Mis conocimientos previos de AICLE, son prácticamente nulos. Al menos confusos. Para ello estoy aquí.
He empezado mi recorrido en este curso con una presentación usando POW...
Presentación de Alejandro
Me ha encantado hacerla. Os dejo el enlace de la página de POW donde podéis hacer cositas así..
presentaciones con POWTOON
Hay multitud de herramientas para presentaciones distintas. En este curso nos han dado una larga lista de posibilidades. Aquí os dejo los enlaces a páginas que os pueden gustar.
presentaciones 3,2,1 nos conocemos mejor
animaciones, slideshows, presentaciones
Te abre un gran abanico de opciones para no ser "tan aburrido". Hablo por mí.
Luego nos piden que seleccionemos la lengua de nuestro trabajo con un modelo de unidad AICLE. Yo he presentado esto que veis aquí.
He empezado mi recorrido en este curso con una presentación usando POW...
Presentación de Alejandro
Me ha encantado hacerla. Os dejo el enlace de la página de POW donde podéis hacer cositas así..
presentaciones con POWTOON
Hay multitud de herramientas para presentaciones distintas. En este curso nos han dado una larga lista de posibilidades. Aquí os dejo los enlaces a páginas que os pueden gustar.
presentaciones 3,2,1 nos conocemos mejor
animaciones, slideshows, presentaciones
Te abre un gran abanico de opciones para no ser "tan aburrido". Hablo por mí.
Luego nos piden que seleccionemos la lengua de nuestro trabajo con un modelo de unidad AICLE. Yo he presentado esto que veis aquí.
Template to design a
CLIL didactic unit
Subject: Natural
Science Teacher: Alejandro
Porras
Title of the Unit The Minerals Course / Level 1st
ESO
1. Learning outcomes
/
Evaluation criteria
|
LO.To learn about minerals and their
composition.
To learn the definition of a mineral.
EC. The pupil
can :
define what a mineral is.
identify different methods of
mineral extraction and describe uses of mineral.
identify the two main groups of
minerals and name specimens from each group.
|
2. Subject Content
|
- Minerals: definition,
composition and properties of minerals.
- Classification of minerals.
- Usefulness of minerals.
- Exploitation of minerals.
|
3. Language Content
/ Communication
|
|
Vocabulary
|
Mineral, rock, properties of
minerals, hardness, colour, streak, cleavage, lustre,
shape, mixtures, Mohs Scale,
non-silicates, silicate, graphite, mica, steal, lead,
|
Structures
|
Comparing
Describing
|
Discourse type
|
Reading, writing, speaking
and listening
|
Language skills
|
|
Activities
|
1st day:
- Which mineral is
it?
- Practice book.
- Reading about
precious metals.
- Reading
comprehension activities.
|
2nd day:
- Properties of
minerals and composition
- Activities.
- Discussion “
Importance of mineral in our civilization”
|
|
3rd day:
- Scales to identify
hardness of minerals.
- Methods of mineral
extraction (video).
- Discussion. “What
have you learnt today?”
|
|
Puedes usar este modelo de plantilla con
total libertad. Gracias por citar la fuente.
A first sample of this template has
been published at:
Pérez
Torres, I. 2009. "Apuntes sobre los principios y características de la
metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas
para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de
Educación de la Junta de Andalucía-Universidad de Córdoba.171-180.
It is mainly based on the hands-on
experience at designing units and on conversations with experts and peers. The
theory of the 4Cs by Do Coyle has also been taken into account. This theory has
been shown in various publications, such as: Coyle, D., Hood, P. and Marsh, D.,
2010. Content and Language Integrated Learning. Cambridge University Press.
No tenía cuenta en twiter. Pero ya sí.
mi dirección de twiter
Me gusta la actualidad política, a pesar de todo lo que está cayendo, la ciencia y la tecnología.
También me gustan los cortos. Mejor los que te conmueven un poquito. Te dejo uno de mis favoritos y de paso te presento el fantástico blog de Laura...
Ésta y otras muchas más perlas están en: crea y aprende con Laura
Después de leer el dossier de Hattie sobre Mastery Learning, Me quedo con la ilusión de pensar que sí somos todos capaces,si dan con nuestro ritmo y secuencia de aprendizaje.
