CLIL is not a matter of learning first one of either content or language and only then the other, but of learning both content and language simultaneously (Coyle, Hood &Marsh, 2010). This is, of course, the deceptively simple but critical difference enshrined in the original definition of CLIL (Marsh, 2012), as well as many subsequent reformulations.In this sense, CLIL is closely related (Banegas, 2012b; Tarnopolsky, 2013) to concepts such as ‘content-based instruction/learning’ or ‘CBI/CBL’ (the most familiar term in North American contexts), ‘immersion’ education (a term often associated with Canadian contexts), and ‘language across the curriculum’.
As Brown (2006: 91) notes, there are a “multitude of reasons” why children may have difficulty acquiring a second language, including complex personal, social, cultural and political factors. In response to these, the CLIL approach may offer greater and more flexible opportunities to improve language learning. Marsh (2000) argues that CLIL offers YLs more realistic and natural opportunities to learn and use an additional language in such a way that they soon forget about learning the language as such and focus only on learning the content. That said, language is a key ingredient to success in a world increasingly“interconnected by the exchange of information and knowledge” (Mehisto, Marsh & Frigols-Martín, 2008: 10). This re-emphasizes the primary importance that language education arguably should (but does not always) have in contemporary educational practice. CLIL not only provides learners with proficiency in the ‘vehicular language’ (VL) but also with the associated content knowledge and skills needed/required for a globalized world.
This chapter considers the potential benefits and challenges of implementing CLIL for YLs in light of the existing research. It highlights the relative lack of attention that has so far been directed towards CLIL in pre-secondary levels, but suggests particular avenues that might be suitable for CLIL implementation with YLs at different stages. . . .
Rather dense and scholarly, but with some good ideas for CLIL for YLs. "Immersion" is worth re-investigating.
Digital mentors instead take an active role in guiding their kids onto the Internet. They not only make up a third of parents overall, but a little more than a third of parents in each age range—suggesting that this is an approach to digital-age parenting that can actually sustain a family long-term, from the time baby first lays her hands on a touchscreen all the way until she heads off for college.
Digital mentors' kids learn the skills needed to control their own behavior online and use technology in productive ways. The info graphic here indicates behaviors that can be avoided with good training in digital activities.
The article reminds us that all was not an idyllic world before technology. Parents probably spent no more time with their kids than they do now. Spending time with kids with technology can be very productive.
Learned readers, of course, will note online education has been around for over 30 years and distance education longer.
Although the discussion has arisen anew once again, the tone of the conversation is worryingly similar to the years of dialogue that have come before. It seems we educators cannot get beyond our biases, even burying them deep beneath a wall of “research.” However, research methodologies focused on comparative modality studies keep reporting similar outcomes and often ask the wrong research question, or develop questions and hypotheses without fully understanding modern learning processes and technology.
One reason educators search for alternative education modalities is to provide access venues to overcome student challenges. For many students, online is the only modality by which they are able to attend college or continue with a college education.
I like the idea that we often forget: distance learning has been around a very long -- it's just getting a technological boost now. How do we justify online learning in an age of technology?
The semester begins. Servers everywhere fire up. And students across the globe introduce themselves in discussion forums. In Canvas, in D2L, in Blackboard, in Moodle. Teachers from every field, students...
Having announced the death of the forum discussion, I was hoping Sean Michael Morris would give us the solution, or at least the site of the funeral...
A suggestion to use Twitter just doesn't seem practicable. Twitter to me is still a charring and random set of half-baked thoughts. While the chaos is pleasing to those trying to justifying theoretical constructivism, how about something for the rest of us who have deadlines, curricular restrictions, and (shudder) grades?
I find some forum discussion is really meaningful and helpful to others in the forum -- and they say so.
By letting students determine how they learn, via task design, rubric development, and student-led parent conferences, we see high engagement, in-depth inquiry, and quality work.
This is a great article with several excellent examples of how students can be engaged in formulating and evaluating their own project-based learning -- with the appropriate support and rationales to help understand why time spent on, for example, students developing their own rubric for a project may be well worth while.
