Se ha denunciado esta presentación.
Utilizamos tu perfil de LinkedIn y tus datos de actividad para personalizar los anuncios y mostrarte publicidad más relevante. Puedes cambiar tus preferencias de publicidad en cualquier momento.

Innovative Leadership. From Immersion to digital CLIL. School Plurilingualism for Social Cohesion

Innovative Leadership. From immersion to digital CLIL. Presentation by Neus Lorenzo for Brusselles School Leaders Session in Castelldefels (29 Nov. 2016) on School Plurilingualism for Social Cohesion

  • Inicia sesión para ver los comentarios

Innovative Leadership. From Immersion to digital CLIL. School Plurilingualism for Social Cohesion

  1. 1. Surfing or Diving Deep into Plurilingualism? from Immersion to digital CLIL Dr. Maria Neus Lorenzo i Galés Inspector of Education Innovative Leadership
  2. 2. •Who? •Where? •What? •Why? •How? •Future Challenges? @NewsNeus
  3. 3. 32.000 Km2 , 7.339.676 inhabitants (2015) 15.96% of the Spanish population 946 municipal locations 10 Education Districts (Education Services) 10.100.000 Catalan Speakers Catalonia, a political autonomy in Spain
  4. 4. Who are WE? …Sharing the past? …Sharing the present? …Sharing the future?
  5. 5. Language diversity is globally threatened 5 Chinese Spanish English Hindi Arabic Catalan (2010) There are about 5500 languages in the world, but about 8-10 % disappear every year!
  6. 6. My school, IES La Guinaueta (Barcelona), 10 years ago
  7. 7. Results: Spanish and Catalan language 2015, Catalonia Statistical Correlation: 99% reliability (every spot is a school) Spanish Catalan
  9. 9. Experts in theoretical approaches and methodologies Kilpatrick Projects Nunan Tasks J. Piaget Cognitive Constructionism Kohlberg Moral Dilemmas Kieran Egan Orality Vygotsky Zone of Proximal Development Wilkins Scaffolding Ferrer i Guardia Ausubel Paolo Freire Meaningful Learning Montessori J. Dewey Asher (TPR)… Active Learning Jerome Bruner Decroly Freinet Discovery Learning
  10. 10. Ref: Neus Lorenzo, 2008 6-C Diamond of CLIL competencies Group 6.sis, ICE-UB, Barcelona, 2008 Content (knowledge creation, learning) (To Know) Communication (interacting, doing, projecting) (To Know How) Community (being in society, being cultural) (To Know how to be with others) Cognition (being oneself, thinking) (To Know How to be) Complexity (plurality, global diversity, multilingualism) (Connectivism) Criteria for action, engagement,creativity decision making (judgement,evaluation,proactivity) CLIL Competencies Basic Competencies Jacques Delors Bloom’s Pyramid Global Competencies George Lakoff Connecting CLIL
  11. 11. European Languages Challenge: Equity & Social Cohesion Multilingualism? Ref: FriendMosaic: Plurilingualism in a global culture?
  12. 12. •Who •Where •What? •Why? •How? •Future Challenges? @NewsNeus
  13. 13. Where are we? How are we doing? EU 2020: Success Benchmaks (reducing drop outs, below15%, increasing tertiary education)
  14. 14. 14 Tertiary education 2000-2010, age group 55-64; 25-24
  15. 15. Plurilingual Education: Progressive Aims! We want communicative skills for everybody... ...In several languages!
  16. 16. Plurilingualism: Evolution of Average Results 2015, Catalonia Four years evolution in Catalonia: 2012 – 2013 – 2014 - 2015 MathsCatalan Language Spanish Language English Language *
  17. 17. Regional unemployment in Europe (2015)
  18. 18. Future challenges: Decline of the Middle Classes
  19. 19. Occupation for Adults with Advanced resuts in Collaboration for Solving Problems PIAAC) 2012 Occupation for Adults with Low results in Collaboration for Solving problems Occupation for Adults with Medium-Low results in Collaboration for Solving problems PIAAC 2012
  20. 20. Know-how & Resources Sensitivity & Sharing Where do we want to go? Social models
  21. 21. A magic trick... 1. Choose one of these cards. Don’t tell! Just look at it... Think of it for 5 seconds
  22. 22. 2. Now I’m going to eliminate your card... Did I get it right? A magic trick... What...? How...? ...Why?
  23. 23. Learning how to learn, to share... ...and to live together!
  24. 24. Human teams: relationships are the key.
  25. 25. Coordination (time) vs. collaboration (work) Ref: Creating Effective Teaching and Learning Environments First results from TALIS, 2009 ODCE
  26. 26. External Supervising Leadership?
  27. 27. Internal Engagement Leadership ?
  28. 28. Leadership points of view: What’s better?
