21ST CENTURY SKILLS AND A GLOBAL SOCIETY

Introducing new methodologies in the classroom and encouraging the use of different languages for teaching and learning, is one of the strategies of the 21st century education.

The CLIL approach to education is based on the implementation of the so called 4C´s: COMMUNICATION, COLLABORATION, CREATIVITY AND CRITICAL THINKING.

WHAT DO OUR STUDENTS NEED TO LEARN?

Whatch this video for a short introduction to this framework for 21st century learning:





COMMUNICATION is about sharing thought, questions, ideas and solutions. In a CLIL context is not just about speaking but also about writing, listening, and reading using 21st century strategies to develop those different aspects of communication.

COLLABORATION is about working together to reach a goal, sharing talent and expertise. This applied to a CLIL context, refers to working in collaboration to publish and produce knowledge.

CREATIVITY is about trying new approaches to get things done, innovating and inventing. In a CLIL classroom students create new products by learning in another language and applying the knowledge of this language to the content studied.

CRITICAL THINKING is about looking at problems in a new way, linking learning across subjects and disciplines. The CLIL approach to applying critical thinking skills consist of work that is crosscurricular in nature and applies the use of language to any discipline.

Students no longer need to listen and repeat information or learn it for an exam!



TASK: discuss ways in which you implement the 4c´s in your classroom

BLOOM´S TAXONOMY QUESTIONS- Progression steps for learning




With Bloom's Taxonomy, there are six levels of skills ranked in order from the most basic to the most complex. Each level of skill is associated with a verb, as learning is an action.

Source: https://www.thoughtco.com/blooms-taxonomy-questions-7598

THE MANY FACES OF CLIL

CLIL is an overall design, a system that is content-driven and language is integrated into the learning.

CLIL is an "umbrella term" as it includes several ways of teaching in which content is taught using a foreign language.

Those that are mainly inspired in content are:
 

Sheltered Instruction Observation Protocol (USA)

 

Cognitive Academic Language Learning
 

Cross-curricular Language Teaching

Content-based Language Teaching
 

Task-based Language Instruction

English as medium of Instruction

English for Specific Purposes

Content-based Instruction

Source:María Jesús Frigols Martín, (Capacity building in CLIL: Challenge and Opportunity. 7th ISAs Principals Seminar, Calgary 17 May 2011)

CLIL takes into account the integration of learning (content and cognition) and language learning (communication and culture) : The 4Cs Framework (Coyle 1999).

CLIL involves learning to use language appropriately whilst using language to learn effectively.

It is built on the following principles:

- Content matter is not only about acquiring knowledge and skills but about students creating their own learning and understanding and developing skills (personalized learning)

- Content is related to learning and thinking (cognition), to enable the learner to create their own interpretation of content.

- Thinking processes (cognition) need to be analysed for their linguistic demands.

- Learning through the language that is related to the learning context, students reconstruct the content.

- Interaction in the learning context is key to learning.

Source: "Content and Language Integrated learning. Motivating Learners and Teachers" Do Coyle, University of Nottingham

 

CLIL IS ABOUT TEACHING SKILLS THAT ALLOW LEARNERS TO TRANSFER KNOWLEDGE:

Watch this video to see practical examples of how students can transfer their knowledge:

 

 

CLIL IN ACTION

Following our introduction to CLIL and its basic principles, we will now look at some examples of CLIL in action.

This first video shows how students from the Information Technology Module at class 4A/Informatica dell'ITT "Leonardo da Vinci" in Viterbo, get started with a CLIL lesson: Object Oriented Programming




TASK 1: Write down all the steps the teacher used in this lesson plan, choose one and explain it to the rest of people in your group.

TASK 2: We will now watch further examples demostrating CLIL used in different classes at different levels of education. For the purpose of this task, we will focus on the Vocational Course example:





Answer the following questions in pairs and be prepared to explain your answer:

- Where is the focus of this lesson on?

- Where has the teacher put a major emphasis on?

- What steps have students followed in the lesson?

- What is the final learning outcome/s of the lesson?

- What, in your opinion, has more weight in the lesson: the language or the content? Why?


TASK 3: Watch the video "CLIL oral work- Bussiness Studies Discussion" by Joan Alberich and reflect on the following: How is L1 and L2 used in the students´discussion?

INTRODUCTION TO CLIL

This course is intended to offer an introduction to the CLIL methodology as well as to give you the tools to start teaching your content area in English.

We will use different CLIL  activities to learn our way through the theory and practice of CLIL. That means you will be doing CLIL activities without even realising!

Let´s start with a with a video and a brief introduction to CLIL:






WHY CLIL?

CLIL covers the demands of the 21st century education:
It is motivating and engaging and encourages teachers and learners to collaborate and expand their skills further.
We will discuss all the advantages as a group in the next sessions.

TASK 1:  Watch this video by Annamaria Peruchi and be prepared to discuss its content:

"School is in need of creativity, problem solving, and innovation to face the challenges of the 21st Century in a global economy"

TASK 2: We are now going to listen to an interview to David Marsh about different isssues to do with CLIL.

Make a list of the main issues he mentions in this extract to discuss them in pairs and then bring your opinion to the whole class:

Extract from an interview to David Marsh about different issues on CLIL. The extract is focused on the CLIL teacher profile. You can watch a full interview on: https://youtu.be/-Czdg8-6mJA. You may also want to watch this very interesting conference: Why CLIL is Education for the 21st Century







Understanding  Bloom´s taxonomy and higher order thinking skills:





A modern example of Bloom's Taxonomy used in media. Watch this great video to understand the principles of Blooms Taxonomy in modern teaching: