PROYECTO FINAL AICLE REA

Adjunto una presentación para representar mi proyecto final.

Our body CLIL Unit 1

This unit embraces the key competences and content for the área of Natural Science. It carries out a process that increases and consolidates the knowledge about students' own body, introduction to the bones and the discovering of their growth and development.  This appraisal includes later introduction of the senses and some basic healthy habits necessary to carry a save and good living. They all form part of a Science project to be developed with our kids.

The following unit is addressed to 6 year-old students when they enter the level 1 in Primary Education. Some of them are still 5, but their constant maturation stage will allow them to discover themselves through and extensive new and varied content in the Second Language (L2). They acually become more and more sensible towards their self physical awareness, their appearance and growth stage. At the end of the unit he student must have achieved the following results:

     

In relation to the block “Initiation on the Scientific reasoning”:

1. Searches, selects, organizes concrete and relevant information, analyses such information to obtain conclusions, to communicate his/her experience (orally/written)
2. Uses his/her own resources of observation.
3. Uses written documents (book), images (on the board) or classroom resources (labelled skeleton) to locate information needed to complete the task successfully.
4. Shows autonomy to plan and act on the tasks and to take decision.
5. Uses in an adequate manner the active vocabulary of the block of contents for this unit.
6. Presents his/her work in a clear and tidy manner in digital or paper format.
7. Knows and respects norms of use and security of the material and instruments of work.
8. Uses strategies to perform his/her work individually or in team showing abilities to solve conflicts.
9. Develops brief experiences and simple research: setting up problems, hypothesis, selecting material, drawing conclusions or telling results.

In relation to the block “Human body and health

1. Identifies and locates the main organs implicated in the realization of vital functions of the human body
2. Identifies the main features of the locomotive system, and explains its main functions.
3. Knows and applies strategies to study and work in an efficient manner.
4. Reflects upon his /her work and performance, draws out conclusions about how he/she works and learn and states strategies to go on learning.

It is relevant to enumerate the lesson distribution as well as the sequence of tasks that our students will carry out duringthevaried lessons Th present unit  is lanned for 6 lessons of 45 minutes butit may be easily extended to 8 lessons of 45 minutes.

Each session integrate at least two playful activities that help students practice and activate their knowledge before completing each task.

Notice that the Final task althought it is elaborated individually, team work underlyings during the presentation. Their skeleton-boy/girl descriptioni emphasizes what they have learned new during the unit. They can include short phrases/sentences such as "My arms and legs are my limbs", My skeleton protects and supports my body", "My joints help me move", "I can move because I have muscles"...

A series of goals to start :

• Participate actively in the identification and location of the main organs involved in the vital functioning of the human body in relation to the locomotive system and sense organs.
• Feel motivated to identify their own emotions and feelings, those from their classmates and also the adults’ showing empathy evidences.
• Enjoy naturally in the research and use of written documents, images and didactic resources and graphic charts.
• Find themselves immersed in the language to use the vocabulary related to the block our bodies and health in a correct manner.
• Have fun and accomplish class norms and goals to carry out projects and brief presentation.
• Show enthusiasm to present orally in a clear and well sequenced manner their project related with body and health shown comprehension of oral/written texts.

Lesson 1

Activity 1. Students will participate in a short brainstorm about the previous ideas and knowledge about the human body.

Activity 2. Students will watch a short presentation about the  body parts, main joints and muscles; an overview of what they will learn during the unit. Some repetitions might be practiced at this point.

* Task 1: Classification the main body parts and colouring them separately.

Activity 3. Students like to move and play. They will have to touch several parts of the body and also sing a dramatised song "This is my body", in which main body parts are differenciated in a clear manner. This can be done in teams, fostering cooperative learning and a positive dynamics. This elaborated resource includes a careful selected support on the classroom language, its indications and instruction while students complete the gaps having a first contact with the spelling of words.

Lesson 2

Activity 4. Students at this stage will be surprised to see, touch and play with a the school material "Peter bones", Classifying parts of the body with tags made of card board and using sticky tape will engage and involve all the students activating their recent knowledge on the matter.

Their active participation will be followed and assessed by the teacher who will foster the drilling repetitive language.

