CLIL OBSERVATION TOOL PROJECT

CLIL OBSERVATION TOOL PROJECT. Challenge 3 Vidal Baixauli, Joan.

Introduction. Observation Project focused mainly on language scaffolding and encouragement of students talk . This tool has been devised to identify the different teaching techniques , supports, materials and organization to foste r L2 speaking practice whilst integrating the content from the specific subject . To broaden perspectives through analysis of these CLIL teaching scenarios , considering the compendium of Mehisto et al (2007) observation checklist , besides integrating and linking the course materials and the read literature with my own experience as a CLIL teacher ..

METHODS AND RESULTS. Designed out of The Planning and Observation Checklist ( Mehisto et al, 2008) and Martín del Pozo (2005) analysis tools . Adapted to the specific area of language teaching and to the personal outline drawn prior to carefully observe the videos. Empty observation tool , designed by using Canva , concise , concrete, visually attractive , practical and easily adaptable to observe the linguistic supports and students interactions in any CLIL session ( regarding subjects and level ). Two CLIL sessions observed : Biology lesson ( Plants , middle primary ages ; the main features of plants session ) and the Geography lesson ( Migration , in secondary ; different kinds of migrations and the push-factors )..

METHODS AND RESULTS. Empty form model. OBSERVATION Subject: Level: CHECKLIST FOR A CLIL SESSION Lesson topic observed: Teacher(s): Supports for language scaffolding and encouragement of student talk VISUALS Graph / diagram / chart o language Flashcard or i mages o Realia TEACHER TALK o Uses repetitions; sums up O Reformulates Asks questions; elicits O Provides sentence starters, chunks INTERACTION, GROUPING INDICATORS / COMMENTS INDICATORS / COMMENTS INDICATORS / COMMENTS o STUDENTS Whole class Group work pair work Individual work.

OBSERVATION FORM 1. GEOGRAPHY LESSON. CLIL. Challenge 3. Observation Vida,' OBSERVATION CHECKLIST FOR A CLIL SESSION tat Subject: ecograpny Level: Secondary Lcsson topic obscrvcd: Teacher(s): 2, non native Supports for language scaffolding and encouragement of student talk VISUALS Graph / diagram / chart O Body language O Flashcard or images O Realia TEACHER TALK VIJses repetitions; sums up Reformulates v Asks questions; elicits q Provides sentence starters, chunks INTERACTION, GROUPING STUDENTS Whole class Group work Pair work Individual work INDICATORS / COMMENTS • Teachers display, on the a circular diagram—concept map to introduce the three kinds Of migration and the different types derived accordingly). INDICATORS / COMMENTS 'o star" up in palm displapd on • Set to whilst INDICATORS / COMMENTS mostly in Classifying 'able: [migration push-factors activity) Students work in groups Of 4 With the nearest couple. • ers the whole class to key • fill the self-assessment individ•nlly_.

OBSERVATION FORM 2. BIOLOGY lESSON. CLIL. Challenge 3. tool. OBSERVATION CHECKLIST FOR A CLIL SESSION Subject; Biology Lesson topic observed: Plants Level: Middle primary, 5 Teacher(s): probably native Supports for language scaffolding and encouragement of student talk VISUALS Graph / diagram / chart Body language Flashcard or images Realia TEACHER TALK l_lses repetitions; sums up Reformulates Asks questions; elicits Mprovides sentence starters, chunks INTERACTION, GROUPING STUDENTS Whole class Group work work O Individual work INDICATORS / COMMENTS uses o Verm diagram to elicit tho learning about plants to gather up the classroom (ways that animals and plants are different and the same • uses a sunflower to int the concept of and its main and constantly depicts them with gestures, INDICATORS / COMMENTS • linking to with tho to toa all Swrmary at of gong diagram, to on plants animals INDICATORS / COMMENTS • works with Students work pairs optionally in groups Of 4 (with the t prtneß) to communicate complete diagmm about plants.

CONCLUSION. In both teaching scenarios teachers introduce the lesson by anchoring into students ’ previous learning . Eliciting and concept- checking at the beginning , by asking questions to see if students are able to provide us the vocabulary , is essential to set them up to successfully move on . These two sessions give a good example to review this teaching technique . Diagrams have been a common and useful resource to organize , support and gather up the key concepts out of the classroom discourse generated . Students work together , in pairs and in small groups , in both sessions , to promote the communication . These peer interactions observed were monitored by the teachers , who provided sentence starters or chunks to contribute to the L2 use during the cooperative learning times. Summaries , frequent repetitions and diversified , short activities are other common aspects observed and proved to be effective . Biology and Geography lessons , two good examples to take into account , to get inspired or to enhance the own praxis as CLIL teachers ..