Språkutvecklande arbetssätt i en ämnesövergripande värld.

Transkript

1 Språkutvecklande arbetssätt i en ämnesövergripande värld. Pernilla Malmgren Ma/NO/Teknik/ Eng Anna Werner SO/ SV/ SvA/ Eng

2 Paradisskolan Trollhättan Ca 450 elever F-9 Undervisning på engelska: English Speaking School F-6 / 20 elever läsåret 14/15, åldersblandade klasser English Speaking Classes 7-9 / 66 elever läsåret 14/15

3 Vår grund

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5 Våra grundtankar Integrera språk och ämnesundervisning Målet för all ämnesundervisning måste därför vara att integrera språk och innehåll så att ett andraspråk utvecklas samtidigt med ämneskunskaperna. [ ] kräver en systematisk planering och uppföljning. (Gibbons 2013:33f) Lära genom samarbete. Hjälper ett framgångsrikt samspel eller stöd vid utförandet elerverna att komma längre än de hade gjort på egen hand, att ge sig in i nya situationer och ta itu med nya uppgifter lära sig nya sätt att använda språket. (Gibbons 2013:36f) Stöttning scaffolding

6 Stöttning/ Scaffolding... att man tillfälligt ger det stöd som behövs (Gibbons 2013:39) den tillfälliga, men nödvändiga, hjälp som läraren ger för att eleverna framgångsrikt ska kunna utföra sina uppgifter (Gibbons 2013:39)

7 Hjälp som leder eleverna mot nya färdigheter, nya begrepp eller nya nivåer av förståelse (Gibbons 2013:39) Stöttning utan innehåll?

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9 Natural Resources Theme for 7 Esc Utgångspunkt - Naturresurser tas upp i flera skolämnen; kunskapskrav och centralt innehåll. Vilka kunskapskrav står i fokus/ vad ska eleverna få möjlighet att utveckla? - Vilka språkliga förutsättningar/ behov har våra elever? - Vilket centralt innehåll täcks in under temat? - Vilka arbetsformer passar bäst för klassen/ individer och för det ämne vi ska studera. - Hur kan vi göra för att aktivt tillämpa det vi lärt oss kring språkutveckling, bedömning för lärande och att vikten av att visa eleverna att vi förväntar oss mycket, att vi vet att de har förmågan?

10 Entry ticket lesson one What is a natural resource? Is a natural resource something good or bad? Write down all you know about this. Inlämning av entry ticket. Därefter diskussioner i grupperna Water, Oil, Peat, Coal, Forest och Mineral.

11 Exit ticket lesson one Natural resources are: How can much/little/ no natural resources affect a person s life? I want my teachers to explain some more about

12 Projektplanen- i form av mål-frågor. I can explain where people live on the Earth and why they live there. I understand where different natural resources can be found. I understand how people live if they have access to much/ little/no natural resources. 2 fulla sidor

13 Diskussioner - tal What Resources Where? For the group to analyze: Water - United States Peat - Brazil Coal - Germany Oil - Saudi Arabia Mineral - China Forest - South Africa 1.What resources can be found in this country? 2.What resources does this country need to import and why? 3.From where can this country import the resources needed? 4.Is this a rich or a poor country? (Can you determine this from only using a map like this or do you need more information?) Write down your answers! Hand in by end of class

14 Läsa - text Texter kopplade till LGR11 på engelska finns ej. Vi plockar själva ihop grundmaterial. Översätter själva en hel del Tänker på förenklingar Stöttar genom enklare ordval. Stöttar genom bilder. Stöttar genom översättning till svenska. (två språk)

15 Citatuppgift Quote: What does it mean? Why did I choose this quote? Other reflections or questions on the quote.

16 Självskattning- med hjälp av målfrågorna I can explain where people live on the Earth and why they live there. Hur väl bedömer du att du kan detta perfekt, är tveksam, behöver mer hjälp?

