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UNIT 4 CLIL MATERIALS AND RESOURCES

INTRODUCTION

Teachers starting a CLIL programme often comment on the shortage of ready-made resources, such
as textbooks, and the workload it supposes to find and adapt existing learning materials. This
perception is changing as an increasing number of websites are devoted to the exchange of CLIL
material and because of the attempts made by some publishers to create textbooks with a CLIL
approach.

OUTCOMES

Reflecting on the criteria for creating, selecting or adapting CLIL materials.


Learning about the features which define quality materials for CLIL.
Searching for suitable CLIL materials on the internet.
Learning about how to use ICT within a CLIL project.
4.1 Materials for a CLIL Classroom

In Educational contexts, learning materials can be defined as information and knowledge that are represented in
a variety of media and formats, and that support achievement of intended learning outcomes. They are in
adherence with the objectives and requirements of a regional or national curriculum. (Peter Mehisto, 2010)

In the CCN (CLIL Consortium Network) website, Peter Mehisto presents a list of ten criteria for creating
CLIL-specific learning materials and also provides examples of how to apply each proposed criterion.

The ten criteria are:

1. Making the learning intentions (language, content, learning skills) & process visible.

2. Systematically fostering academic language proficiency

3. Fostering learning skills development and learner autonomy

4. Including self, peer and other types of formative assessment

5. Helping create a safe learning environment

6. Fostering cooperative learning

7. Seeking ways of incorporating authentic language and authentic language use

8. Fostering critical thinking

9. Fostering cognitive fluency through scaffolding of a) content, b) language, c) learning skills


development.

10. Helping to make learning meaningful.

In the same website, we can find an article by Oliver Mayer referred to the design and production of quality CLIL
learning materials. According to Oliver Mayer (2010) embracing the CLIL approach does not automatically lead
to successful teaching and learning. To truly realize the added value of CLIL, teachers need to embrace a new
paradigm of teaching and learning and they need tools and templates that help them plan their lessons and
create/adapt their materials.

The CLIL-Pyramid (Fig.3) suggests a systematic sequence for planning CLIL units and materials, starting with
topic selection and ending with a review of key content and language (the CLIL Workout). (Oliver Meyer, 2010)
1. Planning a CLIL unit starts with content selection. The specific needs of the content subject are at the heart of
every CLIL lesson and the starting point for material construction.

2. Providing multimodal input and distributing it evenly across the new CLIL unit produces highly differentiated
materials which accommodate different learning styles and activate various language skills. Multimodal input also
facilitates the development of new illiteracies.

3. The nature of the selected input (i.e. texts, charts, maps, video clips, etc.) determines how much and what
kind of input-scaffolding is needed. It also indicates which subject specific study skills need to be practiced with
the students so they can successfully cope with that input.

4. Tasks need to be designed to trigger both higher order thinking skills and lead to authentic
communication/interaction in different interactive formats (solo work, pair work, group work, etc.).

5. The nature of the desired output (poster, interview, presentation, map, etc.) determines how much and what
kind of output-scaffolding is necessary.

Both Perspectives, Mehisto's criteria and Meyer's sequencing, are complementary and provide us with a
framework for selecting, adapting and creating good CLIL materials.

Access to CLIL materials, resources and networks.

Teachers starting a CLIL programme often comment on the shortage of ready-made resources, such as
textbooks, and the workload it supposes to find and adapt existing learning materials. This perception is
changing as an increasing number of web pages are devoted to the exchange of CLIL material and because of
the attempts made by some publishers to create textbooks with a CLIL approach.

However, given the nature of the approach, it is difficult to find materials that fully meet our needs, so the CLIL
teacher has to evaluate and adapt most of the material found in the net or in textbooks. This, far from being a
disadvantage, supposes an opportunity to personalise the teaching-learning process.

Here are some examples of web pages with CLIL resources:

http://www.isabelperez.com/clil.htm

http://webguide.wordpress.com

Materials for a CLIL classroom.

A) material for input and input- scaffolding.

