a framework for developing clil programming at the tertiary level & for writing up case studies
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A Framework for Developing CLIL Programming at the Tertiary Level & for Writing Up Case StudiesTRANSCRIPT
Table of contents
Introduction p. 5
Literature Review p. 6
Potential Subheadings p. 7
Mechanisms, Forces and Pedagogy p. 8
Bibliography p. 14
5
Introduction
6
Literature Review
7
Potential Subheadings
8
Mechanisms, Forces and Pedagogy
GROUP SUPPORT DECISION-MAKING SYSTEMS AND INSTRUMENTS
work or strategic plans that articulate intended outputs and outcomes
9
COMMUNICATION PLAN
is public (more likely to achieve goals when they are public)
is results focussed
COMMITTED AND SKILLED LEADERS AND INSTRUCTORS WHO CO-OPERATE
trained in CLIL programme management and/or pedagogy appropriate for CLIL
REPORTING INSTRUMENTS
are results and/or effects-based
refer to measurable outputs and outcomes from plans
support taking an iterative approach during course/programme development
VISIBLE SHORT-TERM WINS
are drawn out during CLIL programme development
key stakeholders discuss and recognise achievements
PROFESSIONAL DEVELOPMENT FOR KEY STAKEHOLDERS
includes CLIL course/programme management training
includes training for content instructors in pedagogy appropriate for CLIL
RESULTS OR EFFECTS-BASED PLANS
include measurable outputs and outcomes
are used to assess progress throughout
A KNOWLEDGE MANAGEMENT SYSTEM
identifies what knowledge is to be captured
articulates how knowledge will be captured
articulates how knowledge will be stored, shared and acted upon
CURRICULA
draw out both intended learning outcomes for content and language
tie assessment to intended learning outcomes
MANAGEMENT STRUCTURES
includes a working group or a steering committee
meetings for honing course/programme as one moves forward
EQUIPMENT, SOFTWARE, APPLICATIONS, TOOLS AND CONNECTIVITY
instructors are supported by IT specialists
connectivity is reliable
equipment, software, applications and tools are fully operational
LEARNING MATERIALS
integrate both content and language
foster best practices reflected in section on CLIL-related pedagogy
OPPORTUNITIES FOR JOINT STAKEHOLDER LEARNING AND DISCUSSION
key stakeholders are identified and take part in programme development
10
key stakeholders are engaged about learning how to implement CLIL
LEARNING ENVIRONMENTS
are rich fostering student engagement and critical thinking
STAKEHOLDER INCLUSION
stakeholders are identified and engaged in development
SENSE OF MISSION & HARD WORK
willingness for course/programme developers to put in extra time
willingness to do more than the minimum
LEARNING FOR ALL
all stakeholders seek to learn more about quality CLIL
HIGH EXPECTATIONS FOR ALL STAKEHOLDERS
instructors and managers/leaders all set and work toward high expectations for themselves and each other
STUDENT LEARNING AND VOICE
student input is sought throughout CLIL courses/programmes and not simply at the end (e.g. mid-term evaluation, not just final evaluation)
A BELIEF IN CLIL
key stakeholders need to believe CLIL is possible and act accordingly
STATUS
the perceived status of CLIL courses is managed knowledgeably
CLARITY
intended outcomes are clear, as are plans, assessment criteria, etc.
CONTINUITY
continuity exists across documents, practices and communication
AUTONOMY
students and other stakeholders are supported in taking charge of their own learning.
11
ASSESSMENT SUPPORTS LEARNING
Instructors e.g.:
tie assessment to planned outcomes
use assessment results to improve on an ongoing basis plans and practices
Students e.g.:
use assessment results to plan learning and improve practices
participate in assessing their own and peers’ work
RICH & DETAILED SCAFFOLDING MAINTAINS STUDENTS
IN THEIR ZONE OF PROXIMAL DEVELOPMENT
Instructors e.g.:
provide scaffolding that helps students to reach beyond what they could do on their own
provide scaffolding for content and language
Students e.g.:
are fully engaged in intellectually challenging, goals/outcomes-oriented activities
learn to specify the support they need
learn to self-scaffold
INSTRUCTORS, ADMINISTRATORS & STUDENTS ARE PART OF A
PROFESSIONAL LEARNING COMMUNITY
Instructors, administrators, and students:
see themselves as learners and act accordingly
investigate their own practices
articulate ‘rules of the game’ such as principles guiding co-operation
collaborate constructively
create a common vision of rich CLIL learning environments
Students e.g.:
are given a voice in what they want to learn and how they wish to do this
investigate the teaching and learning process
HIGH EXPECTATIONS FOR ALL
Instructors and administrators e.g.:
foster a ‘can-do’ growth mindset in students
make visible learning expectations
provide rich scaffolding, and learning environments
do not label students
do not label each other
have high expectations for each other and support each other’s learning
12
Students e.g.:
develop learning skills to deal with challenging content and learning through the CLIL language
are in the habit of developing meta-affective, meta-linguistic, meta-social and meta-cognitive awareness and skills
set personal goals and measure progress in achieving these
INTENDED LEARNING OUTCOMES ARE EXPLICIT & MADE VISIBLE
Instructors e.g.:
display and discus with students intended learner outcomes for content and language
measure and discuss progress in achieving intended outcomes
Students e.g.:
plan based on discussed intended learning outcomes
self-assess progress in achieving goals/outcomes and decide what to change in their work and study processes
CONTENT INSTRUCTORS SUPPORT LANGUAGE LEARNING
Instructors e.g.:
content instructors make the component parts of the language of their subject visible
content instructors support and assess ongoing language learning
LEARNING ENVIRONMENTS ARE JOINTLY CONSTRUCTED &
PSYCHOLOGICALLY SAFE
Instructors e.g.:
engage students in decision making
do not use ridicule or sarcasm
have a strong sense of affiliation with students
Students e.g.:
help set rules, and learning outcomes
have as strong sense of affiliation with classmates
assess the learning process and have a say in shaping it
LANGUAGE INSTRUCTORS SUPPORT CONTENT LEARNING
language instructors use content-based instruction
MAKING LEARNING MEANINGFUL
Instructors e.g.:
create opportunities for contact and communication with speaks of CLIL language
build on student interests and prior knowledge
make connections with students’ main academic interests, their lives and communities
LEARNER AUTONOMY & RESPONSIBILITY ARE PROMOTED
Instructors e.g.:
negotiate activities, plans, goals and co-operation with students
13
promote student self-awareness and self-discovery (meta-affective, meta-social, meta-cognitive and meta-linguistic skills)
promote group work, social and self-management skills
promote self and peer assessment
Students e.g.:
build a rich repertoire of learning skills
develop the habit of goal-setting and planning
lead and co-operate
CREATIVE & CRITICAL THINKING PERMEATE
ACTIVITIES & DRIVE LEARNING
Instructors e.g.:
model creativity, criticality, rigour in thought, healthy scepticism, respect, and care in inquiry
provide students with rich opportunities for well structured exploratory talk where lines of reasoning are developed
provide rich opportunities for students to appraise, argue/debate/defend a point, assess, classify, compare, conclude, contrast, create, design, examine, evaluate, experiment, hypothesise, inquire, research, provide evidence, etc.
provide rich scaffolds for critical thinking about content and language
Students e.g.:
are involved in active inquiry and research demonstrating rigour, thoroughness, scepticism and care
demonstrate humility with respect to their opinions combined with the courage and skill to defend them
constructively weigh diverse opinions
identify problems, develop lines of reasoning, solve problems, and apply newly learned knowledge and skills in creating something meaningful
use information technology critically and appropriatel
14
Bibliography