# data[].attributes.headline
Peer Review Rubric – TECHNO-CLIL 2017Letizia Cinganotto & Daniela CuccurulloTeacher name: __MARCELLA CONTARTESE___				Learning Designer link:    ______________     (please write here the name of the lesson plan author)		       					(please paste here the link to the lesson plan you are reviewing)Peer reviewer name 	_BEATRICE CONTARTESE			                 (please write your name)	CATEGORY	Code 1	Code 2	Code 3	Code 4 or 5	Assign a code from 1 to 5a) Is the Lesson Plan complete?	The lesson plan is incomplete with little information provided. Peer reviewer is unable to proceed.	The lesson plan is complete. Description of learning activities is very basic and/or at times difficult to follow.	The lesson plan is complete and presents a good variety of learning activities. Descriptions are clear and easy to follow.	The lesson plan is accurate and engaging. It presents a detailed/rich description of learning activities.	3b) Is the lesson plan well aligned with its learning outcomes?	Learning outcomes are not specified.	Learning outcomes are partially mentioned. Learning activities are only partially aligned with the learning outcomes. 	Learning activities link with the defined learning outcomes. 	Learning activities explicitly link with the defined learning outcomes. The rationale for the link between activity and outcome is clearly mentioned.	3c) Is the Lesson Plan well balanced?	Learning activities are not well balanced. Just one type of the Teaching Learning Activities (TLAs in the Learning Designer) is used (see the pie chart for this).	Learning activities are not well balanced, because some of the Learning activities planned take up most of the time. (see the pie chart for this).	There is an OK mix of activities with at least three different TLAs, even if some of the activities take up more than 35% of the time (see the pie chart for this).	There is a good mix of activities with at least four different TLAs and none of the Activities, except in the case of collaboration, taking up more than 35% of the time (see the pie chart for this).	3d) Does the lesson plan include learning activities specifically designed to develop students’ collaborative learning skills?	Students are NOT required to work together in pairs or groups.	Students DO work together BUT they DO NOT have shared responsibility.	Students DO have shared responsibility BUT they ARE NOT required to make substantive decisions together.	Students DO have shared responsibility AND they DO make substantive decisions together about the content, process, or product of their work BUT their work is not interdependent (Code 4)OR: their work is interdependent (Code 5).	3e) Does the lesson plan incorporate appropriate assessment activities and tools to assess students’ collaborative learning?	The lesson plan does not incorporate any forms of assessment.	The lesson plan mentions some form of basic assessment which does not specifically assess the depth of collaboration. No tools are mentioned.	Assessment activities focus on collaborative skills of students and includes at least one of the following: rubric to assess whole group or group members, self-assessment check-list for self- or peer-assessment, the use of digital tools facilitating self- and peer-assessment, mindmaps/infographics to assess group work or facilitate peer assessment.	Assessment activities focus on collaborative skills of students and includes at least two or more of the following: rubric to assess whole group or group members, self-assessment check-list for self- or peer-assessment, the use of digital tools facilitating self- and peer-assessment, mindmaps/infographics to assess group work or facilitate peer assessment.	3Please add below your considerations / appreciation of your colleagues’ work.Explain what you like about this lesson plan. Use the above rubrics and the codes you have assigned as a guide.Dear Colleague,It’s very interestingPlease provide some constructive feedback / possible suggestions to improve your colleagues’ work.You can recommend a tool or an optional activity / group work technique that might add to the effectiveness of the learning activities.If this was my lesson plan, I would…CREDITS: BY European Schoolnet Academy for the CoLAB MOOC on Collaborative Teaching and Learning.

