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TO CLIL OR NOT TO CLIL? Comparing CLIL methodologies with other teaching strategies 2009-2011 . 7 partners, 6 countries, 1 aim. AIMS OF THIS PRESENTATION: To explain the evolution of the evaluation processes To illustrate the co-operation that has taken place between :
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TO CLIL OR NOT TO CLIL? Comparing CLIL methodologies with other teaching strategies 2009-2011 7 partners, 6 countries, 1 aim
AIMS OF THIS PRESENTATION: To explain the evolution of the evaluation processes To illustrate the co-operation that has taken place between : teachers from the different schools students from the different schools teachers and students everywhere
EVOLUTION OF THE EVALUATION GRIDS • Need for simple method to record and make comparisons • Students and teachers produced systems to evaluate lessons from their respective points of view • The resulting grids evolved over several meetings (and a series of emails, phone and Skype calls) • This presentation charts our journey to enlightenment
INVERNESS 01/10/09 - 05/10/09 The first meeting of our project involved only teachers planning.
EVOLUTION OF THE TEACHERS’ EVALUATION GRID (1) • Birth of an idea. • Discussion began before first meeting in Inverness, and • prototype grids were sent by email • lessons were recorded, viewed and evaluated • further parameters were identified • enhanced outlines of grids were discussed • tasks were shared out between partners.
We achieved a lot of good work and friendships were cemented. Smiles all round!
EVOLUTION OF THE TEACHERS’ EVALUATION GRID (2) • 2. The first versions: • Between the 1st and 2nd meetings five grids were created: • It soon became obvious that these were • very comprehensive in coverage • too complicated to use easily • too time consuming to completre • This required some re-thinking!
FUENTESAUCO 01/12/09 - 04/12/09 The second meeting of our project also involved only teachers.
EVOLUTION OF THE TEACHERS’ EVALUATION GRID (3) • 2. A good suggestion is made: • At the 2nd meeting, in Fuentesauco, • we agreed that the grids were too complicated • our Italian colleagues suggested we focus on: • classroom interactions • the students’ participation • the proportion of lesson, not actual time • These suggestions were accepted as a better working idea, and a partner was tasked with creating a new, simpler grid, using the best points arising from the discussions.
EVOLUTION OF THE TEACHERS’ EVALUATION GRIDS (4) • The new teachers’ grid: • Shortly after the meeting in Fuentesauco, a new and shorter evaluation grid was emailed to all partners.
APPLICATIONS OF THE TEACHERS’ EVALUATION GRID • As well as its use within our CLIL project, the teachers’ evaluation grid has been useful in assessing other lessons. • For example, in Inverness it was used it in: • reviewing a probationer teacher’s lessons • CPD sessions • sharing teaching strategies
CraiovA23/03/2010 – 28/03/2010 The third meeting saw teachers and students working together .
Each team of students presented their school and theirapproach towards CLIL, through PowerPoint presentations or short movies.
Participating in co-operative strategies, theyhelped todesign a questionnaire onCLIL lessons, the results ofwhich wereto be analysed at asubsequent meeting in Lubeck.
Besides all activities,there wasstill time to relaxand enjoy informal education outside the classroom.
THE STUDENTS’ EVALUATION GRID (1) • Whilst the teachers discussed things such as refining the format of the questionnaire, the students worked together to produce their evaluation grid. • They worked co-operatively, using techniques such as “pair and share” to discuss and identify what they value most in helping them to learn as effectively as possible. • This exercise generated a lot of quality debate.
THE STUDENTS’ EVALUATION GRID (2) • Learning a lesson from the teachers’ experience (if only it was always so!), the students decided to: • keep the grid as simple as possible from the start • use the same format as the teachers’ grid
THE STUDENTS’ EVALUATION GRID (3) The final stage of this process was to present their ideas to the teachers. International trans-generation co-operation at its best!
APPLYING THE STUDENTS’ AND THE TEACHERS’ GRIDS (1) • We would like to present you with a brief clip from a lesson and then look at evaluations from the teachers’ and the students’ perspectives. This illustrates the use of the grids, and how they can help teachers and students to support each other in creating lessons. THE VIDEO FILE OF THE DEBATE SHOULD GO HERE
LEARNING OUTSIDE THE CLASSROOM AGAIN! There were some important lessons to be learned by teachers and students alike at Auschwitz, and later, in a more relaxed way, in Wieliczka’s impressive salt mine.
TEACHERS AND STUDENTS WORKING (1) • Teachers: • observed a variety of CLIL lessons delivered by their Lübeck colleagues • delivered lessons to classes of Lubeck students • reviewed progress to date • continued to plan the final event and the products
TEACHERS AND STUDENTS WORKING (2) • Students: • discussed CLIL methodologies and the results obtained in their schools • observed a variety of CLIL lessons • participated in a MUNOL debate on tobacco and its consequences
Students observed and participated in CLIL lessons. Some of the visiting teachers delivered CLIL lessons to classes of Lübeck students. Some enjoyed a presentation on Romania, while others experienced a geography lesson Scottish-style!
The Baltic sea. (In the UK, ‘baltic’ can be slang for ‘very cold’ - and it was!)
FRANKFURT27/02/2011– 03/03/2011 The penultimate meeting.
Analysis of The Student Evaluation Sheets The students analysed and summarised the student evaluation sheets, producing results for individual countries and also for the project as a whole. We then worked on the materials for this conference.
THANK YOU FOR YOUR ATTENTION
