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LaDiva presentation Annette Schaafsma april 2014

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LaDiva presentation Annette Schaafsma april 2014
La Diva 2014
CLIL and HOTS
Content and language integrated learning and high order
thinking skills.
Annette Schaafsma
Lecturer Language Learning and Language
Teaching at
Utrecht The Netherlands.
2
Utrecht
3
Program
This presentation is about four abbreviations: CLIL,
HOTS, BICS , CALP.
We will explore what teacher quality is needed to
bring your pupils on a higher language level.
• Language aquisition theory
• Content and Language Integrated Learning
• High order Thinking Skills
• Teaching skills for interaction
• Practice
4
Language acquisition theory
• Input hypothesis
• Output hypothesis
(Krashen 1980)
(Swain 1985, 1995, 2005)
understanding:
meaning
or Interaction
hypothesis (Long 1996)
output: meaning +
form
dia 5
Language and thinking opportunity
Elaborate production at your own initiative
= use present knowledge actively and
creatively
Discover what you need
= add to knowledge
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Exercise 1
Make pairs.
Choose a word: hairdryer, bicycle, mobile
phone, toaster.
1. Tell each other what you do with the
object.
2. Describe to each other how it works.
3. Explain how it is made.
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BICS and CALP
• Basic Interpersonal Communication Skills
(BICS)
• Cognitive Academic Language Proficiency
(CALP)
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BICS
Interpersonal communication skills for
everyday activities. The context supports the
language.
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CALP
Abstract language is less supported by the
situation/context and is therefore more
challenging and makes more demand on the
pupils’ cognitive capacity.
CALP stimulates the developement
of language and thinking skills as
analysis, synthesis, interpretation.
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Cummins’ quadrant
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Cummins (1996)
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CLIL
Content and Language Integrated Learing
 Content aims
 Language aims
A chain is the circle of connected metal parts that
turns the weels of a bicycle.
A toaster works by applying radiant heat directly to a
bread slide.
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CLIL
 Rich context:language- rich ( film, internet)
and non language-rich ( items,
illustrations).
 Large amount of interaction: between
pupils, between teacher and pupils,
working in pairs and groups.
 Language support
 Collaborative learning
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Teaching Tip
https://www.youtube.com/watch?v=xiQRbB9_1zs
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CLIL strategies
Meyer (2010)
• Rich input: meaningful, challeging. Connecting
daily life of children and in their area of
interest.
• Scaffolding learning: help learners to construct
their own learning. Teach how te learn.
• Rich interaction en pushed output:
communicative situations and meaningful
context.
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• Adding the culturale dimension: realize
that other cultures tend to see things
differently, have different values and
beliefs.
• Make it H.O.T. (high order thinking): create
environments in which children are
engaged and challenged. Let children
express complex thoughts.
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• Sustainable learning: new knowledge must
become deeply rooted in childrens longterm memory. Passive knowledge has to be
turned into active knowledge.
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Effective Teacher-Child Interactions
http://youtu.be/2Hw0DbxOmJQ
Teacher:
I encourage language acquisition in
conversation
Child:
The child displays signs of language
acquisiton.
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Exercise 2
Checklists.
How do you bring children to use a higher
level of language?
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There’s Always Room for One More
What content do you want to discuss?
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Exercise 3
 Start with content selection.
1. ……….
2. ………….
3. ……………
 Make 5 skinny and fat questions about
the book.
See checklist 3d, 3e, 4c, 4d
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Fat and skinny questions
Skinny questions
yield facts and are easy to answer in a few
words. What is………
Fat questions
Have more than one answer and help learners
to think more deeply about input en speak
longer. Can you tell me how….
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Summing up
•
•
•
•
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CLIL
HOTS
BICS
CALP
Fly UP