Download Getting started with Primary Content and Language Integrated

Getting started with Primary Content
and Language Integrated Learning
Face-to-Face
Participant’s Handbook
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Introduction
This face-to-face course forms part of the Comenius 2.1 Getting started with Primary CLIL project.
The project consists of a 30-hour online and 15-hour face-to-face course offering introductory
training in Primary CLIL. In this face-to-face component of the Getting started with Primary CLIL
course, you look at how CLIL is implemented in different teaching contexts and consider key
aspects of planning, lesson delivery and assessment in CLIL lessons and units of work.
Course objectives
The main objectives of this face-to-face course are:
• To become aware of different approaches to CLIL.
• To share experiences of CLIL and CLIL teaching with others.
• To develop understanding of strategies for CLIL planning, lesson delivery and
assessment.
• To apply this knowledge and understanding to personal teaching contexts.
Course structure
The face-to-face course Getting started with Primary CLIL is divided into 8 main sections:
Section 1: Getting to know one another
In this section, you introduce yourself to other members of the course and share experiences
of CLIL and CLIL teaching.
Section 2: General CLIL
This section looks at how CLIL is implemented in different schools and gives you the
opportunity to talk about how CLIL is organised in your own teaching context.
Section 3: Planning
Planning looks at some of the practical considerations to take into account when organising
CLIL lessons and units of work.
Section 4: Lesson delivery
Lesson delivery focuses on staging and activities in lessons, as well as considering how
learning can be supported by teaching techniques and strategies.
Section 5: Assessment
This session looks at the underlying issues of assessment and how you can apply these to a
CLIL context.
Section 6: Groupwork presentations
At the end of each input session on Planning, Lesson delivery and Assessment, you work
together with others as part of a small group to develop a CLIL lesson or unit of work. In this
section of the course, you will present your work to the other groups, answer questions and
respond to comments.
Section 7: Conclusion and discussion
In this section of the course, you can reflect on the course content, ask questions and discuss
any aspects of CLIL that you feel require further discussion or comment.
Section 8: Course evaluation and feedback
This is time set aside at the end of the course to complete a course evaluation sheet.
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Overview of course content and approximate timings
Section
Section 1: Getting to
know one another
Section 2: General CLIL
Section 3: Planning
Section 4: Lesson delivery
Section 5: Assessment
Section 6: Groupwork
presentations
Content
Approximate timing
1.1 Introductions
1.2 Expectations (optional
activity)
1.3 Overview of course content
1.4 Completing a KWL chart
2 - 2.5 hours
2.1 CLIL in schools activity
3.1 Input I
3.2 Analysis
3.3 Input II
3.4 Guided practice
3.5 Application (Groupwork I)
4.1 Input
4.2 Guided practice
4.3 Application (Groupwork II)
5.1 Input
5.2 Analysis
5.3 Guided practice
5.4 Application (Groupwork III)
Time for presenting and
receiving feedback on
groupwork projects.
Section 7: Conclusion and
discussion
7.1 Wrap-up
7.2 Reflective practice
7.3 Discussion
Section 8: Course
evaluation and feedback
Time for feedback and
completing a course evaluation
form.
45 mins – 1 hour
3 - 3.5 hours
3 - 3.5 hours
3 - 3.5 hours
+
45 mins - 1 hour
(presentation preparation)
Depending on the size of
the group 1-2 hours in total.
Expect about 10 minutes
per presentation + 5
minutes for comments.
1 - 1.5 hours
30 - 45 minutes
Note The timings and order of individual sessions may vary depending on your personal
training context.
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How the groupwork project works
During this course, there are 3 main sessions where you will work in small groups to develop
a CLIL lesson or unit of work. These sessions allow you to apply what you have learnt in
Planning, Lesson Delivery and Assessment by creating CLIL materials. At the end of the
3 groupwork sessions, you are given time to share the results of your work with the other
groups on the course.
Groupwork sessions
The 3 groupwork sessions dedicated to developing a CLIL lesson or unit of work are called
Groupwork I, Groupwork II and Groupwork III.
• Groupwork I focuses on Planning. You establish the topic, age group, learning
objectives and outcomes of your CLIL lesson or unit of work.
• Groupwork II focuses on Lesson delivery. You think about the activities and teaching
strategies you could use to support learning.
• Groupwork III focuses on Assessment. You decide how you are going to assess
what pupils have learnt as a result of your CLIL class or unit of work and design an
appropriate assessment task.
Groupwork presentations
In the Groupwork presentations section of the course, you will share your work and ideas
with others. Your trainer will give you time to prepare your presentation and let you know
how much time is available for each presentation and what materials you can use. At the
end of each presentation slot, there will be time for questions and comments from the other
groups.
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Section 1: Getting to know one another
Aims
The main aim of this first session is to get to know the other participants on the course and
learn about the course structure and objectives. You will be asked to think about your current
knowledge of CLIL and CLIL teaching, as well as establish any doubts or questions that you
may have at this point.
Outcomes
• To meet the other participants on the course.
• To be clear on the course content and objectives.
• To have a clear idea of where you stand at this point regarding CLIL and CLIL teaching.
This section of the course is divided into four main parts:
1.1 Introductions
Activities to get to know to the other participants on the course.
1.2 Expectations (optional activity)
This activity aims to establish what expectations you have of the course. At the end of the
course you will have time to review your expectations and discuss if they have been fulfilled.
1.3 Overview of course content
Looking at the outline, aims, objectives and timing of the course.
1.4 Completing a KWL chart
Focusing on what you know and would like to know about CLIL and CLIL teaching.
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What I have learnt
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What I would like to know
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What I already know
Complete Columns 1 and 2 of the chart:
Task 1.4 - Completing a KWL chart
What I would still like to know
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Section 2: General CLIL
Aims
The main aim of this section is to familiarise you with different ways of implementing CLIL
and ask you to reflect on how applicable these approaches are to your own teaching context.
Outcomes
• To be aware that CLIL implementation varies in different countries and contexts.
• To be able to compare and describe different ways of implementing CLIL.
• To be aware of how you could apply aspects of these approaches to your own teaching
context.
(i) Look at the ‘CLIL in other schools’ charts as instructed by your trainer.
(ii) Complete your chart by asking other groups for the missing information.
(iii) Once you have finished, think about and discuss the following questions:
• In what ways is the implementation of CLIL similar in the four schools?
• In what ways is it different?
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Section 3: Planning
Aims
The main aim of this session is to help you become familiar with the key aspects involved in
planning a CLIL lesson or unit of work. This involves analysing an existing CLIL lesson plan
to identify its strengths and considering how these could be applied to your own teaching
context.
