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INTRODUCTION TO ORIGAMI TECHNIQUE

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Title: INTRODUCTION TO ORIGAMI TECHNIQUE


1
INTRODUCTION TO ORIGAMI TECHNIQUE
  • CLIL PROJECT
  • ARTS CRAFTS YEAR 5

  • CEIP Amat-Verdú
  • PGC TCTFL Nottingham 2009
    Maribel Garcia

2
Sant Boi de Llobregat
  • Industrial town
  • 17 Km south from Barcelona
  • Right bank of Llobregat River
  • 85.000 inhabitants
  • The majority are Spanish speakers
  • 10 immigrants, mainly from South America and
    Morocco

3
CEIP Amat-Verdú
  • Oldest school of the town
  • State School
  • 425 pupils
  • Medium-low socio economic level
  • 31 teachers
  • Aula dacollida
  • Green School Certificate
  • Comenius Project

4
CLIL in my school
2006 2007 3rd to 6th level
Arts and Crafts Worshops
2007 2008 1st and 2nd level
2008 2009 Kindergarten (year 5)
One hour session every week with half a class
group
5
Why Origami? Why through English?
  • The magic of turning a flat piece of paper into
    a three dimensional model.
  • It takes concentration and care.
  • It strengthens the ability to visualize in your
    head the rusults of a process.
  • A motivating way to see the importance of
    sequencing.
  • Learn geometric concepts in a meaningful context.
  • Improve our pupils oral skills in English.
  • Increase the time of exposure to EFL.
  • Provide a meaningful context to use the language.
  • It doesnt substract time from the obligatory
    curricula.

6
Theoretical Approach
  • Implies integrating learning theory and language
    learning theory.
  • Its based on Vygostkys socio-cultural theory
    Thought is internalised language
  • 3As lesson planning tool.
  • Language of learning
  • Analyse
  • Language for learning
  • Add
  • Language through learning
  • Apply

4Cs framework guide for planning and designing
the teaching practic.
7
Project mind map
BEGINNERS
BEGINNERS
8
Cummins matrix

  • An audit tool for task and materials design

9
INTRODUCING CONTENT
laminated cards
PPT
  • Use of visuals and realia to introduce new
    vocabulary and concepts.

10
SCAFFOLDING CONTENT
Diagrams
Bases
Symbols
Break the task into more accessible steps
11
Scaffolding Language
  • Graduate the level of language input
  • Adapt the language to learners need
  • Provide support to communicate in English
  • Model the sentences and give prompts

12
Clear directions
  • Activate previous knowledge.
  • Clarify the purpose at the beginning of the
    sesson
  • Provide clear instructions.
  • Share success criteria.

13
Peace Project
Paper crane Video presentation
PPT Sadako and the 1,000 cranes
14
Outcomes
15
Assessment
  • Pupils being aware of learning intention and
    success criteria.
  • Reporting orally on achievement during the
    process and at the end of the lesson.
  • Teacher observation chart.

16
Conclusions
  • To share CLIL with my colleagues of English
  • To explain CLIL to the parents and the teaching
    staff
  • To improve the units and materials I have been
    using by including scaffolding resources
  • To keep updated with new CLIL researches
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