Constructivist uses of technology for CLIL

Constructivist uses of

technology for CLIL

Isabel Pérez Torreshttp://isabelperez.com/

Basic principles of learning

1. Engaging prior understandings

2. Integrating factual knowledge with

conceptual frameworks

3. Taking active control over the learning

process

How people learn Bransford, Brown, and Cocking (2000) & Donovan and Bransford (2005)

apud Cummins & others

1. Engaging prior understandings– Information or skills previously acquired– The experiences that have shaped the learner’s

identity and cognitive functioning

Basic principles of learning

Personnal Involvement

Cognitive Engagement

(challenge)

2. Integrating factual knowledge with conceptual frameworks

– provide them with opportunities to learn with understanding

– deeper levels of understanding are required to transfer knowledge from one context to another

Basic principles of learning

Support and Scaffolding

3. Taking active control over the learning process

– Support them in taking control of, and self-regulating, their own learning

– Teach them metacognitive strategies

Basic principles of learning

Support and Scaffolding

Cognitive Engagement

(challenge)

Personnal Involvement

Be Successful (help them feel happy)

Some theories and approaches that are connected to those Learning Principles

• Constructivism

• Identity texts and literacy engagement (Cummins)

• Task based approach

• Interdisciplinary learning

Changes in Education and in Language Teaching…..

• From knowledge reproduction To constructivist learning

• From Teaching CONTENT and LANGUAGE To Content and Language Integrated Learning

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Some theories and approaches that are connected to those Learning Principles

• Constructivism

• Identity texts and literacy engagement

• Task based approach

• Interdisciplinary learning (CLIL)

How can teachers use IT in a Constructivist way for CLIL?

Apply the learning principles to a CLIL context

and make a constructivist use of IT tools and

resources.

• Use IT and Web applications and Tools– Google docs, Google maps, etc.

– Glogster

– Audacity

– Videos

• Collaborative Spaces / Social Software– Bookmarks – Blogs– Wikis– Microblogs (twitter)

Web 2.0 Applications

Task based approach on the WebKEY 1

WebQuests

A WebQuest is an inquiry-oriented activity in which some or all of

the information that learners interact with comes from

resources on the Internet. (Dodge, 1995:1)

……………..is built around an engaging and doable task that elicits

higher order thinking of some kind. It's about doing something

with information. The thinking can be creative or critical, and

involve problem solving, judgement, analysis, or synthesis. The

task has to be more than simply answering questions ………(Starr,

2000)

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Webtasks• Carry out a task based activity, using web

resources.• Focused on content rather than on language

1. Select language and content resources that enhance the Learning principles (meaninful, engaging, supportive, etc.)

2. Give language support and plan scaffolding

• Specific language• Academic language

• Classroom language

Vocabulary and language

structures (in context)

Discourse types (e.g. narration,

descriptión, etc.)

Don’t forget to … KEY 2

Vocabulary• Type of activities:

Word clouds, flashcards, identifying images, matching concepts and definitions, synonyms and antonyms, etc.

• Use graphic support whenever possible

3. Integrate the 5 skills: reading, writing, listening, speaking and interacting

Balance

Don’t forget to …

Some activities to integrate linguistic skills

• Reading skills: organisers (maps, timelines, diagrams, etc.) missing words, rewrite, etc.

• Listening skills: give opportunities to practise listening in pairs and groups. Use clues and images, complete maps, gaps, timelines, etc.

• Writing skills: more or less guided, Use of images, rebuilt texts,

– In pairs, in goups– Different formats: posters, presentations, etc.

• Oral and interacting skills: use scaffolding

Facilite models of the linguistic functions and structures. Record podcasts, oral presentations, etc.

Some activities to integrate linguistic skills

• Reception Tasks: recopilate or contrast information about a topic. Analyse or understand a topic, etc.

• Production Tasks: to design an object or product. Design a guide or another document based on some information. Assess a situation; formulate a hypothesis or a solution; do a presentation, an interview, a report, etc.

• Some more ideas: http://www.thirteen.org/edonline/concept2class/constructivism/implementation_sub2.html

Some examples of tasks

How to….

– Use a template– Evaluation criteria, objectives– Find big concept, brainstorm possible tasks and

connection with students’ interests– Think in terms of language skills practice (IT Tools)

– Plan and support the learning process– Assess the results together and make changes– Simplicity should be the ultimate principle

Conclusions• Plan and encourage creative and constructivist

activities• Use Web 2.0 for collaborative tasks (e.g. Webtasks,

webQuests)• Use IT to make students practise oral skills (e.g.

Podcasts)• When possible plan crosscurricular units /tasks • Teach key competences• Use the Web to host and share materials and to

contact other teachers and students (e.g. eTwinning)

• http://isabelperez.com/podcasts.htm - blogs• edu.glogster.com• http://www.twiducate.com/• http://www.techsmith.com/jing.html• http://www.wordle.net/• http://ginertravelagency.wikispaces.com/• mimiwheat.edu.glogster.com/beethoven/• http://learninginhand.com/OurCity• http://sites.google.com/site/lolaceituno2/unequalpopulationdistribution• http://isabelperez.com/webquest/taller/l2/english/model2.htm• http://irvingroute.wikispaces.com/• http://www.juntadeandalucia.es/educacion/webportal/web/aicle/contenidos/• http://isabelperez.com/webquest/taller/l2/english/model5.htm• http://pluri.wikispaces.com/Plantilla+Unidad• http://www.ted.com/talks/lang/en/shawn_achor_the_happy_secret_to_better_work.html• http://www.ted.com/talks/lang/en/sir_ken_robinson_bring_on_the_revolution.html