Real objects, instruments and manipulatives


Vocabulary presentation through multisensory media: video, songs, picture flashcards, word flashcards,
etc.
Kinaesthetic activities to demonstrate vocabulary, expressions or procedures.
Power Pointpresentations with demonstrations, pictures, diagrams, etc.
IDB (Interactive digital Board) presentations. Most IDB firms have ready made lessons and images for
mathematics, science, art, etc., in many different languages. The CLIL teacher task is to adapt them and
use those pages which help in the unit development. There are also some tutorials for the use of tools in
the IDB

Link to a page of Smart Exchange where there are lots of IDB lessons.

http://exchange.smarttech.com/

B) Materials to develop language and foster communication skills.

Personal dossier or notebook that includes key words from each lesson, in particular those words which have
different meaning (e.g. operations, odd) also the words for drawings and symbols. It may be positive to include
the term in L1.

Classroom displays with key expressions and language for each unit.

Labelled diagrams showing procedures (e.g. draw symmetries)

Speaking substitution tables for verbalizations and expositions.

Adapted Texts:

Label structural patterns found in expository text, e.g. data, problem, solution.
Highlight in the texts: symbols, key vocabulary and words that in may have a different meaning (false
friends)
Systematically work on "reading different types of texts".
Videos, songs that help understand vocabulary e.g.

C) Materials to develop and scaffolding cognition and problem solving

Manipulatives are objects that are commonly used in teaching mathematics and other subjects. They can be
anything "movable" when solving a problem or developing a task.

Manipulatives can reach all learning styles to include spatial, kinesthetic, interpersonal and intrapersonal
intelligences, opposed to only auditory and logical reasoning. Manipulatives give students a hands-on and
concrete understanding of concepts, making it easier for them to communicate and interact with their peers, their
teacher or their parents.

Apart from manipulative material we can also use:

Graphic organizers

Thinking games such as the ones in Thinker's key

On-line games for thinking skills, strategies, or challenging problem solving.

On the whole the equipment and resources used in Primary classrooms are not complex. Often everyday items
are more appropriate and cheaper than specialist equipment. Children learn best from first-hand experience,
when they explore things around them; therefore simple, familiar utensils are to be preferred over more complex
laboratory apparatus. However, there are some more specialist item that can enhance learning without being so
difficult to use that they act as a barrier to learning. (e.g. stop clocks, light metres, data loggers, mini-solar
panels, etc.)

The list in table 4.1 there is an example of some of the materials that can be used taken from the recommended
book "The teaching of Science in Primary Schools" by Harlen, W and Qualter, A (2009).

The key is to link resource needs to planning and so to the intended learning outcomes.

RESOURCES FOR PROJECTS

Everyday objects Consumables Specialist equipment Support resources

Boxes, plastic bottles, Flour, bicarbonate of Torches, hand lenses, Models such us a 3D
string, scissors, rulers, soda, soap powder, measuring cylinders, data eye, posters, CD
elastic bands, straws, mirror card, batteries, loggers, pulleys bathroom ROMs, DVDs, websites
pieces of fabric, aluminium foil, seeds for scales, magnets, bulbs, showing events, books
marbles, plant pots... planting... thermometers, stop and other paper
clocks and watches, resources...
springs...

D) Materials to develop cultural awareness

There are hundreds of resources on the internet to develop cultural awareness related to all the subjects.
However the real task for CLIL teachers is to select and adapt those materials.
Edchange. This one has lots of links related to different topics: http://www.edchange.org/multicultural/sites
/math.html

Some other links:

http://home.mindspring.com/~mjg2/eth3.html

+ SEE MATERIAL FOR ASSESSMENT at the unit "Assessment in CLIL"


4.2 Advantages and disadvantages of using
published materials

According to Haury, in its essence inquiry-oriented teaching engages students in investigations to satisfy
curiosities, with curiosities being satisfied when individuals have constructed mental frameworks that adequately
explain their experiences. One implication is that inquiry-oriented teaching begins or at least involves stimulating
curiosity or provoking wonder. There is no authentic investigation or meaningful learning if there is no inquiring
mind seeking an answer, solution, explanation, or decision.

