CLIL CLIL materials and resources UNIT 4
UNIT 4
CLIL MATERIALS AND RESOURCES1
INTRODUCTION
Teachers starting a CLIL programme often comment on the shortage of ready-made
resources, such as textbooks, and the workload it supposes to find and adapt existing
learning materials. This perception is changing as an increasing number of websites are
devoted to the exchange of CLIL material and because of the attempts made by some
publishers to create textbooks with a CLIL approach.
OUTCOMES
➢ Reflecting on the criteria for creating, selecting or adapting CLIL materials.
➢ Learning about the features which define quality materials for CLIL.
➢ Searching for suitable CLIL materials on the internet.
➢ Learning about how to use ICT within a CLIL project.
I.- MATERIALS FOR A CLIL CLASSROOM
In Educational contexts, learning materials can be defined as "information and knowledge
that are represented in a variety of media and formats, and that support achievement of
intended learning outcomes. They are in adherence with the objectives and requirements of a
regional or national curriculum." (Peter Mehisto, 2010).
In the CCN (CLIL Consortium Network) website2, Peter Mehisto presents a list of ten criteria
for creating CLIL specific learning materials and also provides examples of how to apply
each proposed criterion. The ten criteria are:
1. Making the learning intentions (language, content, learning skills) & process
visible.
2. Systematically fostering academic language proficiency
3. Fostering learning skills development and learner autonomy
4. Including self, peer and other types of formative assessment
5. Helping create a safe learning environment
6. Fostering cooperative learning
7. Seeking ways of incorporating authentic language and authentic language use
1 Main source:
[Link]
2 CLIL Consortium Network:
[Link]
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8. Fostering critical thinking
9. Fostering cognitive fluency through scaffolding of a) content, b) language, c)
learning skills development.
10. Helping to make learning meaningful.
In the same website, we can find an article by Oliver Mayer referred to the design and
production of quality CLIL learning materials. According to Oliver Mayer (2010)
"embracing the CLIL approach does not automatically lead to successful teaching and
learning. To truly realize the added value of CLIL, teachers need to embrace a new paradigm
of teaching and learning and they need tools and templates that help them plan their lessons
and create/adapt their materials". The CLIL-Pyramid (Fig.3) suggests a systematic sequence
for planning CLIL units and materials, starting with topic selection and ending with a review of
key content and language (the CLIL Workout)3.
1. Planning a CLIL unit starts with content selection. The specific needs of the content
subject are at the heart of every CLIL lesson and the starting point for material
construction.
2. Providing multimodal input and distributing it evenly across the new CLIL unit produces
highly differentiated materials which accommodate different learning styles and activate
various language skills. Multimodal input also facilitates the development of new
illiteracies.
3. The nature of the selected input (i.e. texts, charts, maps, video clips, etc.) determines how
much and what kind of input-scaffolding is needed. It also indicates which subject specific
study skills need to be practiced with the students so they can successfully cope with that
input.
4. Tasks need to be designed to trigger both higher order thinking skills and lead to authentic
communication/interaction in different interactive formats (individual/pair/ group work).
3 Link to the page of CCN (CLIL Cascade Network) [Link]
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5. The nature of the desired output (poster, interview, presentation, map, etc.) determines
how much and what kind of output-scaffolding is necessary.
Access to CLIL materials, resources and networks
As we said in the introduction of this unit, teachers starting a CLIL programme often comment
on the shortage of ready-made resources, such as textbooks, and the workload it supposes
to find and adapt existing learning materials. This perception is changing as an increasing
number of web pages are devoted to the exchange of CLIL material and because of the
attempts made by some publishers to create textbooks with a CLIL approach. However, given
the nature of the approach, it is difficult to find materials that fully meet our needs, so the CLIL
teacher has to evaluate and adapt most of the material found in the net or in textbooks. This,
far from being a disadvantage, supposes an opportunity to personalize the teaching-learning
process4.
Materials for a CLIL classroom
a) Material for input and input- scaffolding
➢ Real objects, instruments and manipulatives
➢ Vocabulary presentation through multisensory media: video, songs, picture
flashcards, word flashcards, etc.
➢ Kinesthetic activities to demonstrate vocabulary, expressions or procedures.
➢ Power Point Presentations with demonstrations, pictures, diagrams, etc.
➢ IDB (Interactive Digital Board) presentations. Most IDB firms have readymade lessons
and images for mathematics, science, art, etc., in many different languages. The CLIL
teacher task is to adapt them and use those pages which help in the unit development.
