TIPS FOR CLIPS
A STEP BEYOND CLIL
Mary Avakian
Giuseppe Venturi
TEACHER TALK VS TEACHER WORK
• TALK
• WORK
BUT TODAY, IN BERLIN
• We can use this golden opportunity to
share ideas and good practices within
the sphere of LLPs and especially Etwinning – great tools to face the
challenges of our tasks as teachers.
Whatever our approach, be it CLIL or the age-old
grammar method and everything else that has come
in-between, student (and teacher) motivation and
active involvement have always been and are a
must.
• Traditional teacher-
student (non)-activity
• Active project work in
teams
FROM CLIL TO CLIP
• The CLIL approach seems to be giving considerably
•
good results both for learners and teachers.
However, if the main aim of CLIL is that of
achieving a bilingual society, we need to prepare an
army of bilingual teachers before we expect
students to master two languages.
Our school, ITIS Pacinotti in Taranto, is working
hard in this direction and recent experience has
shown that we can all go one step beyond CLIL by
including the CLIP approach in our practices.
CLIP- Content and Language Integrated PROJECT – is the use of CLIL
in a project.
Interest in project work and its integration into not only foreign
language but any subject teaching is growing around the world
because it lends itself to authentic language use, authentic tasks, and
learner centredness.
• Surfing with
granny
In project work, students and teachers cooperate to achieve a
common purpose, a concrete outcome (e.g., a brochure, a
written report, a bulletin board display, a video, an article for a
school newspaper, or even an item, a device, etc).
• EU laws for
minors
GIUSEPPE – OUR MAGICIAN!
• Giuseppe Venturi, a precursor of both CLIL, CLIP and E-Twinning
•
•
activities in our school, worked on a CLIP within a Bilateral
Comenius we had with a school in Mainz. Our students specializing
in Chemistry and their German peers studying Economy worked
together on the production and the eventual commercialization of
biodiesel.
The students created survey questionnaires; conducted
interviews; compiled, sorted, analyzed, and summarized survey
data;
they also prepared oral presentations and written reports to
present their final product. In the process, they used the target
language in a variety of ways: they talked to each other, read
about the focal point of their project, wrote survey questionnaires,
and listened carefully to those whom they interviewed. As a result,
all of the skills they were trying to master came into play in a
natural way.
• The following slides are meant to give you an idea of the CLIP.
COMENIUS
SCHOOLPARTNERSHIP
ITALIA-GERMANIA
Biodiesel from Coffee Grounds
Researchers of all the world are looking at
some less conventional materials to extract
biofuels.
In a paper published in the Journal of
Agricultural and Food Chemistry, some
researchers of University of Nevada, describe
the process to extract the oil from spent coffee
grounds and then transesterify the processed oil
to convert it into biodiesel...
…moreover the italian chemist Roberto Intonti
in 1938 had already completed the process to
extract the oil from coffee grounds.
http://www.uniroma1.it/eventi/ricerca/caffe.php
The coffee grounds after oil extraction are ideal
materials for garden fertiliser, feedstock for
ethanol, and as fuel pellets.
Coffee Could Power Your Car,
As Well As Wake You Up in the
Morning!!!
Spent coffee grounds contain between 11 and 20 percent oil by weight.
Extraction of Coffee Oil from used coffee grounds
In our “Pacinotti” school institute.
1) Drying Coffee
Grounds: here you can
see coffee grounds
being sun dried. It took
about one day.
2) 20 grams of coffee
grounds were put into a
glass extraction thimble.
The goal is to find what
percentage (by weight)
of the coffee grounds is
coffee oil.
Our work in the lab
our coffee ground is
placed inside a
thimble made from
thick filter paper,
which is loaded into
the main chamber of
the Soxhlet extractor.
The Soxhlet extractor is
placed into a flask
containing the extraction
solvent (trichloroethylene)
The condenser ensures that any solvent
vapour cools, and drips back down into
the chamber housing the solid material.
When the
Soxhlet
chamber is
almost full, the
chamber is
automatically
emptied by a
siphon side
arm, with the
solvent running
back down to
the distillation
flask.
The chamber containing the solid
material slowly fills with warm
solvent. Some of the desired
compound will then dissolve in
the warm solvent.
The solvent vapour travels up a
distillation arm, and floods into
the chamber housing the thimble
of solid.
The solvent is heated to
reflux.
This cycle may be repeated many
times.
After extraction the solvent is removed, typically
by means of a rotary evaporator, yielding the
extracted compound.
The non-soluble
portion
of the extracted
solid
remains in the
thimble,
and is usually
discarded.
After extraction we didn’t remove the solvent by rotary evaporator but
by a distillation apparatus:
Distillation is a method of separating mixtures based on differences in
their volatilities in a boiling liquid mixture. Distillation is a physical
separation process, and not a chemical reaction.
YOU
TASTE
YOUR
WASTE
OUR
HASTE
Our
oil
from coffee grounds
Now it’s time to convert it
into biodiesel
Mr. Venturi Giuseppe
Chemistry department
“Pacinotti” school institute Taranto Italy
Our next idea for a CLIP?
ETWINNING
…COMENIUS…
The
RIVER
Research
Inside and
Verify the
Environmental
Risk
ORGANIZED BUT FLEXIBLE
It goes without saying that project work
cannot be carried out in a haphazard
manner if it is meant to be successful. It
has to be carefully planned from A to Z
and must also schedule “gaps” to be filled
in with regular surveys of the proceedings
of the work and check if changes in plan
and modifications are required.
STEPS 1 TO 3