America’s obsession with STEM is dangerous, Fareed Zakaria warns us, and our hunch is that most readers of Hybrid Pedagogy would tend to agree. We, Colin and Josh, certainly do. But the conversation that typically follows that headline rarely seems productive: a turf war for institutional priority and students’ time drawn on traditional disciplinary lines. Even when STEM advocates throw a bone to the value of creativity by adding “A” for Arts (making “STEAM”), the pendulum still swings, and the conversation never seems to advance.
"At the same time, “making” has turned into a “movement” and makerspaces are popping up in communities all around the US. A makerspace is a hub for invention: high-tech tools (laser cutters, 3D printers) and low-tech tools (cardboard, duct tape, sewing needles) sit side-by-side for anyone to access and use. Imagine some combination of a woodshop, a tailoring shop, a robotics lab, a kitchen, a media production suite, an art studio — then mash them together in a culture that celebrates creation of all kinds.
Colin Angevine and Josh Weisgrau have a nice article on STEM/STEAM and how makerspaces may help change education. But the authors warn that if making simply rides the coat-tails of STEM, it will go out the door once that fad is over.
"In our school community, we have situated learning through making by emphasizing an inclusive, values-based approach. Instead of continuing to inflate the acronym with evermore disciplines — beyond STEM and STEAM lies SHTEAM (yes, we’ve seen schools add “H” for Humanities) and many others — we frame our work with three values of student learning and empowerment: agency, authenticity, and audience. We identified these values from our work with students and the theoretical frame provided by Seymour Papert’s constructionism. By situating our makerspace around values of agency, authenticity, and audience, we are spreading a broad, inclusive message that invites the school community to focus on an approach to learning before considering the logistics of tools, space, or discipline."
They continue: "It was only after observing these three values come to life in powerful learning experiences in the makerspace that we began deliberately to articulate them in our practice. And once we articulated them, new connections emerged. For example, agency, authenticity, and audience map very neatly to Deci & Ryan’s self-determination theory of motivation with three pillars of autonomy, competence, and relatedness. There are several ways we have attempted to infuse these values into both the formal and informal work of our makerspace.
"When working with students on any project, we have three simple questions we ask them about their work: “What are you making?” “Why are you making this?” and “Who is it for?” These three questions help guide students and help keep our practice moored to our three core values. "
The reference to Deci & Ryan is dear to my heart, as I have just cited them in an article on gaming and ramification for the TESOL Journal (in press, to appear next year).
I have just discovered Osmo, an app for iPad that fits very well into this idea of making. Students can do tangram puzzles, word puzzles, Newton -- which works on principles of exploratory physics, and Masterpiece -- which helps students draw from life or images. The kind of exploration Osmo facilitates can go way beyond the school definition of "tools, spaces, and disciplines" which Angevine and Weisgrau seek.
"The best evidence for student engagement is what students are saying and doing as a consequence of what the teacher does, or has done, or has planned." - Charlotte Danielson This past week I condu...
This blog article describes a math lesson that deeply engages students -- without the use of technology or games. The big question is how to engage students in small group work that is truly productive -- and how the teacher can successfully monitor that kind of work.
TED-Ed Community member, Liam Clive (@LiamClive) hosted a #TEDEdChat focusing on reimagining school and inspired by Ricardo Semlers's TED Talk. It’s a vision that rewards the wisdom of workers, promotes work-life balance — and leads to some deep insight on what work, and life, is really all about. Bonus question: What if schools were like this too?
These ideas in education have been around a long time, e.g., A. S. Neill and Summerhill, but maybe they will eventually find their time. As Semlers points out, these ideas work, but nobody in the public school industry wants them.
"...according to a 2010 study from the U.S. Department of Education, blended learning classes produce statistically better results than their face-to-face, non-hybrid equivalents. This may be partly due to the fact that this rapidly growing model not only increases the flexibility and individualization of student learning experiences, but also allows teachers to expand the time they spend as facilitators of learning. Schools make the switch to blended learning for a variety of reasons. In addition to considering the age of the students, the reasons for choosing a blended model generally dictate which of the six models they choose to implement...."
