INNOVATING EDUCATION THROUGH INTERNATIONAL ICT- COLLABORATION Helsingor, 9 -13 March 2011 Content and I. I. W. (Interactive Whiteboard) Integrated Learning: how to cope with language, content and tools challenges on a primary school scenario
South Tyrol: where is it ?
Who are we. . . ?
CLIL CONTENT AND L. I. M. CLIL Content and L. I. M. (Interactive Whiteboard) Integrated Learning: how to cope with language, content and tools challenges on a primary school scenario
HOW OR WHY ? “little attention is given to everyday practices of using IWB technology and the analysis of classroom interaction. This way, the focus tends to be more on the teaching with the technology and less on the effects of the technology on learning. “ (Schmid, 2009: p. 43 )
WHAT IS CLIL…WHAT IS NOT CLIL an “umbrella term” “Clil is defined as an approach in which a foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role” (Marsh, in Coyle: 2006) Do Coyle: the 4 C. s “Content, Communication, Cognition, Culture” NOT TRANSLATION BUT INTEGRATION ! … and how “CLIL” are you ?
CLIL: any topic, age, language Project Music in English – Prokofiev's Peter and the Wolf
CLIL: any topic, age, language Project Around town: Social studies and English
Language sensitive learning and teaching. . CLIL. . Second language learning. . language across the curriculum… Non native or Additional language Focus on language CLIL Unit length • Follow textbook unit • Focus on language objectives • Short, varied activities Units longer, because focus on: • Topics • Tasks • Skills Lesson planning Focus on: • Language • Oral work • Controlled input and practice • Objectives will be content-oriented • Need to analyse language required • Provide language support • Emphasize LRW skills Task design Focus on: • Oral work • Productive skills • Controlled practice • Subject-matter tasks • Emphasise diagrams/visuals • Provide language support • Include more reading/writing tasks Language choice Ideally: • Teacher as model, teacher speaks in TL at all times • Learners use L 2 whenever possible • Learners may use L 1 • Teachers may use L 1 for specific purposes. • Agree ground rules for private/public uses of language Syllabus Focus on content
FROM ZERO TO IWB-CLIL ! Springboard for the use of the additional language (students, school, teachers) General shared aims High levels of achievement (curriculum based) Long term commitment Strong leadership and vision Parents’ involvement Resources and training Adapted from Immersion Handbook, Tallin, 2005
IWB FOR MODELLING: WHAT DO CHILDREN NEED. . “From a very young age, children have an instinctive desire to relate emotionally and socially to other people. They are also driven to construct understandings and make sense of the world around them. In order to do this, children use every clue they have at their disposal: what they can see, touch and hear in their immediate environment, their perception of the social context, their previous experience of human purposes and intentions, their affective relationship with immediate interlocutors, and the way language is used, including intonation and social interaction Provide opportunities to demonstrate understanding - a powerful way of fixing understanding in children’s minds is to provide them with plenty of opportunities to ‘show they know. ’ This may be, for example, by giving a short presentation, creating a parallel version of a story or poem, or acting out a role play to the class. http: //carolread. wordpress. com
. . visual aids…John Dewey, My Pedagogic Creed, 1897 I BELIEVE THAT MUCH OF THE TIME AND ATTENTION NOW GIVEN TO THE PREPARATION AND PRESENTATION OF LESSONS MIGHT BE MORE WISELY AND PROFITABLY EXPENDED IN TRAINING THE CHILD'S POWER OF IMAGERY AND IN SEEING TO IT THAT HE WAS CONTINUALLY FORMING DEFINITE, VIVID, AND GROWING IMAGES OF THE VARIOUS SUBJECTS WITH WHICH HE COMES IN CONTACT IN HIS EXPERIENCE.