Outcomes
• To be aware of the different aspects of planning we need to take into account when
planning CLIL classes and units of work.
• To understand how these aspects can help give structure and focus to the planning
process.
• To apply this knowledge of CLIL planning to your own teaching contexts.
This section of the course is divided into five parts:
3.1 Input I
Looking at aspects of planning and their definitions.
3.2 Analysis
Analysing an existing CLIL lesson plan.
3.3 Input II
The importance of writing content and language objectives.
3.4 Guided practice
Identifying specific content and language objectives.
3.5 Application
Groupwork - organising and and planning your groupwork topic.
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Task 3.1 – Matching aspects of planning to their definitions
(1) Content objective(s)
(a) Any relevant national or school criteria
that we need to take into account when
planning our lessons.
(2) Language objective(s)
(b) The key words and phrases that
we want the children to be able to
understand and/or produce by the end of
a lesson/unit of work.
(3) Learning outcome(s)
(c) What the children should be able to
do at the end of a lesson/unit of work to
show understanding of what they have
learnt.
(4) Timing / Duration
(d) The order of tasks and activities that
we plan to use in the lesson.
(5) Key vocabulary / Key structures
(e) What we want the children to be able
to do with the language we expose them
to in the lesson.
(6) Procedure
(f ) How long we expect the lesson (or
series of lessons to take).
(7) Curriculum considerations
(g) The criteria and materials that we will
use to evaluate the children’s progress at
the end of a unit of work.
(8) Materials
(h) Any visual aids and other resources
that we will need to deliver the lesson.
(9) Assessment
(i) The aspects of the subject that we
want the children to learn about.
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Task 3.2 – Analysing a lesson in practice
(i) Look at the following lesson plan and identify what is happening in each section.
(ii) Label the plan with the terminology (Content objectives, Language objectives, Key
vocabulary, etc) that you worked with in the previous task.
(iii) Think about the following questions as you work:
• What would you identify as the main strengths of this lesson plan?
• How does the teacher use the content objectives as a focus for the rest of her plan?
Animal Habitats: Lesson plan
• Title Animal Habitats
• Author Linda New Levine
• Level
Grade Level: Grade Three (8-9 year-olds)
• Subject area
Elementary school science
(1)
Children should learn:
• How to describe an animal’s habitat in regard to: water source, temperature, climate,
food sources and members of the animal community.
• To compare two diverse habitats in regard to: water source, temperature, climate,
food sources and members of the animal community.
(2)
They will be given opportunities to:
• Use English to describe and/or illustrate the key features of an animal’s habitat.
• Use key sentence frames to orally compare two diverse habitats using a Venn
diagram as support
(3)
They will demonstrate understanding by:
• Categorizing information by topic on a chart (e.g. water source, temperature, climate,
food sources and members of the animal community).
• Illustrating and labelling the key features of different habitats.
• Creating and using a Venn diagram to compare the key features of two diverse
habitats.
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(4)
habitat deciduous forest
ocean
desert grassland
rainforest
water source
food sources
temperature degrees
pond
stream
rainfall
oasis climate temperate
dry
wet
5)
___ is drier/wetter than ___
___is colder/warmer than ___
___obtains water from ___
___eats___
(6)
• Massachusetts Curriculum Framework for Science, Grade 3-5 Life Science
Standard #6: Students will give examples of how organisms survive in a given habitat.
• Massachusetts English Language Proficiency Benchmarks and Outcomes for English
Language Learners,

Beginning to Intermediate Learners: S.4.2 Plan, rehearse and orally present
information in a brief report using visual cues.

Early Intermediate to Intermediate: S.4.6 Make informal oral presentations that
have a recognizable organization (sequence, summary, etc.).

Intermediate to Transitioning: S.4. Plan and revise oral presentations considering
the audience and purpose and information to be conveyed.
(7)
One week of daily lessons or more depending on the proficiency levels of the class.
(8)
Stage 1: Preparation/Activation of Prior Knowledge
1. The children explore the forest area near the school to locate animals and insects in
their habitat. They work in buddy pairs (with a partner) and record their sightings on
a teacher-prepared handout responding to the questions
What did you see? (record and draw)
What was the animal doing? (record and/or draw)
While in the area, the teacher models target vocabulary by referring to the “habitat”,
pointing to water sources, establishing temperature (using a thermometer) and
gathering examples of food to bring back to the classroom.
2. Back in the classroom, a classroom chart is created and the teacher leads
the group in completing the chart to define a deciduous forest habitat.
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Pictures and realia are used to explain each entry:
Habitat
name
Deciduous
forest
Water
source
Pond
Stream
Rainfall
Food
sources
Temperature
Insects
Moss
Grass
Worms
Berries
30-36 degrees
Climate
Animals
Temperate
Rabbits
Deer
Moles
Squirrels
Mice
Snakes
The teacher then models sentences from the chart:
“The water source in the habitat is a small pond and a stream.”
“The food sources in the habitat include insects, berries, grass and worms.”
“The temperature of the habitat is between 30 and 36 degrees.”
“Animals found in the habitat include squirrels, deer and insects.”
These sentence structures are written on the board as key sentence frames so that
students will use them to support their oral retellings.
Pupils then complete small copies of the chart with the information and tell
each other about the different aspects of a deciduous forest habitat. In order to
differentiate for lower language proficiencies, ask less proficient pupils to draw a
picture of the habitat and label key features with buddy support.
Stage 2: Guided Practice
1. Introduce four new habitats to the pupils using short videos: Ocean, Desert, Grassland
and Rainforest. Preview each video with a review of the deciduous forest chart. Ask
pupils to look and listen for information to fill in a similar chart for each of the new
habitats. Pupils draw and label key features of each of the new habitats.
2. On chart paper draw a large Venn diagram and provide pupils with small copies.
Demonstrate how to orally compare two habitats on the diagram and model the
charting of similar information on the left side with similar information on the
right side. Use the deciduous forest chart as a guide to the key features to include
in the diagrams. Model language to make comparisons when orally retelling the
information from the Venn diagram:
“The desert is hotter than the deciduous forest.”
“Animals in the desert obtain water from an oasis, but animals in the forest
obtain water from rainfall, a stream or a pond.”
“Snakes and insects are food sources in the forest and in the desert.”
“The climate in the forest is drier than the climate in the desert.”
3. Students work with a buddy to complete Venn diagrams (Appendix F) comparing
two out of the three habitats.
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4. Students practice retelling this information in pairs before retelling to the whole
class.
