical session, we're going to show you activities 00:00:00
on three of the areas that we developed in the project, but because a number of you were 00:00:24
not in the session, in the first session yesterday, I'm going to contextualize very quickly what 00:00:29
is the aim, what was the aim of a project, what was the final product, and how that part 00:00:34
of a project is linked to the final activities that we developed. 00:00:42
So, what were the aims of the project when we got together in Avila, there was a meeting 00:00:48
in order to promote European projects among people that were interested in CLIL, and we 00:00:56
got together, some of us, and we decided that we wanted to apply for one of these projects, 00:01:04
so the aims were that we wanted to start a bottom-up project, we wanted to see what 00:01:08
was going on in the classrooms first, because we wanted to identify good practices, and 00:01:19
then come up with some possible key areas that we thought would be important for teachers 00:01:28
to master in CLIL, any teacher of any subject, and then think of a possible product that 00:01:36
could be useful for teacher trainers and teachers in CLIL contexts. 00:01:42
So we decided to, first of all, conduct classroom observations and identify effective practice, 00:01:48
we wanted to focus on the secondary level, we wanted to, I mean, we just decided to focus 00:01:55
on one level, and so we collected data from different contexts, I will be referring very 00:02:00
briefly to the different partner institutions, and to see what was going on, and we wanted 00:02:06
to raise awareness of scaffolding learning in content and language, and with all these 00:02:14
ideas come up with a framework that could be useful for CLIL teacher development in 00:02:21
different European contexts, that could be useful, flexible enough for different European 00:02:26
contexts. 00:02:31
So this is just very briefly our underpinnings, theoretical underpinnings, were sociocultural 00:02:34
theories of learning, by Gotsky, and then the idea of scaffolding, there have been some 00:02:40
mentions to this concept, especially in Pamela Rickley's plenary yesterday, and the idea 00:02:49
of helping the students until they are able to manage on their own. 00:02:55
So this was really the rationale of the project. 00:03:01
So we had specific aims, we wanted project outcomes, and the outcomes were the following, 00:03:05
we wanted to design a framework for CLIL teacher development, as we said, and out of this framework 00:03:14
we wanted to produce a document with guidelines for CLIL teacher trainers, plus materials 00:03:21
for students practising CLIL teachers, both in-service and pre-service CLIL teachers, 00:03:27
and then also a framework for a possible portfolio for CLIL teachers. 00:03:35
You can see that, I mean we'll show the address of a website at the end of the presentation 00:03:40
again, but this is the website where you can see all these products already. 00:03:45
Okay, this is, well these are the contexts really, these are the partner institutions, 00:03:51
so you can, as you can see there was a diversity of contexts, Luxembourg, Madrid, Palma, in 00:03:57
Madrid there were two institutions, three institutions, sorry, the Universidad Complutense, 00:04:05
Universidad Autónoma, and then Centro de Profesores de Majadahonda, then it turned 00:04:11
into the CETIF in Villalba, and then there was Palma, so there was quite a lot of, well 00:04:16
a number of partners that came from Spain, so Spain had a lot of, a big role in this 00:04:22
project because of a number of partners involved, and institutions obviously then Italy, Holland, 00:04:28
England, and the Czech Republic, and then we show some, you know, some details on the 00:04:36
different contexts, where the data that we collect in the context that we were looking 00:04:43
at belonged to lower or upper secondary or vocational, okay, and whether we were having 00:04:49
native and non-native teachers. 00:04:55
Okay, I'll just move on quickly. 00:04:57
After intense discussions, we came up with these eight areas, of course you might think 00:04:59
of any other possible key areas for CLIL teachers and CLIL teacher educators to use in teacher 00:05:07
training courses, but these are the areas that we came up, which are planning, learn 00:05:14
and needs, planning obviously, CLIL teachers need to plan what they're going to do in their 00:05:18
classes, and it was very connected with cooperation and reflection, which was, reflected this 00:05:24
idea of language teachers and content teachers working together. 00:05:31
Context and culture, this was particularly relevant in some contexts such as Luxembourg, 00:05:37
okay, where we, I mean the idea of the content that is taught in a foreign language was different 00:05:41
from, for example, our context, where they use, apart from Luxembourgish, they use German 00:05:50
and French in their classes, and other areas that we thought were important were obviously 00:05:54
learner needs, so what do learners need, so what are the specific needs of the learners, 00:06:02
