1. SEMINARI INTERCANVI PILE
CATALUNYA CENTRAL 2012 -
2013
Neus Lorenzo
SESSIÓ 4

2. Objectius
• 1. Utilització significativa dels recursos digitals:
Explorar eines 2.0 i compartir-les.
• 2. Revisió dels principis metodològics AICLE.
Aplicar eines de reflexió i anàlisi.
Compartir i analitzar l’activitat millorada. Lorenzo
Neus
• 4. Tasca.

3. Quina utilitat han de tenir
els recursos digitals?...
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http://3.bp.blogspot.com/_3M-N-pevHKY/TH-tFW0g3GI/AAAAAAAADzw/hCK1GXfplQo/s1600/Computer.jpg

4. There are no passengers on
spaceship earth. We are all crew
Marshall McLuhan
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Ref. imatges: http://edu.dades.cat/mente5.png
ttp://cot.ag/tao05m http://science.howstuffworks.com/thinking-cap.htm

5. Recursos digitals:
Usos significatius
• L’eina no és una finalitat
en sí mateixa.
• No sobrecarreguem els
alumnes amb massa
apps.
• Demanem-los elNeus Lorenzo
pla de
treball abans de
començar a utilitzar l’eina
2.0.

6. Recursos digitals
Presentació Ricard Garcia Les eines digitals (Apps) ajuden el docent en la
http://tinyurl.com/ajacx26 seva tasca i l’alumnat en el seu procès.
.Relacionen la vida de l’alumne i la vida a l’aula.
Són eines motivadores. Els productes finals són
molt atractius.
Els entorns virtuals: Espai per a recollir i difondre tot Neus Lorenzo
el treball realitzat. Accessible des de qualsevol lloc.
Espai on compartir, col·laborar, establir i organitzar
tasques,
Rol del docent: Dinamitzador i guia. Presentació Susan Dreger
Cal tenir clar on volem arribar i els passos a http://tinyurl.com/aldt4fv
seguir

7. Neus Lorenzo
http://www.edu365.cat/crea/

8. Compartim l’activitat AICLE
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9. LET’S REMEMBER...
Content selection
WHY
Appropriate:
Procedures
WHAT WHEN
According to the level
Syllabus content
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Subject methodology Takes longer
HOW HOW LONG

10. Communication
• Language is a conduit for communication
and for learning.
• learning to use language and using
language to learn
• Language of learning (linked to the
content)
• Language for learning (linked to tasks-Lorenzo
Neus
scaffolding)
• Language through learning (emerging
during the learning process)

11. Communication
Language functions (discussing,
Key vocabulary and
giving reasons, reporting,...)
specific language and
Language needed for task
grammar structures.
completion and classroom
management
for
Language Learnin
of
through g
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Language that
comes up in the
process.
Difficult to predict before carrying out
the activities.

12. Cognition
• Effectiveness and challenge
• Critical thinking.
• Inquiry based learning.
- Which tasks will I develop to encourage higher
order thinking- what are the language
(communication) as well as the content
implications? Neus Lorenzo
- Which thinking skills will we concentrate on
which are appropriate for the content?
- Thinking skills: Bloom’s taxonomy

13. Bloom’s taxonomy
High Order
Thinking - HOT
Using information in an innovative way.
Generating new ideas or products.
Making judgements based on a set
of guidelines.
Breaking the concept into parts and
understand how each part is related to
one another.
Use the knowledge gained in
another situation.
Explaining ideas or concepts
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Recalling information
Low Order
Thinking - LOT
Ref http://www.learningandteaching.info/learning/bloomtax.htm

14. BLOOM’S TAXONOMY
High cognitive demand - reasoning required
Creating
Generating new ideas, products, or ways of viewing things: Designing, constructing,
planning, producing, inventing, composing.
Evaluating
Justifying a decision or course of action: Checking, hypothesising, critiquing, experimenting,
judging, giving arguments for and against, rating, selecting, predicting.
Analyzing
Breaking information into parts to explore understandings and relationships:
Comparing, organising, deconstructing, interrogating, finding, listing component parts of, examining
Applying
Using information in another familiar situation: Implementing, carrying out, using, executing,
constructing, transfering.
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Understanding
Explaining ideas or concepts: Interpreting, summarising, paraphrasing, classifying, explaining,
describing, illustrating
Remembering
Recalling information: Recognising, listing, describing, retrieving, naming, reproducing, reciting
Low cognitive demand - little reasoning required

15. Culture
• Explicit reference via the other 3Cs to
cultural opportunities which would not
have existed in a mother tongue setting.
• Intercultural attitudes
• knowledge and respect of self and others.
Citizenship. Neus Lorenzo
• Critical cultural awareness.

16. CLIL Activity checklist
Activity 1 Activity 2
Sharing Is it considered?
teaching aims
Content What’s being taught? Content - Language (rate it)
Content Is the content appropriate to the level?
Communication What kind of scaffolding is used to support language?
Communication Are students involved in using language?
What skills are they practicing (listening, reading,
speaking, interacting, writing)?
Cognition Label the activities according to Bloom’s Taxonomy
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Cognition Do activities foster critical thinking? Inquiry based
learning? Are they meaningful?
Diversity Is it considered?
Interaction Do students work individually, in pairs, small groups?

17. Tasca
• Utilitzar una de les aplicacions que hem
vist per fer una activitat amb els alumnes
i penjar-la al web o bloc del projecte.
• Anar actualitzant el web del projecte
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amb noves entrades.

18. SEMINARI INTERCANVI PILE
CATALUNYA CENTRAL 2012 -
2013
Neus Lorenzo
SESSIÓ 4