Stage 3: Independent Practice
1. Pupils write a comparative report on the two habitats they have described on their
Venn diagrams. Provide more proficient students with a series of questions to create
their essay. For limited proficiency students, provide a scaffolded outline to help
them complete an essay about two different habitats.
(9)
1. Use the Presentation rubric to assess oral presentations (See Appendix E).
2. Use the Venn diagram rubric to assess Venn diagrams (See Appendix E).
3. Assess final essays according to established grade level writing descriptors (NB
these are not included in this plan, but would be on a departmental, institutional,
regional or even national level depending on your personal teaching situation).
Adapted from a lesson plan by
Linda New Levine, PhD, 2007.
[email protected]
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Task 3.3 - Focusing on Content objectives
(i) With a partner, look at the following word puzzle. Can you match the list of verbs on the
board to the clues to complete the puzzle?
Clues
1. This verb means to give details about what someone or something is like eg The teacher is
_________ as around 30, with dark hair.
2. This verb means to put people or things into particular groups according to the features
that they have eg The specimens were then __________ into four groups.
3. This verb is used about things that someone makes or designs eg He __________ a series
of outstanding tragic plays.
4 . This verb means to watch or study someone or something with care and attention in
order to discover something eg We __________ 120 woman interacting with their babies
and compared them to 120 men.
5. This verb means to say that someone or something is good and worth using, having or
experiencing eg I _______ that you buy a more powerful computer because …
6. This verb means to carefully consider a situation, person or problem in order to make a
judgement eg We tried to _______ his suitability for the job.
7. This verb means to tell a story [or explanation] again or in a different form eg The teacher
decided to________the story using different voices.
8. This verb means to try and find out the facts about something in order to learn the truth
about it eg We sent a reporter to _______ the rumour.
9. This verb means to tell someone something in a way that helps them understand it better
eg I will try to _______ how the car engine works.
10. This verb means to suggest a possible explanation for something based on the
information that you have but without knowing whether the explanation is really true eg
The pupils _________that the outcome of the experiment would be successful.
11. This verb means to recognise something and understand exactly what it is eg Several key
problems have been __________.
12. This verb means to organise or put things into a particular sequence eg The list of books is
________ alphabetically by title.
13. This verb involves forming a picture of something or someone in your mind eg The
teacher asked the pupils to __________what the monster looked like.
14. This verb means to use a particular method, process or law eg A similar technique can also
be __________ to the treatment of cancer.
Definitions and examples based on explanationsin the Macmillan English Dictionary for Advanced Learners,
Macmillan Publishers Ltd, 2002.
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Word puzzle
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
B
L
O
O
M
S
T
A
X
O
N
O
M
Y
(ii) What do you know about Bloom and Bloom’s taxonomy? Discuss this with other course
participants. You can also refer to Appendix G on page 56 of this handbook for more
information.
(iii) Look again at the verbs in the puzzle. Can you organise them into the 6 different levels of
thinking on the following taxonomy chart?
Clue: Of the remaining 12 verbs left in the puzzle, you need to match 2 verbs to each level in the
chart.
Level 1
KNOWLEDGE
Level 2
COMPREHENSION
describe
order
Level 4
ANALYSIS
Level 5
SYNTHESIS
Level 3
APPLICATION
Level 6
EVALUATION
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(iv) Now look again at the lesson plan from the previous activity. Can you find examples
of different levels of thinking in the plan? Add these verbs to the chart.
Task 3.4 – Looking at content concepts
(i) Your trainer will ask you to look at one of the following content concepts based on the
topic of ‘Teeth’.
(ii) Using the verbs you saw in the previous activity, rewrite the content concept you have
been allocated to reflect the content objectives of your topic.
Think about:
• The level/s of thinking skill that are appropriate for your content concept
• Key vocabulary and structures
• One or two appropriate learning activities
(iii) Complete the ‘Content concepts’ chart on page 18 with your information.
(iv) Fill in the rest of the chart at the feedback stage of this session.
Content concepts
Children should learn:
• that humans have teeth - molars for chewing, canines for tearing, incisors for
cutting - and that teeth help us to eat.
• that the shape of the teeth makes them useful for different purposes.
• that we have two sets of teeth and adult teeth have to last.
• that healthy teeth need healthy gums.
• that some foods can be damaging to our teeth.
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5. Some foods can be damaging
to our teeth.
4. Healthy teeth need healthy
gums.
3. We have two sets of teeth and
adult teeth have to last.
2. The shape of the teeth
makes them useful for different
purposes.
1. Humans have teeth - molars
for chewing, canines for tearing,
incisors for cutting - and that
teeth help us to eat.
Content concept
Content objective
Key vocabulary and
structures
Task 3.4 - Content concepts chart
Possible activitities
Task 3.5 - Groupwork I
For an overview of how the groupwork sessions will work on this course, see page 5 of this
handbook.
In this first groupwork session you need to:
(i) Decide on a CLIL topic and age group to work with
(ii) Focus on developing:
• Clear content objectives ie identify the aspects of content that you want the children
to learn about
• Clear language objectives ie identify key vocabulary and structures
• Clear learning outcomes ie know exactly what you want the pupils to do by the end
of the lesson or unit of work to demonstrate their understanding of the concepts and
language learnt
Don’t forget to think about how you plan to present this information to the
other groups in the final groupwork session.
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Section 4: Lesson delivery
Aims
This section aims to help you become familiar with the staging in lessons, the types of
activities that may be used at different times in a lesson and how CLIL learning may be
supported through the use of a variety of teaching techniques and strategies.
Outcomes
• To understand how activities can be sequenced.
• To understand what supporting learning involves and why it is particularly important
in a CLIL environment.
• To analyse the use of a variety of techniques available to us in the Primary class and to
discover why these techniques may be useful at different stages of a lesson.
• To become aware of how we can introduce these techniques when planning a lesson.
• To apply techniques in your own teaching environment.
This section of the course is divided into three main parts:
4.1 Input
Working on the stages and activity types in lessons.
4.2 Guided Practice
Looking at ways in which a teacher can support learning.
4.3 Application
Groupwork - developing techniques and strategies for teaching a CLIL lesson.
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Task 4.1 - Staging and sequencing in lessons
1: The water cycle
(i) Look at the following activities on ‘The water cycle’. The activities are not in the correct
order.
(ii) Put the activities into a logical sequence and be prepared to say why you think each
activity goes where it does in your sequence.
A
Give mini-presentations
In groups, the pupils practise explaining the water cycle using their mini-posters. Once they
have rehearsed enough, the children give presentations to the rest of the class.
B
Complete a worksheet
The pupils complete a worksheet explaining the water cycle. This consists of drawing a
sequence and filling in gaps with words given in a box.
