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Marina Cano Selvas
mcano258@xtec.cat
Cristina Padilla Giménez
cpadill5@xtec.cat

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STUDENTS-STUDENTS INTERACTION

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Here you go our final project GEP 1. We hope you enjoy it!

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https://escolaenrictatche.cat/

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https://www.instagram.com/escola_enrictatche/

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Enric Tatché i Pol school is a public school located in an urban town called Ripollet in the region of Vallès Occidental. The school attends students from P-3 to 6th grade. The school is dual line except in the second and fourth grade courses where there is triple line. The approximate number of students is 541 distributed in 20 classes.

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We are creating a mind map about recicle topic!

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We are creating a mind map about recicle topic!

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Images classification according to a video

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Images classification according to a video

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We join the GEP programme the course 2018-2019.

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cooking book i seguir una recepta per cuinar unes galetes de ginger en forma humana. El que no s'espera és que el Gingerbread man cobri vida i obri la porta de forn per sortir corrents i viure experiències noves! Amb la Nana, en Gingerbread man, el pig, la cow, el horse i la fox hem cantat i ballat molt!

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This was our first year joining the innovate programme called GEP running by the Departament d’Educació de la Generalitat de Catalunya.

This course we decided to develop a project called “Why can we find five different colour bins in front of our school?”. At the beginning, for us, it was a challenge having in mind that experience and methodology was new.

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We are so gratefully about had the opportunity to learn more about CLIL approach and how to implement it in our lessons along the project. In this case we had to work with year 2 students and this was an extra defiance, because we have to adapt the methodology and the activities worked in the GEP course to our students especially those that require reading and writing strategies.

In our GEP lessons we were two teachers in the class. That meant more dynamism, pupils had more supports because they could be guided by two different teachers and at the same time we maximise their exposure to language (L2). For this reason, students improved their oral comprehension level and the use of the language in a real context.

Cooperative work was an enriching experience of learning for all the students especially if we take into account that in our school there is a SIEI (Suport Intensiu Escolarització Inclusiva) and we have in class two students with TEA a part of the heterogenitet of the groups.

We can assert that students enjoyed the lessons because they were so motivated because the activities were so attractives and a new experience to learn English. We also realized that there was a balance between content and language.

Finally, CLIL approach also make us be aware about how important is assessment and the huge assortment of tools we have to face up along the different moments of the evaluation. We discovered new online assessment tools and different kinds of assessment: self-assessment grids, peer evaluation, co-evaluation, rubrics, quizzes, etc.

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After this first contact with the GEP programme we can assert that for us and the school it was a great opportunity to start to change our way to understand the learning of a foreign language as English is. Working as a group was a challenged for us, as our timetables were complex. That is why we had to make some arrangements in order to be able to implement the project, to develop all the activities, record the videos and prepare the final portfolio. Coordinate with the rest of the teachers involved in the “grup impulsor” and carry out the changes that we want to introduce in the school was also a little bit tricky.

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MAXIMISE THE EXPOSURE OF STUDENTS TO LANGUAGE

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MAXIMISE THE EXPOSURE OF STUDENTS TO LANGUAGE

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After the first contact with the GEP experience we would like to keep learning about CLIL. For this reason we are looking forward GEP 2 to complete and expand our knowledge related to this approach.

We also expect that our students enjoy the projects and keep motivated to learn in English.

Even though the project requires a huge effort and a hard work we are so thankful to been part of the GEP and had the opportunity to learn and be supported by our trainers Mónica López and Laura Calzado and with our programme mates.

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Add vocabulary and sentences in English in the stairs of the school

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Add vocabulary and sentences in English in the stairs of the school