domingo, 15 de diciembre de 2013

Content and Learning Integrated Learning - CLIL





What is CLIL?

Content and Language Integrated Learning is a dual-focused educational approach in which an additianal language is used for the learning and teaching of both content and language. 
CLIL is not a new form of language education. It is not a new form of subject education. It is an innovative fusion of both.
The term CLIL is enclusive in that it brinds together the essence of good practice found in the different environemts where its principles have been adopted.



Why is CLIL relevant to contemporary education?

The forces of global change, converging technologies and adaptability to the subsequent Knowledge Age present challenges for education. And within education as a whole, theu present challenges for the teaching and learning of additional languages.
Young people growing up with this technology are prone to developing a mindset to which educators need to respond.








An alternative approach for using language to learn


  • Language OF learning

Is an analysis of language needed for learners to access basic concepts and skills relating to the subject theme or topic. It reveals the need to acquire language specific to subject and thematic content. For the language teacher this means shifting linguistic progression from a dependency on grammatical levels of difficulty towards functional levels of difficulty demanded by the content. For the subject teacher it requires greater explicit awareness of the linguistic demands of the subject or content to take account of literacy and oracy in the vehicular language.




  • Language FOR learning: 

Focuses on the kind of language needed to operate in a foreign language environment. Learners need strategies to enable them to use the foreign language effectively. Planning is a prerequisite for effective scaffolding, in CLIL settings this means that the learner will need to be supported in developing skills such as pair groups, asking questions, debating...

          


  • Language THROUGH learning:

Is based on the principle that effective learning cannot take place without active involvement of language and thinking. When learners are encouraged to articulate their understandings, then a deeper level of learning takes place. The CLIL classroom demands a level of talk.














The 4Cs Framework

The 4 Cs Framework integrates four contextualized building blocks: content (subject), communication (language learning), cognition (thinking processes) and culture (citizenship). In so doing, it takes account of integrating content learning and language learning within specific contexts and acknowledges the symbiotic reñationship that exists between these elements.












* I have answered a number of questions related to the CLIL method. Now I ask you a question:

"Why is CLIL relevant to the teaching profession?"














I hope you enjoy it! =) 







domingo, 1 de diciembre de 2013

To Learn Literacy Through Stories





To Teach Literacy Through Stories



The last week we had the opportunity to put into practice what we are learning in class. More specifically to teach literacy through stories.
First of all we had to choose a classic tale in groups of seven and create a wonderful world related with the topic. 

We chose Hercules.




We wanted to create the atmosphere of the story for children, to get it we decorated the class with difefrentes objects like white and black clouds , rays , columns ...
The class was divide in two parts , the Olympus aside with white clouds and the Infraworld on the other side filled with rays.






Inside the classroom, we found the band members; Hercules and their muses, three of them from the Olympus dressed in white and other three muses from the Infra world wearing black costumes. 























When children went into the class, we received them dancing to the song of the Muses from Hercules, while we handed them a passsport's hero, and managed to pass the test seals to completion.


The kids had to do three tests:

  • The first test was in The Olympus, led by the white-clad muses in which the children with closed eyes they take a part of Hercules and were following a string through a maze to get to the board, where they had to stick the body of Hercules has take them, to complete a puzzle.




  • The second test took place in The Infraworld, conducted by the muses of black. The test was to pass through the Infraworld tunnel and take words from the end of the tunnel. When all the children had taken all the words, with the help of the Muses they formed a sentence related to morals and heroes.





  • The third and final test was to tell the story of Hercules with digital images on the drawing board and then all together had to draw Hercules on the whiteboard.






















As we can see, we can use a lot and really creative and original resources for teaching children. It does not necessarily have to continue teaching with old and boring methods. Teaching through stories is great for both students and teachers, so as a future teacher I will not hesitate to implement this strategy in teaching.

Children are eager to know, and if they are also taught through something that motivates them, we will be fulfilling our purpose.