Activity 5. Students will complete a sheet by listening to the numbers called by the teacher, infering the different body parts and recognizing the ritten spelling. This activity requires a bit of concentration and a predisposition of students to listen actively.

* Task 2: Performing body partbones through the song “Dem bones Dem bones” of Super Simple Songs, during theHalloween Festival

Lesson 3

Activity 6. Students will enjoy singing and dancing the song from the previous lesson in a way that they can meaningfully learn the joints of their body and the essential functioning in their locomotive system.

* Task 3: Comprehension of a story about growth (sequencing-ordering pictures)

Ordering the logical time line of growth in a worksheet with the appropriate pictures will make students be aware of the different stages. This and the dramatization of a story about the topic this content with functionality, where students can relate the new experience to those at home with their closest relatives (granny, grandpa, dad, mom, a baby brother...)

Activity 7. Playing a memory card game (on-line resource). tTe goals of this activity are, among many others, to increase the attention and motivation towards the knowledge of the active content, integrate digital competence and facilitate the consolidation of body parts

Lesson 4

Activity 8. Matching pairs. In groups, students collect cards when they find the Word and the image a body part. (cut out printable photocopy).

* Task 4: Draw and share:  Drawing “Me when I was a baby/now”.

Activity 9. Presentation of their picture to the class. The communicative approach emphazises this quick oral presentation of their self-portrait. those who feel ready to share them with the group have a real protagonism when using the language to interchange meaning.

Activity 10. Visualization of a short video about growth, summing up how children grow and change.

Lesson 5

Activity 10. Watching and learning video about emotions. During this video students extend their knowledge about emotions. ur goal is to make them reflect upon they state of mind, meking them aware of the importance of their feelings when learning and socializing in the class. Teachers should reactivate this as a routine from now on so as to facilitate their social skills of empathy, tolerance, respect, politeness, etc.

Activity 11. Asking "How are you feeling today?" (Microdialogues). The promotion of verbal interaction in class shows again how practice makes perfect. Students will be leaded to reinforce short conversations to ask their mates.

* Task 5: Draw and share: Howdo you feel? (emotions)

Activity 12. Blind boxes games. Guessing what part of the witch they touch. Link with Unit 2 (the senses).

Lesson 6

Activity 13. Self assessment /Assessment sheet. Students will complete a questionnaire with emoticons where they color the smiley faces according to how  they feel towards their own learning process and the participation during the latter lessons.

* Task 6: Elaboration and presentationof a kid skeleton pointing out all their joints and parts of the body (Final Task)

Activity 14. Skeleton parade exposition. Display of their work in the hallway.

Activity 15. Halloween workshop: Decoration of skeletons, witches, bats for the class door contests.

Orientando en el Diseño del PLC

Proyecto ARCE.

Uso de la metáfora "Un Viaje" para aclarar términos y orientar en una implementación del PLC en nuestros centros. Realmente útil y extenso.

Los viajes son los viajeros. Lo que vemos no es lo que vemos, sino lo que somos. F. Pessoa  
Viajamos para cambiar, no de lugar, sino de ideas.  H. Taine

Indirecta clarita

¿Cómo pretende nuestra administración educativa asentar las bases de una sociedad del conocimiento o pretender el desarrollo de ciudadanos digitales competentes...blah blah blah...Por favor, dejad que los niños se acerquen a los ordenadores...que los maestros sigamos formándonos desde la experiencia; estamos para facilitarles un buen andamiaje hacia el conocimiento. Gracias Fernando. Tu literatura crítica hace explícitas las carencias: Carta de bienvenida de Fernando Trujillo a la nueva consejera Dª Adelaida de la Calle.

Scaffolding or not? Here is the question.

Here, I'd like to share my own thoughts on CLIL Materials and their elaboration.

The creation and elaboration of materials for CLIL units is always a challenging task. However, there is no better reflection in and of contrasting the use of your own materials through the teaching practice.

Now. Let's get critical and check our own upon how, when and what we do during our teaching-assessment process! A substantial matter neither to say essential analysis, is that teacher must reflect on practical techniques when setting scaffolding during the development of the varied units... Surely isn't this a key factor that guarantees meaningful learning and enhancement of more and more students' focus on discovering...whilst acquiring a new language?

