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ALL Teesside. ‘Engagement Through Cross-curricular Contexts’. Issac Greaves 25 th November 2013. Issac Greaves. Personal @ issacgreaves http://issacgreaves.eu ALL Teesside @ allteesside allmiddlesbrough@gmail.com. Interesting Sites.
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ALL Teesside ‘Engagement Through Cross-curricular Contexts’ Issac Greaves 25th November 2013
Issac Greaves Personal • @issacgreaves • http://issacgreaves.eu ALL Teesside • @allteesside • allmiddlesbrough@gmail.com
Interesting Sites • MFL Ideas Factory - http://mflideasfactory.wordpress.com/ • The Language Point - http://thelanguagepoint.com/english_summary/
What is CLIL? • Content and Language Integrated Learning • Over forty definitions – see http://www.clilcompendium.com/clilcompendium.htm • In a nutshell, combininglanguage with content from other curriculum areas.
Wider educational context • Potential to engage more students into language learning, capturing them in their ‘other’ favorite subjects. • Staff development and collaboration with new departments • Make learning ‘real’ • Strengthening of the school ethos through an international dimension
Does Content and Language Integrated Learning (CLIL) in sport and outside of the traditional ‘classroom’ context play a positive role in year nine female student’s acquisition of French and their enjoyment of learning it?
Why embark on this project? • Take language learning outside of the ‘traditional’ classroom. Mitra/Kelly/Marsh and Langé • To reflect on the effectiveness of language acquisition in the absence of a subject specialist in the ‘language classroom’. • To measure the effectiveness and feasibility of such a CLIL project from a student and teacher perspective. • No existing cross curricular link between MFL and sport departments. • Numbers of Y9 students opting for French had dropped significantly for 2009/2010.
How did I carry out the research? • I took ‘The Language Dimension’ – LANTIX definition/approach to deepen awareness of mother tongue and target language.
How did I carry out the research? • Students were able to develop sport subject specific vocabulary in English and French. • 11 female students questioned before and after the four lesson CLIL experience. • Student’s confidence of new technical vocabulary recorded weekly. • Final lesson observed by myself and reflected upon • Student (sports) teacher and mentors interviewed
Students: What were the general trends? • A large proportion of students had a positive attitude towards languages in general. • More than two thirds found the experience fun and interesting. • All students stated that their confidence of using French had increased. • Almost one third of students would have begun to reconsider their KS4 options to include French.
Staff: What were the general findings? • The project overall was a complete success with this group. • They noted the students clearly enjoyed it and the large majority engaged with the MFL aspect. • The quality of the sport was not affected by the language aspect. • Time permitting, other staff would be keen to embark upon such a project OR if it was made a compulsory part of the curriculum.
Positive outcomes? Results from the exit questionnaires
Conclusion • Receptive and productive language acquisition skills were a success and could be further developed with the presence of a specialist. • The CLIL project had played a positive role in the enjoyment of sport and MFL • All students enjoyed the project to some extent and stated their confidence had increased as a result of it. • Some students were able to state exactly how this method helped them to learn more.
How could this research be further developed? • Further projects in different sports • Boys/mixed sex/larger groups • Different languages • Participation of an MFL teacher in all sessions to coach and extend language capabilities of groups/individuals. • Same project, different foci such as engagement in either the sport or the language aspect. • Are girls more motivated than boys? • Are G&T students more engaged than SEN students in this type of project?
Día de los muertos Year 7, Art, Spanish, Food Technology and ICT project taking up approximately 4 x 50 minute lessons. In Spanish lessons students… • …learnt about the day of the dead. • …learnt vocabulary (mainly nouns and adjectives related to the topic). • …learnt how to form opinions, top set groups using ‘porque’ = ‘’because ‘ to extend opinions. • …recorded their paragraph to be used in subsequent ICT lessons.
Día de los muertos In Food Technology students… • …made bread of the dead (instead of just bread as they would normally do). • …applied past knowledge of what they learned in ART and Spanish to create the style of their bread.
Día de los muertos In Art and Design students… • …explored the themes of colour and pattern through the day of the dead context. • …created cushions and/or paintings which were photographed to be animated in ICT.
