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IMO....unless schools provide the devices, BYOD practices widen the digital divide and income gaps in our classrooms....and as Italian schools "have no eyes to cry" I don't see feasible equality-fostering  BYOD practices taking place anytime soon.

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WEEK 5 (even if as of today...no badge, no nothing for week cuatro uffu)

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WEEK 5 (even if as of today...no badge, no nothing for week cuatro uffu)

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it's FLIPPING amazing!!!
Students watch video lectures before class and the class session is made up of exercises, discussions, and problem solving with students receiving personalized attention from the professor.
The flipped classroom constitutes a role change for instructors, who give up their front-of-the-class position in favor of a more collaborative and cooperative contribution to the teaching process. There is a concomitant change in the role of students, many of whom are used to being cast as passive participants in the education process, where instruction is served to them. The flipped model puts more of the responsibility for learning on the shoulders of students while giving them greater impetus to experiment. Activities can be student-led, and communication among students can become the determining dynamic of a session devoted to learning through hands-on work. What the flip does particularly well is to bring about a distinctive shift in priorities— from merely covering material to working toward mastery of it.
Eric Mazur and Catherine Crouch describe a modified form of the flipped classroom that they term peer instruction (2001). Like the approaches described by Walvoord and Anderson and Lage, Platt, and Treglia, the peer instruction (PI) model requires that students gain first exposure prior to class, and uses assignments (in this case, quizzes) to help ensure that students come to class prepared.

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The only time I tried extensive reading in my teaching practice has been many years ago, with a very good, high level 3rd year lower secondary school class.

I did set up a classroom library and students were free to borrow and return books (graded readers in English) as they pleased, but I have to admit I just did that, I didn't build any activity around ER and didn't prepare my students for ER or check on the books they borrowed, if they actually read them or not. Therefore I doubt whether I can even consider this a proper experiment in ER, because I think that the pre-reading phase, the one where you get to know more about your students reading habits and interests is fundamental, because it makes things personal, developing good affective vibes and motivation.

As for my ER in CLIL lesson plan (Huckleberry Finn), I like the idea of using a work of fiction (one that students will hopefully be able to read unabridged when they grow up, or decide to read for pleasure in L1) to get to know more about, in my case, the United States, its territory, its most important river, its symbolic value and the consequences of river pollution on the environment. The impact of the language dimension will be strong, because they will learn to define the territory accurately, they will learn to describe and illustrate their own region (so express their local identity), they will be able to compare effective/alternative means of transport, and reflect on the benefits of a clean environment, which is something that has and will have an impact on their future and that of their families...and all this while trying to use the English language. I think that being able to use a foreign language to express what is most important to one's own life is the main goal of teaching English, or any other foreign language, because language IS identity.

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read enjoyably adequately w/out dictionary
If the students know 98% or more of the words, then they are in the extensive reading ‘sweet spot’ and can read quickly enough because there isn’t so much unknown language slowing them down and so they can read enjoyably. If the students know everything, or almost everything, on the page, they can then read it very quickly and can use it to build reading speed and their natural reading ability
the students should:
• read some of the book itself, not only look at the title, cover and illustrations • choose something interesting to read. If the book becomes boring or too difficult, they should put it down and read something else • find something they can read at about 150-200 words per minute • choose something they can read without a dictionary • be able to understand almost everything in the book

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EXTENSIVE READING AND CLIL

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WOW advantage in maths for students who read for pleasure, very interesting!
ER is reading for gist
read on project OUP
extensive reading makes students fluent readers for clil
extensive reading gives them the skills to think research and present

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advantages of Extended reading: a different kind of lesson, where they are in control, where the teacher fades and is not guiding, controlling, checking, imposing at all, the teacher is actually distracted by his or her own book...even students who have no intention of spending their time reading, seeing that their schoolmates are engrossed in the activity, might hopefully in the end to give up and give the book a chance to entertain them....

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EME
COLLABORATIVE CLIL
CONTENT BASED ELT
E.R.
large quantities of text
appropriate level
no testing
reading for pleasure
most effective way of acquiring and maintaining a foreign language
differences with intensive reading: the latter is reading with purpose of some sort
create a virtuous cycle, students read fast, enjoy reading, read more understand better
select appropriate books
PRE EXTENSIVE READING ACTIVITIES, relate to personal experiences, questions for classroom discussions; questionnaire; get students to bond,and get to share their opinions and experiences
Textbooka nd extensive reading work together, and extensive reading is the fun part!

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Day & Bamford (1998) highlight the benefits that have been gained by the undertaking of extensive reading programmes. These include gains in reading and writing proficiency, oral skills and vocabulary, an increase in motivation and positive affect.

