19 jun. 2018

CLIL: future projection

In this openclass we will experience a CLIL journey around the world. We will investigate the term CLIL from the school perspective since it was written for the first time in some decrees or laws. We will evaluate goods and bads in the application of this approach. By the end, we will introduce the future of CLIL and the recent researches that are taking part in order to mantain CLIL as an alive term. Willy Cano is a C.L.I.L. teacher trainer and a qualified bilingual teacher who worked in the Bilingual Program of the Community of Madrid from its establishment. He has prepared Community of Madrid teachers and language assistants. He developed CLIL approach as a coordinator of the Program at ‘Daniel Martín’ Primary School. 
He is an advisor for several School Associations improving a CLIL development of Bilingualism.
He is coordinating CLIL materials for SM-UDP. He is a CLIL expert for the International University of La Rioja, UNIR. He wrote a CLIL Handbook for Spanish Bilingual Schools. He posts all his contributions on his blog CLILforsuccess.

28 may. 2018

Webinar: CLIL Projects - now possible!

In this live broadcast webinar, we will discuss practical ideas in real time to help you achieve the success you expect for your bilingual classroom.

Resultado de imagen de webinar
  • Date: 30th May 2018
  • Time: 18:00 

Webinar contents:
  • Language scaffolding from Infant Education to Primary.
  • Content and language integration through a unique learning context.
  • Off-book activities that offer teaching flexibility.
  • Challenges: Identification of learning needs and achievements from LOTS to HOTS.
  • How Service Learning Projects can develop cooperative learning and social values.
Don’t miss out on this opportunity to learn from our expert Willy Cano. Ask questions and clear up any doubts.

Are you ready to start?

Sign up NOW! We look forward to seeing you there!
Enlace a sala

24 may. 2018


In this post you will have access to all docs used along the course. Please, feel free to get in contact with me under any request (willy.cano@unir.net).

Resultado de imagen de cep las palmas

30 nov. 2017


"Estar expuestos a dos lenguas desde pequeños no retrasa el aprendizaje"
Resultado de imagen de Albert Costa PSICOLOGO

En su conferencia de ayer en Club FARO, el profesor y psicólogo Albert Costa dejó claro que "estar expuesto a dos lenguas desde pequeñito no significa retraso en este aprendizaje" ni tampoco implica tener "un aprendizaje incompleto". Sobre las cunas bilingües, Albert Costa indicó que un requisito para aprender dos lenguas es darse cuenta de que hay dos códigos diferentes. Explicó que "sabemos que los bebés al nacimiento son capaces de distinguir lenguas que suenan muy diferentes, pero no las que son parecidas a nivel rítmico". Reconoció que esta conclusión le sorprende pero que se ha demostrado que otros animales como "las ratas también lo pueden hacer. Los bebés expuestos a las dos lenguas no se confunden, saben que es diferente".
 Sin embargo, cuando los dos idiomas a los que se expone a un bebé son parecidos, los niños tardan más en diferenciarlos. La edad que se calcula que empiezan a hacerlo es a los 4,5 meses. Albert Costa añadió que incluso se ha estudiado si los bebés son capaces de diferenciar lenguas observando el movimiento de los labios del interlocutor.

La conclusión es que los bebés de seis meses son capaces de distinguirlas tanto sean monolingües o bilingües. No obstante, a los ocho meses, los monolingües, ya no pueden y los bilingües, sí. En su charla, también indicó que "hay ciertas áreas del cerebro más implicadas en el procesamiento de una lengua que en otra" y que en caso de padecer una enfermedad degenerativa, el deterioro del dominio y control de los idiomas en un bilingüe avanza prácticamente a la par o al menos así lo han demostrado los estudios hasta ahora.

21 jun. 2016

OPENCLASS: Los padres agentes del cambio

En esta Openclass se define la labor de los padres dentro del proceso educativo de sus hijos y se dan claves para reforzar el inglés en casa.