There are also some tutorials for the use of tools in the IDB5
b) Materials to develop language and foster communication skills
➢ Personal dossier or notebook that includes key words from each lesson, in particular
those words which have different meaning (e.g. operations, odd) also the words for
drawings and symbols. It may be positive to include the term in L1.
➢ Classroom displays with key expressions and language for each unit.
➢ Labelled diagrams showing procedures (e.g. draw symmetries)
➢ Speaking substitution tables for verbalizations and expositions.
➢ Adapted Texts: Label structural patterns found in expository text, e.g. data, problem,
solution.
➢ Highlight in the texts: symbols, key vocabulary and words that in may have a different
meaning (false friends)
➢ Systematically work on "reading different types of texts".
➢ Videos, songs that help understand vocabulary6
4 Some good examples for excellent CLIL resources are these websites:
[Link]
[Link]
[Link]
5 Link to a page of Smart Exchange where there are lots of IDB lessons. [Link]
6 Example of a Video song for children: [Link]
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c) Materials to develop and scaffolding cognition and problem solving
"Manipulatives" are objects that are commonly used in teaching mathematics and other
subjects. They can be anything "movable" when solving a problem or developing a task.
Manipulatives can reach all learning styles to include spatial, kinesthetic, interpersonal and
intrapersonal intelligences, opposed to only auditory and logical reasoning. Manipulatives
give students a hands-on and concrete understanding of concepts, making it easier for them
to communicate and interact with their peers, their teacher or their parents.
Apart from manipulative material we can also use:
➢ Graphic organizers
➢ Thinking games such as the ones in Thinkers' Keys7
➢ On-line games for thinking skills, strategies, or challenging problem solving.
The Thinkers Keys
As an example, we will explain the main characteristics of Tony Ryan's Thinkers' Keys.
According to him, there are 20 different ‘Thinking Keys’ each designed to unlock different
parts of the thinking process. The use of the keys helps to develop flexible problem solving
and thinking habits. The Thinkers Keys are twenty powerful strategies for generating quality
thinking in many learning situations. They were written explicitly for 8 to 14 year-olds,
although we have often found them being used in classrooms of 5 year-olds, and also in
senior school and university [Link] are the most relevant characteristics:
• The thinking keys provide a flexible and dynamic way to engage students in further
learning.
• They are a great way to do informal assessment during the unit for measuring student
understanding.
• The students really enjoy the range of activities that the keys enable them to choose
from and subsequently produce interesting and thoughtful work.9
There are many ways that the thinkers' keys can be integrated into the classroom to enhance
the thinking of the students. Here we present 4 examples of classroom ideas:
1.- Warm up Activities -
Give the class one of the keys to work on for 5 to 10 minutes to get them thinking creatively
before writing or before/after the bell. For example you could use the:
1. Question Key: Give the children an answer and they have to come up with five
questions that match the answer.
2. Reverse Key: Children come up with 10 things that cannot be done or never seen.
7 Thinkers Keys websites: [Link]
Tony Ryan´s Thinkers Keys. Classroom ideas: [Link]
8 Watch a video about the Electronic Thinkers Keys: [Link]
9 Source: [Link]
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3. Different Uses Key: give children an object in which they are to come up with 10
different uses for.
2.- Reading Contract Activities -
The 20 thinkers' keys can be incorporated into daily reading and comprehension activities.
These can be specifically designed tasks for the children to complete at guided reading time
(e.g. use the Prediction Key to predict possible outcomes for this situation, the Variations
Key to solve a problem or the Interpretation Key to explain the existence of that situation).
3.- Inquiry -
Use the 20 thinkers' keys at all stages of an inquiry as a tool for thinking more deeply about
the topic. This can be set up as a 'Thinkers Keys' table in a space in the classroom where
children can complete the tasks in relation to the class inquiry.
4.- Thinkers Keys table -
Have a table set up with all or selected Thinkers Keys on it which the children can go to and
use in spare time. Have set questions for each Key. This could also be made into a class
competition to see who is the most creative with their answers.
In order to plan teaching resources integrating Thinker's Keys we can follow Tony Ryan's
matrix10.
10 Source for Tony Ryan's Thinker Keys matrix: [Link]
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Other teaching materials
On the whole, the equipment and resources used in Primary classrooms are not complex.
Everyday items are more appropriate and cheaper than specialist equipment. Children learn
best from first-hand experience, when they explore things around them; therefore simple,
familiar utensils are to be preferred over more complex laboratory apparatus.
However, there are some more specialist item that can enhance learning without being so
difficult to use that they act as a barrier to learning. The list in the table below is an example of
some of the materials that can be used11. The key is to link resource needs to planning and
so to the intended learning outcomes.
