BASIC COMPETENCES

IN BILINGUAL DIVERSITY

SOME STRATEGIES TO TACKLE CLIL
IN FORTHCOMING INSTITUTION-WIDE PROGRAMMES


XIII JORNADAS CETA Trinidad Jerez
20 ABRIL 2012 IES SANTA ROSA DE LIMA
VIDEO PEANUTS



Teachers should first take into
account every student and then
the whole group. A teacher
speaking only to the group does
not cater for different learning
styles.

El Curriculum Bimodal
http://peremarques.blogspot.com

SOME REFLECTIONS
ON INTELLIGENCE
AND DIVERSITY

XIII JORNADAS CETA Trinidad Jerez
20 ABRIL 2012 IES SANTA ROSA DE LIMA

Are students so diverse?
Different or equal students?
DIVERSITY
EQUALITY
According to rules, education should be inclusive
INTEGRATION
MAINSTREAMING www.library.linedandunlined.com
Attention to diversity is tangled with the methodology applied by
teachers
The role of the teacher: Jacques Rancires
IGNORANT TEACHER THEORY
The role of the teacher should be restricted to keep
studentsattention . All intelligences are alike
Students learn and discover meanings
according to their abilities

Are there multiple intelligences?

Howard Gardner s 8 Multiple Intelligences

Spatial Musical
Linguistic Interpersonal
Logical-mathematical Intrapersonal
Bodily-kinesthetic Naturalistic

8 Basic Competences proposed by the European Union and supported by the
Organic Law 2/2006, May 3rd.

Key competences are all interdependent, and the emphasis in each case is on
critical thinking, creativity, initiative, problem solving, risk assessment, decision
taking and constructive management of feelings.

EMOTIONAL COMPETENCE: 9th competence in Castilla la Mancha








Guy Claxton ( University of Bristol)


Students who are more confident of their own learning
ability learn faster and learn better. They concentrate
more, think harder and find learning more enjoyable.
They do better in their tests and external examinations.
And they are easier and more satisfying to teach.

IQ bears no relation to being real-life smart

www.buildinglearningpower.co.uk/
Ken Robinson ( University of Warwick)




He champions a radical rethink of school systems, to cultivate
creativity and acknowledge multiple types of intelligence.

Creativity in education is as important as literacy

All Our Futures: Creativity, Culture, and Education
www.sirkenrobinson.com/skr

BIMODAL CURRICULUM DEVELOPMENT
Pre Marqus ( UAB )











http://peremarques.blogspot.com
Enhanced memory or Personal on-line memory
The auxiliary memory is a
personal environment in
cyberspace (it can be a website,
a blog, a wiki ...) where each of
us store in an orderly manner
resources we think can be
helpful:

Notes, documents, photographs
and other multimedia resources.
Links (websites, blogs, videos ...)
and contacts (e-mail, networks ...)
Internet Tools

Personal and Social Skills










http://peremarques.blogspot.com
ATTENTION TO
DIVERSITY IN
INSTITUTION-WIDE
BILINGUAL
PROGRAMMES

XIII JORNADAS CETA Trinidad Jerez
20 ABRIL 2012 IES SANTA ROSA DE LIMA

ORDER 25th J uly 2008
by means of which attention to diversity is regulated for students of
Basic Education at public schools in Andalucia.

Flexible grouping.

Group splitting in instrumental subjects.

Ordinary group support with another
teacher.

Flexible timetable model.
Subject grouping into fields of
knowledge.

Programming of activities for free
disposition hours in the 1st and 2nd
years of Compulsory Secondary
Education.

Offering optative subjects akin to the
school organisation principles.

Grouping optative subjects in the 4th
year.

ARTICLE 6 ARTICLE 7

CONTENT: Lesson pace
It is a challenge for non-linguistic subject
teachers to minimize the impact that lack of
linguistic knowledge may cause in their own
subjects .

METHODOLOGY: Multiple Intelligences
and ICTs usages
Interesting for visual and kinetic learners:
IWBs

EVALUATION: Competence Indicators
Instrumental competences linguistic and
digital - favour learning in a context of
diversity.


ORDEN 28th J une 2011
by means of which bilingual studies are regulated at schools in Andalucia.
Plurilingualism Promotion
Plan (2005)
Common European
Framework of Reference

CONTENTS FOR DIVERSITY
Plurilingualism Promotion Plan (2005)
The role of the teacher will be modified by:

Linguistic comparative study.

Anticipation of certain gramatical contents.

Introduction of techniques and procedures
from other non-linguistic subjects ( NLSs ).

CONSEJERA DE EDUCACIN, 2005:59

Common European Framework of Reference
The levels of linguistic competence displayed in the CEFR influence
and determine the objectives settled in Secondary Education.

Basic ( A1 y A2 )
Independent ( B1 y B2 )
Competent ( C1 y C2 )

Benefits in terms of diversity:
Students strive from and up to the next level.
Their blurred limits are natural and manageable.
Tasks can be graded accordingly.
It is a challenge for non-linguistic subject teachers to minimize the
impact that lack of linguistic knowledge may cause in their own
subjects .