  29. 29. Who are we? Where are we?... Where do we want to be in ten years?
  30. 30. …What are we going to do, to get there? Social Internationalization Personal Focus Professional Training
  31. 31. •Who •Where •What? •Why? •How? •Future Challenges? @NewsNeus
  32. 32. The Glocal effort: Action Research on CLIL and TIL Mallorca 2012 What do we do? Learning with International CLIL Networks and Developing Local Planning
  33. 33. UEE HGVET Vocational training MG VET Vocational training Secondary Education Primary Education Pre-school Education and Kindergarten Education System Structure University Age Non-Compulsory Education Compulsory Education MGVET- Medium Grade Vocational Education and Training SGP- Social Guarantee Programme HGVET- Higher Grade Vocational Education and Training UEE- University Entrance Examination Baccalauréat SGP- Social Adaptation : Curricular languages What do we do in the Catalan Educational System? 95,5 % Catalan, Spanish + (English, French) Catalan, Spanish + (English, French, German, Italian)+ L/G
  34. 34. A group of communities...? ...Or a coherent society? From CLIL to TIL for Plurilingualism
  35. 35. Diversity for enhancing Plurilingualism Plurilingual school Project Language of schooling Initial immersion Curricular foreign languages & CLIL Transversal Integration of Languages (TIL skills) Transference of skills to/from family languages (PEL, Non-curricular) CATALÀ-ARANÈS SPANISH ENGLISH - FRENCH ITALIAN - GERMAN LANGUAGE THROUGH SUBJECTS EXTRA-CURRICULAR & FAMILY LANGUAGES Human Resources Training Digital Resources Flexibilitity & Organization International Network Competency Currículum DECISION MAKING
  36. 36. From Fragmented Actions to a Meaningful Common Project
  37. 37. Educational Leadership for School Empowerment 38 Adapted from Cheryl Geisler, 1994 QUALITY STANDARDS Aims,Objectives SCHOOL IDENTITY ORGANIZATIONAL STRENGHTS Responsibility, Planning, Engagement, Self-Regulation, Self-Assessment… School policy and Decision making
  38. 38. We need to change our point of view to make the message meaningful for everyone… ... To have an engaging tool to explore the future together
  39. 39. Students Teachers Group-Class Extended Environmental School Spaces School Identity: Social Prints What is your “school print?” Adaptat de Mallen Baker
  40. 40. 41 Building a Common Future: Plurilingualism is our Path Ref:
  41. 41. The 7 Principles of Innovation (OECD, 2010) The Nature of Learning: Using Research to Inspire Practice 1. Learners at the centre 2. The social nature of learning 3. Emotions are integral to learning 4. Recognising individual differences 5. Stretching all students 6. Assessment for learning 7. Building horizontal connections
  42. 42. Documents: Sources and tools • Management/oecd/education/leadership-for-21st-century- learning_9789264205406-en#page1 • •
  43. 43. Centre for Educational Research and Innovation David Istance, (CERI) OECD CERI: Since 1968 it informs on evolution of education policies and development -Ended 2008: Schooling for Tomorrow -Ended 2013: Innovative Learning Environments (ILE) Leadership for innovative Taching and Learning
  44. 44. We have to change educational spaces... Virtual spaces Rethinking classrooms Innovative Teaching
  45. 45. Strategic Plans for School Project (ISO, PEC, PGA…) Aims: What we want to achieve Indicators: How we know we are doing well Annual Planning: What we do to to succeed
  46. 46. Imagen: Pros and Cons of a Strategic Plan?
  47. 47. Reality is never what we planned…
  48. 48. Our selection of meaningful activities • Authentic • Can Do • Relevant • Clear • Original • CreativeIs this our best strategy? Does it show mastery? Are we proud of this samples? content/uploads/2013/08/students_elearning-635x422.jpg
  49. 49. New needs, new learning, new tools CEFR (MECR) WHAT Common European Framework of Reference for Languages ELP (PEL) HOW European language Portfolio (European Council education project) (ePEL) EVIDENCE Digital Language Portfolio (on line) Institutional Language Project
  50. 50. Plurilingual ePortfolio
  51. 51. (Pag.6
  52. 52. Ref: Imagtge a “Social information processing is an activity through which collective human actions organize knowledge.” Daniel Durrant
  53. 53. Focus: What’s Next? •Mini-learning courses •Direct sensory learning •AR Contextual learning •Socially engaged learning Arm: s=1 https://encrypted- 95D56AkUrh0tJg