RESOURCES FOR PROJECTS
Everyday objects Consumables Specialist Support
equipment resources
Boxes, Flour, Torches, Posters,
plastic bottles, bicarbonate of soda, hand lenses, CD ROMs,
string, soap powder, measuring cylinders, DVDs,
scissors, mirror card, bathroom scales, websites showing
rulers, batteries, magnets, events,
elastic bands, aluminium foil, bulbs, books
straws, seeds for planting... thermometers, other paper
pieces of fabric, stop clocks resources...
marbles, watches,
plant pots... springs...
d) Materials to develop cultural awareness
There are hundreds of resources on the Internet to develop cultural awareness related to all
the subjects. However, the real task for CLIL teachers is to select and adapt those
materials.
We offer three examples of links related to different topics:
[Link]
[Link]
[Link]
[Link]
II.- ADVANTAGES AND DISADVANTAGES OF USING PUBLISHED MATERIALS
There are significant advantages as well as some disadvantages of using published schemes
and curriculum materials. The table on the following page shows some examples by Harlen,
W and Qualter, A (2009). They point out the need to be open-minded about the use of
schemes and curriculum materials so that teachers can make the most of their advantages
whilst avoiding the disadvantages. The key is to ensure that, developing a scheme of work,
the needs and interests of the children are central to the planning process at all levels.
11 Source: Harlen, W and Qualter, A, The teaching of Science in Primary Schools, (2009).
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Advantages Disadvantages
➢ Helps to ensure coverage. ➢ May limit the extent to which teachers
use children's initial ideas as a starting
➢ Saves a lot of planning time.
point.
➢ Helps to identify resources.
➢ May reduce the use made of the school's
➢ Can offer useful support as a teacher own environment and context.
develops in confidence and knowledge.
➢ May limit the opportunities to cross-
➢ Curriculum materials can provide curricular links.
exciting resources for children and
➢ May limit the opportunities for
teachers to use
interaction.
➢ May limit opportunities to plan for the
differing needs of children (by implying
that they all move on at the same pace).
➢ May become boring for the children (and
for the teacher).
III.- THE USE OF ICT IN CLIL
According to Harlen,and Qualter12, "young people have grown up with new technologies
and many readily make use of ICT as part of their normal experiences but this does not
mean that they always learn what a teachers might want them to learn what is needed is a
clear purpose for their activities.
ICT is moving ahead at a great pace and developments mean that more and more
possibilities are opening up to support learning in the primary classroom; in particular the
development of cheaper, lighter, child friendly equipment, a wider variety of software and
the increasing use of wireless technology, offer the possibility of untying children from the
computer desk and allowing them to take their ICT learning tools with them wherever they
are learning.
There is a vast array of material on the Internet for children to exploit to gather information
and to explore ideas; however, they need a clear purpose for what they are doing if they are
to engage with the material and learn from it. ICT is a tool that can be harnessed and used
by children to find information, explore and revise ideas, collect data and record and collate
it as well as to represent their learning in ways that are attractive and creative. It is a
marvellous tool when used well.
It might be thought that ICT is so "new" that its use will imply new
pedagogies that will somehow transform teaching and learning.
Teachers not only need to learn how to use new technologies but
also how to use them to support learning. ICT can help by
breaking through the wall of the classroom, widening children's
horizons and bringing new opportunities for learning into their
world. ICT is likely to contribute most effectively to learning where
the teacher employs sound pedagogic principles to its
incorporation.
12 Harlen, W and Qualter, A, The teaching of Science in Primary Schools, (2009).
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Some researchers13 set three levels in the adoption of new technologies: .
1. Infusion- the spread of use into more and more classrooms, the new technology simply
serves to reinforce existing practice.
2. Integration- the technology becomes embedded in the curriculum, adding new ways in
which it can be used.
3. Transformation- where technology is used to ‘add value' to the whole learning process,
where learners become centrally involved in its use and where they actively construct
knowledge through interaction.
As information and communication technology develops we seem to be moving away from a
focus on information and towards an increasing emphasis on communication. Tim Berners-
Lee, inventor of the Internet, said "communication was the original purpose of the Internet
and that it is only now that we are beginning to capitalize on its potential, moving not just into
communication but towards greater collaboration". Opportunities for greater and more
personalized communication come with blogs, Wikis, instant messenger software, internet
telephone systems, video conferencing and VLE (virtual learning environments)
Six ICT Ideas based on the Thinkers' Keys14:
Cameras - children can use the class camera to record their findings for the Different Uses
Key. This Key requires the students to find various different uses for one object which they
can then photograph and report back to the class.