11 nov. 2015


The many benefits of bilingualism

We live in a world of great linguistic diversity. More than half of the world’s population grows up with more than one language. There are, on the other hand, language communities that are monolingual, typically some parts of the English-speaking world.
In this case, bilingualism or multilingualism can be seen as an extraordinary situation – a source of admiration and worry at the same time. But there are communities where bilingualism or multilingualism are the norm – for example in regions of Africa. A Cameroonian, for example, could speak Limbum and Sari, both indigenous languages, plus Ewondo, a lingua franca, plus English or French, the official languages, plus Camfranglais, a further lingua franca used between anglophone and francophone Cameroonians.
On a smaller scale, we all know families where bilingualism or multilingualism are the norm, because the parents speak different languages or because the family uses a language different from that of the community around them.
How difficult is it for a child to grow up in such an environment? And what are bilingual children capable of? Well, they are capable of quite a lot, even at a very youngage. They can understand and produce expressions in more than one language, they know who to address in which language, they are able to switch very fast from one language to the other.

27 ago. 2015


How to enthuse the unenthusiastic pupil

By Jim Baker on Thursday, 30 April 2015 10:00 Teaching & Learning
A teacher could well have some great teaching strategies, but pupils need to be engaged. Veteran teacher Jim Baker discusses the methods that have worked for him over four decades.
To solve this problem of enthusing the unenthusiastic pupil we must first ask ‘Why is the pupil unenthusiastic? Two reasons for this lack of enthusiasm are:
1) Being preoccupied with ‘outside’ issues. 2) Not finding the teacher ‘entertaining’ - hence my reply “entertainer” when asked what I do.
There is not a lot we can do about 1) above, but there is about 2).

20 jul. 2014

“Se puede dominar una lengua oralmente sin conocer su código escrito”

El enfoque metodológico CLIL es “una actitud positiva hacia un cambio metodológico en el que la distribución de los contenidos propicien una secuencia de actividades que den al alumno la capacidad para desarrollar un aprendizaje de por vida”

'CLIL is a positive attitude towards a new re-conceptualization of the curriculum in which a sequence of experiences provides Lifelong learning'

30 abr. 2014

Cognitive CLIL

CLIL The Cognitive: Not Only a New Way of Teaching…It’s a New Way of Thinking.

 Think about a television commercial that really grabbed your attention. Maybe you only saw it once, but it really made an impact and you just cannot forget it. How did the makers of the commercial do that? What techniques did they use? How did they grab your attention and create connections in your brain to be “branded” forever? The answer is simple: they activated the cognitive structure. The same techniques used to “hook “ us into buying products can also be used for teaching and retaining important information. The component that I believe holds CLIL together is the Cognitive component.
What exactly are we talking about when we say “Cognitive?” Many educators are a bit confused about this and understandably so. The cognitive in CLIL comes in many shapes and sizes. However, to simplify what it is, we can look at it this way. Anything done to engage students, activate prior knowledge, create multiple pathways to information in the brain and stimulate active learning, can be considered “the cognitive” in CLIL. I would like to focus particularly on the “multiple pathways” technique. When I use these words to explain cognitive activation, I mean to say that associations are being made in the brain and these “connections or pathways” help in retrieving information. When using the CLIL method, it is worth taking the time to be trained in the “art” of activation of prior knowledge and how to create neurological associations or connections between old and new information. The activation of the Cognitive begins before even starting the content unit at hand. This step is vital as all information to follow must connect and build upon it in a spiral form. The techniques are not difficult; however, it does require a certain degree of openness to new way of approaching teaching and time dedicated to putting the techniques to practice in order to see results.

Posted by The Cogent Construct

5 nov. 2012


Throughout the last month I had several conversations with lots of School Directors who showed me that the only way to create a teaching evolution is to arise a good attitude towards new times and to invest money in their formation.
For these reasons a positive teaching adaptation will be needed if we want to learn the latest trends and methodologies.
I consider our teaching processes like applications which need to be continuously updated.

8 oct. 2012


High quality teaching and learning fit for 21st century classrooms anywhere in the world. 
It is context-embedded, content-driven with clear pluricultural learning outcomes. 
It sees language as our greatest learning tool and it connects learners to the visions and realities of language using for different purposes at different times. 

1 oct. 2012


The goal of this project is to evaluate a CLIL module that works in Science, Art and English. This means you have to put it into practice and then evaluate the teaching process, the module and the contents acquired by the group. The evaluation will consist of a group of multiple choice tests and/or some videos.

