Designing checklists

for novice CLIL teachers

Makoto IKEDA
makoto-i@sophia.ac.jp

CLIL 2012: From Practice to visions, Utrecht, 21 April 2012

This interactive task-based

session covers:

Talking about my context

Identifying CLIL training tools
Designing checklists for CLIL pedagogy

1 Talking about my context

The Society for Testing English Proficiency

To promote CLIL, we offer

open lectures, seminars and workshops
by CLIL specialists from Europe,
MA module in the Sophia TESOL,
programme (Principles and Practice of
CLIL),
INSET (in-service training) sessions,

we have published

and were working on

http://www.cliljapan.org/

However ...
CLIL in Japan is still in its infancy,
so we need effective tools
to train teachers
who have never heard of CLIL.

2 Identifying training tools

Your are asked to train new CLIL

teachers IN THREE HOURS! What
aspects would you pick up and how
would you transfer them to your poor
trainees?

Possible key aspects

Definition(s)
Comparison with other methodologies
Principles (e.g. 4Cs framework)
Pedagogical skills and techniques
Materials development procedures
Other

Effective training tools

Words (e.g. definitions, quotations)
Graphic organisers (e.g. charts,
diagrams, spider maps)
Tables, lists, matrixes
Checklists & criteria
Photos & pictures
Video clips
Other

Photo: CLIL=English breakfast?

Culture
Cognition
CLIL = integration

Content
Communication

Definition: Various faces of CLIL

Narrow definition

Broad definition

What is CLIL to you?

- methodology
- facilitation of language
- approach
- fusion/synergy
- systematic learning
- mindset/attitude
- education

Diagram: CLIL in ELT methodologies

EFL

GTM
AL

ESL

EFL/ESL

CLT (weak) CLT (strong)

TBI
PPP

Structure-based
instruction

CLIL
CBI

Immersion

Submersion
sink or swim

Communicative

Natural

instruction

acquisition

EFL = English as a foreign language

ESL = English as a second language
GTM = Grammar translation method
AL = Audiolingualism

CLT = Communicative Language Teaching

PPP = Presentation-Practice-Production
TBI = Task-based instruction
CBI = Content-based instruction

Diagram: Do Coyles the 4Cs of CLIL

Content

Communication

CLIL

Community
Cognition

(Culture)

Diagram: Communication in CLIL

Language
of
learning

Language
for
learning

Communication

Language
through
learning

Diagram: Cognition in CLIL

HOTS
(Higher Order
Thinking Skills)

LOTS
(Lower Order
Thinking Skills)

Diagram: Community/culture in CLIL

Classroom
School
Town/city
Country
Region
World

Flowchart: CLIL materials development

STEP 1

STEP 2

STEP 3

Communication

Content

Cognition

Community
(Culture)

Worksheets

List: authentic materials

Texts
Visuals
Statistics
Videos
Audios

textbooks, books, websites,

articles, reports, novels, etc.
photos, pictures, maps,
diagrams, etc.
tables, graphs, etc.
TV programmes, video clips,
films, etc.
radio programmes, podcasts,
songs, teachers lectures, etc.

Flowchart: lesson planning

CLIL lesson structure

Input

Comprehension
tasks

Processing

Output

Cognitive
tasks

Production
tasks

List: task types

1. Listing
brainstorming, fact-finding
2. Ordering and sorting
sequencing, ranking, classifying
3. Comparing
finding similarities and differences
4. Problem-solving
logic puzzles, real-life problems, case studies
5. Sharing personal experiences
anecdotes, reminiscence, opinions, reactions
6. Projects and creative tasks
survey, research, creative writing, skits
(Willis, J. 1996, A Framework for Task-Based Learning, Harlow: Longman; Willis D. & J. Willis,
Doing Task-based Teaching, Oxford: Oxford University Press)

Diagram: task patterns

(Nunan, D. 2004, Task-Based Language Teaching, Oxford: Oxford University Press)

Matrix: task design

LOTS

Work

Memorisation

Understanding

HOTS
Application

Analysis

Evaluation

Creation

Solo
Pair
Group
Class
* LOTS = Lower Order Thinking Skills, HOTS = Higher Order Thinking Skills

List: worksheet layout

Characters
Positioning
Other features

different fonts, font

sizes, styles (bold, italic,
underline, CAPITALS)
center, left, right,
indents, block style
boxes, tables, shades,
pictures, frames, arrows,
diagrams, bullet points,
numbering

List: worksheet layout

Dont overcrowd the page.
Use numbering systems (numbers and
letters).
Dont use too many different fonts.
Be consistent in the use of styles for
headings.
Pictures, graphics and logos make a page
more appealing.
Think carefully about the space for learners
to write in answers.
(Adapted from Andon, N., 2008, Handouts for Materials Development in ELT, Session 10:
Design and layout of materials, MA in ELT and applied linguistics, Kings College London)

Criteria: good CLIL materials

1. Give rich input in content and language.
2. Use authentic materials.
3. Give multimodal input (e.g. texts,
photos, pictures, maps, diagrams,
graphs, statistics, etc.)
4. Scaffold content and language.
5. Involve both LOTS and HOTS.

6. Develop academic skills.

7. Encourage cooperative learning.
8. Stimulate content and language
output.
9. Integrate the 4Cs.
10. Pursue good layout and design.

Based on Mehisto, P. 2010, Criteria for producing CLIL learning materials, and Meyer, O. 2010,
Introducing the CLIL-Pyramid: key strategies and principles for quality CLIL planning and teaching.

3 Designing checklists
Existing checklists provide useful
frameworks for lesson planning and
reflection, but it is important for
teacher educators to adapt them or
develop their own to make the
checklists more relevant to their
training contexts.

Your three-hour session is almost over and you

want to give a checklist for good CLIL practice to
your trainee teachers.
Talk about your criteria for an effective checklist
and produce a sample list based on your
discussion.

My design criteria
Design the checklist for novice CLIL
teachers.
List only essential items.
List only feasible/observable items.
List only tested items.
Group items in a logical order.
Use simple and consistent language.
Give examples, if necessary.

My checklist: Good CLIL pedagogy

1 Equal emphasis is placed on content
learning and language learning.
2 Authentic materials are used.
(e.g. webpages, newspaper articles)
3 Multimodal input is given. (e.g. written/
spoken texts, graphics, statistics, videos)
4 Various levels of thinking skills are
cultivated. (i.e. LOTS and HOTS)
5 Diverse tasks are assigned.

6 Teacher-student and student-student

interactions are abundant.
7 Cooperative learning is encouraged.
(e.g. pair work, group work)
8 Scaffolding in content and language is
provided.
9 Elements of cross-cultural understanding
or global issues are incorporated.
10 The four skills are integrated.

Many thanks
for your contrinbutions!