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I have just been awarded the Super-badge!

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Techno-CLIL has just finished and I am about to "leave" for a new adventure: E-Twinning!
I hope we will all have fun

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Until now, I have collected 7 badges! Here's an overview

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How to technoclilandbe happy - Infographic by Silvia Baglini

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How to technoclil and be happy effective ways of studying before exams 1. TeAM Up Cooperation is paramount. Cooperation with colleagues enhances skills and awareness; cooperation with and among stu...

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My narrative storyboard: my experience with TechnoClil

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My narrative storyboard: my experience with TechnoClil

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The rubric for oral presentation I created with Rubistar. I used some descriptors and just slightly modified them; in other cases, I created new ones that best suited my needs and goals.
I think assessment is a very delicate part of our job, and I like this tool because it helps me organize my thoughts and focus on what I want and must evaluate.

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This is the link to the short video I made of a CLIL project I actually realized in a fourth class of Liceo Scientifico.

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My CLIL lesson: From Slavery to Civil Rights (overview)

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This is a short video I made to describe the different phases of a CLIL project I made in a Liceo Linguistico.

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My poster (created with Canva)

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Extensive Reading and CLIL: The Roaring Twenties

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Extensive Reading and CLIL: The Roaring Twenties

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A picture from a padlet work made by a group of students.

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I am still finding out the many things you can do with this tool!
This is a sample quiz, made out of one page of the book I chose for the Extensive Reading Task. I picked a short extract from The Great Gatsby, chapter 3.
I chose this book because it fits perfectly in my lesson plan, and also because Oxford has an edition with audio-book.

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Incredibly useful reading tool!

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From frustration...

...to understanding

The ravenous throng scampered toward the delectable viands, which the chef had impeccably arrayed on the table.

The extremely hungry crowd ran toward the delicious food, which the chef had extremely well organized (into rows) on the table.

Rewordify.com simplifies difficult English. Enter hard sentences (or whole chapters) into the yellow box at the top of the page. (You can also enter a web site URL.) Click Rewordify text and you'll instantly see an easier version, for fast understanding. The reworded words are highlighted- click them to hear and learn the original harder word. You can change how the highlighting works to match the way you learn!

Do you dislike dictionaries because they're confusing and unhelpful? You'll love Rewordify.com's clear, easy-to-understand definitions-they change to match the original word or phrase's part of speech, verb tense, and singular/plural form, so they make sense. Our amazing Rewordifying Engine is what makes it all possible, and no other web site has it.

Want to see something now? Click Classic Literature at the top and start reading-easier.

Learn more words faster. Our exclusive Learning Sessions actively teach you words so you learn them. Any time you paste in a block of text, our software finds all the hard words, lets you pick which ones you want to learn, and then teaches them to you in a Learning Session.

A Learning Session isn't an online quiz: it's an effective, step by step process where you hear words and phrases, type them, and read them. The software re-teaches you exactly what you need when you need it, and moves ahead when you're ready. When you've learned a word, the site stops "rewording" it, so the site grows with you as you learn! Learn more about Learning Sessions.

Learn the way you want-from what you want to read. You can change the way the site works to fit your learning style as you read and learn from almost any text passage or web page. See the different highlighting styles in the box? You can pick any of them, and lots more options. Click the Settings link (at the bottom of the page now, or at the top of any page) to see all the choices you have. (The demo text in the box here never changes.)

Chart your progress and have fun. You can keep track of your learning with lots of detailed charts that show how you're doing. Plus, as you use the site, you earn points and get Learning Stars -a fun reward for reading and learning!

Now you can easily get your students involved in their learning: let them select the text that interests them. Let them print and complete the activities with which they're most comfortable. Imagine each student learning vocabulary customized to his or her interests, while you have time to teach instead of typing. Could differentiation by interest or readiness be any easier? You can start doing it today, for free.

You never have to type another vocabulary list or quiz again.

Type (or copy-paste) in any block of text in the yellow box at the top of this page, click Rewordify text, and click the Print/Learning activities button. Here's how. You (or your students!) can select from a rich variety of quizzes and learning activities, with or without answer keys.

Do you need to teach (or not teach) particular vocabulary words and phrases? Rewordify.com gives you the exact control you need for specialized vocabulary instruction. You can make customized word lists so the site rewords and teaches any word or phrase exactly the way you want.

Learn the way you want-from what you want to read. You can change the way the site works to fit your learning style as you read and learn from almost any text passage or web page. See the different highlighting styles in the box? You can pick any of them, and lots more options. Click the Settings link (at the bottom of the page now, or at the top of any page) to see all the choices you have. (The demo text in the box here never changes.)