This is a nice categorization and may help a school or district decide which model works best for them.
New science resources for teachers and students, especially young learners, is forming the cornerstone of a new partnership between PBS LearningMedia and the Smithsonian Science Education Center. At the center of the partnership: an animated series called Good Thinking!, available online, that features science educator Isabella Reyes as she explores “the science of teaching science.”
The series draws from peer-reviewed research in science, cognition, and pedagogy and distills valuable findings from journal articles to promote effective classroom practices. The series is available now on the SSEC’s YouTube channel.
One of the problems I run into when trying to find documents, videos, or folders that I have saved in my Google Drive folder is trying to find them again quickly without having to dig through the myriad of my created folders. I also want the ability to quickly share with my students folders that have documents or videos without having to send them a link to each one. With these concerns in mind, I felt that combining one of the best visual web resources (Symbaloo) with one of the best storage resources (Google Drive) was the best way to go.
R. Byrne's article shows how G-Drive and Symbaloo can be used together, with an instructional video. It also offers tips on using the two tools for student research projects. Organization of the tiles in the Symbaloo webmix, and the folders in G-Drive is promoted -- a good lesson for anyone whose desktop and files/folders are cluttery. Symbaloo might also serve as a mind-map for a research project, collecting related sites together, and/or tagged by color. I use Symbaloo as my Firefox desktop -- all the sites I want to find fast are there, not just the ones I have used most recently, which is what Firefox offers when a blank tab/window is opened. Symbaloo also means that when you switch from device to device the same set of tiles is viewable. Run out of room? You can organize tabs with different sets of tiles.
Saving something on the web, just as Kevin Vaughan learned from what happened to his work, means not just preserving websites but maintaining the environments in which they first appeared—the same environments that often fail, even when they’re being actively maintained. Rose, looking ahead hundreds of generations from now, suspects “next to nothing” will survive in a useful way. “If we have continuity in our technological civilization, I suspect a lot of the bare data will remain findable and searchable,” he said. “But I suspect almost nothing of the format in which it was delivered will be recognizable.”
This Atlantic article is fascinating: We are all aware of how links become "unlinked" and how constant revision is part and parcel of any Web page, but in this article's perspective, the Internet is constantly losing ground, even when a site like the Internet Archive is trying to capture everything. The numbers are staggering.
Technology Innovation, the Internet, gadgets, and more. Oct. 25 2015 8:26 PM No More Pencils, No More Books 4.2k 1.3k 114 Artificially intelligent software is replacing the textbook—and reshaping American education. By Will Oremus 151023_Sketch_computerclass_590
Illustration by Natalie Matthews-Ramo
Eighteen students file into a brightly lit classroom. Arrayed around its perimeter are 18 computers. The students take their seats, log in to their machines, and silently begin working. At a desk in the back, the instructor’s screen displays a series of spreadsheets and data visualizations to help her track each student’s progress in real time. Will Oremus Will Oremus
Will Oremus is Slate's senior technology writer. Email him at firstname.lastname@example.org or follow him on Twitter.
This isn’t a Vulcan finishing school or a scene from some Back to the Future sequel. It’s Sheela Whelan’s pre-algebra class at Westchester Community College in Valhalla, New York.
The students in Whelan’s class are all using the same program, called ALEKS. But peek over their shoulders and you’ll see that each student is working on a different sort of problem. A young woman near the corner of the room is plugging her way through a basic linear equation. The young man to her left is trying to wrap his mind around a story problem involving fractions. Nearby, a more advanced student is simplifying equations that involve both variables and fractions.
At first glance, each student appears to be at a different point in the course. And that’s true, in one sense. But it’s more accurate to say that the course is literally different for each student. ADVERTISING
Just a third of the way through the semester, a few of the most advanced students are nearly ready for the final exam. Others lag far behind. They’re all responsible for mastering the same concepts and skills. But the order in which they tackle them, and the pace at which they do so, is up to the artificially intelligent software that’s guiding them through the material and assessing their performance at every turn. A Slate Plus Special Feature: The Fascinating, Mostly Failed History of “Teaching Machines”
And how far we’ve come since the 1920s.