C
Assess pupils
The teacher fills in an observation sheet by colouring in stars, depending on the extent to
which the children have achieved the lesson objectives.
D
Make a poster
In groups, the pupils make posters of the water cycle. The teacher gives out a picture of the
scenes of the water cycle along with small pictures to stick on in order to produce their own
mini-poster of the water cycle.
E
Show what you know
Every child has 3 speech bubbles that they have made with the words Yes, No and I don’t
know written on each. The teacher reads out statements about the water cycle. After each
statement, the pupils hold up a speech bubble. For older children, the teacher draws three
circles on the board and writes TRUE, FALSE or I’M NOT SURE in each circle. The teacher hands
out sentences written about the water cycle on individual strips of card. The pupils read the
information and stick the sentence in the corresponding circle.
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F
Identify the learning outcomes
The teacher tells the class what the learning outcomes will be and how she expects
the class to achieve them.
G
Learn key language
Using flashcards of the sun, clouds, river, mountain, etc the teacher talks the class
through the water cycle on the board. The teacher then gives out word cards with the
words Evaporation, Condensation, Precipitation, Collection and asks the children to
label the correct parts of the water cycle on the board.
H
Watch a DVD
The class watches a DVD showing the different stages of the water cycle.
I
Listen to a story
The teacher tells the class a story by using cut-outs on the board. The story is about
a raindrop that travels through different scenery only to return ‘home’ to an ocean.
As the teacher tells the story, she draws the pupils’ attention to the key language in a
box on the board.
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2: Stages of a science unit
(i) Note down the stages of a science unit as your trainer outlines them on the board:
1.
2.
3.
4.
5.
(ii) Look again at the order of the activities on ‘The water cycle’. Differentiate the activities into
clear stages.
(iii) Identify which stage is not covered in ‘The water cycle’ sequence of activities.
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Task 4.2 – Supporting learning
1: Key language
(i) As you recap with the rest of the group on what we mean by ‘key language’ make a note of
your definition here:
Key language refers to
(ii) Now look at the Group tasks A, B and C on the following pages of this handbook as
instructed by your trainer.
(iii) Complete the activities.
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Task 4.2 – Group A
Harry is teaching the concept of how heating or cooling can change the state of substances.
He starts the class by getting the pupils to describe an ice cube, a piece of chocolate
and a block of wax. He gets the class to predict what will happen if he heats or cools the
substances. He then goes on to help the class carry out an experiment and to record and
summarise their findings.
a) What is the key language of the lesson?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
b) How can the teacher help the children to see and hear this key language?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
c) The teacher can support learning by providing a reference for this key language by using
a poster for the classroom. Can you draw the poster Harry would use in his class in the space
below?
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Task 4.2 – Group B
Anna is teaching the concepts of floating and sinking and why objects float or sink because
of their density. She begins the lesson by showing the children a bowl of water with a
lemon floating in it. She points to the lemon and asks them what’s happening and elicits
the concept of floating (there are tiny holes with air in the lemon peel that allows the lemon
to float). She then puts a peeled lemon in the same bowl of water and asks the class what’s
happening and elicits the concept of sinking (without the air holes in the peel, the lemon
sinks). She then shows the class different objects, such as a coin, a paper clip, a plastic ball, a
key, a rock or stone and asks them to predict whether they think the objects will float or sink
and why. She asks the class to carry out an experiment in groups and to record their results.
She then discusses the idea of density of objects and displacement with the class.
a) What is the key language of the lesson?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
b) How can the teacher help the children to see and hear this key language?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
c) The teacher can support learning by providing a reference for this key language by using
a substitution table drawn on the board. Can you re-create Anna’s substitution table in the
space below?
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Task 4.2 – Group C
Ruth is teaching the concept of the life cycle of a flowering plant. The main learning
outcome is for the pupils to be able to explain the different stages of the life cycle, using a
flow diagram as a prompt. She begins the lesson by showing the class a potted plant and
asks them to name the different parts of the plant. She then asks the class to predict which
part of the plant grows first, then second etc. and goes on to show a DVD about germination
and growth. They then go on to complete a flow diagram about the stages of the life cycle.
a) What is the key language of the lesson?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
b) How can the teacher help the children to see and hear this key language?
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
c) The teacher can support learning by providing a reference for the key language by using
a word wall. Can you draw what Ruth’s word wall would look like in the space below?
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2: Language support
(i) As you recap with the rest of the group on what we mean by ‘language support’ make a
note of your definition here:
Language support refers to
(ii) Now complete the following activities (working in pairs or small groups if you wish).
Paraphrase the following sentences (express the ideas using different words) :
a) Can you name three things that repel water?
……………………………………………………………………………….
b) How can we test the absorbency of different materials?
……………………………………………………………………………….
c) Think of ways of paraphrasing the following words:
Observe ………………………………………………..
Describe ……………………………………………….
Recognise …………………………………………….
Differentiate ………………………………………..
Storage ………………………………………………..
Absorb ………………………………………………….
Simplify the following sentences (by changing the words / structures, shortening the
sentences, etc) :
a) I’d like you to observe what happens when we place the ball in the water.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
b) Can you remember what we did last week? Well, we’ll be going over the same topic
today but we’ll be analysing the results.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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c) What does the label on the jacket say? Waterproof? Who can tell me what
‘waterproof’ means?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
3. Expand on the following sentences (restate the information in a full sentence):
Example
Teacher: How do we know it’s a conductor?
Pupil: Light.
Teacher: Yes, the light bulb lights up, so it’s a conductor.
a) Context: Lesson on absorbency
Teacher: What would you use to wipe a wet table?
Pupil: Rag.
Teacher: …………………………………………………………
b) Context: Lesson on environment
Teacher: Why is the environment important to animals?
Pupil: Food.
Teacher: …………………………………………………………
c) Context: Lesson on vertebrates / invertebrates
Teacher: What’s the difference between a vertebrate and an invertebrate?
Pupil: Bones.
Teacher: …………………………………………………….
3: Hands-on activities
(i) As you recap with the rest of the group on what we mean by ‘hands-on activities’ make a
note of your definition here:
Hands-on activities refers to
(ii) How could you make the following hands-on? How would you adapt the activities?
a) A handout showing a list of 10 words and 10 definitions. The pupils draw lines
to match the word to the corresponding definition.
……………………………………………………………………………….
……………………………………………………………………………….
29
……………………………………………………………………………….
