Neus Lorenzo

Neus Lorenzo

Seminari d’intercanvi: Centres amb projectes PILE

ST a Barcelona Comarques

Sessió 2

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• Conèixer l’entorn col·laboratiu.

• Descriure els factors de consolidació d’un projecte.

• Anomenar les fases del cicle de millora de les organitzacions.

• Relacionar els aspectes que ha de contemplar el Projecte Lingüístic de Centre especialment en relació a les llengües estrangeres.

OBJECTIUS DE LA SESSIÓ

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ESPAI COL·LABORATIU

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Neus Lorenzo

Què ens mou a iniciar un projecte?

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Neus Lorenzo

Ref: http://comunitatlinguisticasbd.blogspot.com/2010/05/treballant-classe.html

Què ajuda a mantenir l’interès?

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Què ens ajuda a fer-lo sostenible?

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Neus Lorenzo

Definint l’escola del futur

Al que està al costat de l’estació i de l’ajuntament

A l‘escola que és un referent del barri, on l’alumnat participa en accions de l’entorn, i col·labora amb la universitat en un projecte ambiental liderat per la

una ONG internacional.

A l’escola en la què fan plàstica en anglès i teatre extraescolar en francès.

Al centre on el professorat es coordina per definir línees d’actuació clares, i coherents amb les necessitats educatives de l’alumnat per millorar els resultats.

Exemples de criteris de selecció de centre

Característiques amb visió de futur, que promouen la qualitat i l’impacte educatiu en la capacitació de l’alumnat al llarg de la vida.

Factors curricularsLocalització i context

Factors organitzatius rellevants i significatius.

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Ref: Adaptat de JJ Saavedra: http://goo.gl/pEF84 “Cultura, aprendizaje y cambio”

OrganitzacióOrganitzaciópromotorapromotoradel canvidel canvi

Visió de canvi: acció en xarxaImpacte social de l’acció organitzada

Universitats/

Universitats/

ens culturals

ens culturals

i i empresarials

empresarials

Equips directiu

Equips directiu

Claustre

ClaustreComunitat

Comunitat

educativa

educativaAMPA, famílies

AMPA, famílies

alumnat alumnat

Administracions

Administracions

Serveis

Serveis Educatius

EducatiusInspeccioó

Inspeccioó

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EL CICLE DE MILLORA

Ref: Adaptat de W. Edwards Deming

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El cicle de la millora en projectes escolars

Ref: W. Edwards Deming

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1. Revisar els objectius, les accions per aconseguir-los, la temporització, etc. i adaptar-los a la situació actual, tenint com a referència l’avaluació al final del primer any.

TASCA 2.1

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Estratègies per a l’AICLE CRP Garraf

ST a Barcelona Comarques

Curs 2013-14

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• Name the 4/5Cs approach.

• Describe the first 2 Cs.

• Analise an activity from this perspective.

OBJECTIVES

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Communication

Content CognitionCulture

CLIL

Ref: Adaptat de Do Coyle

ContextCommunity

(to communicate, to interact)

(to know-concepts,facts-, To know how to do -procedures-)

(to think)

(to know how to be, to participate)

4/5 Cs FRAMEWORK

COMPETENCES

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…with the objective of promoting learning strategies and problem solving, creative curiosity, cognitive growth, active participation, social engagement, active citizenship, enterpreneurship...

Ref: Adaptat de Neus Lorenzo http://ow.ly/f7qDP

CLIL : Content and Language Integrated Learning

CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels.

Ref: Maljers, Marsh, Wolff, Genesee, FrigolsMartín, Mehisto, (2010). http://tiny.cc/51k1dw

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WHAT WHAT

WHY WHY

WHENWHEN

HOW LONG HOW LONG HOW HOW

According to the levelAccording to the levelcurriculum curriculum contentcontent

Takes longerTakes longer

AppropriateAppropriate

Learning by doingLearning by doingSubject methodologySubject methodology

CONTENT

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• Effectiveness and challenge• Critical thinking.• Inquiry based learning.

- Which tasks will I develop to encourage higher order thinking?

- Which thinking skills will we concentrate on which are appropriate for the content?

• Thinking skills: Bloom’s taxonomy

COGNITION

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Putting information together in an innovative way.

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 new ways.

Making sense of what you have learned.

Recalling relevant knowledge from long term memory.

Ref http://www.learningandteaching.info/learning/bloomtax.htm

Bloom’s taxonomy

Low Order Thinking - LOT

High Order Thinking - HOT

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Putting information together in an innovative way.

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 new ways.

Making sense of what you have learned.

Recalling relevant knowledge from long term memory.

Ref http://www.learningandteaching.info/learning/bloomtax.htm

Bloom’s taxonomy

Low Order Thinking - LOT

High Order Thinking - HOT

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COMMUNICATION

Language is a conduit for communication and for learning.

Meaningful and contextualised use of language.Effective communication and interaction.“Learning to use language and using language to

learn”

• Language of learning (linked to the content)

• Language for learning (linked to tasks completion)

• Language through learning (emerging during the learning process)

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Adapted from http://www.mcc.cc.ms.us/techprep/lessons.htm

Which of these two scales would give you a more detailed map of the territory? Justify your answer.

1_________ 25.000

1____________ 100.000

Language for learning:Classroom language• Now it’s your turn…• We can look it up on...• What’s the meaning of...

Language for leaning:Interaction language• I agree / I don’t agee...• In my group, we think that…• We need to agree on how...

Language of learning:• scale, legend• Physical & Political map• numerator, denominator

Language of learning:• If scale is at one to one, then...• We can see… we cannot see• There are more details than in…

Communication

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And... Or...And... Or...Such as...Such as...

First... Second...First... Second...TO DESCRIBETO DESCRIBE

Because...Because...In order to...In order to...Whenever...Whenever...

As we can see at...As we can see at...So it happens when...So it happens when...

Therefore...Therefore...

TO JUSTIFYTO JUSTIFY

TO GIVE EVIDENCETO GIVE EVIDENCE

TO EXPLAINTO EXPLAIN

When... then When... then If... then....If... then....

Despite /Despite of...Despite /Despite of...

Ref: Adaptat de Neus Santmartí

Language of science

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CULTURE / CONTEXT / COMMUNITY

• 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.• Critical cultural awareness.• Cultural involvement and social activism.

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Image Ref: http://blocs.xtec.cat/clilpractiques1/files/2009/03/clil-times-10.jpg

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1. Define the content and the learning outcomes (objectius) of your activity.

Remember: Learning outcomes should be written following this sentence:

At the end of the unit, students should be able to...

En finalitzar la unitat, els alumnes haurien de ser capaços de...

TASCA CLIL: 2