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4.3 The benefits and challenges of teacher collaboration

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4.3 The benefits and challenges of teacher collaboration

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Presenter: Prof. Deirdre Butler, DCU St Patricks Campus, Ireland

In this video Professor Deirdre Butler discusses the various benefits of teacher collaboration including the usefulness of peer reviews, collaborating in a safe environment, and building an effective community of practice. She also highlights some of the challenges involved and the need to find opportunities for collaboration both inside and outside of school, and for collaboration to take place across subjects and themes.

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Collaborative teaching and learning | The benefits and challenges of teacher collaboration

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Do you agree with the benefits and challenges highlighted by Professor Butler? Which benefits and challenges would you add based on your experiences? What opportunities have you been able to take advantage of in your own context to collaborate with teachers both in and out of school? Do you collaborate with teachers in your own subject group, across age groups or across themes relevant to the whole school, and if so, how?

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Never heard about ePals and Wikispace, but we took part to an eTwinning project 3 years ago. It was easy organizing activities and group video chat but slow connection didn’ t help communication.

Unfortunately, I must admit that many teachers do not realize that, as with any new tool, they can become proficient enough so that it becomes the easiest thing to use it, other fears for pupils’ safety or class management. I think that if we adopt classroom technology, we also make sure that the activity serves our learning objectives.

I usually use Facebook, after the eTwinning project I gave up Twitter and Linkedin, because I felt as sucked into a parallel universe.

Thanks to Facebook I can share documents and ideas, I can plan and organize with some of my colleagues (I have just finished to talk with three of them) and I really appreciate this tool because we live in different places, we are all commuters and when we meet at school most of the work is already done.

I was not so familiar with emerging digital technologies, but during the course I have started using those suggested by Anna Laghigna and the other colleagues.

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Never heard about ePals and Wikispace, but we took part to an eTwinning project 3 years ago. It was easy organizing activities and group video chat but slow connection didn’ t help communication.

Unfortunately, I must admit that many teachers do not realize that, as with any new tool, they can become proficient enough so that it becomes the easiest thing to use it, other fears for pupils’ safety or class management. I think that if we adopt classroom technology, we also make sure that the activity serves our learning objectives.

I usually use Facebook, after the eTwinning project I gave up Twitter and Linkedin, because I felt as sucked into a parallel universe.

Thanks to Facebook I can share documents and ideas, I can plan and organize with some of my colleagues (I have just finished to talk with three of them) and I really appreciate this tool because we live in different places, we are all commuters and when we meet at school most of the work is already done.

I was not so familiar with emerging digital technologies, but during the course I have started using those suggested by Anna Laghigna and the other colleagues.

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My name is Vincenza  e I have been teaching English for 18 years in a Secondary School.I like learning new things, I think life-long learning is the aim of a good teacher. I like trying new methods to make my lessons interactive and I believe this digital period forces us to march in step with progress and I want to be at the very forefront.
Iagree with this  thought on the Clil  : "CLIL is about using languages to learn………..It is about  installing a 'hunger to learn' in the student. It gives  opportunity for him/her to think about and develop how s/he  communicates in general, even in the first language " (Marsh,  Marsland & Stenberg) .

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Letizia and Daniela thanks for all your work.It was an experience that required so much effort and sacrifice, but it was worth it!

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Letizia and Daniela thanks for all your work.It was an experience that required so much effort and sacrifice, but it was worth it!

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My video on youtube

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Flipped classroom - Authentic task - The travel agency activity http://createwebquest.com/webquest/travel-agency-0

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Find resources such as videos and other materials in order to build up a repository of good practices and Open Educational Resources to be used in innovative CLIL environments.
The Flipped Classroom
The flipped classroom is a teaching model in which the traditional lecture and homework assignments are reversed. Students watch video lectures before class and the class session is made up of exercises, discussions, and problem solving with students receiving personalized attention from the professor.

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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.
Principles and reflections:
1. The reading material is easy.
Often finding adapted or simplified texts isn't easy for me, despite "a great variety of high-quality language learner literature is published for learners of all ability levels (see Hill's best picks, 1998, and survey review, 2001)".
2. A variety of reading material on a wide range of topics must be available.
3.. Learners choose what they want to read. I don't agree with this principle, because I think a teacher have to help the students  to discern good books, high quality, aesthetical value.
4.Learners read as much as possible. We need much more time to spend in reading activities!
5. The purpose of reading is usually related to pleasure, information and general understanding.
6.Reading speed is usually faster rather than slower
7. Reading is individual and silent.
8.Reading is its own reward
9.Teachers orient and guide their students
10.The teacher is a role model of a reader. I'm totally agree, so I usually show the books I am reading to my students and read what they read to speak about it.

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WEEK 4 Extensive Reading and CLIL connections (2)

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Module 4

Reading in CLIL

Participants will be guided to explore the potential of extensive reading to conceive a CLIL lesson.

Books and ebooks can offer effective links to curricular subjects.

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Peer Review to my colleague

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Module 3

CLIL pathways

Planning and implementing a CLIL path.

Hints and suggestions about planning and implementing a CLIL path (sciences or humanities).

Participants will be guided to explore some tools for planning a CLIL pathway and implementing it in the most effective way.

Planning CLIL lessons

Teaching in L1

If you teach a subject in the first language (L1) of your learners – or in a language in which they are fluent – there are some things which you normally feel you can count on.

basic language ability: learners being able to use the language of learning

academic language proficiency: learners who have cognitive academic language proficiency or CALP

Teaching in L2
Learners in CLIL programmes, however, may not use these academic language skills easily, they are learning basic language skills, academic language skills and new subject concepts all at the same time.

My learning design: queen Elizabeth

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The CLIL-Pyramid is based on the 4Cs-Framework and was developed as an integrative planning tool for material writers and lesson planners.

STRATEGIES:

1. Rich Input

2. Scaffolding Learning

3. Rich interaction and pushed output

4. Adding the (Inter-)cultural Dimension

5. Make it H.O.T.

6. Sustainable learning

https://moodle4teachers.org/pluginfile.php/50180/mod_resource/content/3/Oliver%20Meyers%20CLIL%20pyramid.pdf

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Surfing the Net

CLIL: surfing the net

Exploring the potential of Web 2.0 in the implementation of CLIL.

Participants will be guided through the exploration of some of the most powerful and effective webtools, inviting them to try their potential in a CLIL lesson.

Suggestions, ideas and formats will be given to work on a digital CLIL lesson plan.

My favourite webtool

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My favourite webtool for Techno-CLIL 2017

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Content and Language Integrated Learning (CLIL) has become the umbrella term describing both learning another (content) subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject.

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Content and Language Integrated Learning (CLIL) has become the umbrella term describing both learning another (content) subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject.

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Create fun and interactive presentations for your meeting, event, conference or classroom. Mentimeter is a free, easy-to-use software that you can use online.

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Module1 Brainstorming:Starting the journey        Enrolling in the      Moodle.Introductions: sharing experiences with CLIL, comparing methodologies and strategies from all over the world.

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Module1 Brainstorming:Starting the journey        Enrolling in the      Moodle.Introductions: sharing experiences with CLIL, comparing methodologies and strategies from all over the world.

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Time for learning
The 4 Cs:

1. Content

2. Cognition

3. Communication

4. Culture

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Do Coyle - What is the 4 Cs teaching framework? 4/7