17 Utvärdering Prov Grunden i NP- Geografi för år

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19 Provet är inte slutet! Basgrupperna: Läsa frågorna igen. Se 3-4 exempel på elevsvar. Ta del av bedömningsanvisningarna. Bedöma exempelsvaren. Jämföra med sina egna svar. Diskussion i klassen. Förändra/ lägga till i sina egna svar.

20 Tydlighet genom matriser? Rubric for evaluation in Geography the topic of Natural Resources Goals according to LGR11: Teaching in geography should essentially give pupils the opportunities to develop their ability to: *analyse how natural processes and human activities form and change living environments in different parts of the world, *explore and analyse the interaction between people, society and nature in different parts of the world,*make geographical analyses of the surrounding world, and evaluate the results by using maps and other geographical sources, theories, methods and techniques, and *assess solutions to different environmental and development issues based on considerations concerning ethics and sustainable development. Geography grade A Pupils have very good knowledge of the interaction between people, society and nature and show this by applying well developed and well informed reasoning about the causes and consequences of population distribution, migration, climate, vegetation and climate change in different parts of the world. Pupils can also use geographical concepts in a well functioning way. Pupils can study where different goods and services are produced and consumed, and then describe complex geographical patterns of trade and communication, and also apply well developed and well informed reasoning on the nature of these patterns, and how they have changed over time and also the causes and consequences of this. Examples of questions that you have been working with (not all) I can explain where people live on the Earth and why they live there. I understand where different natural resources can be found. I understand how people live if they have access to much/ little/no natural resources. I can explain how natural resources affect the life of people. I can explain how people can affect the nature where they are living. I understand what a natural resource is. Other concepts like: goods, services, patterns, population, migration, climate, environment, society, sustainability, vegetation I understand why natural resources can be found in specific places. I can explain how people affect the nature from where they take the natural resources. I understand why different goods are produced in different parts of the world. I understand how and why goods are transported over the world. I can explain how and why trading patterns have changed over time. I understand why people sometimes fight over natural resources. I take part in discussions by asking questions and stating my opinion. You know some and you need to know some more. You need to develop your knowledge by learning more about how an individual, society and the world around us, our nature, are depending on each other. You need to show your knowledge by reasoning about what happens if there are changes in how and where people live, what we grow and how the climate changes. You need to develop your knowledge by learning the meaning of many of the concepts that are connected to geography and the topic of natural resources. You need to show that you understand where different natural resources, goods and services can be found in the world. You also need to show that you understand why we can find them here. You need to develop your understanding on how people and countries trade with each other, why they do this and how this has changed from historical times. You need to express more clearly that you understand what this trade may lead to. You have come a long way and may focus on the following some more. You need to show from more perspectives that you understand how individuals, society and the world around us, our nature, are depending on each other. In your reasoning about what happens if there are changes in how and where people live, what we grow and how the climate changes you need to show that you understand that the consequences may be different depending on whose perspective you study from. You may develop your knowledge some more by learning the meaning of some more of the concepts that are connected to geography and the topic of natural resources. You may develop your understand of where different natural resources, goods and services can be found in the world some more, give more examples is one way to do this. Also try to explain some more why we can find them here. One way to develop your understanding on how people and countries trade with each other, why they do this and how this has changed from historical times, is to see this from more perspectives. Can you see that there are more causes and more consequences connected to this trade? (perspectives could be from the point of individuals, society, nature)

21 Tydligare?

22 Vad har vi lärt oss, vad ska vi förändra? Hela planen borde ligga klar innan vi startar. (systematisk planering och utvärdering Gibbons) Jobba mycket mer med läsning stöttning i form av frågor/ citatarbete. Tydligare kring begrepp. Färre mål. Förenklade matriser. Fler exit-tickets. Fortsätta med diskussioner/ bilder/ citatuppgifter

23 Tack! Pernilla Malmgren Anna Werner Ewa Asthré Lööf