In my opinion the kids really enjoyed the experience and we too.
Here you have some videos for you can enjoy to see us while we teach!














lunes, 18 de noviembre de 2013

~ VISUAL LEARNING ~





VISUAL LEARNING



What is a Visual Learning? 

The visual thinking is a learning style where the learner better understands and retains information when the ideas, words and concepts are associated with images. Research tells us that the majority of students in a regular classroom need to see information in order to learn it. We as a future teachers we have to take into account this useful learning for our future students.
Some common visual learning strategies include creating graphic organizers, diagramming, mind mapping, outlining... These strategies and more are being used in classrooms across the country. 




                                   



These strategies help our students of all ages to learn their objectives and achieve academic success. As students are required to evaluate and interpret information from a variety of sources, incorporate new knowledge with what they already have learned, and improve writing skills and think critically, visual learning tools help students meet those demands. Paired with the brain’s capacity for images, visual learning strategies help students better understand and retain information.




How does visual learning help students?


Visual learning helps students clarify their thoughts
Students see how the ideas are connected and they realize how information can be grouped and organized. With visual learning, new concepts are more thoroughly and easily understood when they are linked to prior knowledge.


Visual learning helps students organize and analyze information
The students can use diagrams and plots to display large amounts of information in ways that are easy to understand and help reveal relationships and patterns.


Visual learning helps students integrate new knowledge
According to research, the students remember better the information when it is represented and learned in both ways visually and verbally.


Visual learning helps students think critically
Linked verbal and visual information helps students to make connections, understand relationships and recall related details.


The visual learning research in both educational theory and cognitive psychology tells us that visual learning is among the very best methods for teaching students of all ages how to think and how to learn.












Visual Literacy

As future educators we have to explore new core competencies for 21st century learning. The importance of visual literacy is a reoccurring theme. How do we teach learners to interpret and create visual, digital, and audio media in a contemporary culture where media dominates, and how is visual literacy in education being redefined through technology? We have to begin looking for resources that would integrate visual literacy into their classroom.










TEACHING LITERACY THROUGH CINEMA







In this new post I would like to relate the teaching of literacy with the cinema. I would like to propose various and different activities relaed with films and the cinema to work in class with our students:


  • CHARACTER ACTING: A great way of encouraging children to think more about characters in stories.
    This activity is a wonderful drama game for children. They will really enjoy it!
    Each child choose a character from a book to act out (without speaking).
    The other children have to guess the character and explain their reasoning.
    

  • MEDIA AWARENESS: Analyse adverts, and try to make your own, with this enjoyable Literacy activity.
      Children were to think about an advert and what made them think about that.
      To watch a video full of adverts, then they have to discuss who they think the adverts are              made for.
      To design a table to categorise the adverts looking at when they would be shown.
      Children start planning their own adverts in small groups.
      To make the adverts. All adverts to be viewed by the children and a juding panel to decide          which advert is the best.


  • FILM MAKING: A wonderful way for children to work together in a wide variety of subjects.
    Children make group of five to make a film lasting about five minutes.


  • ANIMATION IDEAS: A number of ideas for using animation in the classroom.

  • SOUNDTRACKS: A range of activities which focus on the soundtracks of movies and games.













To end this post I write here some quotes from film celebrities that I would like to share with you:


"If students aren't taught the language of sound and images, shouldn't they be considered as illiterate as if they left college without being able to read or write?"

~ George Lucas, filmmaker


"If one wants to reach younger people at an earlier age to shape their minds in a critical way, you really need to know how ideas and emotions are expressed visually"
~ Martin Scorsese, director and filmmaker

















domingo, 3 de noviembre de 2013




READING STRATEGIES


Becoming our students into efficient readers:

Reading strategies for children can help our future students to be prepared for academic challenges they will face. 
Being a proficient reader in the early years of school is really important for their future.
Good readers use different strategies naturally, but not everybody is familiar with the ways that work best for them individually. So as future teachers  we must facilitate them different strategies to improve the acquisition and the comprehension of the content of any text.









