Element

Detail

• Welcome . Introductions . Practical Matters

• Learning outcomes

• Consideration of the course's intended learning outcomes and refining these for the group

• Origins Advantages and Stated Aims of CLIL

• Language acquisition and the seed of an idea

• Aims that have been identified by different authorities

• Content, Cognition, Communication and Culture.

The advantages of CLIL for the development of each of these.

• Information on the origins of CLIL

• Terminology of CLIL

• Varieties of CLIL

• Looking at the range of approaches to content and language teaching and clarifying definitions

• Approaches to language teaching which might be seen as similar to CLIL but which differ from the European approach to CLIL.

• Varying CLIL context and characteristics, discrimination in using ideas from other contexts, identification of relevant sources of ideas.

• Common Guiding Principles

• An introduction to their scope

• An approach to identifying the guiding principles through the course

• Language Component

Throughout the course this daily component will aim to extend teachers’ English. The content will be decided according to teachers' needs and by negotiation at the beginning of the course.

• Cognitive Skills and CLIL

• Classifications of thinking skills

• Thinking skills and CLIL

• Thinking skills and language

• BICS and CALP

• Graphic organisers in CLIL

• Structure in information

• Relevance for learning and CLIL

• ICT and CLIL

• Using ICT in CLIL

• Language and CLIL

• Language of content - vocabulary, sentence and text types

• Language for learning including e.g. talk about aspects of learning and metacognition

Aspects of teacher talk e.g.:

• Talk for classroom management

• Teacher talk about language

• Talk related to aspects of teaching – e.g. explaining, presenting information, making things clear, Talk about metacognition

Talk to promote cognitive development and understanding of content including asking appropriately designed questions, including HOTS & LOTS

Element

Detail

• Teaching Methods

A range of teaching methods including:

• Encouraging awareness of and promoting strategies for content and language learning

• Ways of encouraging interaction in the CLIL classroom to promote development of communication skills

• Scaffolding speaking

• Scaffolding writing

• Approaches to reading

• Approaches to listening

• TBL and CLIL

• New content and language in CLIL

• Promoting processing and learning in CLIL

• Promoting consolidation and application in CLIL

• Lesson Planning

• Planning a lesson 1

• Components of a CLIL lesson plan

• Selecting resources and materials

• Identifying the language component - linked to the content, syllabus etc

• Task types within the lesson

• ICT and CLIL

• Culture

• Culture and CLIL

• Exploring the importance of cultural awareness in CLIL

• Materials

• Evaluating materials

• Sourcing and producing own materials

• Principles of task design

• Tasks and purposes

• Tasks and cognitive skills

• Materials Workshop

• Designing materials specific to each teacher’s context

• Lesson Planning Workshop

• Using guiding principles for planning lessons for teachers’ own context

• Assessment in the CLIL Classroom

• Deciding what to assess and how to focus on it

• Types of assessment

• Accommodation strategies

• Assessing practice in CLIL

• Reflecting on all aspects of good practice in CLIL

• Exploring Resources for CLIL

• Exploring the full range of resources available to the CLIL teacher and deciding which are relevant and appropriate

• Review common guiding principles

• Feedback and reflection on principles collected throughout course

• Guest speaker

• Sharing experiences with a CLIL teacher from the Irish context.

• Course Evaluation

• Developing a Personal Plan for the Classroom

• A chance to evaluate the course and to reflect on the experience, identifying which aspects would be useful to carry forward into the teachers' own classrooms.