UNIT 4 CLIL MATERIALS AND RESOURCES

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.
 4.1 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) website, 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
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). (Oliver Meyer, 2010)

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 (solo work, pair work, group work, etc.).
5. The nature of the desired output (poster, interview, presentation, map, etc.) determines how much and what kind of
output-scaffolding is necessary.

Link to the page of CCN ( CLIL Cascade Network)

http://www.ccn-clil.eu/index.php?name=Content&nodeIDX=3486

Both Perspectives, Mehisto's criteria and Meyer's sequencing, are complementary and provide us with a framework for
selecting, adapting and creating good CLIL materials.

Access to CLIL materials, resources and networks.

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 personalise the teaching-learning process.
Here are some examples of web pages with CLIL resources:
http://www.isabelperez.com/clil.htm

http://webguide.wordpress.com

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.
Kinaesthetic activities to demonstrate vocabulary, expressions or procedures.
Power Pointpresentations with demonstrations, pictures, diagrams, etc.
IDB (Interactive digital Board) presentations. Most IDB firms have ready made 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 IDB

Link to a page of Smart Exchange where there are lots of IDB lessons.
http://exchange.smarttech.com/

B) Materials to develop language and foster communication skills.

Ø 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.
Ø Classroom displays with key expressions and language for each unit.
Ø Labelled diagrams showing procedures (e.g. draw symmetries)
Ø Speaking substitution tables for verbalizations and expositions.
Ø 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 vocabulary e.g.
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 Thinker's key
§ On-line games for thinking skills, strategies, or challenging problem solving.
On the whole the equipment and resources used in Primary classrooms are not complex. Often 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. (e.g. stop clocks, light metres, data loggers, mini-solar panels, etc.)
The list in table 4.1 there is an example of some of the materials that can be used taken from the recommended book "The
teaching of Science in Primary Schools" by Harlen, W and Qualter, A (2009).
The key is to link resource needs to planning and so to the intended learning outcomes.

RESOURCES FOR PROJECTS

Everyday objects Consumables Specialist equipment Support resources

Boxes, plastic bottles, Flour, bicarbonate of soda, Torches, hand lenses, Models such us a 3D eye,
string, scissors, rulers, soap powder, mirror card, measuring cylinders, data posters, CD ROMs,
elastic bands, straws, batteries, aluminium foil, loggers, pulleys bathroom DVDs, websites showing
pieces of fabric, marbles, seeds for planting... scales, magnets, bulbs, events, books and other
plant pots... thermometers, stop clocks paper resources...
and watches, 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.
Edchange. This one has lots of links related to different topics: http://www.edchange.org/multicultural/sites/math.html
Some other links:
http://home.mindspring.com/~mjg2/eth3.html

+ SEE MATERIAL FOR ASSESSMENT at the unit "Assessment in CLIL"

 4.2 Advantages and disadvantages of using published materials
According to Haury, in its essence inquiry-oriented teaching engages students in investigations to satisfy curiosities, with
curiosities being satisfied when individuals have constructed mental frameworks that adequately explain their experiences.
One implication is that inquiry-oriented teaching begins or at least involves stimulating curiosity or provoking wonder.
There is no authentic investigation or meaningful learning if there is no inquiring mind seeking an answer, solution,
explanation, or decision.
According to Harlen, W and Qualter, A (2009), if we believe that we need to start from children's ideas and interests, then
no scheme can replace the teacher's insights into what will interest and excite the children, and what approach is most
likely to build on their ideas and help them to develop knowledge and understanding, skills and attitudes. However, there
are significant advantages as well as some disadvantages of using published schemes and curriculum materials. (See
table 4.2 for some examples)
Harlen, W and Qualter, A (2009) suggest that what we need is 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.

Some advantages and disadvantages of using published materials

Advantages :) Disadvantages :(

Helps to ensure coverage. May limit the extent to which teachers use children's initial
ideas as a starting point.
Saves a lot of planning time.
May reduce the use made of the school's own environment
Helps to identify resources.
and context.
Can offer useful support as a teacher develops in
May limit the opportunities to cross-curricular links.
confidence and knowledge.
May limit the opportunities for interaction.
Curriculum materials can provide exciting resources
May limit opportunities to plan for the differing needs of
for children and teachers to use.
children (by implying that they all move on at the same pace).

May become boring for the children (and for the teacher).

Tabla 4.2: Advantages and disadvantages of using published materials.

 4.3 The use of ICT in CLIL
According to Harlen, W and Qualter, A (2009):
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.