According to Harlen, W and Qualter, A (2009), if we believe that we need to start from children's ideas and
interests, then no scheme can replace the teacher's insights into what will interest and excite the children, and
what approach is most likely to build on their ideas and help them to develop knowledge and understanding,
skills and attitudes. However, there are significant advantages as well as some disadvantages of using published
schemes and curriculum materials. (See table 4.2 for some examples)

Harlen, W and Qualter, A (2009) suggest that what we need is to be open-minded about the use of schemes and
curriculum materials so that teachers can make the most of their advantages whilst avoiding the disadvantages.
The key is to ensure that, developing a scheme of work, the needs and interests of the children are central to the
planning process at all levels.

Some advantages and disadvantages of using published materials

Advantages :) Disadvantages :(

Helps to ensure coverage. May limit the extent to which teachers use children's
initial ideas as a starting point.
Saves a lot of planning time.
May reduce the use made of the school's own
Helps to identify resources. environment and context.
Can offer useful support as a teacher May limit the opportunities to cross-curricular links.
develops in confidence and knowledge.
May limit the opportunities for interaction.
Curriculum materials can provide exciting
May limit opportunities to plan for the differing needs
resources for children and teachers to use.
of children (by implying that they all move on at the
same pace).

May become boring for the children (and for the


teacher).

Tabla 4.2: Advantages and disadvantages of using published materials.


4.3 The use of ICT in CLIL

According to Harlen, W and Qualter, A (2009):

Young people have grown up with new technologies and many readily make use of ICT as part of their normal
experiences but this does not mean that they always learn what a teachers might want them to learn- what is
needed is a clear purpose for their activities.

ICT is moving ahead at a great pace and developments mean that more and more possibilities are opening up to
support learning in the primary classroom; in particular the development of cheaper, lighter, child friendly
equipment, a wider variety of software and the increasing use of wireless technology, offer the possibility of
untying children from the computer desk and allowing them to take their ICT learning tools with them wherever
they are learning.

There is a vast array of material on the Internet for children to exploit to gather information and to explore ideas;
however, they need a clear purpose for what they are doing if they are to engage with the material and learn from
it.

ICT is a tool that can be harnessed and used by children to find information, explore and revise ideas, collect
data and record and collate it as well as to represent their learning in ways that are attractive and creative. It is a
marvellous tool when used well.

"There is a tendency to think that ICT is so "new" that its use will be accompanied by new pedagogies that will
somehow transform teaching and learning" (Sutherland et al. 2004 : 413). Teachers not only need to learn how to
use new technologies but also how to use them to support learning. ICT can help by breaking through the wall of
the classroom, widening children's horizons and bringing new opportunities for learning into their world.

ICT is likely to contribute most effectively to learning where the teacher employs sound pedagogic principles to
its incorporation. Rudd (2007:7) talks that here are three levels in the adoption of new technologies. These three
levels are mentioned in Burden (2002) from Gibson's work (1999).

1. Infusion- the spread of use into more and more classrooms, the new technology simply serves to reinforce
existing practice.

2. Integration- the technology becomes embedded in the curriculum, adding new ways in which it can be used.

3. Transformation- where technology is used to add value' to the whole learning process, where learners
become centrally involved in its use and where they actively construct knowledge through interaction.

As with every new tool in teacher's kit for teaching, IWBs (interactive white boards) are only as good as the
teaching and learning that they support. It seems that it has helped teachers to run whole class teaching as
normally do, but with a better, more enjoyable and engaging medium. However, it would seem that it is not
always the case that IWBs add value'.

It is likely that, for real transformation, there needs to be a reconsideration of when it is appropriate to use this
technology, and how and when it is not. We have pointed out the importance and value to learning of children
having the opportunity to exchange, discuss and question each other's ideas and to be challenged to present
their reasoning for others to consider. Research suggests that this is best done in groups with the teacher acting
as a monitor and guide rather than a leader. The temptation with IWBs is for teachers to take on the role of
leader and so reduce the opportunities for children to develop their thinking skills.

