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Here are some PPTs from past professional development workshops in Taitung. They give a brief introduction about possible problems encountered when starting CLIL programs and their possible solutions. As you know, CLIL curricula are usually unique to the school setting. No single system can be applied universally. Sometimes teachers have great freedom to decide how to implement a program. Sometimes teachers have very high demands to meet both content and language objectives equally for each grade level.
Trying to plan a CLIL curriculum can drive you crazy with so many different ideas and approaches.
Trying to plan a CLIL curriculum can drive you crazy with so many different ideas and approaches.
Take a step back and look at it from the sheltered instruction observation protocol (SIOP) framework. SIOP is an approach to help American school teachers teach immigrant/ ELL students. The experiences of immigrants entering a new school system in an unfamiliar language is similar to the CLIL/ semi-immersion environment.
Take a step back and look at it from the sheltered instruction observation protocol (SIOP) framework. SIOP is an approach to help American school teachers teach immigrant/ ELL students. The experiences of immigrants entering a new school system in an unfamiliar language is similar to the CLIL/ semi-immersion environment.
Lesson planning through SIOP can simplify CLIL lesson planning, if teachers have the freedom to do so.
Lesson planning through SIOP can simplify CLIL lesson planning, if teachers have the freedom to do so.
Sustainable Development Goals (SDG): An example of CLIL
Sustainable Development Goals (SDG): An example of CLIL
A school had to create a CLIL curriculum for 4th graders based on the UNESCO SDGs, and they chose SDG 14 "Life Below Water". They wanted the course for one semester. Assuming 2 periods per week, 2 weeks (4 periods) to finish 1 lesson, they outlined a 9-Lesson syllabus that should take 18 weeks to complete. There are 3 units color-coded white, yellow, and green with 3 lessons per unit. RAZ did not have many related e-books, so Epic readers were used instead. A set of e-books and related Youtube videos was posted as links on Padlet to create a brainstormed outline of a course. The structure is a sprawling, messy mind map, but once you navigate around, you will see the conceptual structure. This syllabus is for you to use in part or in whole.
I think that SDG-based CLIL syllabi are easier to plan and implement than many of the school-based curricula (校本課程) that school principals and directors insist on creating. I recommend that you look into SDG curricula and propose it to your school as an alternative to school-based curricula.
To access all of the materials--you may need to register a free teacher's account at getepic.com, and also Padlet.com. This Padlet is open to all viewers to read and add comments. It is a work in progress.
1) There are more e-books/ text material than you need (or are able to teach). Read through all materials and pick and choose which pages/ lessons you will use. Read the sticky note comments for advice. Add some of your comments, too!
2) There are Quizlet and Kahoots to review and consolidate vocabulary/conceptual knowledge. These are for reference. You will probably have to make a few more of your own. Feel free to add your game links in sticky note comments.
Here are some project-based learning (PBL) ideas that let your students connect with peers around the world. Incorporate sister school projects into your CLIL and let your students start to communicate in English.
A handy pdf that helps you think of the action verbs to change learning objectives into language objectives.
Co-teaching (native English speaking teacher + local English teacher) and CLIL have similar characteristics and problems. But certain arrangements appear optimal at first glance.
Co-teaching (native English speaking teacher + local English teacher) and CLIL have similar characteristics and problems. But certain arrangements appear optimal at first glance.
If you are co-teaching for a CLIL course, or even a regular English course, you will need to keep track of the various types of assessments for each student. At our school we use a wide range of summative and formative assessments which are uploaded and averaged (50% summative,50% formative) on the Taitung County grade tracking system. The local English teacher (LET) is the one who logs into the system and uploads, but he/she still needs to receive evaluations from the co-teacher to inform the final values to be uploaded. This Excel template can quickly calculate scores from a co-teacher. The LET can then quickly copy and paste the co-teacher's scores into the final score sheet that gets uploaded.
Summative assessments are the four English tests (listening, reading, writing, speaking) that occur 3 times per semester. Formative assessments are workbook/notebook scores, attitude scores, and Reading A to Z scores that also occur 3 times per semester. You can click the link to download a copy.
Links to elementary science lessons below.
Links to elementary science lessons below.
Science Buddies Lesson Plans Free science lesson plans designed to engage students through hands-on experiments and activities. Chemistry, life sciences, physics, engineering and more, for elementary, middle and high school teachers.
Science Buddies Lesson Plans Free science lesson plans designed to engage students through hands-on experiments and activities. Chemistry, life sciences, physics, engineering and more, for elementary, middle and high school teachers.
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