"There is a tendency to think that ICT is so "new" that its use will be accompanied by new pedagogies that will somehow
transform teaching and learning" (Sutherland et al. 2004 : 413). 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. Rudd (2007:7) talks that here are three levels in the adoption of new technologies. These three levels are
mentioned in Burden (2002) from Gibson's work (1999).
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 with every new tool in teacher's kit for teaching, IWBs (interactive white boards) are only as good as the teaching and
learning that they support. It seems that it has helped teachers to run whole class teaching as normally do, but with a
better, more enjoyable and engaging medium. However, it would seem that it is not always the case that IWBs ‘add value'.
It is likely that, for real transformation, there needs to be a reconsideration of when it is appropriate to use this technology,
and how and when it is not. We have pointed out the importance and value to learning of children having the opportunity to
exchange, discuss and question each other's ideas and to be challenged to present their reasoning for others to consider.
Research suggests that this is best done in groups with the teacher acting as a monitor and guide rather than a leader.
The temptation with IWBs is for teachers to take on the role of leader and so reduce the opportunities for children to
develop their thinking skills.
As information and communication technology develops we seem to be moving away from a focus on information and
towards an increasing emphasis on communication. It has been argued, by the original inventor of the Internet, Tim
Berners-Lee, that communication was the original purpose of the Internet and that it is only now that we are beginning to
capitalise on its potential, moving not just into communication but towards greater collaboration. Opportunities for greater
and more personalised communication come with blogs, Wikis, instant messenger software, internet telephone systems,
video conferencing and VLE (virtual learning environments)
 4.4.CLIL projects and lessons from the Internet
Since the beginning of the 21st 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)

In the following table you can find 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 but can offer a wide range of helpful materials and ideas for
teaching and learning. Although the examples are for science education you can also find other subjects in most of them.

Selected Science websites for Primary Education

Specifically for CLIL Not specifically for CLIL
http://webguide.wordpress.com/category/natural-sciences/ http://www.ncsu.edu/imse/4/elementaryEd.htm
CLIL teachers web guide by Carmen Mellado with lots of A link to many other science websites perfectly
interactive resources for clil teachers. described.
http://valsequilloclil.blogspot.com.es http://teachers.net/lessonplans/subjects/science/
CEIP Vasequillo website with lots of CLIL material in Science lesson plans from teachers.
English http://www.bbc.co.uk/schools/websites/4_11/site
http://www.isabelperez.com/clil/clicl_m_6.htm /science.shtml
One of the most visited Spanish website for CLIL BBC website with lots of interactive activities in
http://clil.wordpress.com/ English. Very useful.
One of the most complete blogs for CLIL teachers with lots http://jc-schools.net/tutorials/interact-science.htm
of links and resources. Very useful the section : "material- Interactive science websites for different levels and
clil-primaria" topics.
http://www.teachingenglish.org.uk/clil http://www.uen.org/3-6interactives/science.shtml
British Council website for CLIL teachers. Interactive activities for students at primary
http://www.scoop.it/t/clil-resources education.
Resources and activities to use in your CLIL class. http://www.nationalstemcentre.org.uk/elibrary
/collection/454/nuffield-primary-science-students-
books-ages-5-7
Pdf sample science books for children.
 Activity

WEB QUEST: CLIL MATERIALS

1. CHOOSE A TOPIC/THEME/ (CURRICULUM):
2. FIND A VIDEO ABOUT YOUR TOPIC AT:
http://www.vidipedia.org/

http://www.bbc.co.uk/nature/collections (secundaria)

http://www.bbc.co.uk/iplayer/tv/categories/factual
/science_and_nature (secundaria)

3. FIND A SONG at
http://havefunteaching.com/songs/science-songs/
Tip: it is better to find a Video clip and then to find the lyrics writing
the name of the song+lyrics in google.
4. FIND AN IWB LESSON-PPT at http://exchange.smarttech.com
Tip: Select Canada as country as their material is closer to CLIL.
5. FIND ON-LINE GAMES at
http://jc-schools.net/tutorials/interact-science.htm

http://www.whyfiles.org/

http://www.bbc.co.uk/schools/index.shtml

http://classroom.jc-schools.net/sci-units/

http://www2.scholastic.com/browse/learn.jsp

Tip: Select subject first and then the age and then games. You can
also use the search box and write the topic+ game.
6. FIND A CLIL UNIT( LESSON PLAN, WORKSHEETS,ETC at:
http://primary-secundary-clil-units.wikispaces.com/

http://clilandict.wikispaces.com/

http://www.isabelperez.com/clil/clicl_m_5.htm

http://www.onestopenglish.com/community/lesson-share/lesson-
share-archive/clil/

http://www.teachingenglish.org.uk/clil

Tip: sometimes you are sent to a new page. Be patient!

7. FIND VISUAL MATERIAL at:
http://visual.merriam-webster.com/science.php

http://www.infovisual.info/

Tip: find images for key vocabulary, processes, etc.