To achieve this goal we have five very effective strategies:



  • VISUALIZE

        To get children imagine or draw what a character looks like.           They could verbally explain what a setting looks like. Many               students think visually while others have difficulty, so this                can be helpful for both types of learners. 








  • SUMMARIZE 


       This stage allows our young students to differentiate between the main thoughts                and the minor details. After finishing a chapter or section, we should make them              to retell what they just read and then write down a brief summarization. 





  • PREDICT

        
        This third reading strategy consist to make them to               predict what they think will happen next.                           This helps encourage active reading and helps                     them stay engaged with the text. This can also                     help signal a misunderstanding of the text that                     needs revisiting. 





  • ASK QUESTIONS


          Have children come up with questions about the text, steer them away from the               questions about minor details and have them focus on questions about the meaning           or morals. This helps nurture active learning.






  • FIND CONNECTIONS

      For the last reading strategy we could ask them to               relate a character in the text to themselves or                     someone else they know. 

     Have them connect different similarities and direct              opposites. This will help them understand the text                fom a new perspective and encourages deeper thought.









It is important to adapt how you read to suit the material and your purpose for reading.
It is important to promote reading our students because that will be the basis for dealing with the problems of life when they grow up.

If we follow these strategies in class they will succeed!








* Do you like to read?

* Do you think that your teachers encouraged the pleasure of reading in school?

* What strategy do you think is the most important?

* Would you add some other strategy?









domingo, 20 de octubre de 2013

     GRIMM           PERRAULT



Date: 15th October 2013

During the practical class this week we have known different versions of fairy tales that have accompanied us throughout our childhood: Cinderella, Snow White, The Little Mermaid...

Two of the most renowned fairy tales´s authors with a totally different views on these stories, are the Grimm brothers and Charles Perrault. They can show us the same story with a lot of different detail inside the fairy tale. 

First of all, let's learn a little about these two authors:


CHARLES PERRAULT (1628 - 1703)


A French writer of children's classic stories. He began writing literary works for adults as well as odes and speeches for the king.
When he was 55 he wrote children's stories, the works for which we remember him today.
Their stories are moral tales collected from oral tradition in which the show us a lot of fantastic characters

The writer recorded the customs of an era in which most of people were dissatisfied with their situation, and to give hope to people in a historical period, usually he included happy endings in his writings.




JACOB & WILHELM GRIMM (1785 - 1863 / 1786 - 1859)

Two German brothers famous for his fairy tales for children.
Raised in a middle class family became university professors in Kassel.

We know them today for their popular stories of extreme hardship.
In its early writers were never considered authors for children but patriotic folklorists.

Many of his stories were censored or forced to change certain parts to contain scenes of sex, blood and violence







Now I would like to compare two versions of the story of Little Red Riding Hood. A version of Charles Perrault and the other version of the Brothers Grimm.

I propose a challenge...
Will you be able to guess which is which?




