Unit 14
Consolidation learning and differentiation
Consolidation learning and differentiation
texts written in both the target language and the first langauge.
The two texts usually appear below one another or on opposite pages of a book.
The two texts usually appear below one another or on opposite pages of a book.
In CLIL learners need time to consolidate or strenghthen new content language.
Consolidating learning=
Revisiting content and language
Learners activate what they have learned previously to improve skills by doing a variety of different tasks.
Revisiting content and language
Learners activate what they have learned previously to improve skills by doing a variety of different tasks.
How can we consolidate learning?
reviewing,
homework
How can we differentiate learning?
input,
output,
the expected outcomes,
learner autonomy
output,
the expected outcomes,
learner autonomy
Consolidation
Monitoring = observing,
when Ss have difficulties
The possible difficulties are:
*a lack of subject knowledge
*a lack of language knowledge
*misunderstanding of concepts
*not enough support to complete the task
when Ss have difficulties
The possible difficulties are:
*a lack of subject knowledge
*a lack of language knowledge
*misunderstanding of concepts
*not enough support to complete the task
Reviewing = consolidating and deepening understanding of content knowledge
Review new subject- specific vocabulary (before moving on to the next stage)
Refer to work done in previous lessons (at the start of each lesson)
Summarise what have been taught (at the end of each lesson)
Review new subject- specific vocabulary (before moving on to the next stage)
Refer to work done in previous lessons (at the start of each lesson)
Summarise what have been taught (at the end of each lesson)
Homework
to practice, review, and apply what they learned in the classroom
to practice, review, and apply what they learned in the classroom
Differentiation
Input
We can adapt:
*the curriculum content,
*our language for presenting subject knowledge,
*methodology,
*tasks,
We can provide: different resources, different support,
We can give dual language texts or labels (for less able Ss)
Output
We can
*increase or reduce the amount of work of work learners produce
* vary the cognitive demands of the tasks
We can adapt:
*the curriculum content,
*our language for presenting subject knowledge,
*methodology,
*tasks,
We can provide: different resources, different support,
We can give dual language texts or labels (for less able Ss)
Output
We can
*increase or reduce the amount of work of work learners produce
* vary the cognitive demands of the tasks
The expected outcomes
- set achievable short-term goals
- evaluate the effectiveness of the support
Learner autonomy
additional reading, multi-media, develop IT skills
additional reading, multi-media, develop IT skills