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ENITROES

Module 3 - Teachers' self-assessment

Table of Contents

Unit 3: How much language? How much content? How much integration? (Focus on planning: the four C’s)

The 4 Cs framework, proposed by Coyle in 1999, provides a useful framework for planning a Content and Language Integrated Learning (CLIL) learning episode. Each of the 4 Cs (Content, Communication, Cognition, and Culture) plays a crucial role in the design and implementation of CLIL lessons. Let's examine each of these elements in the context of planning a CLIL learning episode focused on Arts or Music:

  1. Content: It refers to the subject-specific knowledge and skills that pupils will acquire through the CLIL lesson. The activities designed should align with essential concepts and skills related to Art or Music as outlined in the state curriculum, ensuring that pupils develop a deep understanding of the subject matter.

Think of some activities which support these concepts using this template.

Examples to consider:

  1. Colour, texture, shape, rhythm, melody etc.
  2. Paint, clay, collage or instrument, music styles etc.
  3. Projects that allow them to create original artworks or compose their own melodies
  4. Introducing famous artists, musicians by exploring their work. Visits to galeries or concerts.
  5. Assigning group projects where pupils create mural, perform a musical piece etc.
  6. Pupils can display their artwork or perform musical pieces.
  7. Discussions over the pupils´ creations, the challenges they faced or what they learned, etc.

Communication: In a CLIL lesson, language serves as a tool for learning and expressing ideas about the content. Activities that promote language development, such as discussions, debates, presentations, and written assignments, which allow pupils to practice using the target language to express their understanding and opinions related to Arts or Music.

Think of some activities that could increase your pupils’ communicative skills using this template.

Examples to consider:

  1. Reading books, magazines and online sources related to Arts and Music
  2. Creating discussions or debates to allow pupils to engage in conversations and practice expressing their ideas.
  3. Short reflections on the topic studies, journal entries, etc.
  4. Giving an oral presentation in which pupil may talk about the topic studied or present their creations
  5. Making short videos in which the pupils express ideas about the topic, make interviews etc.

Cognition: CLIL lessons should elicit higher-order thinking skills and promote the integration of language and content. The activities should engage the pupils in tasks that require critical thinking, analysis, abstract thinking, hypothesis formation, synthesis of ideas, creative thinking, and the ability to organize, check, and evaluate information.

Think of some activities which support these concepts using this template.

Examples to consider:

  1. Creating concept maps to visually represent the pupils´ understanding of the topic
  2. Organizing class debates or group discussion related to the topic
  3. Group work in which the pupils are presented a problem they need to analyse, discuss, come up with solutions etc.
  4. Assigning to groups different text related to the same subject and then share knowledge.

Culture: Culture involves exposing learners to alternative perspectives and shared cultural insights related to Arts or Music. The activities should explore the historical and cultural context of the artistic or musical content, examine different artistic or musical traditions, and encourage pupils to reflect on the role of art and music in various cultures.

Think of some activities which support these concepts. You may use the following for ideas using this template.

Examples to consider:

  1. Pupils from different cultural backgrounds can interact and share their cultural experience
  2. Artistic and performance-based activities that explore diverse cultural expressions. This can include attending theatre performances, art exhibitions, music concerts, or participating in cultural dance workshops
  3. Watching documentaries, films, videos that explore different cultural backgrounds