also in terms of their interests, okay, motivations, what is the surrounding context of the learners 00:06:08
that could be used by teachers in order to start from what the learners know, or what 00:06:14
the learners are interested in, then the area of multimodality, okay, which has to do with 00:06:20
good teaching really, but in CLIL probably it's even more relevant because of different 00:06:26
maybe levels that students might have, or different aptitude or attitudes, then it's 00:06:32
important to make sure that different ways of teaching and learning are used or brought 00:06:39
into the classroom, and then subject literacy is the idea of different disciplines, different 00:06:47
subjects require different language, and then the teachers need to know what are the linguistic 00:06:54
features of the subjects, and the different genres that are involved in different subjects. 00:07:00
So, okay, I'm going to skip this, so once we had these areas, we decided to design a 00:07:08
framework that would cover values, knowledge, and skills that CLIL teachers would need to 00:07:18
master or know in that particular area, for each of these eight areas, so what do CLIL 00:07:28
teachers need to appreciate in the area of learner needs, what do CLIL teachers need 00:07:34
to know, what do they know to, what do they have, well, what should they use or apply 00:07:40
in their classes, and then what kind of activities could be used by the trainers, and what would 00:07:50
be possible outcomes that the teachers, the trainee teachers could come with and apply 00:07:57
and include in a possible portfolio, teacher portfolio, okay, that was the design of a 00:08:04
project, and we did this for each of these eight areas, okay, I'm going to show you, 00:08:09
we're going to show you, okay, so that is the framework, okay, knowledge, skills, values, 00:08:16
and activities, but obviously these areas were decided also based on some theoretical 00:08:23
background, on these specific features, so we read the literature, we looked at references 00:08:31
on those specific areas, and that helped us design the knowledge, skills, and values that 00:08:40
each of these areas should cover, okay, so this is the structure of each area, the theory, 00:08:49
theoretical background, knowledge, skills, values, and activities, and then we came up 00:08:57
with examples of teacher training activities for each area, and this is what we're going 00:09:02
to be sharing with you today, and each area had at least two, I mean, each area had two 00:09:08
examples of activities from at least two different contexts, okay, so every area had activities 00:09:16
from at least two different contexts because otherwise, I mean, because we wanted it to 00:09:27
be applied to different contexts, European contexts, and it wouldn't be fair, let's say, 00:09:30
to just use activities, for example, from our context in a subject such as subject literacy, 00:09:36
okay, because other contexts might reflect different needs or different expectations, 00:09:42
and then finally their portfolio, so I'm not going to stop here very much because we won't 00:09:50
have time for the workshop, but this is what more or less looked like for each area, for 00:09:56
example, for learner needs, we developed some, I mean, we looked at the theory, we looked 00:10:01
at the literature, and then we came up with some key issues, for example, for learner 00:10:06
needs, CLIL teachers need to be aware of the importance of having the learners to talk 00:10:10
and write about personal issues, okay, within the specific subjects, reference to the personal 00:10:15
experience and interests of the learners leads to a more authentic use of a foreign language 00:10:23
and helps them to establish connections between the subject content and their own experiences, 00:10:27
etc., and we quoted authors, experts, both in CLIL and second language acquisition on 00:10:31
that, okay? So this is what the framework looks like for each area, okay, so we have 00:10:37
this theoretical introduction for each area, and we've used the same area, learner needs, 00:10:42
just to follow the, you know, so that we have a progression in one area, so you see, for 00:10:49
example, here we included some of the values that CLIL teachers would have, would need 00:10:55
to appreciate in the area of learner needs, the knowledge, CLIL teachers need to know 00:11:03
how working with learners' interests and experiences can help to develop basic interpersonal 00:11:09
communicative skills, CLIL teachers need to be able to link content to learners' personal 00:11:13
experiences and interests, so as you can see, this is, this comes from a background, from 00:11:19
a theoretical background, okay, but it is distributed into each column, depending where 00:11:23
we're looking at, the knowledge, the how-to, or the values, and then this, I mean, this 00:11:29
would go further down, but this would be the activities that could be developed in teacher 00:11:36
training courses, and this would be the outcomes that teachers would bring and include in their 00:11:43
