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My evaluation grid for the videolesson on Pressure 

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My evaluation grid for the videolesson on Pressure 

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 The videorecorded  CLIL activity with my  students 

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 The videorecorded  CLIL activity with my  students 

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This is the documentation of my CLIL lesson I implemeted for Tecnoclil course . The target group is a III° class of Secondary high school . the topic is " Pressure".

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THIS IS A UNIT CREATED JOINTLY BY THE PHYSICS TEACHER. MRS SCHIPILLIT CATERINA AND THE LANGUAGE TEACHER MRS RIZZA MARIA FOR CLASS 3°A HUMAN SCIENCE COURSE a.s. 2016 2017

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My Home town Noto:" the Pearl of Baroque " It is South east of Siciy and it is also Unesco Heritage site 

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My Home town Noto:" the Pearl of Baroque " It is South east of Siciy and it is also Unesco Heritage site 

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Noto The baroque Pearl Of UNESCO HERITAGE  2014

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This is a video to show our nice town which is well known akll over rthe world.

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Rubistar is my favourite rubric because you can customize it according to waht is te aim of evaluation

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Rubistar is my favourite rubric because you can customize it according to waht is te aim of evaluation

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Flipping your class: Roles and expectations

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This is "Flipping your class: Roles and expectations" by Faculty Innovation Center on Vimeo, the home for high quality videos and the people who love them.

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A flipped class is one that inverts the typical cycle of content acquisition and application so that

> students gain necessary knowledge before class, and 
> instructors guide students to actively and interactively clarify and apply that knowledge during class.

For more information see: facultyinnovate.utexas.edu/instructional-strategies/flipped-classroom

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Yes I like BYOD  in my class because  it  makes lessons more interesting
• adds variety to teaching
• implements active learning methods
• more efficiently achieves learning objectives • improves participation •
improves access to information
• improves teachers’ ICT skills

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Learning as many words as possible, How ? well Snappy Words is an enjoyable on line dictionary, why not trying?

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Learning as many words as possible, How ? well Snappy Words is an enjoyable on line dictionary, why not trying?

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WEEK 4 Extensive Reading and CLIL connections (1)

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Keep these verbs at easy reach when planning or evaluating a reading activity

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Keep these verbs at easy reach when planning or evaluating a reading activity

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The extensive reading approach'  involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts.
Students are allowed to choose the books they read depending on their interests, and there is not always a follow-up discussion or work in class. In this way students are encouraged to read for pleasure and should become better readers.
Aims of extensive reading
The principal objective is to get students reading in English and liking it. An increase in reading fluency should be another objective. Because of this, reading should be a pleasurable activity for the student, promoted as much as possible by the teacher.

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An extensive reading program was established for elementary level language learners at the British Council Language Center in Sanaa, Yemen.

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My  Lesson plan with the  Learning Designer

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My  Lesson plan with the  Learning Designer

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MY Peer evaluation of Evelia'sLearning Designer

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MY Peer evaluation of Evelia'sLearning Designer

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My Peer review grid Techno-CLIL of Evelina Murino

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ICT for CLIL : the use of ICT in the CLIL classroom can have a very positiveimpact on students’ motivation and learning outcomes by using challenging materials that providelearners with opportunities to develop both academic knowledge and language skills. However, itwould be a mistake to assume that the use of authentic materials from online sources automaticallymakes for successful CLIL lessons. In fact, innovative activities, which take into account the students’experiences, interests and learning styles, have to be created. This is a considerable obstacle to theeffective use of online resources in contexts where subject (content) teachers with little or no formalteacher training have to teach their subjects in English. In this presentation, we aim to provide somebasic pedagogical guidelines on how to integrate online resources into a successful CLIL approachand combine individual activities into effective teaching sequences that activate students, guide theirunderstanding of the content and support language learning and development.

