Die Schüler:innen lieben es, eine Stunde mit „Videoschauen“ zu verbringen 😉. Aber wie kann man das sinnvoll im CLIL-Unterricht einsetzen? Es soll schließlich nicht einfach ein Zeitvertreib mit ein paar anschließenden Fragen sein.
Die klassische Methodik der Fremdsprachenlehrkräfte wäre ein Verstehensprozess in drei Phasen: Pre-listening/Pre-viewing, While-listening/While-viewing und Post-listening/Post-viewing.
Oder anders gefragt: How should I follow this pattern?
Before students listen or watch, they need support to access both the content and the language in order to activate prior knowledge, introduce key vocabulary and set a clear task or purpose.
During the listening or viewing phase, students need structured support. Effective CLIL task types can be multiple matching (e.g. you take screenshots of various sequences of a video and statements which then have to be logically combined), or sequencing (e.g. you provide a graph where students have to label the various steps of a process), guided note-taking (e.g. students get sentence starters of content parts that are relevant for your subject) or you might want to focus on specific language (e.g. by asking them to find the key phrases and link them to their native language equivalents).
It is in the post-listening/post-viewing phase when CLIL really happens. Students move from understanding input to actively using language and content knowledge. Typical CLIL follow-up activities include explaining processes, discussing and evaluating as well as applying knowledge to new situations. By discussing, analysing, and evaluating what they’ve listened to or watched, they can co-construct meaning and thereby improve both their subject knowledge and their knowledge of the language.
Why not take one of your existing videos and redesign it using the three-phase model? You might be surprised how quickly a simple listening/viewing task can evolve into a rich CLIL learning experience.
The next post will provide practical examples 😊.