portfolio, okay? This is, it's not maybe so relevant to, you know, to read every single 00:11:49
part of a framework, but just to see the idea, okay, what was the progression of a 00:11:55
whole project? So the idea is that these development activities would be done by the teacher trainer 00:11:59
and the teachers, or by expert teachers, and the teachers would come up with a product, 00:12:08
okay? So that's why we decided to give sample activities, which are not necessarily the 00:12:12
ones that would need to be used in a teacher training course, but just ideas, okay, of 00:12:17
what kind of things could be done. So, we're going to show you some sample activities from 00:12:21
three of the areas, okay? We've chosen learner needs, subject literacies, and interaction, 00:12:27
okay? As Emma and I, as we distributed the work for the two sessions, and we are, I mean, 00:12:33
we're both from a Spanish context, and we were involved in these three areas, that's 00:12:41
why we decided to focus on these three. Okay, so now it's important to look at the handout 00:12:44
that you have in front of you. Okay, so, the document, the final product would have 00:12:50
for each sample activity, you have a handout? Everybody has a handout? So if you don't mind 00:13:02
sharing and then we'll give you our address and then we'll send it to you, okay? So don't 00:13:08
worry, you'll have a copy, right? So you have a, can everybody at least, does everybody 00:13:14
have access to the handout at least? Okay. So, there is, in the sample activity, yes. 00:13:25
No, I have a different version, don't worry, no, yours is fine. It's a vertical one, I 00:13:37
have a horizontal one. No, that's fine. So, what you find in the final product in the 00:13:44
sample activities is a very, very brief, just a paragraph summarizing the introduction, 00:13:50
the theoretical background, and then the box that you can see there, objectives, knowledge, 00:13:58
values and skills, contains those knowledge aspects, I mean points of the knowledge, values 00:14:04
and skills that would be presented, would be included in the framework. So let's say 00:14:12
this, this sample activity shows that it covers the knowledge, specific knowledge, values 00:14:18
and skills that comes directly from a framework, okay? The framework includes other elements, 00:14:25
but here what we do is we contextualize those aspects from the framework in that particular 00:14:31
area that this sample activity is focusing on. Do you see the idea? Yes? So it comes 00:14:37
from a framework, it comes from a previous, from this map, okay? So here, in this sample 00:14:45
activity, we're going to focus on this type of knowledge, this type of skill, and this 00:14:51
value, okay? So this is what is covered in this sample activity, in the objectives. Yes, 00:14:58
come on. Exactly, but not all these would be here, this is a sample activity that covers 00:15:04
some of the points, exactly, yes. Right, so, and this is just some ideas of how this area 00:15:14
could be developed into teacher training activities. So if you look at activity one, it starts 00:15:22
from famous core principles, Coyle's principles of cognition, the four Cs, cognition, community 00:15:28
or context, okay? So we adapted it a bit, community. Content and communication. So if 00:15:36
you want, let's have a look at the information that you have from A to E, and then let's 00:15:43
see whether we can match these with, whether it's cognition, community, content, communication, 00:15:52
if it has to do with one or another, or maybe with a couple of these, or maybe with more 00:15:58
than one of these core principles. So this would be done with the teacher's training, 00:16:03
okay? So what do you think? Students have the self-confidence and skills to work within 00:16:09
a group and the local community, balancing personal interests with those of others. What 00:16:13
do you think this is? Local community, okay, skills of confidence, cognition, but also 00:16:19
community, okay, the context. Content is clearly linked to the community within and outside 00:16:29
the classroom. Content, community, again, learning builds on a student's existing knowledge, 00:16:37
skills, attitudes, interests and experience. Cognition, very good. Students apply new content 00:16:46
and develop related skills through experiential activities. Content, very good. And E, students 00:16:54
actively use the right to participate in activities and communication in the classroom and in 00:17:04
the community. Communication, community, again. Okay, it's a way of sort of, you know, 00:17:10
activate this framework or these four Cs principles in the teacher training course, okay? I didn't 00:17:16
say that before, but this sample activity in particular deals with project work, okay? 00:17:26
Sorry, it's in the title, but I didn't mention it. Okay, right, so, well, we just suggested 00:17:32
some of the possible answers to this, because the sample activities come with the sort of 00:17:41
material that the teacher trainees would be using, but also with tutor's notes, so with 00:17:48
