Science´s Innovator Magazine

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• Cover
• Magazine´s SectionsRevisiting the Spark The CLIL Explorer´s Map
• Revisiting the SparkWhat challenges have been foreseen when applying CLIL in Colombian schools? These sceneries offer diversity of possibilities and materials if deciding to apply this approach, it sounds like an effective and meaningful process to boost foreign language acquisition that is polished into applicable and personally relevant knowledge which makes it so useful for any context; moreover, it could go through some challenges according to the following contexts of implementation:
• Page 4How does integrating science content into language learning contribute to learner motivation, critical thinking, or deeper comprehension? In fact, motivation comes out from the first engagement that a person has with some subject, once it seems interesting and relevant to him, he feels that should work for it. Here, it is important to mention that is aligned with the label of “what students already know”, where they will contribute to determining the road that they want to reach out through the teacher´s support. In the next stages of this approach, the students are going to realize that at the end of the lesson when they are able to understand and communicate assertively by having followed those steps, that gives them a road that could be polished according to their personal style and preferences as a reflection of whether they felt effective or didn´t, such they construct their own learning path fostering the autonomy for further lessons.
• The CLIL Explorer´s MapCLIL Framework Development through Meaningful Lessons When creating the Digital Mural, the most important discovery was how the principal core of CLIL rises on the 6 principles of quality to make it effective when integrated to lessons, each one of those signal the road and the moments the lesson will have gone through, when getting started the rich input represents the way the content will be presented. When the assertive communication takes place, come out the scaffolding, and interaction to develop a good understanding, for later developing the cognition process to boost the H.O.T.S through the guided practice. Finally occur the intercultural dimension in which the communication process is related to the topic towards sense of reflection and recoginition that will lead towards the sustainable and applicable learning for each one of the students.
• Science in ActionIn the specific stage of lesson called " Production" were developed some activities that are the next, after of the guided practice, the students are going to carry out a couple of activities to assess their understanding in the set context of communication ( photosynthesis and food chains) and the way that the input was decoded to the educative science linked to the communicative purposes according to the B1 level and everything what it should be aligned with Qualifying Ecosystems and describing their importance The students will be assigned a "threatened" local ecosystem, they must identify the producers and consumers and then create a short presentation. They will include connectors of cause and effect such as “consequently, due to, as a result of”, to explain how the energy from the sun is transformed by producers and why the loss of a specific predator would cause an "ecological collapse."
• Environmental Impact Case studiesThe students will be provided with short, authentic news snippets about invasive species, so, they must work independently to write a "Impact Report". Activity 1.
• My Local Food ChainActivity 1. Objective: Identify the flow of energy in a local food chain.
• Page 9Teachers´s Toolkit
• Personal ReflectionI consider that the whole purpose of this course and the teaching approach we have abraded during this time was fruitful for our further teaching performance as futures professionals; furthermore, I believe the most meaningful this course let me was the orientation about how the approach is expected to work, it offered us a framework to base on, but the autonomy we are encouraged to, at that moment each learning experience becomes authentic and non- repeatable which makes it engaging and totally memorable for students. As any emerging approach, CLIL Approach application seemed to be complex when integrating the expected level of proficiency with adequate vocabulary and grammar structures practice along the topic such as human body systems and how defining adequate strategies to present input and create practice activities as well as for practice as for production stages to integrate culture. I solved this struggling thanks to the analogy of human body that works as an engine to apply appropriate and simple communication to convey understanding, respecting to the special tools to present information and construct communication, each topic offers the same framework of action, such as healthy and unhealthy foods, good and bad habits, key phrases that allow to include present simple statements( considering the lesson was made for A1 level students), the key was how the topic permitted taking situations owners from real-life situations that can be transposed to the lesson, sometimes digitally, other times presential and through kinesthetic and movement activities. This Approach taught me that the core is not to have access to easy or hard topics, simple or complex levels of proficiency, here comes out the task of considering how each one of the quality principles will be taking place to climb through the CLIL Pyramid, each moment will be determined by a couple of principles, since we interpret adequately each one of them, we will be permitted to show our creativity and authenticity as professionals to adapt effectively to every context, it will become a repeating pathway that not only will orient us about what to do, it also will give us useful tools to reflect constantly, to evidence results, and to turn them into improvements for further lessons, as I read when beginning this course, the science of education looks for becoming strategies into style of live, I think I could be useful when defining that core of us as evolutionary teachers.
• ReferencesBillabong High International School. (2022, September 8). The necessity of science education in building a strong foundation. Billabong High School Blog. https://www.billabonghighschool.com/blogs/the-necessity of-science-education in-building-a-strong-foundation/ Cambridge Assessment English. (2016). Teaching Science through English – a CLIL approach. Cambridge University Press & Assessment. https://www.cambridgeenglish.org/Images/179514-teaching-science-through english-a-clil-approach.pdf