ALEKS starts everyone at the same point. But from the moment students begin to answer the practice questions that it automatically generates for them, ALEKS’ machine-learning algorithms are analyzing their responses to figure out which concepts they understand and which they don’t. A few wrong answers to a given type of question, and the program may prompt them to read some background materials, watch a short video lecture, or view some hints on what they might be doing wrong. But if they’re breezing through a set of questions on, say, linear inequalities, it may whisk them on to polynomials and factoring. Master that, and ALEKS will ask if they’re ready to take a test. Pass, and they’re on to exponents—unless they’d prefer to take a detour into a different topic, like data analysis and probability. So long as they’ve mastered the prerequisites, which topic comes next is up to them.
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Whelan, the instructor, does not lecture. What would be the point, when no two students are studying the same thing? Instead, she serves as a sort of roving tutor, moving from one student to the next as they call on her for help. A teaching assistant is also on call to help those who get stuck or to verify that they’re ready to take their next test. As the students work, the software logs everything from which questions they get right and wrong to the amount of time they spend on each one. When Whelan’s online dashboard tells her that several are struggling with the same concept, she’ll assemble those students and work through some problems as a small group. It’s teaching as triage.
The result is a classroom experience starkly different from the model that has dominated American education for the past 100 years. In a conventional classroom, an instructor stands behind a lectern or in front of a whiteboard and says the same thing at the same time to a roomful of very different individuals. Some have no idea what she’s talking about. Others, knowing the material cold, are bored. In the middle are a handful who are at just the right point in their progress for the lecture to strike them as both comprehensible and interesting. When the bell rings, the teacher sends them all home to read the same chapter of the same textbook.
Almost everyone who thinks seriously about education agrees that this paradigm—sometimes derided as “sage on a stage”—is flawed. They just can’t agree on what should replace it. Flipped classrooms? Massive open online courses? Hands-on, project-based learning?
It’s teaching as triage.
While the thinkers are arguing, textbook publishers are acting. With their traditional business models under pressure, they’ve begun to reinvent themselves as educational technology companies. They’re selling schools and colleges on a new generation of digital courseware—ALEKS is just one example—that takes on much of the work that teachers used to do. The software isn’t meant to replace teachers, they insist. Rather, it’s meant to free them to focus on the sort of high-level, conceptual instruction that only a human can provide.
But is adaptive learning software really the answer to sage on the stage? Aren't the software makers just replacing the teacher? Who adapts best to the needs of learners?
Thinking through comparing modes of delivery, we find that traditional education began with education as the goal. Places, building and methodologies were all created to enhance the first goal of education delivery. Online learning has a different goal: The first goal for online education is access, followed by convenience and flexibility. The conceptual challenge with online involves understanding that it’s not an education-first method; it is a convenience- and effectiveness-first focus.
An interesting concept -- that the goal of online learning is actually access, not education. This concpt leaves us free to not worry about comparing online education to traditional education. Education will take place, for better or worse, in either alignment.
One chemistry teacher describes how, through incremental learning goals, formative assessments, and differentiation, she inspires her students to work harder and recognize their potential.
This blog shows how "gamifying" a class can really make a difference in student potential and achievement. If students enter a system where they have mutliple chances and practices, they know they pass the course, and if they don't the help materials are there to get them to the next level. Timing the events in the formative/summative assessment cycle ensure that they don't just flake out. I like this approach and have seen my own student-teachers get hooked on doing better.
A platform for real-time formative assessments + a FREE next-generation student response system.
The concept is interesting: You can watch as your students work out a problem and respond to your question with text, drawing, mathematical symbols, or just an MCQ answer. The idea is to respond quickly, as students are in the process of thinking about the answer. In the example above -- from the animated series that show how the interface works at goformative.com -- the students have already worked for a time in pairs and are now responding as individuals. It's a good way for the teacher to see what the individual is thinking and doing and if he/she is depending too much on the partner in the pair.