the possible key, it's not really, we can't say that these are the right answers because 00:17:53
we could come up with other possible suggestions, but with tutor's notes that we would guide 00:17:58
some of the possible expectations that the teacher trainer could have from the trainees 00:18:04
in the course, okay? And they are all in the website, yes, in the final product. So we 00:18:09
have both the activity, so the trainees handout and also the tutor's notes, okay, on that. 00:18:14
This would be part of a tutor's notes, for example, but in your handout you don't have 00:18:20
this, okay, well, it's clear, it's clear, okay. Right, so the next activity looks at 00:18:24
two quotations from CLIL teachers, and the idea would be, I mean, these two teachers 00:18:32
that are both, I mean, one comes from a primary school, Angela Cofino, she's a very, well, 00:18:39
maybe you know the name or you've heard the name because she's received several prize, 00:18:46
European prizes, because, especially because of her work in projects, okay, so she's quite 00:18:51
an expert in project work. And then we have another expert who is here in this room, Elena, 00:18:56
Elena Del Pozo, who is a secondary school teacher, and we're really thankful to her, 00:19:01
among other colleagues, for their, for their support in all this and their, you know, availability 00:19:06
and offering materials and, you know, jumping into their classes and recording. Thank you 00:19:17
very much for all your help. Okay, so the idea here would be for students, for trainees, 00:19:22
to look at these quotations. I'm not going to ask you to do more work, I think, because 00:19:28
otherwise it might be too much. So look at these quotations and identify in these quotations 00:19:34
these four principles, core principles in CLEO. For example, Angela Cofino said this 00:19:42
way of working is very, talking about project work, okay, this way of working is very motivating 00:19:49
for everyone, as there is a tremendous respect for my pupils, different capacities, and everyone 00:19:54
can work at their own pace, referring to cognition. The important thing is not who contributes 00:19:59
more or better, but that they all contribute, okay, communication, and feel motivated to 00:20:05
work on a project together, community, okay, and they feel that they are protagonists of 00:20:12
their own learning. Okay, so all these elements are there. Or Elena's quote, a really good 00:20:18
topic for project work is urban planning. We're going to be showing later on some bits 00:20:24
from one of Elena's sessions on a project on urban planning in Coslada, a very, very 00:20:30
nice and interesting session. When students do field work in their own local area, they 00:20:35
really feel that they have a power to change things in their surroundings. Community, again, 00:20:41
there are endless activities that they can do. For example, a group of my learners went 00:20:46
around the parks in their area, again, well, community, and maybe you can think of any 00:20:50
other possible of, I mean, any other principle here, taking photos to show the poor state 00:20:56
that some of them were in. Another group studied the impact of traffic on the local environment, 00:21:02
coming up with solutions to solve some of the problems, et cetera, okay. So this would 00:21:07
be a possible second activity. And then the actual, sorry, the actual project that would 00:21:11
be covered in activity three. Here's an example of one of the projects carried out. Are you 00:21:17
there? Here's an example of one of the projects carried out by a third year secondary clear 00:21:29
geography class. You have been asked by your local council to present a project. So this 00:21:34
is the instruction. How would you plan this project? With a partner, use this example 00:21:39
to go through the stages in activity three, discussing how you could plan the project. 00:21:44
Well, in any case, I'm interested in you looking at this table where you have the possible 00:21:48
tasks in designing a project for the students, okay, deciding on a facility, then carrying 00:21:57
out research, okay, locally or in the internet or wherever, making a poster, maybe making 00:22:06
a presentation, a PowerPoint presentation, and then carrying out a debate, okay. And 00:22:13
then on the right, you have some ideas of possible language that might be useful for 00:22:19
the students to perform all these tasks, okay. For example, for deciding on a facility, obviously 00:22:26
students have to agree with each other or disagree with each other. They have to give 00:22:32
opinions, getting others to clarify their ideas. They might not agree with one facility 00:22:36
and they want to know maybe why one of their peers has decided for one and not another, 00:22:42
okay. And, for example, for research, getting information from sources, the internet. So 00:22:49
here, for example, the reading skills would be more involved, okay. Whereas, for example, 00:22:55
for the presentation, it might be interesting to focus on the language of persuasion, how 00:23:01