En la segunda parte vamos a identificar aspectos de la metodología AICLE. Ofrecen páginas con recursos AICLE muy interesantes y que os dejo aquí también.
secuencias AICLE junta de andalucía
actividades AICLE para el aula del Bristish Council
recursos para profesores CLIL
zona CLIL
Me hago cuenta en DIIgo para compartir sitios de interés.
https://www.diigo.com/user/aporras
Ahí empiezo a ver cositas y me encuentro un a página de recursos AICLE fantástica.
IES Alhadra - Almería
Me ha encantado el recurso de SYMBALOO. Práctico para compartir recursos y fácil.
la dirección es: mi webmix
 |
| Añadir leyenda |
Es una página web sin tonterías. La forma de decirlo no es la más apropiada pero creo que me explico bien así. Sólo lo que es relevante. De un sólo golpe de vista.
En la esquina superior derecha, localizoa los recursos más gramaticales y de actividades.
En la parte derecha inferior, los sitios AICLE que conozco de este curso y alguno que he visto por ahí.
Diccionario en el centro. Un link con el blog de Laura que mencioné antes, donde recopila cientos de cortos educativos.Otros cortos sobre inteligencia emocional y uno con este blog.
Esquina inferior izquierda dedicada a recursos de listening por niveles y con actividades.Por último, en la parte superior izquierda, enlaces a videos y cursos online con subtítulos en inglés.
De un plumazo, tengo todo lo que necesito con 14 botoncitos. Y subiendo...
________________________________________________________________________
Cambiando de tema,
He visto este vídeo en una página de recursos CLIL y lo voy a emplear para introducir un aspecto que me ha gustado como concepto metodológico: Flipped classroom. Si lo que haces hasta ahora, no te funciona como tú quieres, hay que cambiar. Partiendo de una clase con mixed abilities, la dedicación mayoritaria del tiempo se dedica a pasar contenidos a un grupo medio de alumnos que sí lo asimilan. Hay un pequeño porcentaje por arriba que necesitaría más, y otro por abajo que demandaría más repaso y profundización.
La idea es pasar toda la parte de contenido a los alumnos como feedback para que ellos lo trabajen en casa a través de videos o tutoriales que les demos. A su propio ritmo y planteando las dudas al profesor. Una vez realizada esa tarea, Dividimos la clase de un forma parecida a ésta:
Nuestra labor sería ahora transmitir la aplicación de esos contenidos previamente trabajados. En grupos que pueden ir a distintos ritmos de aprendizaje sin sentirse desmotivados por ello.Nos dedicamos a interactuar más con los alumnos.
Me ha resultado muy interesante y sorprendente
Luego nos pedían una organización de unidad siguiendo el modelo AICLE. Aquí os presento el modelo de la actividad 3.1
MINERALS
In this unit we are going to open a door into a fascinating world. The world of minerals. It tends to be apalling and attractive for students and teachers. Its target students are from a level o 1st ESO. Students are going to learn about minerals and its composition and inherent characteristics of minerals, properties, exploitation and usefulness. Moreover, we will see different methods of extraction with videos.
It will take three sessions to complete our unit although there are some extra materials for outstanding students.
_________________________________________________________________________________________________________________________________________________________________
Finalmente señalar que de las herramientas que he conocido en este curso, la presentación POWTOON y SYMBALOO sonmis favoritas. Os dejo el sumario de mi paso por el curso en POW:
sumario del curso
También el creador de webmix SYMBALOO me ha resultado muy útil. He hecho varias webmix para mis alumnos de secundaria. Os adjunto los links:
Curso de inglés para alumnos de ESO
Otra cosa que me ha encantado de este curso, es la cantidad de páginas de recursos que me he ido encontrando. Recursos atractivos y realmente útiles. También he preparado una webmix con algunos de esos recursos:
Recursos educativos para el aula, AICLE y demás
He cambiado totalmente mi forma de plantear las clases: con este nuevo caudal de recursos,
Me ha resultado muy interesante y sorprendente
Luego nos pedían una organización de unidad siguiendo el modelo AICLE. Aquí os presento el modelo de la actividad 3.1
Template to design a
CLIL didactic unit
Subject: Natural
Science Teacher: Alejandro Porras
Muñoz
Title of the Unit: The Minerals Course
/ Level: 1ºESO
1. Learning
outcomes
/ Evaluation criteria
|
LO.To learn about minerals and their
composition.
To learn the definition of a mineral.