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one of the sample lessons talks about language prerequisites...some sources and speakers on this course seem to disagree...mumble mumble
ON WITH CONTENT N.2
things to keep in mind:
LANGUAGE ABILITY
ACADEMIC PROFICIENCY
teachers should detect the language demands and critical issues
Teacher in control of possible obstacles which have to be foreseen, and catered to, resolved in advance.
CONTENT 3
CLIL is not language teaching enhanced by a wider range of content. Neither is it content teaching translated in a different languag (code) from the mother tongue.
There are different models for CLIL....BUT THE ONE I LIKE IS :
TO RECONCEPTUALISE THE CURRICULUM IN AN INTEGRATED WAY :CLIL might consist of say the study of ‘w in a foreign language which is investigated from different perspectives such as scientific, geographical, historical, cu catastrophes, water shortages, water for leisure, poetry, art, drama and music, linking wherever possible language to space and place.
Stage 1: Analyse content for the language of learning
Stage 2: Add to content language for learning
Stage 3: Apply to content language through learning.
I HAD NEVER HEARD OF LOCIT!!!
The LOCIT processes involve you working closely with a colleague, a critical friend, or another CLIL teacher in the project. It is important that your LOCIT ‘buddy’ is someone whom you trust. The LOCIT process involves lesson observation (LO) followed by the critical incident technique (CIT) for reflection and collegial support. What does this mean? • Lesson Observations are essential if experienced teachers are to continue to reflect upon their practice. Therefore the teacher decides which particular lesson will be targeted. You might wish for your observer to be present and take notes. Recording either through video or audio is essential however (following the usual protocols). This is for personal use only between the two paired colleagues but analysis is crucial to LOCIT. • The focus for the observation is always negotiated and the use of a lesson observation schedule is agreed beforehand (either as a group or as a pair). • The lesson is observed according to the focus using a form as a memory aid. There is immediate feedback orally. • The next process is that the recorded lesson is then replayed separately. Each person selects a series of critical incidents. A critical incident usually lasts for up to 3 minutes and related to the focus. CI can be positive and exemplars of good practice or they can be problem areas- this will depend on the pre-observation negotiation. • Each person selects no more than 5 or 6 CIs and these are edited. • At a following meeting each person plays their CIs to the other ie the teacher and the observer. • The discussion that follows can then be used in many different ways. • This is professional and non-public although the results can be shared as agreed. • A follow up is then agreed. • This is LOCIT NB You will need to design your own lesson observation schedule. This tool is highly effective in contributing to promoting confidence in CLIL teachers and CLIL practice.
CONTENT 4
LANGUAGE OF LEARNING: quale lingua servira', lessico etc per capire
LANGUAGE FOR LEARNING: che lingua servira' per operare?
LANGUAGE THROUGH LEARNING:  the language that will be acquired through the activity.
OTHER USEFUL THINGS, RANDOM: GIVE STUDENTS TIME FOR CREATIVITY, USE HOTS MORE THAN HOTS, ASK MORE COMPLEX QUESTIONS....BOH!

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USEFUL VERBS FOR PROCESS STEPS

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It is also a holistic way of teaching, incorporating not just content and language, but also thinking skills and competences relevant to the community. In effect, you are teaching your students the skills needed in their future workplace, and not simply content.

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BENEFITS OF CLIL

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COMPETENCES FOR 21ST CENTURY...OR SUMMAT!

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http://www.bie.org/blog/gold_standard_pbl_essential_project_design_elements%0A
KHN ACADEMY
TED ED LESSONS
CLINTONDALE HIGH SCHOOL

bie.org search project
crbuitrago

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https://moodle4teachers.org/pluginfile.php/50180/mod_resource/content/3/Oliver%20Meyers%20CLIL%20pyramid.pdf

HOLISTIC METHODOLOGY FOR CONTENT AND LANGUAGE

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CLIL and team teaching...for me the way forward!

Bonnet (2012) argues that in order to succeed in CLIL classrooms students require a core competency in the subject matter as well as foreign language competence and interactional competence.

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Strengths and weaknesses in using CLIL given my experience.

My experience with "proper" CLIL is non existent. But following this course it seems to me that most CLIL  that is going on is "improper" in that it is somewhat lacking from one point of view or another. As CLIL isn't just teaching content in L2, but getting students to develop CALP and use HOTS....well, being a lower secondary school teacher, all sorts of obstacles and issues come to mind. First of all...language competence. Is CLIL a viable method for students with a low level of language? It must be as so many primary teachers use it. Secondly: how can students who find it hard to tackle studying subjects in L1, develop a passion for doing it in L2? And finally, what if students have very weak LOTS, even in L1... How can they develop HOTS, and in L2 to boot??? So these for me are the weaknesses.

Even if stating CLIL strengths feels like stating the obvious...CLIL makes the lesson purposeful, expendable, interdisciplinary, appeals to students' talents and attitudes, can bypass the prejudice toward the foreign language...and it's a good change, a breath of fresh air for the language teacher! Therefore it's DEFINITELY worth having a go at it!