to use different arguments, okay, and presentation skills. So these are ideas of possible language 00:23:09
that could be used for learning. I don't know if you're familiar with Doe-Coyle's distinction 00:23:17
between language of learning, language for learning, and language through learning. Language 00:23:22
of learning basically referring to the actual language of a specific content, okay, the 00:23:27
language of history, the language of science. This would be an example of language for learning 00:23:31
because this approach could be used in any subject, okay. Right, so the tutor's notes 00:23:35
would show, I mean, then there would be an activity where the trainees would be asked 00:23:43
about possible scaffolding strategies that could be used for each of these tasks, okay. 00:23:48
And then this is the key, okay, or the possible key, okay, with the tutor's notes. Anyway, 00:23:56
we're more interested in you seeing the process, okay, and how the activities were developed 00:24:02
and linked to the framework. But you can have a look at your handout later on, and if you 00:24:07
have any questions, then we'd be happy to answer either in this conference or by email 00:24:11
later on whenever you want. Okay, I want to show, we want to show you some clips from 00:24:17
Mami, with Elena's permission, from her class, and here we're going to show you, well, two 00:24:22
clips on the presentation, when the students were presenting the project, okay, and then 00:24:30
we'll show you a clip, a little one, a very short one, when the students were debating 00:24:34
the project. So two stages, two different tasks, if we go back to the table, okay. So 00:24:40
the idea here is that trainees would look at the way the students present the poster, 00:24:47
and this is only part of a presentation of a poster, and I'd like you to identify in 00:24:57
the presentation, okay, the presentation task, what type of language for learning is the 00:25:02
student using. It is sometimes, I mean, you would have to concentrate hard because the 00:25:08
sound is not so brilliant, okay, but just see if you can identify any of these types 00:25:13
of language for learning, the language of persuasion or organising arguments or any 00:25:20
other presentation skills, okay. So this is the first clip, let's hope it works. 00:25:25
Where? It was louder before. 00:25:31
Somewhere. 00:25:43
Okay, well, so we show here, it's a video that becomes, there's another one before. 00:26:12
Oh, of course, thank you, great. Okay, I don't want to stop. 00:26:27
Okay, so I don't know if you could, well, it's not easy to follow, but the students 00:26:58
present the advantages, okay, the pros of having a skateboard park in Coblado, okay, 00:27:15
she was talking about easy access and it was very close to schools and so on, okay. 00:27:20
Now, this is the… 00:27:27
Okay, so what type of language would you say that the students are using, that these students, 00:27:57
this particular student is using in the presentation on the project? 00:28:13
Giving arguments. 00:28:16
Giving arguments, exactly. 00:28:19
And you can even specify what type of linguistic features are used to give these arguments. 00:28:22
So, she's using consequence, cause and consequence and contrast, but not, it's a bit dangerous, 00:28:26
but not a lot, okay, so they're developing this kind of language. 00:28:33
Now I'm going to show you a sample of a debate, which is, it's an extraordinary clip, I mean, 00:28:38
we're just showing some, just a very, very short, sorry, I'm not using the microphone. 00:28:45
Okay, we're just showing a very short clip, okay. 00:28:49
This is the debate where some students are asking, in a way, putting on the question, 00:28:55
the fact, I mean, this idea of creating a skateboard park in Coblado, okay, and they 00:29:04
are defending their project, so this is what one of the students says. 00:29:09
If it's a place to recreate vegetation near a human stone, near a road, and you want to 00:29:19
have it there, it's associated with things, with plants, I mean, it's a stupid idea. 00:29:29
Okay, so one of the students was saying, you know, why, why doing that? 00:29:38
Why a skateboard park and not a garden or whatever, or a park, no? 00:29:42
And she's just arguing, you know, you say that with gestures and with, this is stupid, 00:29:46
okay, it's a little bit of a colloquial language for an academic setting. 00:29:51
But the student is, you know, trying to, I mean, they're using the language of persuasion, 00:29:55
they're trying, they're struggling with that. 00:29:59
Obviously, it would be interesting to look at what type of language would be both academic, 00:30:01
academically correct and acceptable, and at the same time, they would be able to get their 00:30:08
message across and convince of their ideas, okay? 00:30:14
But I think that, so projects, this shows that projects are really good ways of getting 00:30:16
this type of language from a student, okay? 00:30:21
So, well, and then the idea is, sorry, you have in your handout the possibilities of 00:30:25
