Neus Lorenzo
Neus Lorenzo
SEMINARI INTERCANVI PILECATALUNYA CENTRAL 2012 - 2013
SESSIÓ 4SESSIÓ 4
Neus Lorenzo
Neus Lorenzo
Objectius
• 1. Utilització significativa dels recursos digitals:
Explorar eines 2.0 i compartir-les.
• 2. Revisió dels principis metodològics AICLE.
Aplicar eines de reflexió i anàlisi.
Compartir i analitzar l’activitat millorada.
• 4. Tasca.
Neus Lorenzo
Neus Lorenzo
Quina utilitat han de tenir els recursos digitals?...
http://3.bp.blogspot.com/_3M-N-pevHKY/TH-tFW0g3GI/AAAAAAAADzw/hCK1GXfplQo/s1600/Computer.jpg
Neus Lorenzo
Neus Lorenzo
There are no passengers on spaceship earth. We are all crew
Marshall McLuhan
Ref. imatges: http://edu.dades.cat/mente5.png
http://cot.ag/tao05m http://science.howstuffworks.com/thinking-cap.htm TRIPULACIÓ
Neus Lorenzo
Neus Lorenzo
Recursos digitals: Usos significatius
• L’eina no és una finalitat en sí mateixa.
• No sobrecarreguem els alumnes amb massa apps.
• Demanem-los el pla de treball abans de començar a utilitzar l’eina 2.0.
Neus Lorenzo
Neus Lorenzo
Recursos digitals
Presentació Ricard Garciahttp://tinyurl.com/ajacx26
Presentació Susan Dreger
http://tinyurl.com/aldt4fv
Les eines digitals (Apps) ajuden el docent en la seva tasca i l’alumnat en el seu procès.
.Relacionen la vida de l’alumne i la vida a l’aula.
Són eines motivadores. Els productes finals són molt atractius.
Els entorns virtuals: Espai per a recollir i difondre tot el treball realitzat. Accessible des de qualsevol lloc.
Espai on compartir, col·laborar, establir i organitzar tasques,
Rol del docent: Dinamitzador i guia.
Cal tenir clar on volem arribar i els passos a seguir
…
Neus Lorenzo
Neus Lorenzo
http://www.edu365.cat/crea/
Neus Lorenzo
Neus Lorenzo
Compartim l’activitat AICLE
Neus Lorenzo
Neus Lorenzo
LET’S REMEMBER... Content selection
WHAT WHAT
WHY WHY
WHENWHEN
HOW LONG HOW LONG HOW HOW
According to the levelAccording to the levelSyllabus contentcontent
Takes longerTakes longer
Appropriate: Appropriate: ProceduresProcedures
Subject methodologySubject methodology
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Neus Lorenzo
Communication
• Language is a conduit for communication and for learning.
• learning to use language and using language to learn
• Language of learning (linked to the content)
• Language for learning (linked to tasks-scaffolding)
• Language through learning (emerging during the learning process)
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Neus Lorenzo
Communication
Language that comes up in the process.
ofLanguage
for
through
Learning
Difficult to predict before carrying out the activities.
Key vocabulary and specific language
and grammar structures.
Language functions (discussing, giving reasons, reporting,...)Language needed for task completion and classroom
management
Neus Lorenzo
Neus Lorenzo
Cognition
• Effectiveness and challenge• Critical thinking.• Inquiry based learning.- Which tasks will I develop to encourage higher
order thinking- what are the language (communication) as well as the content implications?
- Which thinking skills will we concentrate on which are appropriate for the content?
- Thinking skills: Bloom’s taxonomy
Neus Lorenzo
Neus Lorenzo
Using information in an innovative way. Generating new ideas or products.
Making judgements based on a set of guidelines.
Breaking the concept into parts and understand how each part is related to one another.
Use the knowledge gained in another situation.
Explaining ideas or concepts
Recalling information
Ref http://www.learningandteaching.info/learning/bloomtax.htm
Bloom’s taxonomy
Low Order Thinking - LOT
High Order Thinking - HOT
Neus Lorenzo
Neus Lorenzo
CreatingGenerating new ideas, products, or ways of viewing things: Designing, constructing, planning, producing, inventing, composing.
EvaluatingJustifying a decision or course of action: Checking, hypothesising, critiquing, experimenting, judging, giving arguments for and against, rating, selecting, predicting.
AnalyzingBreaking information into parts to explore understandings and relationships: Comparing, organising, deconstructing, interrogating, finding, listing component parts of, examining
ApplyingUsing information in another familiar situation: Implementing, carrying out, using, executing, constructing, transfering.
UnderstandingExplaining ideas or concepts: Interpreting, summarising, paraphrasing, classifying, explaining, describing, illustrating
RememberingRecalling information: Recognising, listing, describing, retrieving, naming, reproducing, reciting
High cognitive demand - reasoning required
Low cognitive demand - little reasoning required
BLOOM’S TAXONOMY
Neus Lorenzo
Neus Lorenzo
Culture
• Explicit reference via the other 3Cs to cultural opportunities which would not have existed in a mother tongue setting.
• Intercultural attitudes
• knowledge and respect of self and others. Citizenship.
• Critical cultural awareness.
Neus Lorenzo
Neus Lorenzo
CLIL Activity checklist
Activity 1 Activity 2
Sharing teaching aims
Is it considered?
Content What’s being taught? Content - Language (rate it)
Content Is the content appropriate to the level?
Communication What kind of scaffolding is used to support language?
Communication Are students involved in using language? What skills are they practicing (listening, reading, speaking, interacting, writing)?
Cognition Label the activities according to Bloom’s Taxonomy
Cognition Do activities foster critical thinking? Inquiry based learning? Are they meaningful?
Diversity Is it considered?
Interaction Do students work individually, in pairs, small groups?
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Neus Lorenzo
Tasca
• Utilitzar una de les aplicacions que hem
vist per fer una activitat amb els alumnes
i penjar-la al web o bloc del projecte.
• Anar actualitzant el web del projecte
amb noves entrades.
Neus Lorenzo
Neus Lorenzo
SEMINARI INTERCANVI PILECATALUNYA CENTRAL 2012 - 2013
SESSIÓ 4SESSIÓ 4