This lesson is designed around a short film from Avalon directed by Barry Levinson and an infographic titled The Advantages of Learning Languages by Kaplan . The lesson encourages students to overcome the difficulties of ...
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Many CLIL projects or units would fit into a constructivist perspective if they were seriously "meaning oriented". One of the most common errors of some publications that present themselves under the "CLIL" umbrella is that they don't offer real problems or questions to be solved by the students. In those cases, information is just correlated around a certain "topic".
Arriving to integration through a good leading question is one of the first important steps to make when planning a CLIL didactic unit or project.
Jerome Bruner said: "The art of asking provoking questions is at least as important as that of providing clear answers [...], and the art of setting those questions to good use and keeping them alive is as important as the first two."
Here are some tips to come up with a good question:
-Avoid simple “yes-no” questions -The question will need reasoning and some research to be answered -It will relate to curricular guidelines and to students´ lives -It will motivate students to read, write, think and speak
Can the world feed 10 billion people?
Do revolutions always work? Do all animals have hearts? Why do animals travel? Why did humans lose their fur?
Constructivism provides a strong rationale for content-based curricula such as CLIL, since it is holistically oriented and meaning seeking based. Then, LET'S START OUR CLIL PROJECTS WITH A GOOD QUESTION!!!!
So much have been written about Bloom’s taxonomy; one click in a search engine will flood your page with hundreds of articles all of which revolve around this taxonomy. Only few are those who have tried to customize it to fit in the 21st century educational paradigm.
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