developing a portfolio and how to start planning your own project as a teacher, okay, as a 00:30:33
clinical teacher. 00:30:40
But just have a look at it on your own because we have to, well, the idea was to share with 00:30:41
you two other areas. 00:30:46
So, Emma, do you want to? 00:30:47
Thank you. 00:30:50
Okay, thank you. 00:30:52
Let's move on to the other two areas that we have selected. 00:30:55
And those are interaction, and I'm on page four. 00:31:00
And the last one, which we will cover briefly, would be subject literacies. 00:31:04
Okay, interaction. 00:31:09
Everybody knows that interaction is an essential aspect of teaching and learning. 00:31:12
And we've just seen in the previous presentation, Javier Gisbert referring to the Common European 00:31:18
Framework of Reference, the different levels plus interaction, okay? 00:31:24
So, we believe, we know, and also, even more so in CLIL, that this is a vital component. 00:31:28
So, the structure that these activities follow is exactly the same, okay, in order to give 00:31:36
you a clear idea. 00:31:43
So, you have the introduction, which talks about the context of implementation. 00:31:44
We also have objectives by knowledge, values, and skills. 00:31:50
And then we move on to the actual activity. 00:31:54
Now, I'm not going to make you work too hard. 00:31:57
I'm just going to suggest, as we saw before, you know, how you could exploit these activities. 00:32:02
So, what we have here is some warm-up questions, typical for pre-listening, pre-watching. 00:32:08
And we're just sort of activating the schemata there. 00:32:14
So, the video of what are we, what are they talking about? 00:32:18
I'll tell you it's about history. 00:32:23
They're talking about Romanesque churches. 00:32:24
What is the teacher trying to do? 00:32:28
Who's talking most and least in this interactional pattern? 00:32:30
Whose ideas get talked about? 00:32:34
And then, now, the idea with the framework is that we actually provide you some kind of, 00:32:36
suggest some kind of model to actually analyze interaction. 00:32:42
Not the only model, but one that we have adapted from, and you have on the following pages, 00:32:46
but I don't want you to look at it yet, for teacher-student interaction and also students' interaction. 00:32:51
And also to reflect on the types of exchanges that we put in practice in the classroom. 00:32:59
Not only the typical question-answer reinforcement feedback, 00:33:06
but something a little bit more demanding in secondary levels and clear contexts. 00:33:10
Shall we watch the video and then see if you can pick up, 00:33:16
and you have your transcription there so you can follow. 00:33:20
You have the teacher and then the student contributions. 00:33:23
Okay? 00:33:27
On page five. 00:33:28
Okay, so. 00:33:30
Don't mind, don't mind the names in spite. 00:33:32
Now tell me, what are the names of these three pictures here? 00:33:35
The animations? 00:33:40
These chakras? 00:33:43
Do you know what the name of that is? 00:33:44
That's right. 00:33:46
And this one, so we enter here. 00:33:47
So what's the name of this central part? 00:33:50
The name, that's right. 00:33:53
Thank you very much. 00:33:55
Nana. 00:33:56
Nana. 00:33:59
Do you remember the name of these two characters? 00:34:00
Other side, side. 00:34:04
What's the name of this? 00:34:08
Eye. 00:34:09
That's right. 00:34:10
Eye. 00:34:11
Ear. 00:34:12
Ear. 00:34:13
Eye. 00:34:14
Okay, this is a typical classroom exchange, right? 00:34:15
Who's talking most? 00:34:18
The teacher. 00:34:20
The teacher, that's also very typical, isn't it? 00:34:21
Okay? 00:34:23
So what are we talking about? 00:34:24
We said, are there any repeated patterns in the interaction? 00:34:25
I mean, in the sense that, how is it working? 00:34:30
Asking questions? 00:34:32
Question answers, repeating what the student said, 00:34:35
and then moving on to another question, 00:34:38
and sometimes reinforcing. 00:34:40
Good, fine, that's right. 00:34:42
Okay? 00:34:43
Now if you move down on the page, 00:34:44
you have the model for understanding communication in your CLO classroom. 00:34:46
This is taken from Mortimer and Scott, 00:34:50
and they have used this in the science context, 00:34:53
but it's very well applicable also in a history context like this one. 00:34:57
The idea, as we have here, is that we integrate the different aspects. 00:35:04
We integrate the content that is covered, what is being talked about, 00:35:10
in this case Romanesque churches, the purpose. 00:35:15
Why are we doing this? 00:35:18
What are we covering? 00:35:20
And what is being done with the contest? 00:35:21
Are we reviewing? 00:35:23
Are we presenting new information? 00:35:24
Are we engaging them in giving their own opinions, et cetera? 00:35:26
Negotiation of meaning, which is the focus here in this area. 00:35:30
Interaction. 00:35:33
How is the content being talked about? 00:35:34
Is it really interactive, or is it, let's say, 00:35:36
dominated or controlled by the teacher, et cetera? 00:35:39
Interaction patterns, recurring patterns, 00:35:43