EC. The pupil
can :
define what a mineral is.
identify different methods of
mineral extraction and describe uses of mineral.
identify the two main groups of
minerals and name specimens from each group.
|
2. Subject Content
|
- Minerals: definition,
composition and properties of minerals.
- Classification of minerals.
- Usefulness of minerals.
- Exploitation of minerals.
|
3. Language Content / Communication
|
|
Vocabulary
|
Mineral, rock, properties of
minerals, hardness, colour, streak, cleavage, lustre,
shape, mixtures, Mohs Scale,
non-silicates, silicate, graphite, mica, steal, lead,
|
Structures
|
Comparing
Describing
|
Discourse type
|
Reading, writing, speaking
and listening
|
Language skills
|
|
4. Contextual (cultural) element
|
To know the minerals, its composition, its
characteristics and the importance they have for us.
|
5. Cognitive (thinking) processes
|
Understand, analyse, compare,
distinguish, summarize
|
6. (a) Task(s)
|
Worksheet 1: Precious metals
(reading),
Worksheet 2: Properties of
minerals. Importance of minerals in our civilization.
Woksheet 3: Scales to measure
hardness. Mineral extraction.
-
|
6. (b) Activities
|
- Reading texts
- Reading comprehension
questions
- Label different
pictures.
- Discussion
activities.
- Scales to identify
hardness of minerals.
- Methods of mineral
extraction (video).
- Debates.
|
7. Methodology
|
|
Organization and class distribution /
timing
|
Our methodology will be
active and making pupils infer
content. Pair and group work will be promoted . Self-learning is also
important, to make pupils look and analise information from a set of
materials . The unit is organized for three sessions although we are
flexible.
|
Resources / Materials
|
Video Extraction
and Processing of Minerals & the Environmental Impacts of Mineral Use
Text book. Practice book.
Handouts
|
Key Competences
|
All
competences.
|
8. Evaluation (criteria and instruments)
|
EC:
-
define what a mineral is.
-
identify different methods of mineral extraction
-
describe uses of mineral.
- identify the two
main groups of minerals and name specimens from each group.
Instruments:
-
Test.
-
Observation.
- Notebook.
|
In this unit we are going to open a door into a fascinating world. The world of minerals. It tends to be apalling and attractive for students and teachers. Its target students are from a level o 1st ESO. Students are going to learn about minerals and its composition and inherent characteristics of minerals, properties, exploitation and usefulness. Moreover, we will see different methods of extraction with videos.
It will take three sessions to complete our unit although there are some extra materials for outstanding students.
You have
all the links in this unit organized and collected at this site:
Session 1
Presentation
with the video :
Then you
have the tapescript of the video to comment and make some questions.
Tapescript
(pdf):
Earth Materials
What do you think of when you
hear the phrase 'natural resource?' Many people think of something that comes
from Earth and that we as humans do not make ourselves. The Earth has many
natural resources, known as Earth materials. There are four main resources, and
they include minerals, rocks, soil and water. These four resources work
together to form and sustain the majority of life on Earth.
Although these four resources
are the most common, there are other Earth materials that are important and
unique. Let's examine two additional types of Earth materials, known as metals
and precious rocks.
Metals
First, let's examine
metals. Metal is a substance that frequently has a shiny
surface, conducts electricity and heat, and can be melted and shaped. If you
look around you, there is most likely metal somewhere in your view. Although we
mainly think of metal as a construction material or a component in electronics,
there is actually metal found naturally within the Earth. Metals are essential
nutrients that organisms need to grow and survive and are necessary to maintain
healthy ecosystems.
Most metals are extracted from
ores. Ores are naturally-occurring rocks that contain metals
and other minerals. A rock is considered an ore if it contains a large amount
of the metal and if that metal can be economically extracted from the rock.
Basically, there are many types of rocks that contain metals, but some only
contain small amounts, so it is not worth the expense of extracting the metal.
When extracting metals, people look for large concentrations of ores so that
they can make the largest profit for the extraction effort.
Humans extract metals from the
Earth for a variety of reasons. One of the most famous natural metals is gold.
During the Gold Rush, people traveled across the United States in hopes of
extracting gold from the land and becoming wealthy. Other natural metals
include aluminum, which is used to make cans, copper for wiring, lead for
batteries, silver for jewelry, and iron for steel.