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ICT for CLIL : the use of ICT in the CLIL classroom can have a very positiveimpact on students’ motivation and learning outcomes by using challenging materials that providelearners with opportunities to develop both academic knowledge and language skills. However, itwould be a mistake to assume that the use of authentic materials from online sources automaticallymakes for successful CLIL lessons. In fact, innovative activities, which take into account the students’experiences, interests and learning styles, have to be created. This is a considerable obstacle to theeffective use of online resources in contexts where subject (content) teachers with little or no formalteacher training have to teach their subjects in English. In this presentation, we aim to provide somebasic pedagogical guidelines on how to integrate online resources into a successful CLIL approachand combine individual activities into effective teaching sequences that activate students, guide theirunderstanding of the content and support language learning and development.

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INTEGRATING MOBILE DEVICES INTO LANGUAGE LEARNING TO MEET THE 21ST CENTURY EDUCATIONAL CHALLENGES

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INTEGRATING MOBILE DEVICES INTO LANGUAGE LEARNING TO MEET THE 21ST CENTURY EDUCATIONAL CHALLENGES

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"Questo sito utilizza cookie analitici, anche di terze parti, ed installa cookie di profilazione, propri e di terze parti, per inviarti messaggi in linea con le tue preferenze. Per ulteriori informazioni o per negare il consenso, a tutti o ad alcuni cookie, clicca qui. Proseguendo la navigazione acconsenti all'utilizzo dei cookie." Accetto

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"Questo sito utilizza cookie analitici, anche di terze parti, ed installa cookie di profilazione, propri e di terze parti, per inviarti messaggi in linea con le tue preferenze. Per ulteriori informazioni o per negare il consenso, a tutti o ad alcuni cookie, clicca qui. Proseguendo la navigazione acconsenti all'utilizzo dei cookie."

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Web2 - 4 Languages Teachers - Web2.0 tools

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This is a service that teachers and students can use to record, share, and watch presentations. Presentation Tube provides a free desktop tool (Windows only) that you can use to record a video of yourself talking over and drawing on slides. The Presentation Tube recorder automatically synchronizes your PowerPoint slides with your voice.

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Ed. Innovation, ICT, education 2.0 - A trip to CLIL

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Other stuff (Delicious+CLIL, Slideshare+CLIL, serching tools for kids, etc.)

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Towards quality-CLIL: successful planning  and teaching strategies

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Towards quality-CLIL: successful planning  and teaching strategies

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Teachers who teach their subject in a second language often have to collaborate.

Language teachers can influence good practice in CLIL projects is by helping their subject colleagues. They have some of the skills to do so. They can, for instance, advise subject teachers on their own language use, on the language demands of their subjects and on the kinds of language support practice which the subject teachers can incorporate into their lessons. They can also work with them on planning schemes of work, making materials and assessment.

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Whether you believe it or not  EMI, that means : English as a medium of instruction, highthens Public and private school quality learnng offer . Have a look at this and you will see;

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Low order Thinking skills , whereas when we require students skills which are higher in Blooms Taxonomy then tehy are deveoping Higher order thinking skills

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CALP & BICS

CALP stands for cognitive academic language proficiency or CALP. It  is a formal, decontextualised language variety used in school. Indeed, Jim Cummins distinguishes CALP  from 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: academics in the USA suggest that whereas an immigrant learner can learn BICS skills in 2 years, they will take 7 years to acquire CALP. Moreover, Jim Cummins advances the theory that there is a common underlying proficiency (CUP) between two languages. Skills, ideas and concepts students learn in their first language will be transferred to the second language.

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Underlying principles
The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.

While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.

Classroom principles
Some of the basic principles of CLIL are that in the CLIL classroom:

Language is used to learn as well as to communicate

It is the subject matter which determines the language needed to learn.