# data[].attributes.subject
Peer Review Rubric – TECHNO-CLIL 2017Letizia Cinganotto & Daniela CuccurulloTeacher name: __MARCELLA CONTARTESE___				Learning Designer link:    ______________     (please write here the name of the lesson plan author)		       					(please paste here the link to the lesson plan you are reviewing)Peer reviewer name 	_BEATRICE CONTARTESE			                 (please write your name)	CATEGORY	Code 1	Code 2	Code 3	Code 4 or 5	Assign a code from 1 to 5a) Is the Lesson Plan complete?	The lesson plan is incomplete with little information provided. Peer reviewer is unable to proceed.	The lesson plan is complete. Description of learning activities is very basic and/or at times difficult to follow.	The lesson plan is complete and presents a good variety of learning activities. Descriptions are clear and easy to follow.	The lesson plan is accurate and engaging. It presents a detailed/rich description of learning activities.	3b) Is the lesson plan well aligned with its learning outcomes?	Learning outcomes are not specified.	Learning outcomes are partially mentioned. Learning activities are only partially aligned with the learning outcomes. 	Learning activities link with the defined learning outcomes. 	Learning activities explicitly link with the defined learning outcomes. The rationale for the link between activity and outcome is clearly mentioned.	3c) Is the Lesson Plan well balanced?	Learning activities are not well balanced. Just one type of the Teaching Learning Activities (TLAs in the Learning Designer) is used (see the pie chart for this).	Learning activities are not well balanced, because some of the Learning activities planned take up most of the time. (see the pie chart for this).	There is an OK mix of activities with at least three different TLAs, even if some of the activities take up more than 35% of the time (see the pie chart for this).	There is a good mix of activities with at least four different TLAs and none of the Activities, except in the case of collaboration, taking up more than 35% of the time (see the pie chart for this).	3d) Does the lesson plan include learning activities specifically designed to develop students’ collaborative learning skills?	Students are NOT required to work together in pairs or groups.	Students DO work together BUT they DO NOT have shared responsibility.	Students DO have shared responsibility BUT they ARE NOT required to make substantive decisions together.	Students DO have shared responsibility AND they DO make substantive decisions together about the content, process, or product of their work BUT their work is not interdependent (Code 4)OR: their work is interdependent (Code 5).	3e) Does the lesson plan incorporate appropriate assessment activities and tools to assess students’ collaborative learning?	The lesson plan does not incorporate any forms of assessment.	The lesson plan mentions some form of basic assessment which does not specifically assess the depth of collaboration. No tools are mentioned.	Assessment activities focus on collaborative skills of students and includes at least one of the following: rubric to assess whole group or group members, self-assessment check-list for self- or peer-assessment, the use of digital tools facilitating self- and peer-assessment, mindmaps/infographics to assess group work or facilitate peer assessment.	Assessment activities focus on collaborative skills of students and includes at least two or more of the following: rubric to assess whole group or group members, self-assessment check-list for self- or peer-assessment, the use of digital tools facilitating self- and peer-assessment, mindmaps/infographics to assess group work or facilitate peer assessment.	3Please add below your considerations / appreciation of your colleagues’ work.Explain what you like about this lesson plan. Use the above rubrics and the codes you have assigned as a guide.Dear Colleague,It’s very interestingPlease provide some constructive feedback / possible suggestions to improve your colleagues’ work.You can recommend a tool or an optional activity / group work technique that might add to the effectiveness of the learning activities.If this was my lesson plan, I would…CREDITS: BY European Schoolnet Academy for the CoLAB MOOC on Collaborative Teaching and Learning.

# data[].attributes.headline
This is my first experience in CLIL. It is very interesting. It's a good way to learn  strategies to use in the classroom.

# data[].attributes.subject
This is my first experience in CLIL. It is very interesting. It's a good way to learn  strategies to use in the classroom.

# data[].attributes.headline
EXTENSIVE READINGChildren between grades three and twelve learn up to 3000 words a year. It is thought that only a small percentage of such learning is due to direct vocabulary instruction, the remainder being due to acquisition of words from reading. This suggests that traditional approaches to the teaching of vocabulary, in which the number of new words taught in each class was carefully controlled (words often being presented in related sets), is much less effective in promoting vocabulary growth than simply getting students to spend time on silent reading of interesting books. 

# data[].attributes.subject
EXTENSIVE READINGChildren between grades three and twelve learn up to 3000 words a year. It is thought that only a small percentage of such learning is due to direct vocabulary instruction, the remainder being due to acquisition of words from reading. This suggests that traditional approaches to the teaching of vocabulary, in which the number of new words taught in each class was carefully controlled (words often being presented in related sets), is much less effective in promoting vocabulary growth than simply getting students to spend time on silent reading of interesting books. 

# data[].attributes.body
In a flipped classroom, it is possible for students to have increased input and control over their own learning. By providing short lectures at home, students are given the freedom to learn at their own pace. Students may pause or rewind the lectures, write down questions they may have, and discuss them with their teachers and peers in class.

