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Collaborative Work Skills : CLIL project: The scrumble for Africa - M. E. Porcedda Teacher Name: Mrs. porcedda

Student Name:     ________________________________________

| CATEGORY  | 4 Excellent  | 3 Good  | 2 Satisfactory  | 1 Not satisfactory
| Focus on the task  | Consistently stays focused on the task and what needs to be done. Very self-directed.  | Focuses on the task and what needs to be done most of the time. Other group members can count on this person.  | Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.  | Rarely focuses on the task and what needs to be done. Lets others do the work.
| Working with Others  | Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.  | Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group.  | Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.  | Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
| Time-management  | Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.  | Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.  | Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person\'s procrastination.  | Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person\'s inadequate time management.
| Contributions  | Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort.  | Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard!  | Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.  | Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate.
| Quality of Work  | Provides work of the highest quality.  | Provides high quality work.  | Provides work that occasionally needs to be checked/redone by other group members to ensure quality.  | Provides work that usually needs to be checked/redone by others to ensure quality.

TEACHER ASSESSMENT TASK: COMPREHENSION AND PRODUCTION

| STUDENT | COMPREHENSION | PRODUCTION | CRITERIA: EXCELLENT (E), GOOD (G), SATISFACTORY (S), ALMOST SATISFACTORY (AS), UNSATISFACTORY (U).
| REMEMBERING Listing events and actions treatedMemorizing what seen and read in documents |
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| UNDERSTANDING Describing what answered for the taskSummarizing contentsComparing different imperialism |
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| APPLYING Demonstrating answers through graphics and/or documents |
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| ANALYSING Analysing different situations in AfricaDeduce differences between countries |
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| EVALUATING Judge different choices and situationsPredict the results of choices and situationsDiscuss with mates |
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| CREATING Plan a PREZIProduce a PREZI |
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WEEK 4 Extensive Reading and CLIL connections

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Name

Decadentism (Teachers team)

Topic

II Industrial Revolution

Learning time

150 minutes

Designed time

150 minutes

Number of students

16

Description

This topic is a part of a module, which analyses the Decaden...

Aims

Understanding the Decadentism' movement in the historical pe...

Outcomes

Knowledge, Analysis, Evaluation

Editor

talitha

Turn editing on

WARM UP: Keywords

Investigate

15

16

0

BRAINSTORMING KEYWORDS ABOUT THE TOPIC

Produce

15

4x4

0

Students divided into 4 groups of different levels have to build an English glossary with the Italian keywords just found

Notes:
Ss in plenary have to tell the teacher the keywords they know about the topic in Italian. Then they'll create their topic glossary.

Resources attached: 0

COOPERATION IN PRACTICE: Let's find out discoveries!

Produce

45

4x4

0

To each group are given on EDMODO 4 pictures to look at. They have to find out the name of those discoveries in and write down their use and importance

Discuss

15

4x4

0

An English short video from 'You tube' about the topic will show ss the correct answers for the previous step.

Notes:
Ss are encouraged to produce their knowledge in a sort of competion for the class through ICT. The teacher is a guide and assesses their skills with a grid.

Resources attached: 0

How II Industrial Revolution could change the life of human being?

Investigate

45

16

0

The whole class is asked to hypothesize and evaluate the historical social changes with the teacher as a moderator.

Practice

15

1x1

0

Ss self assessment grid: I can cooperate with mates; I can find out the importance of the topic; I can understand and use the specific language for the topic; I can rightly write down a definition; I can hypothesize the consequences of a fact/discovery, contrasting with the past.

Notes:
Ss are taken to HOTS and to the self evaluation.

Resources attached: 0

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CLIL lesson plan by Maria Elisabetta Porcedda - Sunday, 29 January 2017, 7:54 PM

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CLIL lesson plan by Maria Elisabetta Porcedda - Sunday, 29 January 2017, 7:54 PM

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Hallo!

I really enjoy this course, because I value extremely important the ICT when we're doing a CLIL project plan. Although many colleagues disagree, it's a real revolution of our teaching approach, whereas we're no more the centre of the lessons...

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Both ICT and CLIL are very useful approaches for changing our old educational methodology. Students don't like anymore staying at school pretending to be involved in teachers choises.

So, if we combine ICT and CLIL, they feel like protagonists of the lessons, finally modern lessons, whose are the actors, with real tasks and concrete production, so that they enjoy learning both subjects and English.

I totally disagre with some colleagues, who claim to use CLIL without ICT, that my students appreciate above all, to the extend that they don't care about difficulties especiallyabout the language.