Chart your progress and have fun. You can keep track of your learning with lots of detailed charts that show how you're doing. Plus, as you use the site, you earn points and get Learning Stars -a fun reward for reading and learning!

Now you can easily get your students involved in their learning: let them select the text that interests them. Let them print and complete the activities with which they're most comfortable. Imagine each student learning vocabulary customized to his or her interests, while you have time to teach instead of typing. Could differentiation by interest or readiness be any easier? You can start doing it today, for free.

Save all your documents online so anyone can read them and learn from them at any time.

Just log in, rewordify something, and click the Share button.

Select how public or private you want the document, enter the title, author, etc., and you're done!

You get a link that you can put in your online lesson plans, teacher web pages, or blog. No more rewordifying the same thing over and over again!

You can view, manage and edit all your documents from any computer. Just log in (or create a free, safe account) and start building your learning library. Here's how to do it.

At Educator Central, you can create and manage student accounts, monitor your students' learning, and get detailed reading and learning analytics that help you make smart classroom decisions. For free. Now.
(In a hurry? Log in. Click Educator Central at the top.)

In a few minutes, you can create student accounts on Rewordify.com, and easily monitor your students' reading and learning progress. Get actionable learning and error analytics as your students read and learn from any document you post, or from any document or web page they want to read.

Imagine each student learning different words based on his or her interest or ability level. It's easy to do: Rewordify.com designs and teaches individualized vocabulary lessons with our highly effective Learning Sessions, so you have the time to teach students the important stuff: how to learn, how to break through obstacles, how to believe the words "I can do it."

As your students read and learn, get detailed charts and reports that tell you what you need to know-by student, by class, or for all your classes.

Effectively match interventions with students, based on detailed error breakdowns that let you see what you need to see in a few clicks.

Student accounts are anonymous, and they keep your students safe and focused on learning.

Start using it now: Log in and click on Educator Central at the top. Read more about Educator Central.

Rewordify.com is free online software. You're using it now. There's nothing to buy or install. It works on any computer, tablet, or smartphone. Just point your browser to Rewordify.com and start reading and learning. Yes, it's tablet-friendly-no mouse needed. Yes, your whole school district can create teacher and student accounts, without entering any personal information. When? Now.

It's fast. Wasting your (and your students' time) is bad. That's why Rewordify.com was designed from the ground up to be lightning-fast and use very little data. The site doesn't have a hundred images of puppies and kittens and a hundred links to a hundred lists. What it does have is speed and ease of use, which are very nice when you have to teach a room full of teenagers. Or adults.

It's an app. Want the app? You're using it. Wasn't that easy? The site is a web app, which is great for you, because you get almost-daily site updates automatically -so you can read and learn, not download and install app updates.

We keep kids safe online. Rewordify.com requires no personal information. Student accounts are completely anonymous and cannot post or share anything. Read more about how we protect children's privacy.

Rewordify.com can display simplified versions of web pages. Our state-of-the-art web filtering technology blocks millions of inappropriate sites and questionable language, to protect kids online and keep them reading only what they should be reading. Read more about how we protect children from inappropriate material.

Difficult English is intelligently simplified with our exclusive Rewordifying Engine

Saves time when reading hard text, improves comprehension and self-confidence, and increases total reading time

Copy-paste entire text passages into the yellow box and press Rewordify text. You'll see a simplified version. Read more.

Definitions are easy to understand, context-aware, and match verb tense and part of speech

Reduces frustration and improves comprehension by maximizing time spent reading versus dictionary research

Copy-paste any text passage into the yellow box and "rewordify" it. Click the highlighted words. Read more.

Learning Sessions actively teach individualized vocabulary lessons with research-proven multimodal techniques

Improves vocabulary and word retention

After you "rewordify" text, you'll see a purple bar at the top. Click the buttons to pick hard words and learn them in an effective Learning Session. Read more.

Site carefully monitors student reading time, learning progress, and learning errors, and gives educators full-color, real-time charts and reports

Gives actionable learning data that helps improve student learning outcomes

Create an account. Click on Educator Central. Create free student accounts. Post assignments online. Get learning data. Make smart classroom decisions based on valid data. Read more.

Site identifies and extracts over 58,000 difficult words and phrases from any text and creates a rich variety of learning activities with answer keys

Saves time when teaching and gives students individualized learning activities

Copy-paste any text passage into the yellow box and "rewordify" it. Click Print/Learning Activities. Pick the quizzes, activities, vocab lists, cloze activities you want, with keys. Print them. Read more.