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know how to behave online, netiquette,
social digital skills
personal digital literacy
network literacy
search literacy
information literacy
tools:
keepcalmomatic
simple english wiki

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why use stories?
stories help acquiring lots of things
stories for teaching content
stories help develop HOTS and LOTS
listening leads to storytelling
reading leads to storywriting
with stories I can:
present content
lead in listening or reading
task based learning
holistic learning
people feel compelled to tell stories
stories can be placeholders for language or content knowledge
USEFUL TOOLS:
storybird.com
makebeliefscomix.com
storyjumper.com
voki.com
wordclouds tagul wordle
fodey.com (fake newspaper)
voxopop.com (speaking hwork)
pixiclip app
educreation app
explaineverything app
creaza.com
animoto.com (educational licence)
grapheine.com

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"CLIL is motivating students to speak English" he says...but then, I think, all function based, communicative ELT teaching nowadays is CLIL. What about CALP, HOTS and LOTS? mmmm
proposed challenges by De Boer
- create gapped text
- tell students you'll be observing one of them but don't tell them which one

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CLIL AND TEACHER TRAINING, THE C COMPLEX

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CLIL AND TEACHER TRAINING, THE C COMPLEX

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Encourage teacher mobility and job shadowing.
who teaches CLIL? the language teacher or all BUT the language teacher?
language is learned through the content and content is learned through the language, at the same time.

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In CLIL lessons the cognitive challenges of language learning are great; much of the content lies outside children's direct experience and is often more abstract.

BLOOM'S REVISED TAXONOMY
Higher order thinking skills
Creating | making, designing, constructing, planning, producing, inventing,
Evaluating | checking, hypothesizing, experimenting, judging, testing, monitoring,
Analyzing | comparing, organizing, outlining, finding, structuring, integrating

Applying | implementing, carrying out, using
Understanding | comparing, explaining, classifying, exemplifying, summarizing
Remembering | recognizing, listing, describing, identifying, retrieving, naming, finding, defining
Lower order thinking skills

MARZANO'S COGNITIVE SYSTEM
The cognitive system is made up of four components:

knowledge retrieval,

comprehension,

analysis, and

knowledge use.

CONCLUSIONS
These attempts to analyze and classify thinking processes move from a foundation of simpler, lower order skills to more complex higher order skills. However, there is still no consensus about the exact number of skills or levels, the interaction between them nor is it easy to analyse the level of difficulty of a particular task or the precise thinking skills required.

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A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:
Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum

Communication - Using language to learn whilst learning to use language

Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language

Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

In a CLIL lesson, all four language skills should be combined. The skills are seen thus:

Listening is a normal input activity, vital for language learning

Reading, using meaningful material, is the major source of input

Speaking focuses on fluency. Accuracy is seen as subordinate

Writing is a series of lexical activities through which grammar is recycled.

For teachers from an ELT background, CLIL lessons exhibit the following characteristics:

Integrate language and skills, and receptive and productive skills

Lessons are often based on reading or listening texts / passages

The language focus in a lesson does not consider structural grading

Language is functional and dictated by the context of the subject

Language is approached lexically rather than grammatically

Learner styles are taken into account in task types.

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cognitive academic language proficiency or CALP, that is a formal, decontextualised language variety used in school.
VS
Basic Interpersonal Communication Skills (BICS) which is an informal, contextualised, social variety of language.

CALP skills take a lot longer to develop than BICS skills.

We must also differentiate between language as we describe it in foreign language syllabuses and vocabulary, grammar, function and discourse in subject learning.

Most schools don't explicitly teach CALP skills in L1; they expect learners to pick them up (hahahaha).

Academic language acquisition isn't just the understanding of content area vocabulary. It includes skills such as comparing, classifying, synthesizing, evaluating, and inferring. Academic language tasks are context reduced. Information is read from a textbook or presented by the teacher. As a student gets older the context of academic tasks becomes more and more reduced.

The language also becomes more cognitively demanding. New ideas, concepts and language are presented to the students at the same time.

A learner with good learning skills in the L1 will transfer them fairly easily to the L2, whereas a learner whose L1-medium schooling has been poor will find L2-medium learning more onerous.

if the subject teacher has high levels of CLIL pedagogy, you can tolerate lower levels of L2 ability on the part of learners. L2-medium subject learning requires a balance of learner L2 ability and teacher L2-medium pedagogy. The lower the one, the higher the other must be. For example, young learners with zero L2 ability on entry to school have to have teachers with very good L2-medium pedagogy.

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I'm Sara, teacher of EFL at lower secondary school in Sardinia, Italy.
Today's question is:
Is all language teaching somehow CLIL teaching? to CLIL or not to CLIL?
Enjoy the ride, peeps!