Internet - children can use the internet to research the different Keys and topics using the
different keys.
Talking Books - as a class the children could create a talking book to explain Tony Ryan's
20 different Thinkers Keys. This would solidify their knowledge on each one also. They could
do this around a particular topic.
Recordable Microphones - another way for the children to record their answers to questions
such as the Alphabet Key where they compile a list of words form A to Z.. Children can put
their findings and examples on their class blog or wiki.
Computers - children can use computers as a different way of recording their answers when
using the different Thinkers Keys.
Interactive Boards - these can be used as a classroom tool to explain and record findings
around particular topics using different keys.
IV.- CLIL PROJECTS AND LESSONS FROM THE INTERNET
st
Since the beginning of the 21 century there has been an explosion of materials to support
primary teaching on the internet. Most of the pages visited by teachers were those offering
teaching resources such as worksheets and lesson plans, but looking more deeply, some of
these visits were for inspiration, information, pupil resources and ideas rather than simply
tailor-made plans. Lesson plans are usually very general and cannot be used "off the shelf",
because planning is what happens in your head and not what is written down. (Harlen and
Qualter 2009: 166)
To conclude this section, we include a selection of websites which can be very useful when
searching for materials to teach in Primary education. Most of them are not specific for CLIL
13 Gibson, 1999; Burden, 2020 and Rudd, 2007
14 Source: [Link]
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but can offer a wide range of helpful materials and ideas for teaching and learning.
Selected Science websites for Primary Education
Specifically for CLIL and not specifically for CLIL
[Link]
.htm sciences/ A link to many other science websites perfectly described.
CLIL teachers web guide by Carmen
Mellado [Link]
with lots of interactive resources for CLIL teachers.
Science lesson plans from teachers.
Very useful. material in English
[Link]
[Link]
Interactive science websites for different levels and topics.
One of the most visited Spanish website for
CLIL [Link]
[Link]
Interactive activities for students at primary education.
CLIL teachers with lots of links and resources. Very useful the section : "material-clil-primaria"
Pdf sample science books for children.
primary-science-students-books-ages-5-7
[Link]
Website created for teachers in bilingual schools.
[Link]
British Council website for CLIL teachers.
[Link]
Resources and activities to use in your CLIL class.
[Link]
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Artificial Intelligence applied to Education
1. What is AI?
Artificial Intelligence (AI) is a field of computer science dedicated to creating systems
that can perform tasks which typically require human intelligence. These tasks include
learning, problem-solving, perception, and language understanding.
There are two categories or classifications for AI: weak AI, and strong AI, and one of
them does not exist yet.
Which one do you think it is…?
1. Weak AI, or Narrow AI, refers to AI systems that are designed and trained for a
specific task. They do not possess consciousness, real understanding, or general
intelligence. Examples include virtual assistants (Siri, Alexa), recommendation
systems (Netflix, Spotify) and chatbots (ChatGPT).
2. Strong AI, or General AI, refers to AI systems that possess the ability to understand,
learn, and apply intelligence in a way that is indistinguishable from human intelligence.
Strong AI would have a self-aware consciousness, capable of generalising learned
information to new situations. This type of AI is theoretical and does not yet exist in
practical terms.
In summary, Weak AI is specialised and task-specific, often mimicking human
behaviour in a limited context, while Strong AI entails a broader, human-like
intelligence with the capability to apply reasoning and learning universally to a wide
range of different tasks and problems. Strong AI does not exist yet.
There is AI everywhere:
● Netflix uses machine learning algorithms to create personalised
recommendations for you based on your viewing history.
● Google Translate uses deep learning algorithms to translate texts from one
language to another.
● Your iPhone uses facial recognition systems to unlock features. This system can
identify and verify faces, but it does not understand or interpret human emotions.
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● Tesla uses computer vision to power self-driving features on their cars.
● ChatGPT uses Large Language Models (LLMs) to generate human-like text in
response to the prompts you feed the system.
The apparition of ChatGPT, to mention the most popular AI-based chatbot, has
significantly changed traditional methods of teaching and assessment that have been in
place for many years. There has been a major shift or transformation in educational
practices due to the influence of this technology.
The advent of AI has revolutionised the way we interact with the world, making it
necessary to understand it in order to use it responsibly. Every powerful tool can be
beneficial or prejudicial depending on who is using it, and for what purpose.
