So far, I have been thinking about CLIL methodolgy and how it might effect on my classes. I think, as everything else, some positive aspects and some negative points. I think that the use of methodology has to be very cautious in order to minimze the possible negative consequences on students. This is my view on the main strengths and weaknesses in CLIL methodolgy:
STRENGTHS
|
WEAKNESSES
|
·
There will be a lot of English practice for
sudents
·
New methodologies will be used instead of
master class lessons
·
Students usually become
more involved with project based lessons
|
·
Students who have difficulties in learning
English could be in disadvantage with respect to the others
·
Some students
could lose the thread at some point of the class
·
Creating these
projects imply a lot of work for the teacher
|
OPPORTUNITIES
|
THREATS
|
·
Practicing English outside the language
class
·
Learning specific vocabulary from the
subject area (Science, in my case)
·
Students could be able to participate in/with
foreign country projects
|
·
Possibility to
focus on the language instead of focusing on the content
·
It is more
difficult to get already prepared materials for the lessons
·
Students could
get lower marks because they don’t understand some points
|
I have also planned my first CLIL unit. It has been difficult to choose a unit, and especially, it has been difficult to think of a driving question for this unit. At the end, the question I chose was "how many caffeine molecules are in a cola can?" I think it is something one could be interested in.
This is the unit plan:
NAME: The mol
SUBJECT: Physics
and Chemistry
TITLE: How many
molecules of caffeine are there in a cola can?
YEAR: 4th ESO
Step 1: The driving question.
·
Let’s write down your driving
question and why you think this is important.
How many molecules of caffeine are there in a cola
can?
I think it is important because it is something
students don’t know and probably never wondered about. It is important because
in order to be able to know the answer they will need to understand and learn
the most important concept in chemistry: mol.
Step 2: The preview of the whole unit
·
Preview the whole unit. Take a look
at the title, headings, and captions to obtain 15-20 basic vocabulary that must
be internalized by my pupils at the end of the unit.
Atom
Molecule
Mol
Mass
Gram
Unit
Percentage
Substance
Compound
Conversion factor
Mixture
Solution
Concentration
Molarity
Step 3: The easiest and hardest section of your unit.
This is a short unit, which would be part of a larger
unit that would include the chemical reaction and stoichiometric calculations.
The easiest part of the unit would be remembering how
to use conversion factors. The hardest part would be learning the concept of mol
and applying it to simple calculations.
Step 4: Law aspects.
The LOMCE defines 7 competences: (let’s define some aspects of each competences)
·
Linguistic competence. This
competence is related to the correct use of language for a good written and
oral expression.
·
Mathematical competence and basic
competences in science and technology. The mathematical competence is related
to the application of mathematical principles to the calculations, graphical
analysis and algebraic expressions. The basic competences in science and
technology are related to the scientific thinking, the creation and application
of models to understand natural phenomena and creation of critical thinking
necessary to preserve life and media.
·
Digital competence. This competences
is related to the knowledge of the digital world, the information sources on
it, the use of digital resources to get information and create new knowledge.
It is also focused on the ethical aspects of the information treatment in the
digital world.
·
Learning to learn. This competence
focuses on the processes of learning, the development of strategies when
students confront a task, the curiosity as a way to encourage learning.
Nowadays, students are getting the role of being the leading characters in the
process of learning.
·
Social and civic competences. This
competence is related to the organization of human beings in societies,
accepting the moral and ethical principles, cultural aspects and the tolerance
towards other cultures. It also focuses on concepts such as democracy, justice,
citizenship, human rights and evolution of societies aiming to a better
well-being.
·
Initiative and entrepreneurship. This
competence aims at the knowledge of economy, companies, unions and what is
required from someone participating there. It is also related with the
development of creativity and proactivity.
·
Cultural awareness and expression.
This competence is focused on knowing and understanding cultural heritage.
Additionally, it promotes critical analysis, the value of cultural diversity
and artistic techniques.
I will include these LOMCE standards in my unit plan:
(try to find it into your Autonomous Community
curriculum)
This unit will include and work in the following
competences:
1.
Mathematical competence
o
Competence nº 7 of the Mathematics Curriculum
in Catalonia: “The use of relations between several parts of mathematics in
order to analyse situations and reason them”
Key contents:
§
Numbers
and operations meaning.
§
Proportional reasoning.
§
Calculus
and algebraic language.
§
Patterns, relations and functions.
§
Geometric
relations and transformations.
§
Metrical relations and calculation
of measurements in figures.
§
Statistical data, tables and
graphics.
2.
Digital competence
o
Competence nº 6 of the Digital area
Curriculum in Catalonia: “ Organize and use a personal work and learning space
with digital tools for the developing in the knowledge society”
Key contents:
§
Text
edition tools, spreadsheet and data number processing and multimedia
presentation (slides)
§
Web
browser functionalities
§
Search
engines
§
Selection,
classifying, storing and sharing information
§
Ethical use of software and data
§
Knowledge building
§
Personal
learning environment
§
Digital
portfolio
§
Digital citizenship: procedures,
management, …
3.