My only problem with the idea is that learning may not take place instantly. Real learning, to me is a matter, in part of time, something that builds slowly. So "formative assessment" is not really just getting faster test results, but rather seeing how students are doing over time. This may be a technology on the way to going wrong, even though this kind of instant response from the teacher may keep students on their toes and focused on the matter at hand.
Does goformative.com solve a problem that doesn't need a solution?
Minecraft is now making accessible what gamers have known all along—that gaming can serve as a rewarding learning vehicle, and is a great way to get even the most difficult child engaged. One needs to suspend any bias against using “video games” in school.
If you have fears of children lost in sim worlds and not in the real world, gazing in front of computers not communicating, you should know that students can collaborate and work together within a virtual environment. You don’t just rid yourself of teaching responsibilities and let them play online; you have to craft your learning environment as you explore and use ones that others have made up.
The idea of teacher as facilitator becomes more apparent here. As they do immerse themselves in the virtual world, you are walking around seeing what they are doing, engaging them with guiding questions.
Check out MindecraftEdu version to see how it might work in your school. You can try a free demo of regular Minecraft first (including tablet versions). This is an addictive, creative game. I've seen my nine-year-old grand-daughter build such things as a beach resort with tiki hut, lounge chairs, volleyball court, lighthouse, etc., as well as creating a farm, a house inside a waterfall, a game using railway switches, etc. She regularly watches instructional videos that show how to make various things, thus learning how to do research on the Web for something she needs. And she is now making her own videos of her gameplay to share with friends, another aspect of digital literacy.
This article has a number of ideas to get you started with using Minecraft in school, but don't worry, your kids will take over and inspire you to find many more.
By foregoing established research on struggle-as-learning to rather frame the experience as failure, what are we saying about our cultural perception of education and its obstacles? Casting the problems of education as an unwillingness to negotiate failure untethers society from its role in creating an untenable educational structure.
This rather dense and compact article points to the role of process (rather than just success or failure) in the development of learning, and to the role of schools in trying to hide the basic structures that cause failure while trying to talk about processes. Worth a read (or two).
Join Robert Talbert on Sept. 29 for Assessment Strategies for Flipped Learning Experience, a live, online seminar that will explain many of the assessment options available in the flipped classroom and how to use them for the best results.
The synopsis here includes several important ideas: using a frequent and small approach to assessing and using "preformative" assessment -- assessing as students learn new material independently.
When is technology most effective? Whoa! Now we’re talking. If technology is just another tool, then we need to think about when it should be used.
You don’t pull a hammer out of your toolbox when you need a screwdriver, so why do we try to “force” technology into lessons where it is not the right tool for the job? Technology is the right tool when…
1. It helps students visualize concepts. This was particularly true for me when teaching geometry to my middle school students. If you can see and manipulate transformations of shapes, it is much easier to understand them. Looking at animations of scientific processes or reactions is another way to help students truly see and interact with learning, as opposed to relying on still text and images.
2. It allows students to be creative, innovative & personalize their work. My 5th grade English students loved creating their research projects in Glogster, where they could design their own posters, link to related information, and embed images and videos to support their research. My 7th grade World Geography students had a blast creating narrated iMovie “infomercials” on the South American country they researched, choosing their own music and images.
3. It makes work easier for students (and often teachers). Does the tool help students keep work organized, or make work flow easier? My English students used web-based NoodleTools for their research papers, which allowed them to keep note cards and sources digitally, and easily link sources to information. All projects were shared with me, which made it easy to provide feedback or comments while they worked. This meant students could keep working during our snow days last year, and never had to worry about losing index cards or copies.
4. It promotes collaboration, provides students with a larger audience for their work, or connects them to peers or experts in a new way. Blogging is an excellent example. My students love reading the work of other kids and learn through practice how to provide constructive comments. They are thrilled to receive comments on their writing, and begin to think much more about their audience when writing. Skype is another example of how students can connect and learn from a more diverse, global audience, including experts.