………………………………………………………………………………
………………………………………………………………………………
b) An illustration of the main parts of a plant, showing arrows indicating how the
stem transports food to other parts of the plant. The illustration is accompanied
by a short text explaining the process.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
c) A text explaining the life cycle of a frog, showing the different stages of
development, from eggs through to tadpole to frog.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
4: Visual aids
(i) As you review with the rest of group why visual aids are important make a note here:
Visual aids are important because
(ii) Make a note of your definition of a graphic organiser:
A graphic organiser is
30
(iii) Now read and organise the following information into the 3 different types of graphic
organiser.
We need to eat lots of different types of food to keep healthy. Carbohydrates, such as
pasta, potatoes, cereals, rice and bread give us lots of energy. Fresh fruit and vegetables
are an important source of vitamins and minerals. You should eat 5 portions of fruit
and vegetables every day. Dairy products, such as milk, cheese or yogurt help us have
healthy teeth and bones. Proteins, such as meat or fish, help our bodies grow and repair
themselves. Fats and sugars are stored in the body to give us energy, but if we eat more
than we need, our body can’t use all the energy and this is when we get fat.
a) Pyramid
Put the different food groups on this food pyramid. (Remember that fruit and vegetables are
two different groups on the pyramid).
…………………………………….
……………………………………..
…………………………………….
……………………………………..
31
b) Wheel
Put the five different food groups on the food wheel and draw different types of food in each
section.
c) Chart
Label the food group columns in the chart. Now draw or write the name of a type of food in
each box for each food group.
32
Task 4.3 – Groupwork II
In this groupwork session you need to:
• Focus on the activities you would use and the order in which you would use them in
your lesson
• Outline at least two teaching strategies you would use to support learning
• Identify your learning outcome
• Develop at least one of your teaching activities in more detail
Remember to think about how you plan to present this information to the
other groups at the end of the course.
33
Section 5: Assessment
Aims
The main aim of this session is to help you become familiar with the underlying principles
of assessment and assessment criteria in general, before considering the issues of assessing
language and content that need to be taken into account when designing CLIL assessment
tools. This will involve analysing some examples of CLIL assessment, as well as thinking
about how the basic principles can be applied to your own teaching context.
Outcomes
• To identify the conditions for assessment ie formal or informal, individual or
wholegroup.
• To be able to identify the focus of an assessment task ie content, language or
both.
• To design a sample assessment task that reliably reflects the objectives of a
CLIL unit of work.
This section of the course is divided into four main parts:
5.1 Input
Applying the principles of assessment to CLIL.
5.2 Analysis
Looking at different examples of CLIL assessment.
5.3 Guided Practice
Analysing a DVD extract.
5.4 Application
Groupwork - designing an assessment tool.
34
Task 5.1 – Looking at the principles of assessment
(i) Decide if the following statements about assessment are true or false. Be prepared to give
reasons for your answers.
(ii) Compare your answers in pairs and discuss any differences.
True or false?
Assessment is an integrative part of any good quality instruction. Here you will find
statements about assessment. Mark them as True (T), False (F), Not Sure (N) according to
what you think you know from your current assessment practices.
1. An ideal assessment tool balances out issues of validity (eg it measures the knowledge
and skills that it really needs to measure), reliability (eg it measures knowledge and
skills consistently), it has a positive “backwash” effect (eg it promotes effective learning)
and it takes into account issues of practicality (eg it is not too demanding to set up and
complete - in practical terms - from the teacher’s and pupils’ point of view).
2. Before we ever design an assessment tool, we have to have a clear idea of what we
want to check the pupils understand and why.
3. If it is obvious that students comprehend and are demonstrating an understanding
of the lesson objectives, we don’t need to assess them. We only need to assess them
when we aren’t sure how well the students are mastering the input.
4. Both types of assessment, informal (eg observing and monitoring children’s progress
in a low-key, informal way) and formal (eg formally organised tests, examinations and
oral presentations) are equally important in teaching.
5. To make sure that we distinguish pupil performance when it comes to grading, it
helps to take the strongest pupil in the class and use him/her as the benchmark for
evaluating other performances.
6. As individual pupil performance tends to be quite consistent, it isn’t important to use a
variety of assessment tools with them when only one content area is being assessed.
7. The format of assessment tasks should be no different from those tasks pupils perform
in class. In fact, the types of tasks should be identical.
8. Although there is a lot of support for self-assessment in teaching, self-assessment is of
very little use for the pupils or the teachers.
9. In CLIL classes, the primary focus of any assessment is on the content knowledge.
10. Content and language are interdependent. It isn’t possible to assess one without
integration of the other.
35
Task 5.2 – Analysing assessment tools
(i) Look at the following examples of assessment tasks as instructed by your trainer.
(ii) Note down answers to the following questions as you analyse the assessment tasks you
have been given.
Questions
• Is the task an example of formal or informal assessment?
• What exactly is the task assessing?
Understanding of language?
Understanding of content?
Understanding of both?
• Can you identify any strengths or points to consider in the task?
36
Assessment Example A
Set the scene by telling children that Grandma has broken her false teeth and that the dentist
needs their help to make a new set for her.
Children then make a new set of false teeth using plasticine or clay. Tell them that they will
need to make sure that Grandma has the correct number of teeth (32 in total) and the correct
number of different kinds of teeth in the correct place.
Ask the children to take the correct shapes and functions into account whilst making the teeth
and then label the teeth with the correct names to help the dentist. The children will work in
small groups.
Once they have finished each group will then be asked to explain their model of Grandma’s
new teeth to the rest of the class. They will need to name the teeth and talk about the different
functions that each type of tooth has.
Children will get points for:
1:Making the set of teeth with the correct number of each type of tooth for an adult.
2: Making the teeth with (more or less) the right shape.
3: Naming them correctly.
4: Explaining the function of the teeth using appropriate verbs and key vocabulary related to
the unit.
37
Assessment Example B
On a worksheet, children are asked to:
1. Match the correct name to each tooth.
molar
canine
incisor
a)
2. Look at the picture and use the key to label the teeth.
b)
c)
upper jaw
M for molars
C for canines
I for incisors
lower jaw
3. Match each tooth to its purpose.
a) Molars are teeth that we use for
cutting food. b) Incisors are teeth that we use for
chewing food.
c) Canines are teeth that we use for
tearing food.
4. Count the teeth and complete the sentence.
An adult has ______ permanent teeth, _______ molars, ________ canines and ________ incisors.
38
Assessment Example C
Older primary children are asked to read the following text and complete the
questions:
We have no teeth when we are born. Teeth start to appear when we are about 4 months old. The
first teeth to appear are called milk teeth. There are 20 milk teeth: 8 incisors, 4 canines and 8 molars.