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TECHNO-CLIL FOR EVO 2017Moderators: Letizia Cinganotto & Daniela CuccurulloReflecting on my favourite webtool Name and surnameM. ELISABETTA PORCEDDACountry and cityITALY – SAN SPERATE (CA)School level where I teachSECONDARYSubject/s taughtHISTORY – ITALIAN LITERATUREWebtool chosen: link and short descriptionQUIZLETIf it is entered a two columns grid for a glossary, for instance, QUIZLET prepares different types of enjoyable activties. You can also select the language for hearing a reader with the correct pronounce.School level where it could be usedPrimary and SecondarySubject/subjectsAllSkill/ skills the webtool may enhanceReading,, pronounciating, listening, understanding, knowing, matching, comparing, collaborating, evaluating.Students’ level of EnglishAllTechnical requirements (if any)noneMy experiments with the webtool (if any): external links, pictures, screenshots etc.https://quizlet.com/172521304/short-and-long-vowels-flash-cards/Additional comments

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TECHNO-CLIL FOR EVO 2017Moderators: Letizia Cinganotto & Daniela CuccurulloReflecting on my favourite webtool Name and surnameM. ELISABETTA PORCEDDACountry and cityITALY – SAN SPERATE (CA)School level where I teachSECONDARYSubject/s taughtHISTORY – ITALIAN LITERATUREWebtool chosen: link and short descriptionQUIZLETIf it is entered a two columns grid for a glossary, for instance, QUIZLET prepares different types of enjoyable activties. You can also select the language for hearing a reader with the correct pronounce.School level where it could be usedPrimary and SecondarySubject/subjectsAllSkill/ skills the webtool may enhanceReading,, pronounciating, listening, understanding, knowing, matching, comparing, collaborating, evaluating.Students’ level of EnglishAllTechnical requirements (if any)noneMy experiments with the webtool (if any): external links, pictures, screenshots etc.https://quizlet.com/172521304/short-and-long-vowels-flash-cards/Additional comments

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Hallo everybody !

I'm M. Elisabetta Porcedda and my CLIL favourite webtools are prezi and quizlet.

Have a look below:

http://prezi.com/73p-kjfxsb6y/?utm_campaign=share&utm_medium=copy&rc=ex0share

https://quizlet.com/147127950/teaching-your-subject-in-english-week-2-flash-cards/

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TECHNOCLILEVO17 -> Week 2 THE EXPERT'S VOICE - Ana Gimeno Sanz -> Webtoolsby Maria Elisabetta Porcedda - Saturday, 21 January 2017, 10:26 PM It's really hard for me to make a choice, because I like, use and teach about many webtools: for instance, Edmodo, Prezi, Quizlet, Quizizz, Drive, Vocaroo, Ted, and so on. Actually, I likely find more useful and practical Prezi. 

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TECHNOCLILEVO17 -> Week 2 THE EXPERT'S VOICE - Ana Gimeno Sanz -> Webtoolsby Maria Elisabetta Porcedda - Saturday, 21 January 2017, 10:26 PM It's really hard for me to make a choice, because I like, use and teach about many webtools: for instance, Edmodo, Prezi, Quizlet, Quizizz, Drive, Vocaroo, Ted, and so on. Actually, I likely find more useful and practical Prezi. 

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Mobile or Tablet?by Maria Elisabetta Porcedda - Saturday, 21 January 2017, 10:33 PM In my school we're experimenting BYOD for the flipped classrooms: although it's a little bit hard convincing pupils to use mobiles in a correct way, after a few time they get involved in.

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Mobile or Tablet?by Maria Elisabetta Porcedda - Saturday, 21 January 2017, 10:33 PM In my school we're experimenting BYOD for the flipped classrooms: although it's a little bit hard convincing pupils to use mobiles in a correct way, after a few time they get involved in.

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Hallo! I', Maria Elisabetta and I live in Sardinia, close to Cagliari.
Last year I started my experimenting CLIL with two classes of a vocational school, supported by an Erasmus+ project. So I've been for two weeks in an English college and I'm going to return there for another week on February. I'm also finishing the CLIL methodological course in Cagliari and... well, I like being among you to learn more

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http://educazionetecnica.dantect.it/wp-content/uploads/2013/12/Docente-2.0.3.jpg

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Week 1 Test Part 1

Highest grade: 9.50 / 10.00.

CLIL
Strenghts: I think it's an enjoyable methodology for ss learning English, nowaday very important language, and contents, often proposed to students in the same way of Middle ages... It improves a collaboration among collegues and also push to use TIC. On the other hand, also ss collaborate and it's enhanced a real integration in the classroom.

Weaknesses: As a rule, Italian teachers haven't got yet adequate competences both in English and in new technologies, so the risk is to put in practise something not efficient. It's needed a longer time to complete a module, than in a traditional way. Ss and their parents are sometimes are unfavorable, being afraid of it.