2. Generative AI
Generative AI is a branch of artificial intelligence focused on creating new content,
ranging from text and images to music and synthetic data. It uses machine learning
algorithms to analyse patterns in existing datasets and generate new, original outputs
that reflect learned structures and styles. This branch of AI is remarkable for its ability to
produce diverse outputs across various media.
In 2021, OpenAI launched an AI to create images from text, named DALL·E, as a tribute
to the painter Salvador Dalí and a nod to the animated film WALL·E. This new software
had learned from a gigantic database with millions of images described in text. A year
later, the organisation released ChatGPT for free, which emulates human thinking logic
in its communicative form. These are examples of Generative AI tools.
3. ChatGPT
ChatGPT is a prime example of a Natural Language Generation (NLG) system that
utilises a Large Language Model to generate human-like text.
● Natural Language Generation (NLG) is a subset of Generative AI that specifically
deals with generating human-like text. NLG systems are designed to generate
text in a way that is coherent, contextually relevant, and reflective of human
language patterns.
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● Large Language Models (LLMs) are complex AI systems with millions or billions
of parameters, trained on a wide array of text data like books, articles, and social
media. They can perform various tasks such as answering questions,
summarising texts, writing essays, and more. LLMs improve over time by learning
from their outputs. However, they don't possess real understanding or knowledge
of the content they generate, relying instead on identifying patterns and predicting
likely words. Sometimes, LLMs might present false information as if it were true,
a phenomenon often referred to as “hallucinations.”
Summary: ChatGPT is a type of large language model (LLM) trained on vast amounts
of text data to generate human-like text based on the input it receives. ChatGPT can
perform a range of tasks from answering questions to composing essays, all while
maintaining a conversational and contextually relevant tone.
Large Language Models are powerful tools in AI, and their ability to process and
generate human-like text makes them invaluable in many fields, from business to
education. However, it's important to remember that they function based on patterns
in data and are not sentient.
4. Educational Tools
LLMs are used in educational software for language learning, tutoring, and providing
personalised feedback on written assignments.
LLMs are also used for language translation and content creation.
In the context of education, the best use of AI and Large Language Models (LLMs) could
be in personalised learning and adaptive education. Here's why:
AI can create Customised Learning Experiences: it can analyse a student's learning
style, strengths, and weaknesses. LLMs can then provide tailored educational content
and exercises, adapting in real-time to the learner’s progress. This approach can
optimise learning efficiency and help address individual educational needs.
Interactive Tutoring: AI-powered tutoring systems can offer one-on-one support to
students, similar to a human tutor. LLMs can answer students' questions, provide
explanations, and offer guidance on complex topics, making learning more interactive
and accessible.
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Language Learning and Practice: LLMs can be exceptionally useful in language
education. They can engage students in conversation, correct language usage, and even
simulate various real-life scenarios for language practice.
Assistance in Writing and Research: For older students, LLMs can assist in writing
essays, understanding research papers, and developing critical thinking skills. They can
suggest improvements, provide feedback on written assignments, and help students
learn how to structure and present their ideas effectively.
Assistance for Educators: AI can help educators in grading, preparing personalised
lesson plans, and identifying areas where students struggle. This can significantly reduce
teachers' workloads and allow them to focus more on engaging with students.
Enhancing Distance Learning: In situations where remote learning is necessary, AI and
LLMs can provide interactive and engaging educational content, making online
education more effective and less isolating.
It's important to note, however, that while AI and LLMs can greatly enhance education,
they should complement, not replace, the human elements of teaching and mentoring.
The empathy, understanding, and interpersonal skills of human educators are
irreplaceable and crucial for a well-rounded education. AI and LLMs should be used as
tools to augment and support these human qualities in the educational process.
Discussion: What do YOU think could be the best use of IA and LLMs for
Education?
***
Bibliography:
Ribes-Lafoz, M., & Navarro-Colorado, B. (2023). Aprovechamiento de ChatGPT en la
enseñanza de lengua extranjera en educación superior. In D. Ortega-Sánchez & A.
López-Padrón (Eds.), Educación y sociedad: claves interdisciplinares.
Sharples, M., & Pérez y Pérez, R. (2022). Story machines: how computers have
become creative writers. Routledge.
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Torres, J. (2023). La inteligencia artificial explicada a los humanos. Plataforma
Editorial.
UNESCO. (2023). ChatGPT and artificial intelligence in higher education: quick start
guide. [Link]
Voeneky, S., Kellmeyer, P., Mueller, O., & Burgard, W. (Eds.). (2022). The Cambridge
Handbook of Responsible Artificial Intelligence: Interdisciplinary Perspectives (1st
ed.). Cambridge University Press.
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