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Activity - Rubric template - Boost for Clil

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Task 3.1. Supermarket of scaffolding ideas

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Task 3.1. Supermarket of scaffolding ideas

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ACTIVITY 1: Human body organization BRAINSTORMING
ACTIVITY 2: Human body systems questionaire - CALPS AND WAIT TIME
ACTIVITY 3: Human body systems - REPEATING KEY TERMS

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Krashen's language approach emphasizes the role of comprehensible input, subconscious acquisition, and affective factors in second language learning. Some strategies in my classrooms could be:

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Krashen's language approach emphasizes the role of comprehensible input, subconscious acquisition, and affective factors in second language learning. Some strategies in my classrooms could be:

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1. Minimize explicit grammar instruction focusing on providing exposure to the language in meaningful contexts. Offer examples of correct language usage through authentic materials and model correct language forms during classroom interactions. Allow students to notice and internalize grammar patterns through exposure and practice, rather than relying solely on explicit grammar instruction.

2. Encourage reading by providing a wide range of interesting and comprehensible reading materials. Encourage students to read for pleasure and encourage independent reading choices.

3. Cultivate a positive affective environment creating a supportive and low-anxiety classroom atmosphere. Foster positive relationships with students and encourage a growth mindset, emphasizing that making mistakes is a natural part of the language learning process.

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Bloom's Taxonomy is a framework that categorizes learning objectives into different levels of cognitive complexity. When combined with critical thinking, it provides a powerful approach to designing instruction that promotes higher-order thinking skills. Here are three instructions based on Bloom's Taxonomy and critical thinking applied to First Aid classes:

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Bloom's Taxonomy is a framework that categorizes learning objectives into different levels of cognitive complexity. When combined with critical thinking, it provides a powerful approach to designing instruction that promotes higher-order thinking skills. Here are three instructions based on Bloom's Taxonomy and critical thinking applied to First Aid classes:

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1.     Applying:
a. Demonstrate the correct application of First Aid techniques in simulated scenarios.
b. Solve practical problems related to First Aid, such as identifying the appropriate response in a given emergency situation.
c. Create a First Aid plan for a specific scenario, considering the resources available and the safety of the individuals involved.

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Vygotsky's social constructivism can be effectively applied to First Aid classes. Here are three reasons why:

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Vygotsky's social constructivism can be effectively applied to First Aid classes. Here are three reasons why:

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1.     Zone of Proximal Development (ZPD): Vygotsky's concept of the Zone of Proximal Development suggests that learning is most effective when students are challenged to go beyond their current level of understanding with the support of a more knowledgeable individual. In First Aid classes, I can use this concept to guide students through progressively more complex scenarios and skills.

2.     Collaborative Learning: Vygotsky emphasized the importance of social interaction and collaboration in the learning process. First Aid classes often involve teamwork and real-life scenarios, making them ideal for implementing collaborative learning strategies. Students can work together in groups to analyze and solve emergency situations.

3.     Cultural and Social Context: Vygotsky emphasized the influence of cultural and social factors on learning. In First Aid classes, students come from diverse backgrounds with varying levels of prior knowledge and experiences related to health and emergency situations. By acknowledging and valuing the students' cultural and social perspectives, we can create a supportive and inclusive learning environment.

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Hi everyone,
I'm Mariana, a biologist in love with nature!
I'm new in the educational world, but I'm enjoying my journey and very pleasant to continue my formation as a teacher and a person.
I hope we all do a good job during this course.

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Task 3.2. Design an activity by using apps

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Task 3.2. Design an activity by using apps

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Defibrillator! What? Who? How? where?