SECOND LESSON

In this second lesson we went from the theory to the practice. But, first of all we saw some new theory concepts.

•  Bloom’s taxonomy, which refers to the tasks and activity design.
• Scaffolding, which includes both language and content and consists of helping the pupils while they are constructing their learning.
• Vygotsky’s socio-cultural theory, or more common known as collaborative learning between pupils.
• Gardner’s multiple intelligences, which regards to the different learning styles that we have to take into account when teaching and designing activities.

After all these new concepts we saw a Unit designed for year three and called Life under the sea. It was really interesting because then I realised that teaching CLIL has a lot of work behind because you don’t only have to plan content but also all the other C’s (communication, cognition and culture). We saw that using a mind map is really useful because you can have in one paper everything needed for one unit.

Then, we saw two books useful for CLIL and the importance to adapt what we find there to our pupils because maybe the language that they can find there it’s too difficult.

To finish the class, we put into practice one of the activities of this unit. In the activity we made five groups of experts and a group of three scientists. Each group of experts had an animal, in my case we had the octopus. Then we had to plan the answers for the questions that the scientists were going to ask to us, that at the same time they were also planning. Then the scientists went to each group asking questions to know more about this animal. Finally we put everything in common.