Never been so easy!

Won't believe how easy it is to engage a whole group of  5-6 year old twenty five group of kids eager to learn Science, in the unit body parts, joints and bones... Just check out this on line interactive resource. I enjoyed using it to stir attention and concentration with this digital memory game.

http://www.mes-games.com/bodyparts.php

A new organizational resource

Incredible tool to save time and to have it all neat and ready.

Take a look to my AICLE Symbaloo

AICLE UNIT ANALYSIS

I chose this unit: "Our Body First Cycle (Primary 2)" since I see it very feasable and easy to organize with my group of primary 1, although slight modifications may be needed.

http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/017.pdf

I have extracted this unit from the CLIL sequences developed by the faculty of CEP and embeded in the repository of Conserjeria de Education in Andalusia. With a duration of approximately 4 sessions it sets out a final task through cooperative project (development of a poster about healthy habits) in the last session. It could be extended two more sessionsif we reinforced cooperative learning and and introduced an oral presentation, or final performance (description of their work)

At a first glance we can notice flexibility and facilitating strategies for content introduction and also for the the familiarization of texts, mainly through simple forms and structures that help learners in the identification of the active vocabulary. The croping and classification of vocabulary work can be easily used as a platform to contextualize oral games and songs that will identify the body parts and healthy habits.

Additionally, the unit presents communicative exercises that certainly boosts scaffolding. They allow interactive games where one can individually access and they lead to other open tasks in pairs and team work which will facilitate building their own schemes and linguistic knowledge. I would add other activities such as the elaboration of a mural with the human body where students could progressively classify parts, joints and muscles. Students would be able to  tag body parts on a classmate in a fun manner.

The whole dynamic of classroom can be greatly enriched by the use of meaningful input, that is language that we will all use in procedures such as "Listen and do". These structures are easy to infer since they are loaded with body languageand gestures also which facilitate scaffolding content and procedures.

The unit secuences enough practice suitable to play games upon the TPR technique byJames Asher. For example a student telling another "role your neck", "nod your head," wave your arms "," twist your foot "," wiggle your fingers " will maintain inmediate comprehension whilst they stay active in their learning.

Moreover, We find a rubric of "self-assessment" at the end of the unit. It can be completed in pairs and some simple instruction (dual language) in both L1 and L2 which could facilitate reflection on how muchthey know on the topic "our body". The purpose of this activity 0will focused on the development of personal autonomy.

Finally, I emphasizethe integration of linguistic skills in each lesson. We can hold a balanced shower of language in all skills reading, listening speaking or even writing. Although in many activities the skills will be combined.  Perhaps the least skill to be worked out will be writing work because of the priority given to oral and receptive skills due to the features of students at this level. We can see clearly how students becomme familiar with Reading through association worksheets, sorting, completing ... included in the PDF files. The unitleaves open resources to manage other reinforcing playful activities, games, dramatized, short dialogues that introduce an alternative foreach teacher. I can think of some of these resources that will be implemented in my practice this month. For example, "guess who this is", "touch to tell", "taste and say," "you can smell it but you can not look" and other communication games that lead to participationat the same time they forge about formal learning. Forinstance, to warm up or wrap up the lessons. This really engage learning and brings in involvement in the L2, overcoming learning and strengthening acquisition.

He escogido esta unidad "Our Body First Cycle (Primary 2)", porque la veo muy viable y fácil de proyectarla con mi grupo de 1º de primaria, aunque haciendo ligeras modificaciones.

http://www.juntadeandalucia.es/educacion/descargasrecursos/aicle/html/pdf/017.pdf

La he extraído de las secuencias AICLE elaboradas por el profesorado de CEP y que están alojadas en el repositorio de la Consejería de educación en Andalucía.

Se temporaliza en 4 sesiones, aunque al introducir una tarea final mediante proyecto cooperativo (elaboración de un poster sobre hábitos saludables),  podría extenderse dos sesiones más para encaminarla al aprendizaje cooperativo y a la presentación oral, a modo de "performance final" frente al grupo clase.