LABEL AND LEARN: WORDS ARE GLUED TO IMAGES Mental images include: Visual + Auditory Tactile Kinaesthetic Olfactory Gustatory Aristotele. . impossible to think without a mental picture
Step 1. IMAGERY WORK IN THE CLIL-CLASSROOM Establish relationship + Connect with ss accostumed with high external visual exposure (video, computers, tv) “Language is a translation of something else, a conversion from non-linguistic images which stand for entities, events, relationships and inferences” Damasio, A. The Feeling of what happens: body, emotion and the making of consciousness. London, Vintage: 2000, 17
Step 2. I _ _ _ Y WORK IN THE CLASSROOM with IWB A chance to go inside Expand attention spans Connect words with relevant experiences and emotional responses (Images are always relevant and personal…if they come from within) Train memory and learning skills (identity, self concept) Variety on non verbal referents (realia, objects, learning objects, events, behaviors, games, emotions, rituals) EXPERIENCE+EMOTION+IMAGES+LANGUAGE If you can’t imagine you can’t read…. interact Apapted from J. Arnorl, H. Puchta, M. Rinvolucri. Imagine That. Mental imagery in the EFL classroom. Helbling: 2007
What is interactivity ? • Definition: “in computers, interactivity is the dialog that occurs between a human being (or possibly another live creature) and a computer program. ” http: //searchsoa. techtarget. com/definition/interactivity • involving people communicating with each other and reacting to each other http: //www. macmillandictionary. com/thesaurus/british/interactive#interactive_
WHAT DOES INTERACT. REALLY MEAN ? WHAT OR WHO MAKES IWB INTERACTIVE ? Participation manifest by observable behaviour (answering or asking questions) nature of response elicited by the teacher (=Y/N, Wh- questions) patterns of teachers response to students' contributions (feedback /encouragement/ inhibit) it is not what happens on the board that matters: it is what happens because of the board !
S. W. O. T: IS THE I. W. B. HARMFUL OR HELPFUL ? Perceived pedagogical challenges What is a blackboard ? List in 10 seconds at least 5 things you do at the blackboard starting: NOW !!
S. W. O. T : IWB…HELPFUL ? A BOARD FOR for writing and drawing (nothing new) but also for typing for displaying presenting annotating making it bigger, smaller, turning it around, flip, moving what you write, save it, and prepare lesson in advance and edit it in class always a new page at disposal …
Old or new tools: Can I make it better with Iwb, is IWB the best way to do it ?
UPDATING PLANNING: new tools ?
UPDATING 3 P. s=PLAN-PRESENT-PRACTICE & SCAFFOLDING TOOLS CLIL Project: Art and English
BENEFITS FOR STUDENTS Motivation Multisensorial input Involvement: taking the stage IWB is not a teacher’s tool but a resource for whole class: Ss are part of the lesson NOT just the audience (modelling, scan their texts. . ) Think aloud and through “coloured images” Talking at the board Modelling and sharing (listen to and witness the inner dialogue and decision producing a text)
BENEFITS FOR TEACHERS Motivation (the image I have of myself) Visual teacher (mind maps, brainstorming, warming in, saved pre-written texts editing) Modelling (+www community and twinning) Wider variety of learning resources (authentic) More effort in planning=less planning time More interaction* More effective explanations for all learning styles Enhances communication between peers and communities CLIL: less code switching+ “doing” with the language Bridging, adapting Body language and eye contact …
CLIL AT/WITH THE INTERACTIVE WHITEBOARD: A NEW LEARNING ENVIRONMENT
IWB AND TWINNING: a point of integration of technologies and communities Twinning project Italy – Norway http: //aida. fuss. bz. it/campus/main/document. ph p? cid. Req=ICBZ 1 DANTE&curdirpath=/smart_clil
IWB AND TWINNING Twinning project Italy – Norway http: //aida. fuss. bz. it/campus/main/document. ph p? cid. Req=ICBZ 1 DANTE&curdirpath=/smart_clil
PERCEIVED PEDAGOGICAL CHALLENGES… Attention spans Not more than 20 minutes with or at the IWB Colour overload (Too rich input ) Too much. ppt Too much teacher talking time (teacher-and/or IWBcentred lessons) IWB as a “physical barrier” forbidden to touch Lazy: don’t have to imagine Focusing on the ICT and forgetting the children Rules and habits
COPING WITH CHALLENGES: CHECKLIST PLACEMENT OF THE IWB (height, doors, windows, walls, lamps, blinds) SITTING ARRANGEMENT (U shape) DESKS ARRANGEMENT (room for group work, max 5 around the IWB) COMPUTER, INTERNET CONNECTION, WIRELESS KEYBOARD, SPEAKERS, PRINTER, SCANNER DOWNLOAD SOFTWARE AT HOME USE IT –DON’T BE USED BY IT (a resource for the whole class) STEP BY STEP (how many teachers in class ? ) BE FLEXIBLE and PATIENT HAVE THE IWB READILY AVAILABLE (set the stage before class) BE BACKED –ASK AND GET HELP TRAINING ON THE JOB (tutorials on line, blogs, have a go!)
