CLIL & SAMR in Practice: Teaching the Russian Revolution

Below is a presentation I created for a CLIL history lesson in English.  It was Educación Secundaria Obligatoria (ESO) students aged 13-15 and structured around the SAMR model.  As a result, I added one grammar objective - to review the past simple and past continuous verb tenses and how they interact.  We will examine that in a later blog post.  For this post, let's take a look at how we used SAMR stage:

S - Substitution - Instead of passing out a handout on Nicholas II, a short digital article is presented.  Although primarily substitution, I included the additional links at the end of the article to additional stories written at that time to deepen historical context.

A - Augmentation - Learning is enhanced with a short video documentary on the two Russian Revolutions.  It supplements audiovisual learning and is an appropriate length to be broken up and explained in detail to learners.

M - Modification - Photos are grouped.  There are four photos - one for each group member.  The photos are linked.  In this case, there are photos of Nicholas II, his four daughters, his wife and son and Rasputin.  Can you link them?  Students can and will.  Once each member investigates their photo, they review together within their group and establish links to create a presentation for the rest of their class.  They learn independently and collaboratively and develop higher order thinking skills.  

R - Redefinition -  On the final day, groups research alternative historical scenarios and engage in structured debate.  What would have happened if Nicholas II had granted more power to the Duma in 1905?  What would have happened if he had abdicated in favor of his son instead of his brother?  What would have happened if Kornilov had been successful in overthrowing Kerensky's government?  What would have happened if Lenin had not returned on that sealed train?  By arguing these points, students can not only learn but grow in their critical thinking and build expertise on the subject matter.

Here is the final presentation.  Together, these stages demonstrate how content, language, community, culture and technology can reinforce one another when intentionally structured.  Please add your thoughts in the comments section.  Thank you!

Teaching by Trey Hunt