Milk teeth start to fall out when we are about 6 years old. These are replaced by permanent teeth.
There are 32 permanent teeth: 8 incisors, 4 canines and 20 molars.
Tooth decay is a disease that affects many people in the world . Almost everyone has tooth decay at
some point. Tooth decay destroys teeth little by little. You should brush your teeth after every meal
and eat very few sweets. This helps prevent tooth decay.
1. What are milk teeth?
2. How many milk teeth do we have?
3. What happens to our milk teeth when we are about 6 years old?
4. How many permanent teeth do we have?
5. What is tooth decay?
6. How can we prevent tooth decay?
39
Assessment Example D
On a worksheet, children are asked to:
1. Match the words to the pictures.
a)
f)
cake
apples
b)
chocolate
g)
yogurt
c)
milk
cheese
d)
water
h)
fizzy drink
sweets
i)
e)
2. Organise the words into the correct columns.
Good  for my teeth
Bad  for my teeth
40
3. Put a tick √ next to the things that are good  for your teeth.
a) Brushing my teeth
b) Visiting the dentist
c) Eating sweets
d) Drinking fizzy drinks
e) Eating apples
f ) Drinking water
g) Eating cheese
h) Eating yogurt
41
Assessment Example E
Children are asked to look at the following picture and complete the sentences:
crown
enamel
dentine
pulp
gums
root
bone
Tooth illustration based on a ‘Tooth anatomy’ diagram available at:
www.enchantedlearning.com
1. A tooth has three main parts:
e
d
p
2. The part of the tooth you can see is called:
c
3. The part of the tooth under the gums is called:
r
4. The soft, pink tissue that surrounds our teeth are called the:
g
5. The hard part below the gums is called:
b
42
Assessment Example F
(i) In small groups, children are given a set of picture cards and asked to divide them into two
categories: things that are good for their teeth and things that are bad for their teeth. These
pictures include the selection of different foods and drinks, plus a picture of a dentist and a
child brushing his/her teeth.
(ii) The children are now given construction materials (eg pens, pencils, crayons, glue, card)
and asked to work in the same small groups to prepare an informative poster about the
different food and drinks, how good/bad they are for their teeth and what they can do to
keep their teeth in good condition.
(iii) How they organise the information is up to them and based on each small group’s
decisions, but the outcome of the task is that they will be expected to present their poster
to the rest of the class as a team effort, using the relevant topic-related structures and
vocabulary covered in class.
The teacher’s criteria for assessment:
1. How well each group demonstrate understanding of concept through their presentation of
the poster.
2. How well each group use English to explain their poster to the rest of the group.
3. How well each group have worked together as a team, cooperated and collaborated on the
project.
43
Task 5.3 – Watching a DVD
(i) While you are watching the DVD:
•
•
•
•
•
Decide whether the assessment is formal or informal, individual or wholegroup
Identify the main content objective
Identify the key language
Identify the learning outcome
Think about how the assessment is being recorded by the teacher
(ii) After watching the DVD, discuss the following in small groups or pairs:
• What are the advantages and disadvantages of this type of assessment?
• What alternative ways are there of assessing the same content and language objectives?
• How could the teacher formally record what is happening in the classroom?
44
Task 5.4 – Groupwork III
In this final groupwork session you should:
• Think about how you are going to ask pupils to demonstrate their understanding of the
content knowledge and language you have covered in your lesson/unit of work
• Decide whether the assessment will be formal, informal individual or wholegroup
• Identify how the assessment tool will assess content, language or both
• Design an appropriate assessment tool
At the end of this session you have some extra time to finalise your presentations. Ask your
trainer if you need any extra help or materials.
45
Section 6: Groupwork presentations
Aims
The main aim of this section is to allow you to present your lesson or unit of work for the CLIL
topic you have been working on to the other groups on the course. There will be time for
questions and comments at the end of each presentation.
Outcomes
• To present the CLIL lesson plan/unit of work you have developed to the other groups on
the course.
This lesson plan/unit of work should reflect:
•
•
•
•
Clear content and language objectives.
Clear learning outcomes.
Clear teaching strategies for supporting learning.
A clear rationale to support the type of assessment task you have chosen.
At the end of each presentation, there will be time for questions, comments and suggestions.
46
Section 7: Conclusion and discussion
Aims
The aim of this section is to bring together the various points of view and principles
discussed throughout the course, as well as allow you time for personal and professional
reflection on what you feel you have learnt from the course.
Outcomes
• To be aware of which aspects of CLIL teaching and learning you feel you have become
familiar with as a result of the course.
• To be able to identify personal goals for further investigation and learning in the future.
• To suggest possible areas of improvement for the training course in the future.
This final section of the course is divided into three main parts:
7.1 Wrap-up activity
Carousel brainstorm – a cooperative reviewing activity.
7.2 Reflective practice
Looking again at the KWL chart.
7.3 Discussion
Questions, revsiting expectations and discussion.
Task 7.1 - Wrap-up activity
(i) Look at the charts with questions that your trainer has placed on the wall/around the
room.
(ii) In your groups, walk around the room to read and answer the questions on the charts.
(iii) If you agree with an answer already written, add a tick and a further comment if you wish.
If you disagree, put a cross and say why. If no answer has already been given, add the answer
for your group.
(iv) When you reach the original chart that you started with, sit down.
(v) Your trainer will give you this completed chart to summarise and present to rest of the
group.
The idea behind this activity is to review all of the ideas and principles that have been
covered as part of the training course, as well as share personal experience of CLIL and CLIL
teaching with others.
Task 7.2 – Reflective practice
(i) Look again at the KWL chart that you filled in on page 7 of this handbook.
(ii) Read and complete Columns 3 and 4 of the chart: ‘L - What I have learnt from the course’
and ’S - What I would still like to learn’.
(iii) You may now wish to share you thoughts and ideas with others, but this is not compulsory.
47
Section 8: Course evaluation and feedback
In this section of this course you will be asked to formally reflect on what you feel you have
learnt from the course, suggest any improvements for the future and complete an evaluation
form provided by your trainer.
