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

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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

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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

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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.

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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