5. It enables more students to participate, better engages them, and makes learning FUN. Surely we’re not so far removed to remember that these are kids, right? If technology gives a quiet child a voice, allows a child who needs more thinking time to participate, or just makes the process of learning more fun and engaging, we should provide these opportunities to our students whenever possible.
Some ideas to think about, especially if you are training teachers. I like the initial question, affirming, as it does, that a tool is just a tool, even or especially if it can do something really super.
For schools the obvious parallel is that they serve a community of learners and that the community is better served when all members of the community are involved in the learning process. Successful schools will build connections with their community and allow learning to extend beyond the classroom into the supposed ‘real world’. (Schools that do this well will most likely have stopped referring to ‘the real world’, as the boundary between the two has disappeared.) For learning to occur outside of the classroom in real ways, their needs to be a consideration of the partnerships which may evolve. The wide community has many resources that schools may benefit from, including access to resources and expertise not available in schools. Situated learning is but one model to be applied where students for example learn in a commercial lab or workshop and so see their classroom learning applied in less theoretical ways. A very effective example of this is CSIRO’s Scientist and Mathematicians in Schools programme that connects schools with expert practitioners in these disciplines.
Linking the community to the school in a ‘platform’ model must also bring tangible benefits to the community beyond suitably educated graduates. Looking inwards the skills and resources inside of schools offer the community valuable resource. From a pool of highly trained educators, manager and leaders to a diverse set of physical resources adaptable to community resource schools have must to offer. Establishing a learning community with the school as a platform allows for a free flow of ideas between the education sector and others, adding value for all in the process. NoTosh is the ideal model of an education based company that has done this taking their expertise into industry and building connections that allow them to bring expertise back to education, a true ‘win win’ for all.
While very nice these community connections fall short of a school as a ‘platform’. For this to happen the school would need to see itself as a platform upon which others can build. The immediate option here is to connect with educational service providers. Schools rely heavily on the resources developed by publishers but often find that they do not quite meet their needs. The feeling is often that the best resources are those crafted in house to meet the particular needs of the learners and of the programme of learning for which they are crafted. If a school sees itself as a ‘platform’ and finds value in open sharing of ideas then it will begin to share its programmes widely and bring in learners from beyond its walls. Further as other schools and communities of learners take the programmes developed by a ‘platform’ thinking school and share back their modified programmes a pool of ideas is developed.
This is a great way to re-think the "industrial" model that schools currently function with. How do you create a school that is a platform, not just for students in the school, but for the parents, and the community at large? This question is of particular importance in communities where the immigrant population is not getting the services -- and education -- it needs.
Metacognitive skills can be developed through collaboration and skills developed thusly are transferable to individuals who can then apply these skills to individual problem solving (Sandi-Urena, Cooper & Stevens. 2011). Sandi-Urena et al. provided students with a problem and allowed time for reflection and collaboration, enabled by prompts, that enacted meaningful social interaction that they found enhanced metacognition. Being able to share ideas about a problem and then reflect on how the problem solving process had evolved allowed richer, more effective metacognition. Three mechanisms to describe why collaboration is effective in enhancing understanding and task performance are identified by Hausmann, Chi & Roy (2004 p547): ‘other-directed explaining occurs when one peer instructs or explains to another partner how to solve a problem, co-construction is defined as the joint construction of knowledge and self-directed explaining is learning from listening to someone self-explain’. This process was applied by a group of Year Six students as they prepared for a ‘Genius Hour’ project.
This article sets forth some of the ways metacognition can be encouraged in your students, for example, using the Ladder of Feedback.
Sharing your scoops to your social media accounts is a must to distribute your curated content. Not only will it drive traffic and leads through your content, but it will help show your expertise with your followers.
How to integrate my topics' content to my website?
Integrating your curated content to your website or blog will allow you to increase your website visitors’ engagement, boost SEO and acquire new visitors. By redirecting your social media traffic to your website, Scoop.it will also help you generate more qualified traffic and leads from your curation work.
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Creating engaging newsletters with your curated content is really easy.