Making Making CLIL CLIL

come alive come alive

Creating the classroom Creating the classroom climateclimate

1)Agreeing on classroom norms and rules to help them learn.

2)Physical safety.3)Encouraging and rewarding risk-

taking. 4)Quiet and noise. 5)Consistency and fairness.6)Associating the unfamiliar with

something pleasant.(www.amathsdictionaryforkids.com)7)Pacing to maintain positive tension.

8)Valuing each students. 9)Students helping and

enriching one another.10)Displaying student

work/Recognizing and celebrating success.

11)Empowering students.12)Classroom set-up.13)Maintaining focus on learning.

Connecting learning to Connecting learning to learners’ liveslearners’ lives

Connectivity creates a sense of Connectivity creates a sense of relevance:relevance:

a) a) Connecting new learning to Connecting new learning to the individual by exploring the individual by exploring

his/her current knowledge and his/her current knowledge and experience base and interestsexperience base and interests

b)b) Connecting the individual Connecting the individual students to the community students to the community

around them by experiencing around them by experiencing the power of working with the power of working with

others and by exploring the others and by exploring the students’ own impact on the students’ own impact on the

community.community.

c)c) Connecting students to the Connecting students to the world at large by developing an world at large by developing an

understanding of how acting understanding of how acting locally is linked to global locally is linked to global

processes.processes.

1)1)Taking into account students’ interests Taking into account students’ interests

2)2) GivGiving students opportunities to ing students opportunities to lead conversationslead conversations

3)3) Empowering students to take part Empowering students to take part

in decision makingin decision making

4)4) Harnessing emotions: managing Harnessing emotions: managing the affective side of learning:the affective side of learning:

emotions touch the core of who we emotions touch the core of who we are. are.

Connecting classrooms to the local Connecting classrooms to the local communitycommunity

1)1) Connecting with community membersConnecting with community members

2) 2) Relevance building through Relevance building through community-centred projectscommunity-centred projects

3)3) Job shadowing.Job shadowing.

4)4) Nature as a member of the Nature as a member of the community.community.

Connecting classrooms to the worldConnecting classrooms to the world

Emotional connections help us Emotional connections help us personalize information and learn.personalize information and learn.For students it is the here and now For students it is the here and now

that is most relevant. that is most relevant.

Making meanings matterMaking meanings matter

Negotiating meaning in a learning environment is an act of:

CARING

A social process An equalizer A buy-in activator

Engaging Messy

Supportive Time-consuming

Democratic Participatory for all

Shared responsibilitiesBuilding common ground

Builds on current attitudesUses current knowledge

Fosters agreements

Meaning-making is a social Meaning-making is a social process. process.

Strategies for negotiation meaning Strategies for negotiation meaning operate on two levels:operate on two levels:

I)I) they are directed at achieving a they are directed at achieving a common understanding.common understanding.

II)II) at taking that understanding at taking that understanding another step further.another step further.

These strategies include:These strategies include:• Asking for summaries of key points.• Encouraging students to ask for

clarification.• Providing definitions.• Using synonyms.• Paraphrasing.• Having students perform actions in

direct relation to words.• Taking an experiment or project one

step further.• Looking at a topic from different

perspectives.

Helping learners help Helping learners help themselvesthemselves

• Learning skills are tools used to enhance our ability to learn.

• Learning how to manage one’s own learning is itself a learning skill.

• Learning skills are tools for coping with and moving beyond obstacles, problems, criticism, challenges and envy.

Tips for students: managing Tips for students: managing feelings in CLILfeelings in CLIL

• Don’t make fun of other people’s language mistakes.

• Accept some confusion and frustration.

• Be your own best friend.• Keep a journal.• Build a personal dictionary.• Observe yourself.• Ask for more than one point of view.• Trust your feelings.• Take some quiet time.

Tips for writing in the CLIL Tips for writing in the CLIL languagelanguage

• The title to a work of writing should invite you to come on in.

• Know your reader.• Read evaluation criteria.• Do a little brainstorming by yourself.• Look at examples of similar texts.• Write a short outline.• Write an introductory paragraph.• Write a topic sentence for each

paragraph.• Write a conclusion. • Reduce the number of synonyms.• Several drafts are required.

Tips for readingTips for reading• Take control.• Face reality.• Read 2/3 words at once, not one word at

a time.• Practise reading faster.• Build concentration skills.• Survey the text.• Look up in the dictionary any unfamiliar

words that are used a lot.• Find the right place to read.• Decide on why you are reading the text.

Tips for studyingTips for studyinga) Planning and concentration:• Identify what usually distracts you

from studying.• Pick a place to study.• Divide the work you have to do into

a number of tasks.• Plan in advance how you will

approach the task.• Plan to do as much studying during

daylight hours as possible.

b) Improving memory:• Organize content information into

groups or categories.• Groups words.• Make personal dictionaries.• Create your own content and word wall

at home.• Work actively with a text as you read it.• Try to associate new words and

information with pictures in your mind.• Use it or lose it.• Compare topics.• Divide information.