"Once upon a time there was a sweet little girl. Everyone who saw her liked her, but most of all her grandmother, who did not know what to give the child next. Once she gave her a little cap made of red velvet. Because it suited her so well, and she wanted to wear it all the time, she came to be known as Little Red Cap.
One day her mother said to her, "Come Little Red Cap. Here is a piece of cake and a bottle of wine. Take them to your grandmother. She is sick and weak, and they will do her well. Mind your manners and give her my greetings. Behave yourself on the way, and do not leave the path, or you might fall down and break the glass, and then there will be nothing for your grandmother. And when you enter her parlor, don't forget to say 'Good morning,' and don't peer into all the corners first."
"I'll do everything just right," said Little Red Cap, shaking her mother's hand.
The grandmother lived out in the woods, a half hour from the village. When Little Red Cap entered the woods a wolf came up to her. She did not know what a wicked animal he was, and was not afraid of him.
"Good day to you, Little Red Cap."
"Thank you, wolf."
"Where are you going so early, Little Red Cap?"
"To grandmother's."
"And what are you carrying under your apron?"
"Grandmother is sick and weak, and I am taking her some cake and wine. We baked yesterday, and they should be good for her and give her strength."
"Little Red Cap, just where does your grandmother live?"
"Her house is good quarter hour from here in the woods, under the three large oak trees. There's a hedge of hazel bushes there. You must know the place," said Little Red Cap.
The wolf thought to himself, "Now that sweet young thing is a tasty bite for me. She will taste even better than the old woman. You must be sly, and you can catch them both."
He walked along a little while with Little Red Cap, then he said, "Little Red Cap, just look at the beautiful flowers that are all around us. Why don't you go and take a look? And I don't believe you can hear how beautifully the birds are singing. You are walking along as though you were on your way to school. It is very beautiful in the woods."
Little Red Cap opened her eyes and when she saw the sunbeams dancing to and fro through the trees and how the ground was covered with beautiful flowers, she thought, "If a take a fresh bouquet to grandmother, she will be very pleased. Anyway, it is still early, and I'll be home on time." And she ran off the path into the woods looking for flowers. Each time she picked one she thought that she could see an even more beautiful one a little way off, and she ran after it, going further and further into the woods. But the wolf ran straight to the grandmother's house and knocked on the door.
"Who's there?"
"Little Red Cap. I'm bringing you some cake and wine. Open the door."
"Just press the latch," called out the grandmother. "I'm too weak to get up."
The wolf pressed the latch, and the door opened. He stepped inside, went straight to the grandmother's bed, and ate her up. Then he put on her clothes, put her cap on his head, got into her bed, and pulled the curtains shut.
Little Red Cap had run after the flowers. After she had gathered so many that she could not carry any more, she remembered her grandmother, and then continued on her way to her house. She found, to her surprise, that the door was open. She walked into the parlor, and everything looked so strange that she thought, "Oh, my God, why am I so afraid? I usually like it at grandmother's."
She called out, "Good morning!" but received no answer.
Then she went to the bed and pulled back the curtains. Grandmother was lying there with her cap pulled down over her face and looking very strange.
"Oh, grandmother, what big ears you have!"
"All the better to hear you with."
"Oh, grandmother, what big eyes you have!"
"All the better to see you with."
"Oh, grandmother, what big hands you have!"
"All the better to grab you with!"
"Oh, grandmother, what a horribly big mouth you have!"
"All the better to eat you with!"
The wolf had scarcely finished speaking when he jumped from the bed with a single leap and ate up poor Little Red Cap. As soon as the wolf had satisfied his desires, he climbed back into bed, fell asleep, and began to snore very loudly.
A huntsman was just passing by. He thought, "The old woman is snoring so loudly. You had better see if something is wrong with her."
He stepped into the parlor, and when he approached the bed, he saw the wolf lying there. "So here I find you, you old sinner," he said. "I have been hunting for you a long time."
He was about to aim his rifle when it occurred to him that the wolf might have eaten the grandmother, and that she still might be rescued. So instead of shooting, he took a pair of scissors and began to cut open the wolf's belly. After a few cuts he saw the red cap shining through., and after a few more cuts the girl jumped out, crying, "Oh, I was so frightened! It was so dark inside the wolf's body!"
And then the grandmother came out as well, alive but hardly able to breathe. Then Little Red Cap fetched some large stones. She filled the wolf's body with them, and when he woke up and tried to run away, the stones were so heavy that he immediately fell down dead.
The three of them were happy. The huntsman skinned the wolf and went home with the pelt. The grandmother ate the cake and drank the wine that Little Red Cap had brought. And Little Red Cap thought, "As long as I live, I will never leave the path and run off into the woods by myself if mother tells me not to."



