CLIL in Romania. Sciences and English.mp4

Hi guys 😉

After you see this video what can you say about content and TL? What about the teacher and how she performs? What about scaffolding, classroom layout, the board and the material used? Any other aspect you’d like to comment on?

Looking forward to your comments

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17 thoughts on “CLIL in Romania. Sciences and English.mp4

  1. I guess this is a great vídeo because the teacher keeps the students interested in the lesson. However she is only using simple words(BICS) ,a board and sheets of paper.
    It is pretty interesting to know what we can do only with good attitude.

  2. In my point of view, the teacher performance it`s amazing because she is just a guide, all the information is explained by pupils who have got a good support on the board. This scaffolding is useful to the students to answer the question and follow the lesson.
    Moreover, there is not many children so it`s important to know the good level of the class because they have got more opportunities to ask some doubts. Despite she hasn´t got a lot of resourses, she organises a motivating lesson.
    In my opinion, activities which she presents are demanding for pupils and they encourage the content, the cognition and the communication, but, however, I miss the culture in some of these.

    • Sincerely Érika, I think your analysis is so good, goes over all the aspects even noticing these that don´t appear: the last C (4C).

  3. I think the teacher takes advantage of having just a few students and always gets them in the develop of the lesson, always asking, inviting them to work by pairs through questions that they do each other… On this way there´s no hiding place for the lazy ones 😉

  4. After I saw the video, I’d like to comment on same aspects. In general, classroom layout was good since the pupils were interested in the class. For example, they took part in the activities answering teacher’s questions, showing their drawings… Besides, the teacher spoke in English even when she attracted attention to some pupils.
    In this way, teacher’s performs was excellent because she started used visual support (on the board) to help the pupils to remember the name of the seasons (scaffolding) and, after they said the names, she asked them about their preferences (“What is your favourite seasons?”), getting to interact fluently.
    On the other hand, the material that she chose was very suitable to check who understood as instructions (BICS) much as content (CALP) because she gave them the guidelines of the task step by step, checking if they knew what they had to do in each moment ( “Show me orange. Orange for the flowers”).

  5. I don’t know how old are the children but I think the contents are few if they are in Primary and enough if they are in preschool.
    I like the methodology. The children fell confident when they repeat the question and think about the answer with theirs partners, but I think she can improve the support, for some of them, write the sentences on the blackboard.
    The classroom layout is great because everyone can see the teacher well but, of course, only are 11 children ¡ it’s amazing ! ¡I would like the same in Spain!

    • I would like to point out the importance of the number of students. It is obvious, we could teach better if we have fewer pupils.
      In Spain we have pretty crowded groups, in consequence work with all the students can be too difficult.

      • Tables are located around the teacher, so it is more dinamic, but you can do it if your classroom it’s no full of student

  6. First of all I would like to say is a great way to teach, It is according to the age of the student. When you makes them to repeat they can remember easily the concept. The drawings are very usefull to assimilate what they learn.

  7. I think that the teacher use an easy english, childrens are motivated and they know to do in all moment, she works with small groups.

  8. I believe that content and tl are suitable for the age. The language used by the teacher is simple but I guess is appropriate for this age.
    They don’t use a lot of visual scaffolding, only some pictures and drawings but the teacher uses other scaffolding as repetitions. The number of students is another point in favour to achieve a good result and to deal better with each student.

    • I strongly agree with you, Maria Jesús, the language it`s perfect for children because they undestand all instructions and questions, whereas, if someone doesn´t understand anything they can support in another classmate.

  9. I would like to comment some aspects about the video ‘CLIL in Rumania’.
    The pronunciation of the teacher is fantastic. When she asks to her students some question, she waits for their answer, but all the times she is correcting the pronunciation and all over, the structure of the sentence. If she asks what’s are the four seasons, the correct answer will be ‘The four seasons are …’. It’s not enough that the students know the name of the four seasons. They must know building the sentence completely.
    In these class, I can see differents levels of knowledge of English, but the teacher knows how drive the situation and all the students participate in the class, speaking, writing and painting.
    In addition, I like the distribution of the elements in these class: tables, desks, chairs… All the furniture were in U sharpe. It’s fantastic.

  10. According to the rest of comments, I think that the number of pupils in the class makes easier the teacher’s performance. This fact allows all the students to participate in a higuer level than in a common class, which tends to has many more children. Moreover, other important fact is that the teacher transfer the management of the class to the pupils, so they are learning from their own theories and experiences.
    On the other hand, despite the teacher hasn’t got many resources to develop her lesson, she replaces these shortages with different and creative ways which also deal with other subjects like Art.
    To finish, I want to emphasise the role of the teacher because she adopts different “teaching ways” to make easier the participations of each pupil despite of the different level that I have seen in the class.

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