COMPARING CLIL FRAMEWORKS

Comparativo dos estágios do CLIL

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Different models are provided to represent the CLIL stages in a class.

Find below some examples.

 

Engaging All Students in Science Through Children's Literature

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• Stage 1: Experience and Investigation

  • Experience needs to occur first.

  • Engagement in investigations

  • Exploration

  • Activation of prior knowledge and connect new knowledge

• Stage 2: Creation of Models

  • Process and reflect on their experiences.

  • Aides in the construction of knowledge and the development of mental models and pictures.

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Mental models are how we understand the world. Not only do they shape what we think and how we understand but they shape the connections and opportunities that we see. Mental models are how we simplify complexity, why we consider some things more relevant than others, and how we reason.

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A mental model is simply a representation of how something works. We cannot keep all of the details of the world in our brains, so we use models to simplify the complex into understandable and organizable chunks.

 

https://fs.blog/mental-models/#what_are_mental_models Accessed on August 22, 2022.

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A physical model (most commonly referred to simply as a model but in this context distinguished from a conceptual model) is a smaller or larger physical copy of an object. The object being modeled may be small (for example, an atom) or large (for example, the Solar System).

 

https://en.wikipedia.org/wiki/Model#:~:text=A%20physical%20model%20(most%20commonly,example%2C%20the%20Solar%20System). Accessed on August 22, 2022.

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• Stage 3: Symbols

  • Finally, discuss concepts from their experiences.

  • Learn vocabulary in context.

  • They develop a symbolic representation of their experiences and can communicate that to others.

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Reference: 

ROYCE, C. CROETHER, D. Engaging All Students in Science Through Children's Literature. TESOL. Chicago. 2018

 

The CAPA Model

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• C: Contextualization

• Establishes a meaningful context related to content usually by means of a text that has been adapted to make specific target features appear salient and frequent

• A: Awareness

• Encourage students to notice and to reflect on the target features in a way that helps them to discover the patterns governing their use in the text.

• P: Practice

• Provides opportunities for students to use the target features in a meaningful yet controlled context and to receive corrective feedback. 

• A: Autonomy

• Enables students to use the features in more open-ended and autonomous ways in order to develop fluency, motivation, and confidence in using the target language.

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Reference: 

TEDICK, D. LYSTER, R. Scaffolding Language Development in Immersion and Dual Language Classrooms. Routledge. New York. NY. 2020.

 

Teaching Science through Trade Books

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• Phase 1: Engage

• Spark interests and access prior knowledge

• Phase 2: Explore

• Give students an experience with the concepts

• Phase 3: Explain

• Provide students an opportunity for students to offer explanation of what they experienced in the xploremphase and for the text to introduce vocabulary and refine student explanation

• Phase 4: Elaborate

• Challenge students to apply new learning to a new situation

• Phase 5: Evaluate

• Access students understanding of the concept

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Reference:

ROYCE, C. MORGAN, E. ANSBERRY, K. Teaching Science Through Trade Books. NSTA Press. National Science Teachers Association. Arlington, Virginia. 2012.

 

International Early Years Curriculum (IEYC) - Implementation Guide

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• Entry Point

• Should be planned to enable children to explore new experiences in exciting and memorable ways.

• Capturing curiosity

  • Involves teachers observing, listening, questioning and reflecting on what children are interested in.

• Enable the environment

  • Can only be fully achieved when teachers are aware of what children are curious to learn about and the ways in which they enjoy approaching learning experiences. It is important that teachers make best use of available space and develop stimulating learning areas so that they support and deepen children’s inquiry.

• Big picture

  • It prepares children for new learning experiences, whilst at the same time helps establish connections with previous learning.

• Express and Explore

  • Children are encouraged to ‘Express’ what they have experienced and learned about. The IEYC suggests ways in which children may like to express their ideas, however children may have their own ideas about how they would like to express their learning.

• Exit Point

  • Provides opportunities for children to reflect, share and celebrate what they have learned.