Scientific and technologic competence.
o
Competence nº 1 of the Scientific and
Technologic Curriculum in Catalonia “Identify
and characterize physical and chemical systems from a model perspective”
Key contents:
§
Kinetic
theory of gases.
§
Models of energy.
§
Models of physical interaction.
Forces and motion.
§
Model of mechanic and electromagnetic
waves. Model of light ray.
§
Model of electrical charges and interactions.
§
Model
of chemical change.
§
Model
of atomic and molecular, chemical bonding, intermolecular forces Model of
structure of substances.
§
Model of cell.
§
Model of living being.
§
Model of geological change. Model of
geological material. Model of plate tectonics.
o
Competence nº 5 of the Scientific and
Technologic Curriculum in Catalonia:
“Solving every-day life problems using scientific thinking”
Key contents:
§
Kinetic
theory of gases.
§
Models of energy.
§
Models of physical interaction.
Forces and motion.
§
Model of Universe.
§
Model of mechanic and electromagnetic
waves. Model of light ray.
§
Model of electrical charges and
interactions.
§
Model
of chemical change.
§
Model
of atomic and molecular, chemical bonding, intermolecular forces Model of
structure of substances.
§
Phases
in research. Design of an experimental procedure.
§
Theory and experimental facts.
Scientific controversies. Science vs pseudoscience.
§
Natural risks. Atmosphere,
hydrosphere and geosphere.
§
Environmental impact of human
activity. Natural resources: renewable and non-renewable.
The evaluation of this competences will be according
to the following standards:
|
|
Grade 1
|
Grade 2
|
Grade 3
|
|
Mathematical competence nº 7
|
Use concrete relations
between mathematical concepts to analyse situations
|
Use connections between
concepts and procedures to analyse situations
|
Use relations between
different parts of mathematics, use mathematical language and apply
transversal ideas to analyse situations and build reasoning
|
|
Digital competence nº 6
|
Organize and use a personal
learning environment that includes a digital portfolio using basic tools of
search, creation and communication
|
Organize and use in an
autonomous way a personal learning environment that includes a digital
portfolio using basic tools of search, creation and communication
|
Organize, use and configure,
with a personal criteria a digital portfolio using basic tools of search,
creation and communication using advanced searching tools, creation tools and
communication tools
|
|
Scientific competence nº 1
|
Connect and relate a natural
phenomenon with the corresponding basic explanation model. Identify the key
components and communicate them with basic language.
|
Identify the relations
between key variable in the model explaining the natural studied phenomenon
and communicate them with scientific terminology.
|
Predict the changes that
will take place when there are changes in the conditions affecting the
phenomenon. Communicate the solution using scientific language and
terminology.
|
|
Scientific competence nº 5
|
Identify the characteristics
of a situation that needs to be solved and propose a coherent solution
|
Justify the actions that are
required establishing the conditions and the consequences for the proposed
solution.
|
Proposed new and relevant
solutions, predict the outcome and relate them with known situations.
|
Step 5: Content
·
Which interdisciplinary subjects
could be connected to in this unit? Why and how?
Mathematics. The use of mathematical tools is key in a
large part of Physics and Chemistry. In this unit it is a necessary tool because
some small calculations using conversion factors and percentages need to be
made.
This unit will be based on the creation of some models
using some experimental evidences. The students in groups will compare the
volumes of different quantities of substances and discuss and get to the
concept of molar volume.
Then, the students will calculate and compare
different masses of some elements and understand the concept of Avogadro
number, related to the mol concept.
With this concepts on hand, they will be able to
calculate the number of atoms or mols in a quantity of any compound or
viceversa.
In the end, they will apply all these concepts and the
use of percentages to answering the driving question.
Steps 6: Soft Skills.
·
I will include these soft skills in
my unit plan:
o
Highly Organized
o
Motivated
o
Problem Solving
o
Research
o
Strategic planning
o
Desire to learn
These are my personal thoughts after planning my first CLIL unit
- What did you learn? How did you learn? I am learning to think very carefully about pros and cons if I want to apply the CLIL methodology and, consequently, trying to take advantage of the pros and minimizing the cons. Additionally, I have never used cooperative work methodology in my classes, while my institute is introducing them. I see that most approaches of CLIL include this methodology.
- Do you have any problem? Well, it is not easy to think about how to approach the exercises. I am not used to do it. I find difficult to think of alternative ways to work the concepts of chemistry, in comparison with the more tradditional approach.
- Would you like to investigate a bit more about any subject? Not right now, but I will probably have to do it if I decide to use it in my classes. I think I really need to work in how to evaluate competences.
- Which question do you propose to someone who read this post to help you with CLIL?
What do you think about the unit plan? Is it good? What would you change in order to improve it?
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