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

Listening is a normal input activity, vital for language learning

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

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

Listen and label a diagram/picture/map/graph/chart

Listen and fill in a table

Question loops - questions and answers, terms and definitions, halves of sentences

Information gap activities with a question sheet to support

Trivia search - 'things you know' and 'things you want to know'
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.
Class surveys using questionnaires

20 Questions - provide language support frame for questions

Students present information from a visual using a language support handout.

Listen and make notes on specific information (dates, figures, times)

Listen and reorder information

Listen and identify location/speakers/places

Listen and label the stages of a process/instructions/sequences of a text

Listen and fill in the gaps in a text

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.

Speaking focuses on fluency. Accuracy is seen as subordinate

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

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.

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:

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

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

In many ways, then, a CLIL lesson is similar to an ELT integrated skills lesson, except that it includes exploration of language, is delivered by a teacher versed in CLIL methodology and is based on material directly related to a content-based subject. Both content and language are explored in a CLIL lesson. A CLIL 'approach' is not far removed from humanistic, communicative and lexical approaches in ELT, and aims to guide language
processing and supports language production in the same way that an ELT course would by teaching techniques for exploiting reading or listening texts and structures for supporting spoken or written language.

Lesson framework
A CLIL lesson looks at content and language in equal measure, and often follows a four-stage framework.

Processing the text
The best texts are those accompanied by illustrations so that learners can visualise what they are reading. When working in a foreign language, learners need structural markers in texts to help them find their way
through the content. These markers may be linguistic (headings, sub-headings) and/or diagrammatic. Once a 'core knowledge' has been identified, the organisation of the text can be analysed.

Identification and organisation of knowledge
Texts are often represented diagrammatically. These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are used to help learners categorise the ideas and information in a text. Diagram types include tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these. The structure of the text is used to facilitate learning and the creation of activities which focus on both language development and core content knowledge.

Language identification
Learners are expected to be able to reproduce the core of the text in their own words. Since learners will need to use both simple and more complex language, there is no grading of language involved, but it is a good idea for the teacher to highlight useful language in the text and to categorise it according to function. Learners may need the language of comparison and contrast, location or describing a process, but may also need certain discourse markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases may also be given attention as well as subject-specific and academic vocabulary.

Tasks for students
There is little difference in task-type between a CLIL lesson and a skills-based ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. A menu of listening activities might be:

Tasks designed for production need to be subject-orientated, so that both content and language are recycled. Since content is to be focused on, more language support than usual in an ELT lesson may be required.
Typical speaking activities include:

Conclusion
From a language point of view the CLIL 'approach' contains nothing new to the EL teacher. CLIL aims to guide language processing and 'support language production in the same way as ELT by teaching strategies for
reading and listening and structures and lexis for spoken or written language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for
developing language skills. This is the essence of the CLIL teacher training issue.

Further reading
Forum for Across the Curriculum Teaching - www.factworld.info/
Comenius Project TL2L - www.tl2l.nl/
European Centre for Modern Languages - www.ecml.at/
Norwich Institute for Language Education - www.nile-elt.com
Science Across the Curriculum - www.scienceacross.org
EuroCLIC - www.euroclic.org
The National Centre for Languages (CILT) - www.cilt.org.uk
Content and Language Integrated Project (CLIP) - www.cilt.org.uk/clip/

Steve Darn, Izmir University of Economics, Turkey

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Underlying principles The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language ' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP).

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IN ORDER TO DEFINE THE 4 C OF CLIL LET'S WATCH THIS VIDEO

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My name is Maria Rizza , I teach English at the secondary high School in Noto .

I am the coordinator teacher  of Erasmus+ projects in this school, I have a long experience in European Projects.

I started with Comenius programmes in 1999 and since then I have worked on european projeccts : Comenius. L.L.P. and now Erasmus+: I have also been working on partnership with colleagues in E-Twinning, This was an extraordianry useful experience because I learned a lot about the use of ICT in education.
Now I look forward to learn about CLIL methodoogy .I think that this course offers a precious opportunity for my professional development