Software allows users to change the difficulty level and presentation style of the output text

Improves engagement by allowing easy differentiation by learning style and readiness

Copy-paste any text passage and "rewordify" it. Click Settings. Change the text presentation style, "rewordifying level" (difficulty level), even the highlighting style. Read more.

Site works as an app on any device, using a minimum of data

Allows for easy district rollout on nearly any existing device while conserving Internet bandwith

Point any device's browser to Rewordify.com and it works like an app. Here's how to make an app icon on your home screen or desktop.

Site calculates accurate text complexity measures, including our exclusive READ score

Improves engagement and learning through the selection of appropriate reading materials

Rewordify any text passage. Click the Stats button. Read more.

Site's browser app (bookmarklet) extracts most web pages to Rewordify.com for learning in one click

Improves engagement and total reading time through independent selection of high-interest materials

Install our free browser app. Browse the web. At any page, click the "Rewordify text" button. Read the extracted text on Rewordify.com.

You can post any document and share it publicly, privately, or with a password

Increases reading time and organization of learning materials

Log in. Paste in a document and "rewordify" it. Click the Share button, share it, and get a link. Post the link to your teacher page. Or, add it as a Rewordify.com assignment. Here's how to post documents. Here's how to create assignments.

Site calculates points and displays Learning Stars based on total minutes read and words learned

Increases reading time and engagement by making the site more fun

Log in and start reading and clicking on the purple bar to do Learning Sessions. Points and Learning Stars will display. Click My Learning/My Documents to see charts of your progress. Read more.

Over 300 pieces of classic literature are available

Improves comprehension of the classics-from Shakespeare to Douglass to Austen

Click Classic literature at the top. Or, type a word like Frankenstein into the search box at the top.

Here's what to do next:

First, do the demo. You'll be an expert in five minutes: Click here for the demo.

Learn the site, step by step. Our First-Time User Guide clearly shows you how to get started.

Teachers: Learn about Educator Central and all it can do to help improve student learning outcomes. Also, you can print lots of free, full-color literature to help you get started in the classroom.

Have some fun. Are you up for a vocabulary challenge? Play Rewordo. Be aware: it's not easy.

Browse some classics. Want to be more sure of Shakespeare, or brush up on Bronte? Scroll to the top, and click the Classic Literature link. It's a fast way to get started using the site. Or, use the Search bar at the top. Try entering the word raven to understand the deal with Poe, that black bird, and the "Nevermore" thing.

Check out the goodies. You can install our One-Click Learning browser applet that lets you rewordify most web pages in one click. Our cool (and free, of course) School Clock tells you the current time and date, what class period you're currently in, countdowns to the next period, and more. You can customize it for any school's schedule, and make as many different School Clocks as you have different day schedules. Use it now.

Show the love! Please tell us about mistakes the site makes when "rewording" and defining words. That feedback is the single most valuable thing you can do to help the site (and learners around the world). Click here to contact us. Do you want to help defray the site's operating costs, and read a great thriller at the same time? You can! Get your copy of Electric Dawn.

Contact us. We want to help you! Please use the Contact page with any questions or comments.

Site summary: Rewordify.com helps with reading comprehension and vocabulary development by simplifying English to a lower reading level. It lets you reword a sentence or reword a paragraph. It will simplify English by reducing text complexity. It's a dictionary alternative that will improve comprehension and teach vocabulary. It's an important part of reading instruction and vocabulary instruction for ESL students, people with reading disabilities, people with a learning disability, or anyone who wants to improve reading skill.

35650 / 9.0

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Rewordify.com | Understand what you read

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Rewordify.com helps you read more, understand better, learn new words, and teach more effectively.

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I've just discovered this and I have already mentioned it to my students. What a great tool! It helps solve a number of problems and doubts... I wish I had known it before!

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TechnoClil is a way to discover a lot of FUNNY tools!
Now I've just discovered Canva...

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I have made some changes while preparing and actually doing the lessons with my students.
Here's an updated version of the original design.

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I aim at reinforcing my student's autonomy, enriching their vocabulary, leading them to a reflection on the correct and most effective way of exposing their knowledge (as well as their reflections about it). I also want them to share knowledge and learn to discuss and team up in order to reach a learning goal.

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How I plan and realize a CLIL experience

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The 1929 Crash, The Great Depression and Roosevelt

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The 1929 Crash, The Great Depression and Roosevelt

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Here I found interesting materials for reading and organizing knowledge: they can be used together with explanation, they ask for students' active search and reflection and can be useful to study this period of time. I would also use references to movies and books (such as The Great Gatsby or The Grapes of Wrath)

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Still building my CLIL lessons on the 1929 crisis... the more I search, the more I have fun!