A primera vista podemos resaltar la clara la flexibilidad y la estrategia facilitadora con la que se introduce el contenido adecuado a la edad, los textos, básicamente a través de léxico sencillo que permite identificar el vocabulario activo. El trabajo recortable y de clasificación de dicho vocabulario se puede utilizar fácilmente de plataforma para contextualizarlo con juegos orales y canciones que permitirá  identificar las partes del cuerpo.

Luego, presenta ejercicios comunicativos que sin duda presumen de un andamiaje muy completo. Permite juegos de interacción en los que puede acceder individualmente y otras tareas procesuales en las que el trabajo en pareja o en equipo facilita la construcción de su propio esquema de conocimiento y también lingüístico. Yo haría otras actividades añadidas como la elaboración de un mural con la silueta del cuerpo humano donde pudieran clasificar partes, articulaciones y músculos donde el alumno pudiera quizás también etiquetar a algún compañero/a dichas partes. Puede ser divertido.

Toda la dinámica de aula puede ser muy enriquecida con nuestro uso del lenguaje significativo en procedimientos de "Listen and do", que fáciles de deducir pues van cargadas de lenguaje gestual (body language) corresponden también a contenido muy bien andamiado. Entrará en juego también juegos en la línea técnica  TPR de James Asher. Por ejemplo un alumno diciendo a otro "role your neck", "nod your head, "wave your arms", "twist your foot", "wiggle your fingers"

Incluye una rúbrica de "self-assessment" al final que a este nivel puede completarse en parejas y que alguna repetición inmediata (dual) en L1 puede facilitar la reflexión sobre cuánto sabe de la temática "our body", simplemente para acelerar la comprensión o la finalidad que tiene esta actividad de autonomía personal.

Finalmente. Puedo destacar que las destrezas básicamente se van a integrar en cada lección. Podemos mantener una carga equivalente en cuanto a lo que leerán, escribirán hablarán y escucharán. Un poco de cada, aunque las combinemos en muchas actividades. Quizás la que menos se trabaje sea la escritura pues son mensajes muy sencillo y simples los que estará preparados a completar en este nivel. La familiarización con la lectura en inglés se realiza mediante las propias fichas de trabajo de asociación, clasificación, completar, ... incluidas en el archivo PDF. Lo que deja a libre elección o que no describe detalladamente es actividades, juegos, microdiálogos dramatizados alternativos que se podrían realizar. A mi se me ocurren ya algunos que pondré en práctica este mes. Por ejemplo "guess who this is", "touch a tell", "taste and say", "you can smell it but you can't look" y otros juegos comunicativos que se prestan a participar y olvidarse de aprendizaje formal, por ejemplo para warm up o wrap up las lessons,  que realmente los motivan a seguir aprendiendo activamente inmersos en la L2, resaltando más adquisición que aprendizaje lingüístico.

Expectativas sobre el curso AICLE

Mis expectativas son  altas. Mis conocimientos previos de en AICLE/CLIL son pocos, yacen meramente en 2 años en escuelas con sección bilingüe. Espero especializarme algo más. Me interesa muchísimo lo último en metodología mas cuando tiene que ver sobre facilitar que los alumnos/as aprendan el idioma de verdad...Aprovechar los grandes esfuerzos que se hacen en conseguir resultados. Es sin duda mi más alta motivación.

AICLE es una propuesta metodológica innovadora y muy en línea de cómo adopto mis propias metodologías desde el principio con el alumnado: Aprender a comunicar se aprende comunicando, y no lo podemos olvidar en nuestra planificación.

Great success in implementing CLIL

I'd like to share this video. Let's hear what Dr Marsh, has to share with us and let's see how far we are from countries that have had great success in implementing CLIL...

Introducing myself

Here's a quick presentation brought to you by Powtoon 

Enseñanza de idiomas: 3 factores lógicos y psicológicos que no debemos olvidar.

De las conclusiones alcanzadas por Hattie (2006, 2011), en cuanto al aprendizaje visible me gustaría resaltar "El reto" que es otro de los ingredientes centrales del aprendizaje efectivo. Incide directamente en la motivación y en mis clases intento que se desarrolle de manera lúdica: descubriendo, enlazando, deduciendo, eligiendo, arriesgando ... de manera que mantiene la atención del grupo a la vez que se sumergen en el idioma. La clave está en proponer un reto de dificultad apropiada para el alumno.