What is Sheltered
Instruction?
Collaborative Learning

METHODOLOGY FOR DIVERSITY

What is Sheltered Instruction?

A means for making grade-level academic content
(e.g., science, social studies, math) more accessible for
English language learners (ELLs) while at the same time
promoting their English language development.
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment



Teaching and learning strategy in which
students work in small groups structured
to achieve common objectives.

Every member of the group achieves
his/her objective as long as the rest of the
members of the group also does so.

It proves emotional intelligence.


Collaborative Learning
Evaluating competence-
based tasks
Portfolio

EVALUATION FOR DIVERSITY
Evaluating competence-based tasks












Alfonso Rodrguez
IES SANTA ROSA DE LIMA
Portfolio
Students are active participants of their own learning process.
Through their own self-evaluation, they reflect upon what they
are able to do.

OAPEE / ePortfolio Europeo de las Lenguas
www.coe.int/portfolio

UFEFUL FOR
Supporting the development of learner autonomy,
plurilingualism and intercultural awareness and competence.
Allowing users to record their language learning
achievements and their experience of learning and using
languages.



SHARING STRATEGIES
TO TACKLE DIVERSITY
WITHIN THE BILINGUAL
SCHOOL PROGRAMME

XIII JORNADAS CETA Trinidad Jerez
20 ABRIL 2012 IES SANTA ROSA DE LIMA

Testing weak points
Content repetition
Supporting activities
Pacing up or down
Focusing on aspects of the five skills
Book sequencing
Repeating explanations
Guidance and tutorial action
Flexible grouping
Reinforcing slow learners acquisition of contents


TEN STRATEGIES TO CATER FOR DIVERSITY IN BILINGUAL
GROUPS




















































XIII JORNADAS CETA Trinidad
Jerez
20 ABRIL 2012 IES SANTA ROSA
DE LIMA
1. PLANS AND
PROGRAMMES
2. INTEGRATED
CURRICULUM
3. MULTIPLE LEVEL TESTS
4. PEER-TEACHING
5. IWB
6. BLOGS
7. WIKIS

1. PLANS Y PROGRAMMES
MULTILATERAL COMENIUS SCHOOL ASSOCIATION
Crdoba meeting in Nov 2011

COEDUCATION
Blog CONVIVIR EN IGUALDAD

PROFUNDIZA
"Proyecto Globo Sonda LIMASAT

RESEARCH PROJECT
Contribucin de la PDI a la adquisicin de las Competencias
Lingstica y Digital en el rea de Ciencias, Matemticas e Ingls
( PIV-086/11)





COMENIUS MULTILATERAL SCHOOL ASSOCIATION
2011-2013
SEN
STUDENTS

ACTIVE
COLLABORATION
TO PREPARE
THE VISIT OF
ASSOCIATED
PARTNERS
IWB RESEARCH PROJECT
TASK 1
MATHS-
ENGLISH
21st
December
2011
Oral
presentations
on IWB

2. INTEGRATED CURRICULUM

Languages Integrated Curriculum
L1 Spanish
L2 Spanish
L3 French
CLIL SEQUENCES
1 ESO Science, Maths, P.E.
2 ESO Science, Maths, P.E, Tecnology.
3 ESO Science, Maths, P.E, Tecnology and History.
Basic competences in CLIL tasks
CLIL lessons in English

3. MULTI-LEVELLED TESTS

Ed.McMillan
VOICES
Standard
Extra
Ed.McMillan
INTERFACE
Basic
Standard
Extra
Ed.Burlington
PASSPORT
Level 1
Level 2
Level 3


2 ESO
1 ESO
4 ESO
SKILLS
WRITING
Standard Extra
Non-Linguistic Subjects Tests
Exposure and
production.
L1 and L2.
Degrees of help for
students in 1st and
2nd year.
Types of activities.

SCIENCE
MATHS
TECHNOLOGY
P.E
Test criteria Some examples

4. PEER-TEACHING

GROUPINGS
In pairs
In rows
ICT shared knowledge
On-line
programmes
usage
Prezi
It is a web-based
program that allows
you to think non-
linear.
It allows you to
incorporate not only
text and pictures,
but videos and
other presentation
objects.
Glogster EDU
It is the leading
global
education
platform for the
creative
expression of
knowledge
and skills in
the classroom
and beyond.
5. IWBs
Multimodality: the IWBs capacity to harness a
wider range of multimodal resources in order to
facilitate pupil learning.

Pace: its capacity to increase the pace and
efficiency of classroom delivery and therefore
best use of teacher time.

Interaction: its capacity to enhance interactive
whole class teaching.

