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I was watching and studying something on teaching upside down, yes, I find it a useful and stimulating pedagogical model as the fact that the roles are reversed between the teachers and students makes the experience interesting and interactive. The upside teaching active learning and engages students by encouraging them to individual demand for a collaborative effort. The fact that there are pre-recorded lessons in the classroom allows immediate feedback in order to clarify any points of confusion. Instructors can conduct discussions in class or make sure they are the students to create, collaborate and to put into practice what they have from the lessons out of the classroom. The upside teaching is an easy model to be wrong, it may seem a simple idea but it requires careful preparation to teachers and new skills; without forgetting that the elements out of class and class must be perfectly integrated with the needs of students. Personally I have not had the chance to experience this new methodology but I think I'll do it soon because I consider that in teaching, training must be in step with time and therefore always be "innovative."

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WEEK 4 Extensive Reading and CLIL connections - ARQ (2)

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So far I have not had extensive experience lesson Install Wizard applied to teaching but wanting to speculate and propose an example of micro-lesson in the disciplines that teach one possible application would be in Philosophy with a lesson in English. I hypothesize a lesson of intervention conducted by the teacher of astronomical The Revolution aims to acquire to students the basic concepts of medieval and Renaissance Philosophy by "Knowledge-comparison-building" of different astronomical systems.

The lesson can be focused on different activities:

- The activities carried out with the aid of a power point (lists of concepts to be corrected, to be supplemented, definitions), which aim to verify the students' prior knowledge of the key concepts of medieval philosophy and the transition between the Middle Ages and Renaissance, at the same time, to provide the specific vocabulary in English;

- A brief introduction to the theme;

- An illustration of the lesson steps which anticipate deliveries for collaborative and creative activities (Reading and drawing) to be held at a later date.

The involvement of learners stimulated by the continued use of the interaction that aims to circumvent the traditional lecture. and interactive review of existing theory quickly gives way to an interactive activity and paired of reading comprehension "Fold the paper": students receive a photocopy divided into two columns, one column found a text and the other of the questions; learners can fold the paper so that only read the questions and, with the teacher's support, try to answer questions. Couples will read the text and verify the correctness making them face directly the questions, even with a reading aloud, a more effective visual.

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Lesson plan Learning Designer - Anna Rosaria Quirino (3)

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Peer review grid Techno-CLIL (2Anna Rosaria Quirino)

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Hi, I'm Anna Rosaria and I'm a teacher of Humane Science in secondary school.

I've not got experience in CLIL but interessant webtools for motiving students is Bulls for mind mapping and Prize for presentation.

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My favourite webtool for Techno-CLIL 2017 Anna Rosaria Quirino (01)

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https://www.menti.com/d62a72

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Hi, my name is Anna Rosaria and I'm from Naples. I have a degree in "Trainning and human sciences for teaching and histoory and philosophy at the University of Naples. I teach human sciences in the secondary school in Nocera Inferiore (SA).
It's the first time that I subscribe to an online training course for certification Clil. Before I will not Know existed but I never approached in a similar class. I began to experience something a similar class. I began to experience something about with my students and I think that will continue. It was a fantastic experience!