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Marisa Constantinides: such a helpful lesson!

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Marisa Constantinides: such a helpful lesson!

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Marisa Constantinides' webinar and slides have proved a real inspiration for me. I have to confess that I spend a lot more time reflecting on my teaching strategies and methods than I did before... I keep thinking about my goals and ways and I think of what I should do to make students feel the real protagonists of their learning.
I have realized that many time I want to "do it all", explain, review, ask and even suggest answers... So I ended up asking myself: why is it so? Do I trust my students? What do I want them to learn: how to repeat stuff, or how to understand and be creative with that same "stuff"? No doubt I want them to grow and become autonomous. Of course this requires a lot of work on my part, and on their part too. But I must learn to trust them: I must help them grow stronger wings; then they will fly.
Marisa gave me a lot of ideas and suggestions... I can't wait to try some of these tools in my lessons! Thank you very much!

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Today I had my very first experience with Kahoot!
I used it to review what we had done, at the end of a Logic module: it was a way to lead students to reflect on quite complex exercises while having fun at the same time.
I think they enjoyed it: at the end of the quiz I had prepared they asked for more.
And it was not "just a game", but an actual exercise.
I think a tool like this can be pretty useful, especially in the final lessons of a module, to repeat, revise and discuss what we have done together, before facing  the actual test.

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I wish I knew how to do that!
Seriously speaking... I love Ted Talks, I like watching them and a couple of times I've had classes watching a Ted Talk.
I really love my job and I feel motivated. Sometimes I must confess, my students don't seem so happy to be at school... and that is sad. I know school can be hard and I do believe hard work is worth it. But when they look distracted or bored, I feel really disappointed.
To me, CLIL is also this: an attempt at finding ways to motivate students, to make them feel involved and interested... to make them feel that they are growing and doing something worth doing.

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4Cs Mind map (link to the interactive map)

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MindMup 2 - Mind Map in the cloud. Zero-friction, free online mind mapping. The most productive online mind map canvas on the Web. Supports Freemind mindmap import/export.

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Learning Designer: The 1929 Crisis (lesson plan)

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Learning Designer: The 1929 Crisis (lesson plan)

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This is my first experiment with learning designer. I find it quite useful. I am planning on using it again.

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I will certainly use this!

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The "CLIL part" in my programs is growing, and my padlet is as well :-)

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webtools- Socrative: my Socrative CLIL quiz

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webtools- Socrative: my Socrative CLIL quiz

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This is a sample from one of the quizzes I built for a CLIL lesson.
The task was to read some extracts from Hobbes' original text and answer this questions (working in pairs).
I got the results live and I could discuss them later with the class.
I also use Socrative quizzes before taking tests in my classes, as a way to summarize and reflect about knowledge.

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I have used Socrative a few times, I like it because I can have feedbacks on what is clear or not for my students.
Thank you for this webinar, I watched it later but it was very interesting!

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What I like about CLIL is the chance to use a foreign language to address topics, authors and events that belong to other countries. We can discuss philosophers reading their words; read documents as they were originally written (my students enjoyed the comparison between the Declaration of Independence of the United States and Martin Luther King's famous I have dream speech); listen to videos and historical documents and discuss the cultural climate to give a broader view of events and processes.
This is a video I proposed to some of my students recently.

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The Greatest Anti-Fascist Speech Ever Given

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The Great Dictator was made in 1940 and stared Charlie Chaplin who also directed and wrote the film and it was the first US film to denounce the Nazis although they are never mentioned. As a direct satire aimed at Nazi Germany Charlie plays a Jewish Barber who is mistaken for a Hynkel the fascist leader of a make believe country.

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In my history lessons I often use videos. In a CLIL lesson dedicated to the topic of discrimination and emancipation of African-American people, I used videos to give my students an idea of the cultural aspects of it.
This is a link to the song "Strange fruits", by Billie Holiday. We listened to it and read and commented the lyrics.

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I use padlet as a way to share and collect information.
I share notes and handouts, but also links to videos and websites that I think can be interesting. I try to encourage my students to search the web, or papers, looking for news or studies on a topic.
I also use padlet to share with them my slides and other materials that I use in CLIL lessons.
Here's a sample of one of my padlets:

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Resources: History, The Cold War - videos

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Resources: History, The Cold War - videos

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This looks like an increbily rich repository of videos about the Cold War!
I am really excited, I have decided to try a CLIL module in one of my classes about the Cold War. And I want to use videos: I think it's interesting for the language, but also for the kind of culture and mentality of the times...
Thank you for this great discovery!