Its Teachers MAGAZINE
IWB
FORMAT
AVAILABLE
CURRENT
ISSUES
CEFR
LEVELS
MICRO-
TASKS
SKILLS
CULTURE

Didactic unit European Day of Languages
D.U+WIKI
III IWB
Congress

4,5 Nov 2011
Madrid
www.pizarratic .com
Creating Learning Objects using Author Programmes
CUADERNIA
EXE-
LEARNING
NEOBOOK
MALTED
EDILIM
CONSTRUCT
OR
IWB resource banks

SMART
&
PROMETHEAN
www.smartexchange.com

www.prometheanplanet.com


CAIT Model : Sensibilisation Emotional Intelligence
6. BLOGS
L2 and Non-Linguistic Blogs
Maths
Technology
English


Post tasks to carry out project-based learning tasks with
students.
Post prompts for writing.
Provide examples of classwork, vocabulary activities, or
grammar games.



CLIL
Connecting
current
exhibitions
i.e ROME in
Crdoba
( La Caixa )
and Module
5 CLIL
Films

FILM
REVIEWS
OFFICIAL
TRAILER
OFFICIAL
WEBS
Civic and Cultural Celebrations
14TH
FEBRUARY
VALENTINES
DAY

8TH MARCH
INTERNATIO
NAL
WOMENS
DAY
Provide some teaching tips for other teachers or
write about something you learned from another
teacher.
Explain teaching insights you gain from what
happens in your classes.
Provide some how-tos on using specific
technology in the class, describing how you used
this technology in your own class.
Explore important teaching and learning issues.
Share ideas for teaching activities or language
games to use in the classroom.


Further Blog usages


7. WIKIS
Collaborative tool: Peer-evaluation

Portfolio: Task storage

Motivation: Learner autonomy

SCHOOL BILINGUAL PROGRAMME WIKI
TEACHERS
IN THE
PROGRAMME
UPDATE
RELEVANT
INFORMATION
REGARDING
THEIR
SUBJECTS
AND THE
EVOLUTION
OF THE
PROGRAMME
EVERY
ACADEMIC
YEAR
WIKI-PORTFOLIO 2 ESO
Linked to the
Blog
CLIL
LESSONS
GRADED
READER
IWB
RESOURCE
S
MY
PORTFOLIO
OPERACIN
XITO
PENPAL Project
SPALDING
UK
CRDOBA
SPAIN
PHOTONOVEL PROJECT
ARTS

EL CLUB DE
LAS IDEAS
NOVEMBER
2011
OTHER USEFUL
RESOURCES TO
CATER FOR
DIVERSITY
XIII JORNADAS CETA Trinidad Jerez
20 ABRIL 2012 IES SANTA ROSA DE LIMA
Studentspresentations: DIGITAL TALES WORKSHOP
CULTURAL
WEEK
WORKSHOP
1 ESO
Objectives
Outline
Different paces
Different
presentation
tools
Linguistic and
digital
competence at
work
BLOG+WIKI+IWB
Students explore the cultural relevance of the
Fairy Tales. They will be required to examine
modern and traditional interpretations.
http://talesworkshop.wikispaces.com

On-line learning tasks
SOME
EXAMPLES

E-learning school network



Moodle allows for the development of courses from a social perspective as it is
considered a common learning point, emphazising collaborative work through a series of
activities:

Chat (real time chat)
Forums (web debates)
Glossary (accorded vocabulary)
Wiki (collaborative web)
Workshop (peer-evaluation)


Moodle
Personalisation
Evaluation criteria
Basic competences
Every day notes
Students can access the information
Parents can access the information


PDA
THANKS FOR YOUR ATTENTION





Alberca, F ( 2011 ): Todos los nios pueden ser Einstein. Un mtodo eficaz para motivar la
inteligencia. Ed.Toromtico.

Baker,C (2006): Foundations of Bilingual Education and Bilingualism. Clevedon. Multilingual
Mattera Ltd.

Byalistok, E (2005): Consequences of Bilingualism for Cognitive Development. New York. Oxford
University Press,

Caballero,M.G (2008): Las competencias bilinges como objetivo. Experiencias
docentes.CAUCE. Revista Internacional de Filologa y su Didctica, n 31.

CONSEJERA DE EDUCACIN (2005): Plan del Fomento del Plurilingsmo.Una poltica
lingstica para la sociedad andaluza. Sevilla

Corredera, R.M ( 2005):Atencin a la Diversidad en el Aula de Ingls en la EOI. Aldadis.net.La
revista de educacin.N5.

Daz, H ( 2005 ):Propuesta de estrategias de atencin a la diversidad para la enseanza de
alemn en una escuela oficial de idiomas. Aldadis.net.La revista de educacin.N5

Gardner, H. (1983): Frames of mind: the theory of multiple intelligences.New York: Basic Books.

Marsh, D (2000): Using languages to learn and learning to use languages. ( Eds) D.Marsh-
G.Lang. Finland.University of Jyvskyl.

Palomera, R et ali. ( 2008): La inteligencia emocional como una competencia bsica en la
formacin inicial de los docentes: algunas evidencias. Education & Psychology I+D+i and
Editorial EOS