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seven benefits of ER

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MAYBE NOT THE BEST...BUT MY BEST IN THIS MOMENT

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MAYBE NOT THE BEST...BUT MY BEST IN THIS MOMENT

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IS IT POSSIBLE IN ITALY?

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FLIPP YOUR MIND

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FIFTH WEEK

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An 'extensive reading approach' involves students reading long texts with the intention of enjoying the texts. Students  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.

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Planning the CLIL curriculum

Stage One:

Guiding

principles

Looking at

Learning

Ethos

•

Decide what

YOU

mean by CLIL in your own

context/school/class

•

Discuss these with other colleagues in your own

department and in other departments

•

Discuss guiding principles for learning, e.g. implications

for group work, independent learning, whole class

teaching

•

Define aims and objectives of CLIL teaching

programme as well as learning outcomes as they fit in

with the whole school vision

Stage Two:

Analysing the

Teaching

Curriculum

Overview

planning for

the

topic/theme/

Module

Starting to use the

4Cs Planning Tool

for the

Topic/Module

•

Carry out curriculum subject

audit, i.e. identify the

content knowledge, skills and understanding to be

taught in the topic/theme/module

•

Carry out a thinking skills or cognitive processing

analysis, i.e. relate the content defined in 1 to thinking

skills

•

Consider the culture/citizenship implications

•

Identify the linguistic elements

to carry out 1, 2 and 3

•

Create a schema or wall chart (with 4 columns –

content; cognition-thinking

skills; citizenship – leave

the final column blank at the moment) showing

interrelationship and intercon

nectedness of 1, 2, and 3

•

Now fill in the final column. Identify the communication

(language) needed to carry out the above by the

learners

•

You can use this 4Cs document as self evaluation

Stage Three:

Preparing the

Learning

Context

Using CLIL tools:

3As

for detailed lessons planning.

The Matrix

for task and materials design

•

Use schema above to define tasks

•

Identify appropriate related teaching strategies – how

to support learners

•

Identify appropriate related learning strategies – how

learners can learn to support their own learning

•

Ensure teaching objectives

and learning outcomes are

clear and achievable AND that tasks are sequenced to

build in progression. Such as: ‘By the end of the

year/term/week/series of lessons I want my learners to

...’

•

Prepare appropriate materials – with special attention

to those incorporating learning strategies and

pedagogical scaffolding

•

Use matrix or similar to an

alyse the teaching materials

and/or tasks

13

Stage Four:

Monitoring

Progress

Monitoring the programme:

LOCIT

•

Collaboration with other teachers, e.g. observing each

others’ lessons and analysing according to negotiated

criteria, e.g. record and transcribe sections of lessons

to compare what is going on with what has been

planned

•

Collaboration with learners, e.g. make learning aims

explicit, explore use of learner talk, learner diaries

•

Use of

assessment for learning

procedures which relate

to process rather than outcome

•

Check sequencing of tasks

Stage Five:

Evaluating

Evaluation of teaching

and learning process

•

Decide how you will evaluate the CLIL work you have

done before you start – parents’ evening? Other

teachers to observe? Presentation by pupils to other

pupils?

•

Revisit your 4Cs overview topic to evaluate how

successful you have been (self-evaluation)

•

Always relate this to schema

and

involve learners:

relate to explicit learning aims, revise or adjust the

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THIRD WEEK

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my first voki togheter with my daughter

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My favourite webtool for Techno-CLIL 2017

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eaching in CLIL classrooms: good practiceAn ECML resource, CLILthrough languages other than English -Getting started (CLIL-LOTE-START), sets out how to create a successful CLIL learning environment. 

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eaching in CLIL classrooms: good practiceAn ECML resource, CLILthrough languages other than English -Getting started (CLIL-LOTE-START), sets out how to create a successful CLIL learning environment. 

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Approaches for primary school children may include:

■

Songs to develop interest and curiosity in words

this type of learning is child

centred,

stress

free and puts the emphasis on

the children’s joy at their success

Performing plays

Creation of a garden, notice

board, list of classroom chores, birthday calendar, staying

overnight in the school

Rituals, such as conversation circle, announcement of dates, celebration of

birthdays,

experiencing seasons
■

Learning of new words experienced through all senses, such as adjectives with nuts,

verbs with leaves, nouns with dressing

up, articles with music;

■

Learning to read and write, such as phonemic signs, writing on posters, wri

ting of

letters, the first book in a foreign language;

■

Specialist language with music and movement, such as calculations using music and

movement, creation of a 1000 bead chain.

For secondary school students, suggested approaches

may include

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MY SECOND WEEK

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Prossimo step.....migliorare il mio inglese

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this is me