Teaching process will be evaluated by Do Coyle through the LOCIT process which is an inclusive approach involving teachers and their learners in constructing a shared understanding of successful learning.

The contents acquired by pupils will be evaluated using Dr Fred Genesee's guidelines at the end of the module development.

All the information about the module and extra-material will be given.
I will always be available to provide support.
The CLIL module demands a special school organization but it is not a requirement.

28 sept. 2012


Video explicativo del Informe PISA

PISA is an international study that was launched by the OECD in 1997. It aims to evaluate education systems worldwide every three years by assessing 15-year-olds' competencies in the key subjects: reading, mathematics and science. To date over 70 countries and economies have participated in PISA.

29 may. 2012


Human multitasking is the best performance by an individual of appearing to handle more than one task at the same time. An example of multitasking is taking phone calls while typing an email. Some believe that multitasking can result in time wasted due to human context switching and apparently causing more errors due to insufficient attention.
Some researchers say that is difficult or impossible to learn new information while engaging in multitasking.

New technologies can be used to introduce new information but it is difficult to print it in pupil's mind if they are not focused. My idea is to support the new information with sounds and gestures, giving students the possibility to print it in their easiest brain way.Sometimes, I show on the digital board a power point presentation of new contents while they are working on a small group activity. They are able to take info from the board...

This is the moment when I consider I can take advantage of their capacity to do different things at the same time, multitasking. Try to show them on a TV or a digitalframe situated beside them, a series of images of the taught contents at the same time you are reviewing the module contents on the board.
Try to do it 5 minutes before an exam.

www.onlineschools.org offers us this info in which the graphic below breaks down the costs multitasking takes on the quality of the "study hours" we wile away doing just about everything but studying:

28 may. 2012


When a bilingual teacher gets into the school or is at the main door surrounded by pupils he has to speak in English. This is because the most important thing we have to be, is a language reference for them. That is to say, our piece of the cake is English, so throughout all our schedule or time at school pupils can only hear English from us. We have to find the moment to speak to our Spanish co-workers... It is vital because pupils create a strategy to understand the language, They know they have to speak in English to be understood and they are learning in context using a vehicle, English: CLIL.

Our world is getting smaller because nowadays it is not too far-fetched to think that if we wanted to, in just a small amount of time, we could live on the opposite side of the globe. Means of transport are getting better year by year and our house economies have created a situation in which the majority of the people could fly and move from country to country. And because of these changes in our society, the demand and need of learning a second language has grown faster than ever. It´s almost becoming a necessity that each of learn a different language than our native one. And as teachers we must remember that: Our pupils are growing with several languages around them.

27 may. 2012


My suggestion is to work mastering triangles.
Triangle 1
 Children listen to a sound, look at a gesture and identify the previous input to an image: grapheme.
/sssssssss/, waving hands imitating the movement of a snake , S grapheme card.
Once they are able to tell us 2 of the corners when we show them 1, it is time to work on the next triangle.

Triangle 2
Children go on listening to the same sound but now they have to link the sound to a word card and the image of the main word of the sound.
/ssssssssss/, SNAKE, the picture of a snake

Triangle 3
Children still listen to the sound but they have to find the sound in words pronounced and in word cards.
/ssssssss/, /sneik/ /spot/ /s^n/ /sneil/ /spaida/; SNAKE, SPOT, SUN, SNAIL, SPIDER.
Once they master these triangles it is time to start blending.

If we teach and practice phonics, children will have richer reading skills

The order of sounds was selected to make many simple words at the beginning.
set 1: s, a, t, i, p, n
set 2: c k, e, h, r, m, d
set 3: g, o, u, l, f, b
set 4: ai, j, oa, ie, ee, or
set 5: z, w, ng, v, litlle oo, long oo
set 6: y, x, ch, sh, voiced th, unvoiced th
set 7: qu, ou, oi, ue, er, ar

All sounds can be supported by songs that repeat the sounds through the chant. There are teachers who use the same chant for all the sounds and change the lyrics depending on the main word of the sound and the gesture.

Recently, a new organization was proposed. Better results can be taken if sounds that are the same as the children mother tongue are worked firstly and then similar and different sounds to children mother tongue are introduced.

Teacher Suzy