* _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ * _ *



"Once upon a time there lived in a certain village a little country girl, the prettiest creature who was ever seen. Her mother was excessively fond of her; and her grandmother doted on her still more. This good woman had a little red riding hood made for her. It suited the girl so extremely well that everybody called her Little Red Riding Hood.
One day her mother, having made some cakes, said to her, "Go, my dear, and see how your grandmother is doing, for I hear she has been very ill. Take her a cake, and this little pot of butter."

Little Red Riding Hood set out immediately to go to her grandmother, who lived in another village.

As she was going through the wood, she met with a wolf, who had a very great mind to eat her up, but he dared not, because of some woodcutters working nearby in the forest. He asked her where she was going. The poor child, who did not know that it was dangerous to stay and talk to a wolf, said to him, "I am going to see my grandmother and carry her a cake and a little pot of butter from my mother."

"Does she live far off?" said the wolf

"Oh I say," answered Little Red Riding Hood; "it is beyond that mill you see there, at the first house in the village."

"Well," said the wolf, "and I'll go and see her too. I'll go this way and go you that, and we shall see who will be there first."

The wolf ran as fast as he could, taking the shortest path, and the little girl took a roundabout way, entertaining herself by gathering nuts, running after butterflies, and gathering bouquets of little flowers. It was not long before the wolf arrived at the old woman's house. He knocked at the door: tap, tap.

"Who's there?"

"Your grandchild, Little Red Riding Hood," replied the wolf, counterfeiting her voice; "who has brought you a cake and a little pot of butter sent you by mother."

The good grandmother, who was in bed, because she was somewhat ill, cried out, "Pull the bobbin, and the latch will go up."

The wolf pulled the bobbin, and the door opened, and then he immediately fell upon the good woman and ate her up in a moment, for it been more than three days since he had eaten. He then shut the door and got into the grandmother's bed, expecting Little Red Riding Hood, who came some time afterwards and knocked at the door: tap, tap.

"Who's there?"

Little Red Riding Hood, hearing the big voice of the wolf, was at first afraid; but believing her grandmother had a cold and was hoarse, answered, "It is your grandchild Little Red Riding Hood, who has brought you a cake and a little pot of butter mother sends you."

The wolf cried out to her, softening his voice as much as he could, "Pull the bobbin, and the latch will go up."

Little Red Riding Hood pulled the bobbin, and the door opened.

The wolf, seeing her come in, said to her, hiding himself under the bedclothes, "Put the cake and the little pot of butter upon the stool, and come get into bed with me."

Little Red Riding Hood took off her clothes and got into bed. She was greatly amazed to see how her grandmother looked in her nightclothes, and said to her, "Grandmother, what big arms you have!"

"All the better to hug you with, my dear."

"Grandmother, what big legs you have!"

"All the better to run with, my child."

"Grandmother, what big ears you have!"

"All the better to hear with, my child."

"Grandmother, what big eyes you have!"

"All the better to see with, my child."

"Grandmother, what big teeth you have got!"

"All the better to eat you up with."

And, saying these words, this wicked wolf fell upon Little Red Riding Hood, and ate her all up."

Moral: Children, especially attractive, well bred young ladies, should never talk to strangers, for if they should do so, they may well provide dinner for a wolf. I say "wolf," but there are various kinds of wolves. There are also those who are charming, quiet, polite, unassuming, complacent, and sweet, who pursue young women at home and in the streets. And unfortunately, it is these gentle wolves who are the most dangerous ones of all.




Have you been able to recognize them?
What are the main differences?
Do you know more versions of the story?


Finally, I would like to say that we should look also in the world of cinema and its different versions of folk tales.
Here I leave some links and images of series and movies of Red Riding Hood.






Red Riding Hood Film:








Once Upon a Time Serie:










Hoodwinked! Film





Hope you enjoy the post!! =D