THINGS TO REMEMBER 1. DOWNLOAD: the IWB and install it onto your home computer 2. IN CLASS: turn the Iwb on and simply start using it as a “normal” blackboard 3. SAVE: your lesson and re-visit it at home: what can you add, edit, implement and go back in next lesson 4. DO NOT expect to know everything from scratch 5. ASK your ICT technician, IWB is a point of integration of other technologies 6. SORT free pre-made IWB resources and use them as a base for exploring curriculum based activities 7. SET up a repository 8. START PLANNING your lesson plans as interactive and digital “learning objects” (tutorials) 9. DO NOT OVERLOAD: choose IWB when necessary
COPING WITH LANGUAGE, CONTENT AND TOOLS CHALLENGES: the teacher+ IWB Cope with the lack of CLIL resources (selection, adapting, editing, replanning, sharing) and the cognitive challenges by visualizing concepts Embed scaffolding, brighten up the classroom and improve students’ understanding, springboard for higher level cognitive skills Less code-switching by means of greater use of body language and visuals Bridge ORACY as well as READING AND WRITING
A LONG WAY TO GO. . . A CHANGE IN SKILLS TASSONOMY
TO IWB OR NOT TO IWB ? • Research has shown that he context determines any effects which ICT may have on attainment. . • ICT is just a tool it's the teaching that counts so… WHAT CAN THE IWB DO FOR ME? • REMEMBER: the good teacher is you NOT the IWB !! TECHNLOLOGY STILLS NEEDS A TEACHER
IWB is like a LANGUAGE ”people do not learn languages and then use them, but people learn languages by using them” (Eskey 1997) Clil and Iwb are powerful tools that enhance PROCESS that bring about CHANGE school is an ecosystem introducing the IWB in one classroom with affect all the system so focus on all passive or active stakeholders that are affected by or may influence you
IWB DEBATE: WHERE DO WE STAND ? • DO OLD THINGS IN OLD WAYS • DO “OLD” THINGS BUT IN NEW WAYS • DO NEW THINGS IN NEW WAYS
WHERE DO WE STAND: AN ITALIAN PERSPECTIVE • Precariously working conditions up to 44 years of age • 70% of staff is older than 46 years • only 7% schools have Internet connection in class • 40% IWB teachers are not ICT specialist but “special” teacher http: //piercesare. blogspot. com/2010/12/la-scuola-le-lim-e-i-guerrieri-nel. html http: //www. didainformaticaprimaria. blogscuola. it/? cat=57
MAKE THE DIFFERENCE, BE THE DIFFERENCE Europe- South Tyrol (Italy): BOLZANO-BOZEN, via Cassa di Risparmio / Sparkassenstrasse
Thank you for your attention ! ANY QUESTIONS. . Maria Elena Picone Primary and Lower Sec. School Bolzano -South Tyrol (Italy) Maria-Elena. Picone@scuola. alto-adige. it
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