which is what we call the IRF, and you have it in your ñ 00:35:46
no, you don't have it in your handouts, but you have it in the presentation, 00:35:49
which is initiation. 00:35:53
The teacher initiates, asks, the student responds, 00:35:54
and the teacher follows up. 00:35:57
And then specific actions, which are asking different types of questions, 00:35:59
getting students to elaborate further, et cetera, et cetera. 00:36:03
So I think it's very interesting, this axis here, this kind of continuum, 00:36:08
is interesting because it sort of tries to encompass the different possibilities, 00:36:14
a number of possibilities that could be ñ 00:36:20
that are actually implemented in the classroom. 00:36:23
That is, we have this axis, which is from more dialogic teacher-student 00:36:26
to more authoritative or less dialogic, 00:36:30
and on the other axis we have non-interactive, 00:36:33
less student participation to more interactive. 00:36:36
If we look at the four possibilities, 00:36:40
in this prior video, which one do you think predominates? 00:36:43
Sorry? 00:36:49
Yes, but of these four, which one would you take? 00:36:52
Probably this one, right? 00:36:58
Now, if you disagree, or this is wonderful, 00:37:00
because remember that these are suggested answers, 00:37:04
that these are not unique answers. 00:37:07
This is a teacher training, let's say, framework, 00:37:09
in which people can actually say, 00:37:11
well, there is a leading question-answer routine, 00:37:13
but at the same time, maybe the teacher is also reviewing something. 00:37:16
You see? 00:37:20
The interesting thing about it is the potential. 00:37:21
There's no right or wrong ñ well, sometimes there are, 00:37:23
but the idea is that we actually have our teacher trainers, 00:37:26
our teachers actually reflect upon what they do. 00:37:29
And our suggestion is that you replace this data with your own data. 00:37:33
You look at your classroom exchanges, 00:37:37
and actually apply this model to your daily interaction. 00:37:39
That is the idea. 00:37:44
Okay, so we would be continuing with reflection, 00:37:46
what type of negotiation of meaning is having, 00:37:48
how does it suit the teacher's purpose, 00:37:51
for which purpose, and what opportunities. 00:37:53
Now, in this context, the teacher is asking for specific vocabulary. 00:37:55
What is the name of the three undulations 00:37:59
and the student-response abscissm? 00:38:01
So there's really very little room for negotiation, or none. 00:38:03
We're reviewing. 00:38:06
But if we move to the activity three on page six, 00:38:07
we have other data. 00:38:13
This is not taken from our data, which could have been, but not. 00:38:15
This is taken from Jeff Zwier's article, 00:38:18
and the teacher says, 00:38:22
ìWhat is happening in the diagram?î 00:38:24
And the student answers, 00:38:26
ìAn object is being thrown into the air straight up.î 00:38:28
And it goes on. 00:38:31
ìAnd what happens when gravity acts on this object?î 00:38:33
ìIt slows down.î 00:38:35
So notice that, obviously, we have questions and answers, 00:38:37
but the student's contribution is longer. 00:38:40
We have extended discourse. 00:38:43
We have more, let's say, more possibility of adding information. 00:38:44
There's also the kind of questions, 00:38:49
what we have here, display questions, 00:38:53
that is, questions that the teacher knows the answer to, 00:38:56
or we believe, being the expert. 00:38:59
But we also want to encourage the use of referential questions, 00:39:02
that is, questions to which the teacher does not necessarily know the answer, 00:39:06
because there can be some kind of negotiation, disagreement, 00:39:10
or different opinion, 00:39:13
especially in some areas. 00:39:16
This would be the pattern that I mentioned, 00:39:18
the IRF model, which is a classic in classroom discourse. 00:39:22
And then again, we could go back and find more examples of the pattern, etc. 00:39:27
So you could be working with interaction patterns extensively. 00:39:32
Shall we move on to subject literacies? 00:39:38
Subject literacies is a key area, again, in secondary education, 00:39:41
because we're having the content teacher 00:39:47
having to teach conceptually complicated content, subjects. 00:39:50
Again, we're dealing with history, 00:39:56
which is one of the areas that we have researched more extensively, 00:39:58
but can be used in other contexts, in other disciplines. 00:40:03
And in the material that we have on the website, 00:40:08
you can find other disciplines as well, and other contexts, other countries, 00:40:12
to show you the diversity of the framework. 00:40:16
So here we would be talking about the importance of literacy, 00:40:20
the importance of developing genres, texts, as we referred to yesterday. 00:40:23
Remember that in secondary, we're moving with this kind of artifact, 00:40:29
something a little bit more, a lot more complicated 00:40:33
in the sense of form and style of language, 00:40:36
which is developed in and by a particular discourse community 00:40:40