Step I: Define a theme. In collaboration with students, identify a theme that
will amplify the students' understanding of an aspect of their future work and
provide relevant language practice. In the process, teachers will also build
interest and commitment. By pooling information, ideas, and experiences
through discussion, questioning, and negotiation, the students will achieve
consensus on the task ahead.
Step II: Determine the final outcome. Define the final outcome of the project
(e.g., written report, brochure, debate, video) and its presentation (e.g.,
collective or individual). Agree on objectives for both content and language.
Step III: Structure the project. Collectively determine the steps that the
students must take to reach the final outcome and agree upon a time frame.
Specifically, identify the information that they will need and the steps they must
take to obtain it (e.g., library research, letters, interviews, faxes). Consider the
authentic materials that the students can consult to enhance the project (e.g.,
advertisements from English magazines, travel brochures, menus in English,
videos, etc.)
STEP 4


Step IV: Identify language skills and strategies. There are times, during
project work, when students are especially receptive to language skill and
strategy practice. Consider students' skill and strategy needs and integrate
lessons into the curriculum that best prepare students for the language
demands associated with Steps V, VI, and VII.
a. Identify the language skills (e.g., reading, writing, speaking, listening)

b. Determine the skills and strategies that students will need to compile
information that may have been gathered from several sources and/or by
several student groups (Step VI). For example, they may have to read each
other's notes, interpret visual materials (e.g., charts and grids), or listen to and
take notes from taped interviews. Plan activities to prepare them for these
tasks.

c. Identify the skills and strategies that students will need to present the final
project to their peers, other classes, or the headmaster (Step VII).
STEPS 5 & 6
 Step V: Gather information. After students design instruments for
data collection (e.g., questionnaires, surveys, interview questions,
grids), have them gather information inside and outside the classroom,
individually, in pairs, or in groups. It is important that students "regard
the tracking down and collecting of resources as an integral part of
their involvement" in the project (Haines 1989:11).
 Step VI: Compile and analyze information. Working in groups or as
a whole class, students should compile information they have
gathered, compare their findings, and decide how to organize them for
efficient presentation. During this step, students may proofread each
other's work, cross-reference or verify it, and negotiate with each other
for meaning.
AND THE RESULT IS …..
 Step VII: Present final product. Students will present the outcome of
their project work as a culminating activity. The manner of presentation
will largely depend on the final form of the product. It may involve the
screening of a video; the staging of a debate; the submission of an
article to the school newspaper or a written report to the headmaster;
or the presentation of a brochure to a local tourist agency or hotel.
 Step VIII: Evaluate the project. In this final phase of project work,
students and teacher reflect on (1) the steps taken to accomplish their
objectives and (2) the language, communicative skills, and information
they have acquired in the process. They can discuss the value of their
experience and its relationship to future vocational needs. They can
also identify aspects of the project which could be improved and/or
enhanced in future attempts at project work.
TYPES OF CLIPs
Scholars have identified four types of projects:
 information and research projects
 survey projects
 production projects
 and performance/organizational projects.
What these different types of projects have in
common is their emphasis on student involvement,
collaboration, and responsibility.
BY THE WAY….
 There’s too much to learn and life is
never long enough. I myself keep
learning a lot from CLIPs, together with
my students.
A GEOGRAPHY CLIP
An example of an information and research project
 For example, we don’t have to be experts
in geography to elaborate an E-Twinning
CLIP in which students in different
nations plan and produce brochures of
their of territories (physical geography,
economy, customs, currency, tourism
etc) to exchange with those of their
partner nations.
THE OLYMPIC GAMES!
An example of a survey project
 We don’t need to be PE teachers to plan
a contest between two or more schools
in as many nations in which students
(and teacher/s) carry out research work
on their champions in various sports and
make a website with pics, comments,
achievements, records etc.
OUR ETWINNING
CONTEST ON
OLYMPIC
CHAMPIONS:
WHO’S WON
THE GREATEST
NUMBER OF
MEDALS?
HEALTHY MINDS, HEALTHY BODIES
Another example of a mixed information and survey project
 We don’t need to be biologists,
dieticians or anything of the sort to
plan a CLIP on healthy food and
healthy habits.
E-twinning CLIP on habits
 Students observe life habits in their own
class/school/town, prepare questionnaires,
collect information, take pictures, draw
conclusions.
 They exchange info with their partners and
compare results.
 They draw conclusions based on compared
results.
Biodiesel from Coffee Grounds
An example of a production project
NETMARKETING
An example of an organizational project
 An E-twinning project for would-be retailers/buyers. Each class can set
up its own virtual “shop”, learning the tricks of advertising, promoting,
bargaining, negotiating etc.
 Students may also offer services depending on their field of study and
competences.
THE ARTS
An example of a performance project
 RAGAZZI IN GAMBA
– “COOL KIDS”

An annual NO COMPETITION,
ONLY PARTICIPATION
international meeting organized by
Pacinotti.
 YOU ARE ALL
INVITED!
Join us in the 2012-2013 edition
HARD WORK + GOOD WORK=
 GREAT FUN FOR US LLs (LIFELONG
LEARNERS) HOSTED HERE TODAY.
 THANK YOU, BERLIN!