LEARNING SITUATIONS
LEARNING SITUATIONS
Situations and activities that involve the deployment by students of actions associated with key skills and competencies.
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In the old regulations, the different learning situations were already established.
These are all the situations created in the classroom that motivate and bring learning closer to said students. These will be developed taking into account one of the basic principles of CLIL: the unit must integrate the 4 Cs: Content, Communication, Cognition, Culture (Coyle, 1999). Therefore, tasks, area projects, interdisciplinary projects or the development of problem-based learning (PBL) will be established.
Following this same approach, we will use to plan these learning experiences the MULTIPLE INTELLIGENCES, the construction of learning through BLOOM'S TAXONOMY, David Merrill's learning models (PROBLEM, ACTIVATION, DEMONSTRATION, APPLICATION, INTEGRATION and METACOGNITION), ... the cooperative learning, the use of routines and thinking skills, and the use of the flipped classroom.
The graduation of this knowledge, its programming and its sequencing must not necessarily follow a certain chronological order, but must be adapted to the didactic and training intentions that the students mark in each cycle. In this sense, learning situations must be an open space that encourages students' curiosity and analytical observation to build their personal position in the face of reality, a position that must be considered potentially transformative of the existing social reality.
CAMBRIDGE STRENGTHS
CAMBRIDGE STRENGTHS
Pupils learn about and cement their understanding of new concepts through projects.
Pupils engage with Science in a hands-on way by conducting experiments. This practises critical thinking skills and collaborative learning.
Pupils learn about new concepts through discovery. In Cambridge Science, learner autonomy is encouraged through the inclusion of interesting facts and thought-provoking questions.
Collaborative learning is also encouraged through the projects, which pupils carry out in pairs, in groups and as a class.
Cambridge Science provides pupils with practice of the Cambridge English Qualifications for young learners.
IMPROVEMENT PROPORSALS
IMPROVEMENT PROPORSALS
The Explore project is a great idea, but it could be restructured into concrete actions where the basic knowledge can be put into practice. The approach of the law is rather that "the project" forces students to consult the basic knowledge, instead of "the basic knowledge is stadied previusly to make a project".
The establishment of different types of tasks (micro-macro) or projects with their specific examples and that help to specify learning situations.
TASKS & PROJECTS
In CLIL, the use of help texts "scaffoldings" is essential because students are unable to produce in English without help. These texts must present an affordable level to avoid frustration. The significant input must be understandable and presented at a level slightly higher than that of the students, which implies a challenge in their linguistic abilities: scaffolding (1+).
SCAFFOLDINGS
In primary levels, the possibility of having a resource bank and worksheets so that students can make their own creations and crafts.
WORKSHEETS
Introduce the gamification in the classroom or the use of digital games and board games.
GAMES
Learning situations must contemplate the use of digital devices and resources in a safe, responsible and efficient way, to search for information, create digital content, communicate and work individually, in a team or in a network.
DIGITAL
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