Content and Language Integrated Learning (CLIL)
Materials in Chemistry and English:
ACIDS & BASES
Stefania DELLA SCIUCCA, Valentina FOCHI
ITET Mantegna, Via G. Gonzaga 8, MANTOVA (MN)
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
The AIMS
 Tools for planning a CLIL module
 Presentation of the project
 Planning of the CLIL lessons
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
Tools for planning a CLIL module
CONTENT in
Progression
knowledge, skills
and understanding
related to specific
elements of a
defined curriculum
CULTURE
Exposure to alternative
prespectives and share
understandings
the 4C’s
COMMUNUCATION
Using language
to learn – whilist
learning to use
language
COGNITION
Develoing thinking
skills which link
concept formation,
understanding and
language
[Coyle D., Hood Ph., Marsh D., 2010]
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
[email protected]
Tools for planning a CLIL module
LANGUAGE OF
LEARNING
CLIL linguistic
progression:
language using and
language learning
LANGUAGE
FOR
LEARNING
[Coyle D., Hood Ph., Marsh D., 2010]
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
LANGUAGE
THROUGH
LEARNING
[email protected]
Tools for planning a CLIL module
THE CLIL MATRIX
[Cummins, 1984 adapted by Coyle, 2010]
1. Instilling confidence by starting with
familiar work
2
3
2. Developing cognitive demands
through mainly recycled or
scaffolded language
1
3. Incorporating new language and new
content- cooperative group work,
technological and teacher mediation
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
Presentation of the project
I year of attuation
II year of attuation
TARGET GROUP
Students attending the 3th class of a
Biotechnological Institute
Students attending the 4th class of a
Biotechnological Institute
SUBJECT
AREA
Analytical Chemistry
Analytical Chemistry
TOPIC
Acids and bases
Acids and bases
SCHOLASTIC
PERIOD
April-May 2017
September-October 2018
LANGUAGE
English – A2/B1 level
English – B1/B2 level
TEACHING TEAM
1 Chemistry teacher
1 English teacher
1 Chemistry teacher
1 English teacher
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
Planning of the CLIL unit
Acqisition
10%
Collaboration
20%
Discussion
30%
Inquiry
10%
Production
30%
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
Planning of the CLIL unit
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
Planning of the CLIL unit
Acquisition
3%
Discussion
33%
Inquiry
21%
Practice
14%
Production
29%
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
Planning of the CLIL unit
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
Planning of the CLIL unit
Collaboartion
31%
Discussion
15%
Practice
28%
Production
26%
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
Planning of the CLIL unit
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
[email protected]
CONCLUSIONS
All the activities presented in this work have been planned taking into
account:
 the use of active methods based on cooperative work because a CLIL
lesson should be student-centered;
 the use of scaffolding techniques because students should be assisted
to set goals for content and language learning;
 the use of materials from the web as often as possible to create a
connection between learning and student’s lives;
 the changing of the teacher’s role because she/he acts as a facilitator
more than anything.
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
REFERENCES
1) Coyle D., Hood Ph., Marsh D., (2010) CLIL: Content and Language Integrated
Learning, Cambridge Univertity Press, Cambridge.
2) Anderson, L. W. and Krathwohl, D. R. (eds.) (2001) A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives,
New York: Longman.
3) Bier, A. (2015) An Exploration of the link between Language and Cognition, EL.LE, 4
(1) 71-84.
4) Cummins, J. (1984) Bilingualism and Special Education: Issues in Assessment and
Pedagogy, Clevedon: Multilingual Matters.
5) Quartapelle, F. Assessment and evaluation in CLIL (2012), ECLIL-EACEA, Ibis Ed, p 106
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
The knowledge theories supporting CLIL
EVALUATION
SYNTHESIS
ANALISYS
APPLICATION
COMPREHENSION
KNOWLEDGE
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
The knowledge theories supporting CLIL
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
The knowledge theories supporting CLIL
Vygotsky’s Approach
[Bier, A. 2015]
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
Planning of the CLIL unit
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
Assessment grid for content
CRITERIA
Use of basic
concepts and
knowledge
5
EXCELLENT
4
GOOD
3
SATISFACTORY
2
1
ALMOST
UNSATISFACT
SATISFACTORY
ORY
Has acquired all
the basic
concepts and
principle of the
topic. Well
structured,
correct and
comprehensive
explanation;
excellent
personal
evaluation.
Has acquired
most of the
basic concepts
and principles of
the topic.
Generally well
structured ,
correct and
adequate
explanation;
good personal
evaluation.
Has acquired
some basic
concepts and
principles of the
topic. Sufficient
explanation with
a limited
number of
errors; limited
personal
evaluation.
Has acquired
only a few basic
concepts and
principles of the
topic. The
explanation
shows major
deficiencies in
terms of logical
structuring and
formulation.
Hasn’t acquired
any of the basic
concepts and
principles of the
topic. The
explanation is
severely
deficient in
terms of logical
structuring and
formulation; no
personal
evaluation.
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
SCORE
Assessment grid for content
CRITERIA
5
EXCELLENT
4
GOOD
3
SATISFACTORY
2
ALMOST
SATISFACTORY
Application of
knowledge
to new
situations
Has used new
knowledge with
confidence and
creativity,
applying it in an
original way.
Creativity/
evaluation
Has shown
critical thinking,
creativity and
initiative.
1
UNSATISFACTORY
Has used new
knowledge and
applied it
correctly in new
situations.
Has used new
basic concepts
and applied
them in simple
situations.
Has used a few Hasn’t achieved any
simple concepts knowledge.
and applied
them when
guided.
Has shown good
level of
creativity and
evaluation
capability.
Has shown
sufficient
evaluation
capability and
sometimes
original ideas.
Has not always Has shown inability to
shown sufficient evaluate and very poor
evaluation
creativity.
ability and has
presented poor
creativity.
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
SCORE
Assessmemt grid for language
CRITERIA
5
EXCELLENT
4
GOOD
3
SATISFACTORY
2
1
ALMOST
UNSATISFACTORY
SATISFACTORY
Use of
language:
-listening
-speaking
- reading
- writing
-interaction
Consistent
grammatical
control and
appropriate
use of
vocabulary.
Can express
him/herself
with a
natural flow.
A few mistakes
in grammar and
vocabulary use
do not lead to
misunderstandin
g. Can express
him/herself and
interact with a
reasonable
degree of
fluency.
Systematically
makes mistakes
in grammar and
vocabulary use
but the message
is generally
clear. Can
manage the
discourse and
the interaction
with effort and
must be helped.
Systematic grammar
mistakes and the
narrow range of
vocabulary makes
the message
meaningless.
Communications is
totally dependent on
repetition,
rephrasing and
repair.
Cooperative
work
Original and
creative.
Good
grammatical
control and
generally
appropriate
use of
vocabulary.
Can express
him/herself
and interact
with a good
level of
fluency.
Good level of
interaction.
Sufficient level
of interaction.
Partial
Cooperation.
Unable to work in
group
Università degli Studi di Modena e Reggio Emilia – Modena 7-9 settembre 2016
SCORE