# data[].attributes.headline
Subject chosen___________Topic ___________________	EnglishTravelsDescription of CLIL connections and project	Read the storyWatch the videoDiscuss about the charactersFind symbols : objects, characters, figures, and colors used to represent abstract ideas or concepts.Improve vocabularySkill/ skills the project will enhance	ListeningReadingSpeaking WritingCollaborative workWebtool chosen for enhancing reading/writing/vocabulary etc.: how to use it (describe) 	 www.snappywords.comStudents will type words in the search box, finding the meaning of  the words and drawing connections to associate words.www.padlet.com Students will create a portfoliowww.youtube.comStudents will watch the videoProject type (describe)PosterVideo trailerPadletPresentationOther	Students will read the story, watch the film and create a padlet with the elements that they consider  important .In the end they will tell the story in  a powerpoint presentation Additional comments	

# data[].attributes.subject
Subject chosen___________Topic ___________________	EnglishTravelsDescription of CLIL connections and project	Read the storyWatch the videoDiscuss about the charactersFind symbols : objects, characters, figures, and colors used to represent abstract ideas or concepts.Improve vocabularySkill/ skills the project will enhance	ListeningReadingSpeaking WritingCollaborative workWebtool chosen for enhancing reading/writing/vocabulary etc.: how to use it (describe) 	 www.snappywords.comStudents will type words in the search box, finding the meaning of  the words and drawing connections to associate words.www.padlet.com Students will create a portfoliowww.youtube.comStudents will watch the videoProject type (describe)PosterVideo trailerPadletPresentationOther	Students will read the story, watch the film and create a padlet with the elements that they consider  important .In the end they will tell the story in  a powerpoint presentation Additional comments	

# data[].attributes.headline
Planning a project based on CLIL Connections from a Graded ReaderName and surname	Beatrice ContarteseCountry and city	Italy, BariSchool level where I teach	Lower secondary schoolSubject/s taught	SpanishTitle of Graded Reader: Cover photo, level and short description	  On his first voyage,Gulliver goes to the sea as a surgeon on a merchant ship. The ship is destroyed during a storm with Gulliver being the sole survivor. He  swims to a nearby island of Lilliput and being exhausted falls asleep. Upon awakening, he finds that the island's inhabitants, who are only  six inches tall, have captured him and he is a  prisoner of the Lilliputians. The inhabitants are curious about Gulliver and provide him with food. The Emperor of Lilliput then orders Gulliver to be moved to  a little-used temple, where he is kept prisoner. Gulliver's co-operation and friendly nature pleases the  Emperor. After giving assurances of his good behaviour, Gulliver is freed and given a residence in Lilliput.  He soon  becomes a favourite of the Lilliputian court.School level where it could be used	Lower secondary school – level 1 CLIL Connections in reader: find links to one or more of the following subjects by researching a related topic of interest to you.LiteratureMathematicsScienceHistoryMusicHistory of ArtGeographyPhilosophyReligionEconomicsTechnology	Literature: personal experienceHistory: http://bek.blogs.uv.es/2010/10/23/historical-and-political-context-of-gullivers-travels/comment-page-1/Geography:  speak about a city of  Englandhttps://www.youtube.com/watch?v=45ETZ1xvHS0

# data[].attributes.subject
Planning a project based on CLIL Connections from a Graded ReaderName and surname	Beatrice ContarteseCountry and city	Italy, BariSchool level where I teach	Lower secondary schoolSubject/s taught	SpanishTitle of Graded Reader: Cover photo, level and short description	  On his first voyage,Gulliver goes to the sea as a surgeon on a merchant ship. The ship is destroyed during a storm with Gulliver being the sole survivor. He  swims to a nearby island of Lilliput and being exhausted falls asleep. Upon awakening, he finds that the island's inhabitants, who are only  six inches tall, have captured him and he is a  prisoner of the Lilliputians. The inhabitants are curious about Gulliver and provide him with food. The Emperor of Lilliput then orders Gulliver to be moved to  a little-used temple, where he is kept prisoner. Gulliver's co-operation and friendly nature pleases the  Emperor. After giving assurances of his good behaviour, Gulliver is freed and given a residence in Lilliput.  He soon  becomes a favourite of the Lilliputian court.School level where it could be used	Lower secondary school – level 1 CLIL Connections in reader: find links to one or more of the following subjects by researching a related topic of interest to you.LiteratureMathematicsScienceHistoryMusicHistory of ArtGeographyPhilosophyReligionEconomicsTechnology	Literature: personal experienceHistory: http://bek.blogs.uv.es/2010/10/23/historical-and-political-context-of-gullivers-travels/comment-page-1/Geography:  speak about a city of  Englandhttps://www.youtube.com/watch?v=45ETZ1xvHS0

# data[].attributes.body
- DAVID MARSHAL AND GISELLA LANGE'
- PATRICK DE BOER
- MARISA COSTANTINIDES
..............

# data[].attributes.body
Hello, I'm a secondary school teacher. I teach spanish. I love teaching, I love learning and I love CLIL