Precious Rocks
Now, let's examine precious
rocks. What does the word 'precious' mean to you? Although most of us do not
describe rocks as precious, some rocks are. Precious rocks are
stones that are very rare and have economic value. Precious rocks are also
referred to as 'gemstones' or 'jewels.' These stones gain their economic value
due to their aesthetics, or natural beauty. They are also very durable and
difficult to break or scratch. Precious rocks are commonly used in jewelry but
are also carved or inserted into artwork or furniture.
Precious rocks come in many
different colors, shapes and compositions. These stones also formed in a
variety of manners. Most precious rocks are formed when a rock is exposed to a
change in temperature, pressure or interacts with another solution. Some stones
are even formed within the molten magma of volcanoes!
We have time to introduce
vocabulary of the unit and comment on some doubts they may have about the
readiing.at the same time, we make a presentation of the unit.
Make questions to check their understanding.Introduce new vocabulary.
Promote a debate about the importance of minerals.
To introduce the next session:
In this video they see the properties of minerals.
Session 2
1. Characteristics of minerals
Write them down in you notebook.
2. Types of minerals
Make a chart with bubbles .
We have further materials to widen :
http://www.kidsloverocks.com/html/crystals.html about
crystals.
Session
3
Extraction and processing
About minig process.
Tapescript we provide as a
pdf:
Extracting Surface Minerals
Surface mining is just what it sounds like - removing minerals that
are near the earth's surface because this is where the ore deposits are
located. When the ore deposits are very large, open-pit mining is utilized. A large, open pit is
created as machines scrape off any earth that is not ore and set it to the
side. This material is called overburden,
and as the overburden is scraped off, it's piled into spoil banks.
After the overburden is cleared from the ore,
explosives are used to break up the ore material that is being removed from the
ground, which is then taken away to be refined. The size of the ore bed
increases as mining continues, and eventually, the pit becomes a very large
bowl-shaped hole in the earth's surface. When the ore is found in a wide area
but it's not very deep in the ground, strip mining is used.
In strip
mining, instead of creating one large pit in the ground, long narrow strips
are dug out. The overburden is removed and piled up along the strip. Once the
ore is removed, the overburden is dumped back into the strip. While this may
sound like a good method because the holes are re-filled instead of left open,
the land actually looks more like a washboard after strip mining because of all
of the re-piled soil.
Extracting Minerals Deep Underground
Some minerals are found very deep below Earth's
surface - sometimes hundreds or thousands of feet deep! To remove these
minerals from the ground, subsurface
mining is used. In subsurface
mining, a long tunnel is created either horizontally or vertically. The tunnel
walls are reinforced with wood and ventilation shafts are created to provide
air to the miners underground. The minerals themselves are removed a number of
different ways.
One way is to blast apart the material and then send
the ore pieces up to the surface in carts. Another method is longwall mining, which is when
coal is sheared from the wall and collected on a conveyor belt, much like a
potato peeler shears away layers of a potato. This is a very efficient way of
extracting coal from an underground mine. Another method is solution mining, which is when
hot water is injected into the ore to dissolve it. Once the ore is dissolved, air
is pumped into it, and it's bubbled up to the surface.
The Harmful Effects Of Mining
While mining provides us with the minerals we need, it
is also very destructive because it disrupts the landscape both on the surface
and underground. It also causes quite a bit of pollution and can harm or kill
mine workers. Surface mining is destructive to landscapes because it can cause
changes in the topography and drainage and strips the land of vegetation, soil
and rocks. The spoil banks of surface mining erode and weather away, and
rainfall leaches toxic chemicals into the earth. In some cases, entire
mountaintops have been removed for surface mining!
Further materials to deepen for outstanding students:
_________________________________________________________________________________________________________________________________________________________________
Finalmente señalar que de las herramientas que he conocido en este curso, la presentación POWTOON y SYMBALOO sonmis favoritas. Os dejo el sumario de mi paso por el curso en POW:
sumario del curso
También el creador de webmix SYMBALOO me ha resultado muy útil. He hecho varias webmix para mis alumnos de secundaria. Os adjunto los links:
Curso de inglés para alumnos de ESO
Otra cosa que me ha encantado de este curso, es la cantidad de páginas de recursos que me he ido encontrando. Recursos atractivos y realmente útiles. También he preparado una webmix con algunos de esos recursos:
Recursos educativos para el aula, AICLE y demás
También he publicado mis recursos en PROCOMún, os dejo el enlace:
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