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CLIL Checklist: Teaching Aims and Learning Outcomes

This document provides a checklist for teaching content through an additional language (CLIL). The checklist includes sections on teaching aims and learning outcomes, content, communication/language, cognition/thinking, culture, scaffolding, and active learning. Each section lists several measurable items to consider when planning CLIL instruction to ensure clarity of content and language, appropriate cognitive challenge, cultural awareness, support for different learning styles, and active engagement of students.

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Andy Turvey
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192 views

CLIL Checklist: Teaching Aims and Learning Outcomes

This document provides a checklist for teaching content through an additional language (CLIL). The checklist includes sections on teaching aims and learning outcomes, content, communication/language, cognition/thinking, culture, scaffolding, and active learning. Each section lists several measurable items to consider when planning CLIL instruction to ensure clarity of content and language, appropriate cognitive challenge, cultural awareness, support for different learning styles, and active engagement of students.

Uploaded by

Andy Turvey
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CLIL Checklist

Teaching aims and learning outcomes

o Are the teaching aims clear?


o Are the learning outcomes defined? Are they measureable?

Content

o Has the instructor considered how to scaffold content learning?


o Is the presentation of new content clear?
o Is the content accessible?

Communication/ Language

o Are the students involved in using language?


o Are the instructions clear?
o Are the questions at the appropriate level?
o Are the new concepts presented clearly?

Cognition/ Thinking

o Are the questions/ problems to be solved at the appropriate cognitive level?


o Do the questions/ tasks move beyond the factual level?

Culture

o Has it been considered how the topic can promote awareness of cultural
difference?
o Have the opportunities to draw links between learning and the real life been
identified?
Scaffolding

o Does the instructor build on students’ existing knowledge and experience?


o Is the information repackaged in user-friendly ways?
o Does the teaching respond to different learning styles?

Active learning

o Do the students communicate more than the instructor does?


o Does the instructor favour peer cooperative work?

Comments

Adapted from Coyle et al., 2010

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