  54. 54. •Who •Where •What? •Why? •How? •Future Challenges? @NewsNeus
  55. 55. Transmedia, communication in the real world Foto: neus Lorenzo 2016, amb autorització dels registrats
  56. 56. Pope Benedict XVI Pope Francis
  57. 57. Let’s bridge the generation gap!
  58. 58. MLE Modern Learning Environments: MLE
  59. 59. The invisible present teacher…
  60. 60. John Dewey: School Lab The Textile Room at the Dewey school (c. 1896).
  61. 61. Rosa Sensat: “New School” 1914: L’escola del Bosc de Montjuich, Barcelona
  62. 62. CLIL, STEM, STEAM, Erasmus+
  63. 63. What innovation are we thinking of?
  64. 64. Changing paradigms Reproduction Discovery
  65. 65. What’s wrong with the traditional models…?
  66. 66. What can we learn with new models?
  67. 67. Now we have to accept Inquiring Models and Uncertainty Learning!
  68. 68. Social Learning Scenarios: CLIL and PBL Escola primavera Ref: INS Miquel Biada Ref:
  69. 69. International Participatory Projects ACTIVE CITIZENSHIP Blended Personalized Adaptive CLIL Learning PRINCIPES CLIL Learning Management Strategies METHODS CLIL Technology for Innovative Learning CLIL for Assisted Instruction TOOLS Connectivity Complexity AI & IoE
  70. 70. The Components of Collaborative Problem-Solving (OECD 2015) Collaborative Problem-Solving Social Skills Cognitive Skills Participation Perspective Taking Social Regulation Task Regulation Knowledge Building The Assessment and Teaching of 21st-Century Skills (ATC21S) Ref:
  71. 71. Transforming expectations How can we enlighten our team?
  72. 72. Sustainability, equity and social justice 2030 UNESCO Challenges
  73. 73. OECD 2018: Learning to Learn, Learning to Live EU 2020 & UNESCO 2030 Identify Integrate and interpret Reflect and Evaluate Retrieve information Employ and Explain Act with Creativity and Critical Thinking Propose, Collaborate, IMPROVE Teaching Learning
  74. 74. Global Competencies, OECD 2018 (Pag 2. To Know To Know how... be be with others Jacques Delors, 1998
  75. 75. Global Comptence •Global competence is the capacity: to analyse global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.
  76. 76. Building knowledge Building community More than just a student! Learning Spelling Grammar Vocanulary Learning to learn Reading Interacting Listening Learning to create innovating Creating Inspiring Learning to share Caring Leading Data Information Knowledge Wisdom
  77. 77. •Who •Where •What? •Why? •How? •Future Challenges? @NewsNeus
  78. 78. p18mnbpnvt3toc5j79l1kd8m1d-420x325.jpg How can we create spaces for future learning?
  79. 79. 80 Information Meta-Cgnition branches trunk tree leaves shadow Data
  80. 80. What do we teach, learn and assess? Key Basic Skills: Assessment for learning! LGE 1970 LOGSE 1990 LOE 2006 LEC 2009
  81. 81. 82 Literal Comprehension (Explicit) Implicit Comprehension (Inference) Reflection & Referential Comprehension Ref:
  82. 82. UDL: Universal design for learning Anne Meyer and David Rose, first laid out the principles of UDL in the 1990s Ref: Universal design for learning (UDL) Disseny Universal per a l’Aprenentatge (DUA) &
  83. 83. Motivating, not forcing!
  84. 84. •Who •Where •What? •Why? •How? •Future Challenges? @NewsNeus
  85. 85. We don’t know a lot about the future… ttp://
  86. 86. Task demand in the Labour Market Cognition Communication US 2010
  87. 87. Labour Market needs for 2020
  88. 88. Intensifying Human-Machine Interaction and AI
  89. 89. Pope Benedict XVI Pope Francis
  90. 90. What do we need to learn?
  91. 91. We will use new facilitating tools… MIT Media Lab, 2014: Wearable Text-Reading Device Full text: Reader-rings
  92. 92. Learning by memory… What for? Flexible, Stick-On Circuit Board Turns Your Body Into a Gadget ...www.ecouterre.com728 × 546Cerca per imatge University of Illinois at Urbana-Champaign, Northwestern University, Dalian University of Technology, Internet of Things
  93. 93. Coclear Implant… next translator? 3D printed ears
  94. 94. AR: Extrasensorial Holistic Reading
  95. 95. Transmedia and Transliteracy for Everyday Life
  96. 96. Are you a Pokemon Hunter?
  97. 97. How did you learn the rules, the strategies and techniques?
  98. 98. From AR to AI: Artficial Intelligence
  99. 99. Digital CLIL, a tool for learning about authentic problems
  100. 100. To remind the new generations of the strengh and power they can achieve
  101. 101. The future is for those who dare to explore it Thank you to the teachers that make it happen!