Día de los muertos In ICT students... • …used Audacity and Crazy Talk to animate the skull they designed as a cushion/painting in Art or bread in Food Technology. • Crazy talk video tutorial http://www.youtube.com/watch?v=9tN2EVtikCg(start video 1.46) • See here for resources from all departments involved http://issacgreaves.eu/about/all-resources/
Football Day See here for plan of the day and resources: • http://issacgreaves.eu/spanishfootballday • Literacy • Numeracy • Spanish: Imperative, general revision of basic vocabulary • Music: singing, chanting, song writing and performance • Sport: warm up and football tournament • ICT: using recording equipment • General: Team and peer support
Great Languages Bake Off Routes into Languages idea which can be developed easily internally. In Spanish Lessons Y9 students…: • Y9 students decide on a dish to make (relevant to the culture of the chosen language). • Students write out the ingredients for the recipe in the target language. • Students write out a simplified version of the recipe in the target language (after being taught appropriate grammar points).
Great Languages Bake Off In Food Technology Lessons Y9 students…: • Students record themselves making the dish in using the target language. Having learned a pre-prepared script.
Great Languages Bake Off In ICT Lessons Y9 students…: • Students edit their video using Windows Media player e.g. adding • Soundtracks • Transitions • Titles and credits • Adding text in the target language where required
Great Languages Bake Off Possibilities for this project • If not all Y9 students can participate for whatever reason; • Run as a part of an extra-curricular languages club • Select a few students and run as an inter-house competition. • If you have ITT students, get them to run the competition, good evidence for them and great for the kids. • If you have a sixth form, allow the sixth formers to take ownership of the project.
La Bamba Creative writing and Music – La Bamba! • Cue prompter: www.cueprmpter.com • La bamba lyrics • Teach the song and appropriate grammar points • Ask the students to write their own song to the tune • The brave students perform the song for the rest of the class
La Bamba Para bailar La Bamba Para bailar La Bamba Se necesita una poca de gracia Una poca de gracia Para mi, para ti, ay arriba, ay arriba Ay, arriba arriba Por ti seré, por ti seré, por ti seré Yo no soy marinero Yo no soy marinero, soy capitán Soy capitán, soy capitánBamba, bamba Bamba, bamba Bamba, bamba, bam Para bailar La Bamba Para bailar La Bamba Se necesita una poca de gracia Una poca de gracia Para mi, para ti, ay arriba, ay arriba (Guitar solo - Richie & instrumental) Para bailar La Bamba Para bailar La Bamba Se necesita una poca de gracia Una poca de gracia Para mi, para ti, ay arriba, ay arriba Ay, arriba arriba Por ti seré, por ti seré, por ti seré Bamba, bamba Bamba, bamba FADES- Bamba, bamba.
CaperucitaRoja Good for building students confidence in reading, working independently and creatively with a significant focus on literacy. Tried and tested with Year’s 8 and 10. My year 10s coped much better. See this page for resources; http://issacgreaves.eu/about/all-resources/ • Read the bilingual CaperucitaRoja (or any other bilingual book). • Great for revising the imperfect and preterite tenses in Spanish. • Give the students word hunt tasks, verbs, nouns, adjectives, infinitives, preterite, imperfect etc.
CaperucitaRoja • Get the students to simplify the story or put the simplified story in the correct order. • Students then adapt the simplified story to make it their own by selecting and adapting appropriate vocabulary. • Students write up their stories and a series of questions. • Students then present their stories whilst the rest of the class answer the questions. • (Ask if they can be illustrated in Art or ICT or even at home)
CaperucitaRoja • This project takes up more time given the extent of the content but is fantastic for past tense work. Adapt to suit your own needs and time frames. • I used this as an end of year project with my Y10s and they coped. The boys even wrote more than they would in a controlled assessment and were proud of their achievements.
Caligramas Spanish and creative writing, concrete poems, good for any year group. • Choose a theme, I let the students choose their own and randomly most chose animals of some kind, especially Koalas? • Allow the students to write a poem or verse usually about the said topic. • Write the poem or verse out shaping the topic in question e.g, Koala poem looks like a Koala. • Students could study concrete poetry in English before looking at creating their own in Spanish.
AnotelKnotek A cross-curricular Spanish/Art/ICT project. Can be applied to any theme but I did it as an end of year project in Spanish lessons with the Year 7s. • Students learn a litte about AnotelKnotek (An Austrian artist as it happens). • http://www.anatol.cc/index_en.html#.UpIng5FakQM • They prepare their L4 piece of work covering topics from the entire year. • They use writing techniques to create pattern and fill their A3 sheet completely. • I used ICT with the weaker students to encourage them to fill their sheets.