to facilitate communication in that community. 00:40:44
Now, we have implemented this in some contexts, 00:40:48
and the findings, the results are very positive. 00:40:52
The students are actually able to construct and articulate their language 00:40:56
in the form of genres, of different genres. 00:41:01
Okay? 00:41:04
So here we have a... doesn't matter, really. 00:41:05
It's a quotation that refers to the kind of language, 00:41:09
the difficulty of the language of history, 00:41:13
and because of its abstract language, complex issues, 00:41:16
the importance of argumentation and persuasion, 00:41:20
as we mentioned before, et cetera. 00:41:23
And then typical genres or text types from Jim Martin, 00:41:25
reporting, recording, explaining, arguing, et cetera, 00:41:30
and the grammar following a systemic functional approach, 00:41:34
the idea of historical processes, the participants, 00:41:38
and circumstances involved. 00:41:42
Okay? 00:41:44
Now, the way we have done this, there's no video for this, 00:41:45
but we do have on page 8, 00:41:49
what we did was we videotaped some students, again, 00:41:54
and we transcribed their language, 00:42:01
and what we have here is the topic of life in prehistory, 00:42:05
typical of the curriculum, of the syllabus, 00:42:10
and this is an extract from a presentation about a school trip. 00:42:14
The students went to Arqueopinto, okay, 00:42:17
and they saw, you know, the life in prehistory, 00:42:20
so we have here a typical language of the discipline, 00:42:23
the Australopithecus, the Homo... 00:42:27
I can't pronounce it, Homo habilis, et cetera. 00:42:30
And what we asked the teachers, the teacher trainers to do 00:42:32
is to actually look at the data 00:42:36
and work out what is the genre 00:42:39
that the students are actually developing. 00:42:44
So you have possibilities there. 00:42:48
It's quite controlled. 00:42:51
We have explanation and then a definition of the purpose, 00:42:52
a personal recount, report, or argument. 00:42:56
So basically, the students, the teachers would read this 00:43:01
and would take the possibilities. 00:43:05
In this case, there are two combined genres. 00:43:08
We have a kind of personal recount 00:43:11
where the student retells past events and experiences in sequence, 00:43:13
and at the same time, it would be a kind of report 00:43:18
describing and summarising life in prehistory, okay? 00:43:21
Again, we could use other data coming from students, 00:43:25
from teachers or textbooks, 00:43:29
and we could apply the genre model. 00:43:31
In exercise two, you would have to go back to the transcription 00:43:36
and underline the language that deals, 00:43:41
that actually suggests, encodes the genre. 00:43:44
So we would be looking at the type of verbs, 00:43:48
the type of participants, et cetera, et cetera. 00:43:51
I'm not going to have you work. 00:43:55
It's lunchtime, but that would be the idea. 00:43:58
I think it's clear. 00:44:00
There would be the possibilities, 00:44:03
discourse markers typical of history, 00:44:06
first-person pronouns, relational verbs 00:44:08
using the systemic functional terminology, 00:44:11
nominalisation, 00:44:13
and we see that students are already using those. 00:44:15
We see that maybe unconsciously they're already developing 00:44:18
a certain approach to a genre level, okay? 00:44:21
And then another thing that we do 00:44:26
is move on to register variables, registers, okay? 00:44:28
So this was a spoken text, 00:44:32
and we asked the readers 00:44:35
to actually identify typical spoken features, 00:44:38
which are quite clear, 00:44:41
and then we suggest in the portfolio 00:44:43
and in the other activities 00:44:45
to turn this spoken genre into a written variety 00:44:47
just to make it more formal 00:44:50
and to move up in the scale of formality, okay? 00:44:52
Also in activity two on page nine, 00:44:57
what you have is suggestions for projects 00:45:00
as well as products for the portfolio. 00:45:05
So these are just suggestions 00:45:09
on the kind of things that you could do 00:45:11
with your own data in your own context. 00:45:13
So the framework is only a suggestion, 00:45:15
and I don't think I have anything to say. 00:45:18
We, again, include the website 00:45:21
so that you can check it more carefully and slowly, 00:45:25
and we are very happy to hear suggestions or comments. 00:45:28
We have three minutes. 00:45:34
Well, we can overrun by five minutes. 00:45:36
If, you know, we're really interested in finding out 00:45:38
if you think this is possible or not, 00:45:42
if this is feasible in your context 00:45:46
or would be complicated to actually implement. 00:45:49
Miriam. 00:45:52
Yeah. 00:45:54
Oh, sorry. 00:45:56
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Idioma/s:
en
Etiquetas:
Miscelánea
Autor/es:
Dª.Concepción Erades Alonso, Dª.Marie-Anne Hansen-Pauly, Dª.Emma Dafouz Milne y Dª.Ana Llinares
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
831
Fecha:
13 de enero de 2011 - 11:13
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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