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The National Archives | Focus on Film | Post-war to Present Day | Cold War

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This Focus On presents film as a historical source and considers its advantages as evidence for the past. There are activities to investigate aspects of film as evidence. Access these on a pc or via an interactive whiteboard. There is a film archive with background information on each film.

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Online resources: British Council CLIL Lessons

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Online resources: British Council CLIL Lessons

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This site contains a variety of resources for Upper secondary Teachers. I have to say, in most cases I need to build my own materials, depending on the level of the class, the needs I see and goals I want to achieve. But these materials have proved effective: most of the time I have to change something (questions, images...), still I get the inspiration for the style and structure of the lesson.

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This section contains resources for secondary teachers to use in the bilingual classroom and classrooms where English is used as a medium of instruction to teach other subjects.

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This sentence has been written on the wall of the classroom by some of my students. I read it almost every day.
I chose a very "non-technological" picture, but I think of technology only as a means to an end, a very "philosophical" end: critical thinking and intellectual autonomy.

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After reading and thinking about CLIL; after trying to implement the use of CLIL in my classes, I have got doubts and hopes.
Doubts: they come from my students. "What if I find Philosophy difficult in my own language? Clil will only make it even more difficult!".
I recognize this might be right.
But I think this comes from a partly wrong conception, that CLIL will mean to do the same things, only in English. That would make it harder to follow and understand.
Hopes: what if CLIL meant a way to re-think teaching, and what I expect from my students? I don't want them to repeat what I said. I want them to reflect and develop their own path to knowledge. Of course studying is the first, important step: understand the lessons and be given materials to think about. But it is the first part: not the goal.
Working with CLIL and attending this course makes me reflect about how I teach.
I hope it will prove effective both in CLIL and more traditional lessons.

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How to design materials for CLIL in order to activate your students' thinking and language skills.
An interesting example by Phil Ball. I always need to prepare my own materials, built on the specifical needs of the class I work with.
CLIL takes a lot of time and effort, but I hope it will be worth it.

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This taxonomy reflects the kind of processes I always aim to when teaching (CLIL and non-CLIL activities).
I teach Philosophy so I always focus on critical reading and thinking, analysis and organization of ideas and processes.
With CLIL I feel free to experiment. I talk less and I encourage the student's partecipation and critical inquiry.

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Today I made a lesson on Plato in English. I wasn't programmed, but the students seemed willing to accept the challenge...
We used a video (Youtube) on Plato's  myth of the Cave. It was a video in English, so I decided to continue the lesson using the same language.
Positive aspects:
- with English, you have to be both coincise and precise. You have to use exactly the right word and explain things clearly. It was an excellent exercise. What's  more important, the students said the same thing, when asked about their impressions at the end of the lesson: everything was very clear and definite
- I had to focus on the things I consider the  most important, thus questioning the objectives and goals of  my job
- Some students who are often very shy and silent have proved to be  more involved in the lesson than they usually are.
Negative aspects:
I still think that I can teach philosophy better in italian. But this has been a good experience... I'll have to think about that again.

I hadn't planned to do this, so I hadn't prepared the lesson (contrary to  my habits). But it was even  more interactive: "don't worry. I'll  make mistakes, we all will; let's just try, ok?". And I had a lot of fun, really.

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This is a slide taken from the second CLIL module I prepared.
I decided that I wanted my students to be the real protagonists of the process of learning.
This is just an example: before offering them numbers and data, I asked them questions, in order to have them reflect on these topics.

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This is a picture taken of one of my first lessons with CLIL.
On the screen there's the text of the Declaration of independence of the United States.
I can see faults in this lesson: I talked too much. It was basically a tipically history lesson translated to English.
The most interesting thing was the critical reading of the text of the Declaration.
My students made some very interesting questions and remarks, that led me to prepare another, more interactive CLIL module.

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Thinking skills: taxonomies and practices

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Thinking skills: taxonomies and practices

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Bloom's Taxonomy is a guide. What are my goals? How to achieve them?
I want my students to always be the real protagonists of their learning. So, what so I want them to do? Not just remember things they've been told. That's only the first step: remember, in order to critically reflect, evaluate (by means of analysis) and then produce a personal discussion about what they've learnt.

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Note: Impact on the subject-matter curriculum

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Note: Impact on the subject-matter curriculum

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According to  my firts experience with CLIL: I had to redefine  my objectives and choose a different  methodology to involve the students in the lessons.
I.E: not "talk about the text" but "read the text in its original language" and reflect on it: words, ideas,  meaning.

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Hi! This is going to be  my learning diary for the present journey!
I teach History and Philosophy in Upper Secondary School. This is my first experience with CLIL.
I teach in a Liceo Linguistico (III, IV and V class).