As information and communication technology develops we seem to be moving away from a focus on
information and towards an increasing emphasis on communication. It has been argued, by the original inventor
of the Internet, Tim Berners-Lee, that communication was the original purpose of the Internet and that it is only
now that we are beginning to capitalise on its potential, moving not just into communication but towards greater
collaboration. Opportunities for greater and more personalised communication come with blogs, Wikis, instant
messenger software, internet telephone systems, video conferencing and VLE (virtual learning environments)
4.4.CLIL projects and lessons from the Internet

Since the beginning of the 21st century there has been an explosion of materials to support primary teaching on
the internet. Most of the pages visited by teachers were those offering teaching resources such as worksheets
and lesson plans, but looking more deeply, some of these visits were for inspiration, information, pupil resources
and ideas rather than simply tailor-made plans. Lesson plans are usually very general and cannot be used "off
the shelf", because planning is what happens in your head and not what is written down. (Harlen and Qualter
2009: 166)

In the following table you can find a selection of websites which can be very useful when searching for materials
to teach in Primary education. Most of them are not specific for CLIL but can offer a wide range of helpful
materials and ideas for teaching and learning. Although the examples are for science education you can also find
other subjects in most of them.

Selected Science websites for Primary Education

Specifically for CLIL Not specifically for CLIL

http://webguide.wordpress.com/category/natural- http://teachers.net/lessonplans/subjects
sciences/ /science/

CLIL teachers web guide by Carmen Mellado with Science lesson plans from teachers.
lots of interactive resources for clil teachers.
http://www.bbc.co.uk/schools/websites
http://valsequilloclil.blogspot.com.es /4_11/site/science.shtml

CEIP Vasequillo website with lots of CLIL material BBC website with lots of interactive activities
in English in English. Very useful.

http://www.isabelperez.com/clil/clicl_m_6.htm http://www.uen.org/3-6interactives
/science.shtml
One of the most visited Spanish website for CLIL
Interactive activities for students at primary
http://clil.wordpress.com/ education.
One of the most complete blogs for CLIL teachers
http://www.nationalstemcentre.org.uk/elibrary
with lots of links and resources. Very useful the /collection/454/nuffield-primary-science-
section : "material-clil-primaria"
students-books-ages-5-7
http://www.teachingenglish.org.uk/clil
Pdf sample science books for children.
British Council website for CLIL teachers.

http://www.scoop.it/t/clil-resources

Resources and activities to use in your CLIL class.


Activity

WEB QUEST: CLIL MATERIALS

1. CHOOSE A TOPIC/THEME/ (CURRICULUM):

2. FIND A VIDEO ABOUT YOUR TOPIC AT:

http://www.vidipedia.org/

http://www.bbc.co.uk/nature/collections (secundaria)

http://www.bbc.co.uk/iplayer/tv/categories/factual
/science_and_nature (secundaria)

3. FIND A SONG at

http://havefunteaching.com/songs/science-songs/

Tip: it is better to find a Video clip and then to find the lyrics
writing the name of the song+lyrics in google.

4. FIND AN IWB LESSON-PPT at


http://exchange.smarttech.com

Tip: Select Canada as country as their material is closer to


CLIL.

5. FIND ON-LINE GAMES at

http://www.whyfiles.org/

http://www.bbc.co.uk/schools/index.shtml

http://classroom.jc-schools.net/sci-units/

http://www2.scholastic.com/browse/learn.jsp

Tip: Select subject first and then the age and then games. You
can also use the search box and write the topic+ game.

6. FIND A CLIL UNIT( LESSON PLAN, WORKSHEETS,ETC


at:

http://primary-secundary-clil-units.wikispaces.com/

http://clilandict.wikispaces.com/
http://www.isabelperez.com/clil/clicl_m_5.htm

http://www.teachingenglish.org.uk/clil

Tip: sometimes you are sent to a new page. Be patient!

7. FIND VISUAL MATERIAL at:

http://visual.merriam-webster.com/science.php

http://www.infovisual.info/

Tip: find images for key vocabulary, processes, etc.

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