Memo (Fashion) Rosalie van Nieuwpoort

The Fashion module is a mixture of all four main skills and the sub skills.
Reading, writing, listening and speaking are all present. Grammar and vocabulary
are taught inductively. All lessons have goals for the students to accomplish on
A2 level, which is the level an HAVO2 group should be able to handle, since they
will have 3 more years to get to theB2 level they are supposed to be at in their
final year on HAVO (ERK, 2016).
This module fits Content and Language Integrated Learning (or CLIL) because pop
culture would definitely fit into a sociology class, where I can see fashion (as well
as the other 3 modules) get linked to contemporary capitalism. In CLIL, reading is
the essential skill (HuBl, 2015) this is mirrored in the fashion module as lesson
1(Fashion movements), lesson 3 (Hair and make-up), and lesson 4 (Shoe wear) all
have reading exercises integrated. Most of the CEFR goals are also linked to
reading.
A second basic CLIL guideline is that learning is improved through motivation
(HuBl, 2015). This is what we tried to accomplish as a group by picking a subject
that affects us all in one way or another to spark the students interest.
Westhoffs penta pie is also a returning concept in these four lessons. His penta
pie covers input, form, content, output and acting strategically (Hubl, 2015). All
lessons start by giving the students input which is used throughout the lesson.
This can be a video as can be seen in lesson 1 (Fashion movements), or maybe a
text as can be seen in lesson 3 (Hair and make-up). It can also be a bit of text
they had to read or write at home before class. The content and form are divided
between the 4 lessons; Fashion chains/houses and Hair/make-up have vocabulary
exercises. Fashion movements and Shoe wear have grammar exercises. The
output is always some kind of product that shows what the students have learnt
in that particular lesson. When the product is finished, the lesson goals should
have been met. A short presentation of any kind might be necessary to exhibit
the students knowledge of the subject, because Penny Ur says the best way to
let a student learn to speak a language, is to actually let them speak a lot (Ur,
2012). This is why speaking is also very important in the module. Last but not
least; receptive and productive strategies are also present in multiple lessons:
Reading exercises are divided into questions of both higher order and lower order
levels of thinking, guessing unknown words is present too. Describing things,
which is a compensating strategy, is used in lesson 3 (Hair and make-up) and 4
(Shoe wear).
The Methodology 5 course presented my group with the opportunity to use flip
the classroom. This means part of the work for the lessons needs to be done at
home. (Knewton, n.d.). This puts students at the start of the learning process,
making them more responsible. The fashion lessons all make use of this: Every
lesson has either something the students have to write, to watch or have to think
about before they come to class. This way the students already know a thing or
two about the subject which makes it easier for the teacher to start the lesson.
We specifically chose flip the classroom to give the students more freedom as to
how they plan their work before coming to class, so they can be more involved
while discussing the subjects in the lessons.

References
Hogeschool Utrecht, Hubl. (2015). Content and language integrated learning.
Geraadpleegd op 4 februari 2016, van
https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/u1349/Curriculumdesign/Conten
t%20and%20Language%20Integrated%20Learning_0.pdf
ERK. (2016). Welk ERK niveau voor havo?. Geraadpleegd op 5 februari 2016, van
http://www.erk.nl/leerling/erkenhavo/
Hogeschool Utrecht, HuBl. (2015). Bijlage 2. Een schijf van vijf voor het
vreemdetalenonderwijs, prof. dr. G.J. Westhoff, (2008). Geraadpleegd op 5
februari 2016, van
https://hubl.hu.nl/sites/hu.learn.mentorix.dk/files/u1349/Curriculumdesign/Schijf
%20van%20vijf%20%20-%20westhoff.pdf
Ur, P. (2012). A course in English language teaching. Cambridge: Cambridge
University Press.
Knewton. (N.D.). Knewton infographics. Flipped classroom. Retrieved on 5
February 2016, from https://www.knewton.com/infographics/flipped-classroom/