48
Appendix A
CLIL in other schools (1)
School 1
Germany
Amount of time CLIL has
been in the school
1 year
Target language of CLIL
instruction
English
Age pupils start with CLIL
5-6
Language level of pupils at
that age
No English
Main expertise of your CLIL
teachers (content, language Both
or both)
Teaching time per week for
CLIL
50%
Role of ‘foreign language’
class
To support
CLIL
Subjects taught in the
foreign language
Social and
Natural
Science,
Physical
Education,
English
Curriculum considerations
Ministry of
Education
restricts the
subjects
taught: they
are unable to
teach Maths in
English
49
School 2
Spain
School 3
Germany
School 4
Spain
Appendix B
CLIL in other schools (2)
School 1
Germany
School 2
Spain
Amount of time CLIL has
been in the school
4 years
Target language of CLIL
instruction
English
Age pupils start with CLIL
6
Language level of pupils
at that age
Most pupils
have had
contact with
English from
the age of 3
Main expertise of your
CLIL teachers (content,
language or both)
Language
Teaching time per week
for CLIL
20%
Role of ‘foreign language’
class
Supports CLIL
vocabulary
& teaches
language
Subjects taught in the
foreign language
Science, Arts
and Crafts and
English
Curriculum considerations
B1 language
level required;
Local
government
restricts use of
mother tongue
to support
subjects
taught in
foreign
language
50
School 3
Germany
School 4
Spain
Appendix C
CLIL in other schools (3)
School 1
Germany
School 2
Spain
School 3
Germany
Amount of time CLIL has
been in the school
1 year
Target language of CLIL
instruction
French
Age pupils start with CLIL
6
Language level of pupils at
that age
Good listening
skills and basic
sentences;
Some bilingual
pupils/Some
pupils with no
experience
Main expertise of your
CLIL teachers (content,
language or both)
Both
Teaching time per week for
CLIL
50%
Role of ‘foreign language’
class
Language only
but there are 2
extra hours for
CLIL support
Subjects taught in the
foreign language
All subjects are
50% bilingual
except German
and Religious
Education
Curriculum considerations
No special
regulations;
A certain
language level
is required
by the school
at the end of
Primary
51
School 4
Spain
Appendix D
CLIL in other schools (4)
School 1
Germany
School 2
Spain
School 3
Germany
School 4
Spain
Amount of time CLIL has
been in the school
4 years
Target language of CLIL
instruction
Spanish and
English
Age pupils start with CLIL
6
Language level of pupils at
that age
‘Quite good’
Main expertise of your
CLIL teachers (content,
language or both)
ESL (language)
Teaching time per week
for CLIL
2 hours Spanish
2 hours in
English
Role of ‘foreign language’
class
To provide
scaffolding for
CLIL
Subjects taught in the
foreign language
Science, Arts and
Crafts, English
Curriculum considerations
A2 language
level required;
In Year 4 a test
in core subjects
is taken which
is why CLIL is
also taught in
Spanish
52
Appendix E
Assessment rubric by Linda New Levine (Animal habitats lesson plan)
Oral Presentation Rubric
Category
4
3
2
Content
Identifies five
similarities and
differences
between the
habitats.
Identifies four
similarities and
differences
between the
habitats.
Identifies fewer
then four
similarities and
differences
between the
habitats.
Clarity of
Speech
Collaboration
with a Buddy
(partner)
Speaks
clearly and
Speaks
distinctly at an
clearly and
appropriate
distinctly at an
volume for
appropriate
most of the
volume.
presentation.
Pronounces all
Pronounces
words correctly.
most words
There are no
correctly.
hesitations in
There are few
speech.
hesitations in
speech.
Both partners
have
rehearsed the
presentation
and have
equal speaking
time. Partners
support each
other by
listening well
and displaying
the Venn
diagram to the
class.
Partners
could have
rehearsed the
presentation
to bring better
organization
into the speech.
Partners
generally
have equal
speaking time.
Partners mostly
support each
other either by
listening well or
displaying the
Venn diagram
to the class.
53
Cannot speak
clearly and
distinctly
for the most
part. Speech
volume is low.
Pronounces
some words
incorrectly.
There are
hesitations in
speech.
There is little
evidence of
rehearsal of the
presentation.
One partner
speaks more
than the other.
Partners are
not attentive
to each other
during the
presentation.
1
Does not identify
similarities and
differences
between the
habitats.
Cannot speak
well enough to
be understood
because of clarity,
volume/amount of
mispronunciations.
There are many
hesitations.
Partners have
not rehearsed
the presentation
and do not share
equal speaking
time. Partners do
not support each
other by listening
well or displaying
the Venn diagram
to the class.
Scoring
Students must
achieve a score
of 9 or higher
to pass the
benchmark.
Comparing habitats on a Venn diagram rubric
Category
4
3
2
1
Information
The diagram
includes five
differences and
four similarities
for the two
habitats. The
information
refers to the key
features of the
habitat.
The diagram
includes four
differences and
four similarities
for the two
habitats. Some of
the information
refers to the key
features of the
habitat.
The diagram
includes two/
three differences
and four
similarities for
the two habitats.
The information
does not always
refer to the key
features of the
habitat.
The diagram
includes one or
no differences
and four
similarities
for the two
habitats. The
information
does not refer
to the key
features of the
habitat.
Organization
The diagram is
properly labelled
and facts/
differences are
balanced.
The diagram
is properly
labelled but
facts/differences
are not well
balanced.
The diagram
is not properly
labelled and
facts/differences
are not well
balanced.
The diagram
is not labelled
and facts/
differences are
missing and
not balanced.
Writing
Writing is
accomplished
in complete
sentences with
appropriate
punctuation.
Handwriting is
legible.
Writing is
accomplished
in complete
sentences with
appropriate
punctuation for
the most part.
Handwriting is
legible.
Writing is not
well formed
in complete
sentences.
Punctuation is
non-standard.
Handwriting
is not always
legible.
Complete
sentences are
missing as is
appropriate
punctuation.
Handwriting is
not legible.
Scoring
Students must
achieve a score
of 9 or higher
to pass the
benchmark.
Linda New Levine, PhD, 2007,
[email protected]
54
55
Appendix F
HABITAT #1
BOTH
HABITAT #2
Venn diagram by Linda New Levine (Animal habitats lesson plan)
Appendix G
Bloom’s taxonomy
Bloom’s taxonomy (or classification) describes six levels of thinking (from least to most
complex). The results of research carried out in the 1950s, Bloom and his colleagues
classified the different levels of thinking they discovered in the following way (Level 1
being the least complex and Level 6 being the most complex):
Level 1: KNOWLEDGE
Knowledge is simply recall. Pupils can say that they ‘know’ something if they can recall it,
recite it, or write it down.
Level 2: COMPREHENSION
Comprehension means that pupils can say what they ‘know’ in their own words. Retelling
a story, stating the main idea or translating from another language are several ways in
which pupils can demonstrate that they ‘comprehend’ or understand what they have
learnt.
Level 3: APPLICATION
Application means that pupils can apply what they have learnt from one context to
another. For example, they may be required to decide when to apply mathematical
concepts to real-life situations.
