# data[].attributes.attachment_link.title
Kuana Torres Kahele, Napua Greig, James Ford Murphy - Lava (From "Lava" (Official Lyric Video))

# data[].attributes.body
Steps to be followed in an authentic assessment process:

1. define the standards, what should students know and be able to do?
2. design authentic tasks, how is it possible to check their competences?
3. identify criteria, which are the characteristics / features of a good performance?
4. calculate a score, how well did the student perform?
5. find descriptors of competences, how can competences be described for each score referred to in each criterion?
6. create a rubric of descriptors, what feedback does it provide?

# data[].attributes.headline
MODULO 3: 

Strategies to be used in CLIL
activities_ Proclil project

# data[].attributes.subject
MODULO 3: 

Strategies to be used in CLIL
activities_ Proclil project

# data[].attributes.body
Are the topics appropriate for the learners’ level of competence? Is students’ prior knowledge activated? Is there perhaps a substantial discrepancy between students’ language skills and students’ prior knowledge in a specific subject area? Are certain aspects of a topic, which might otherwise be too demanding for the students, pre-taught? Do the materials refer to or rely on students’ questions and/or experiences, i.e. are they relevant for the students? Do the materials encourage project work, experiments, etc.? Do the tasks support independent learning? Do the materials build up and promote subject-specific and/or global study skills (describing, analysing, researching, etc.)? Do the materials encourage pair or group work activities? Do the materials encourage students to reflect on their work?

Are different levels, learning styles and learning interests supported through the materials? Can the materials be used flexibly?
Are the students’ encouraged to compare their own culture to a different culture? Do the materials avoid stereotypes? Is authentic material used?

# data[].attributes.body
Between the two states of raised awareness and thorough competence, the student is developing new knowledge or skill, but cannot yet use it independently and confidently. This intermediate stage of the development of learning is often described by Vygotsky's metaphor of ‘the Zone of Proximal Development’ (ZPD) .

During this intermediate stage of learning, the student can be helped to progress to complete and independent proficiency by support from someone with a higher level of knowledge or skill than he has himself .

One of the most important, and most difficult, roles of the CLIL teacher is to train learners how to be independent .

# data[].attributes.body
STRATEGIES TO SUPPORT CONTENT AND LANGUAGE LEARNING (Rampone)
- K-W-L chart
- Graffiti
- True/ False/ I don’t know
- Think, Pair, Share
- Placemat
- Numbered Heads Together
- Scan a text
- Listening with key-words
- Anticipatory reading guides
- Spot the sentence
- Wordsplash
- Circuits
How to do CLIL?
Not only  teaching a whole subject in a foreign language , but also selecting, within a subject, some significant areas to be exploited and developed in a foreign language.
A content area can be totally exploited in a foreign language or initially introduced in mother tongue and later expanded on in a
foreign language or initially introduced in a foreign language and later expanded on in mother
tongue. What is important is that there shouldn’t be a simple transposition or translation from one
language to another, but the activities in the two languages have to be meaningful and
complement one another.

# data[].attributes.body
tutto!

# data[].attributes.headline
MODULO 3 Mehisto criteria for producing quality CLIL materials

# data[].attributes.subject
MODULO 3 Mehisto criteria for producing quality CLIL materials

# data[].attributes.headline
MoDULO 3: notes from TKit (Council of Europe)

# data[].attributes.subject
MoDULO 3: notes from TKit (Council of Europe)

# data[].attributes.headline
MODULO 2 task 2b: how to be creative part2

# data[].attributes.subject
MODULO 2 task 2b: how to be creative part2

# data[].attributes.headline
MODULO 1 task 1e: Developing  Thinking Skills

# data[].attributes.subject
MODULO 1 task 1e: Developing  Thinking Skills