Level 4: ANALYSIS
Analysis means that a pupil can understand the attributes of something so that its
component parts may be studied separately and in relation to one another. Asking pupils
to compare and contrast, categorise and/or recognise inferences, opinions or motives,
would give them experience in analysis.
Level 5: SYNTHESIS
Synthesis requires pupils to create a novel or original thought, idea or product. All of
the activities we call ‘creative thinking’ give pupils experience with synthesis. Also, when
pupils can take bits and pieces of several theories or combine ideas from different
sources to create an original perspective or idea, they are thinking at synthesis level.
Level 6: EVALUATION
Evaluation gives pupils opportunities to judge what they have analysed.
Taken and adapted from: ‘Gifted and talented children that other children will love too!’ by Ashley McCabe
Mowat, Brilliant Publications, 2003.
56
Glossary
This glossary aims to define the key terminology used to talk about Content and Language
Integrated Learning throughout this course.
Planning
Content objectives – the aspects of a content topic or subject that we want the children
to learn about in the lesson eg ‘Children should learn that humans have teeth - molars for
chewing, canines for tearing, incisors for cutting - and that teeth help us to eat’.
Language objectives – the aspects of the language that we need the children to be able
to understand and/or use as a result of the lesson eg ‘Children should be able to recognise
the names of the teeth in English’ and/or ‘Children should be able to name the different
teeth in English’.
Learning objectives – either of the above. A learning objective is basically a declaration
of what the teacher wants the pupils to learn in class. This can be either a content-focused
learning objective, eg ‘Children should learn that humans have teeth - molars for chewing,
canines for tearing, incisors for cutting - and that teeth help us to eat’, a language-focused
learning objective, eg ‘Children should be able to recognise the names of the teeth in
English’, or a mixture of both, eg `Children should learn that humans have teeth - molars
for chewing, canines for tearing, incisors for cutting - and that teeth help us to eat and be
able to say the names of the teeth and their functions in English.’
Learning outcome – how the children will demonstrate understanding of what they
have learnt in terms of content and/or language by the end of the class/unit of work, eg
‘Children can identify the different teeth and explain the function of each type of tooth’
and/or ‘Children can identify and categorise foods into ‘good for my teeth’ and ‘bad for my
teeth’ groups.’
Lesson delivery
Affective block – an ‘affective block’ can be said to exist in a classroom when negative
emotional states such as insecurity and anxiety have a negative effect upon learning.
For positive ‘affective factors’ to exist in the classroom, children need to feel emotionally
comfortable and secure so that conditions are at an optimum for positive learning to take
place.
Cognitive block – a ‘cognitive block’ is when elements related to the process of knowing,
understanding and learning impede such activities from taking place. In the case of the
CLIL classroom, one of the most common examples of a ‘cognitive block’ would be when a
child’s level of knowledge in the foreign language impedes understanding of the content
being delivered and/or their ability to express their understanding of this content in the
target language.
57
Graphic organiser – a visual representation of knowledge, concepts or ideas (Graphic
organizers, 2009). Graphic organisers consist of the categorisation of words in tables,
graphs or other diagrams. Common examples used in teaching are mind maps, concept
maps, flowcharts, Venn diagrams, timelines and vocabulary wheels, etc.
Realia – ‘realia’ is a term used in library science and education to refer to certain real-life
objects. In library classification systems, ‘realia’ are objects such as coins, tools and textiles
that do not easily fit into the categories of printed material. In education, ‘realia’ refers to
objects from real life that are used to aid content or language instruction in the classroom.
Scaffolding – the term ‘scaffolding’ was developed as a metaphor to describe the type of
assistance offered by a teacher or peer to support an individual’s learning (Bruner,1966).
Through the process of ‘scaffolding’, a teacher is able to control the level of input or
language to help pupils master tasks and concepts that they were unable to do on their
own.
Assessment
Formal assessment is assessment that takes place under formal examination or similar
conditions. Pupils do not collaborate on the assessment task or ask the teacher for help
that is more than asking for clarification of the task that they are being asked to complete.
In some circumstances, they may not even be allowed to do this. The advantage of formal
assessment (when carefully planned) is that it will provide a relatively independent
evaluation of how each child is progressing without the added support of input and
comments from their teacher or peers. The disadvantage is that such assessments can
cause major affective blocks, and so impede children’s performance if they become overly
anxious or stressed.
Informal assessment is assessment that can take place in the day-to-day classroom
and in far less restrictive conditions. Pupils may collaborate with each other on tasks and
ask the teacher for help as needed. The value of informal assessment is that it allows the
teacher to see how well pupils work together, contribute to others’ learning and show
evidence of understanding in a relatively stress-free context.
Criterion-referenced assessment is when each pupil is assessed against a set of predetermined criteria, not the performances of other pupils.
Norm-referenced assessment is when pupils are assessed against the other pupils in the
class, not a set of pre-determined assessment criteria.
Graphic organizers, 2009. Definition retrieved July 2009 from: http://en.wikipedia.org/wiki/Graphic_organizer
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Acknowledgements
This handbook was produced and partly funded by the European Socrates Comenius 2.1
project Getting started with Primary CLIL, 2006-2009.
129538-CP-1-2006-1-ES-COMENIUS-C21
First published 2009. All rights reserved; no part of this publication may be reproduced,
stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior written permission of the Partners.
Partners
Macmillan Iberia SA, Madrid, Spain: Maria Toth, Gail Butler
Západo eská univerzita v Plzni, Plzen, Czech Republic: Gabriela Kleckova
Staatliches Seminar für Didaktik und Lehrerbildung GHS, Freudenstadt, Germany: Gerhard
Sutor, Iris Armbruster, Andreas Keck
CBTL Computer Based Training + Learning GmbH, München, Germany: Markus Nagy
Colegio de Educación Infantil y Primaria Hermanos Torá, Humanes de Madrid, Spain: Paloma
Cortés, Mª Luisa Quiles, Isabel Mª Martínez
Towarzystwo Wiedzy Powszechnej oddział regionalny Kielce, Kielce, Poland: Anna
Hajdukiewicz
The Partners would like to thank all of the teachers who took part in the piloting of these
materials, Linda New Levine for her permission to reprint the lesson plan ‘Animal habitats’, Joanne
Ramsden and Teresa Barrionuevo Persoff for their contributions to the assessment materials,
Rebecca Adams for her editorial support and Maria Pérez for her work on design.
European Commission disclaimer: This publication of the project Getting started with Primary CLIL
reflects the views only of the authors, and the Commission cannot be held responsible for any use
which may be made of the information contained therein.
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