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Rubric 4: Content and language assessment OSI and TCP/IP model

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Rubric 4: Content and language assessment OSI and TCP/IP model

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Instructions according to Bloom’s taxonomy and critical thinking

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Instructions according to Bloom’s taxonomy and critical thinking

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Introduce the topic with a motivating activity

Give more time to students to talk and participate in class

Offer activities where student can learn by doing

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Supermarket of scaffolding ideas: Providing speaking frames

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Supermarket of scaffolding ideas: Providing speaking frames

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Supermarket of scaffolding ideas: How to make a good presentation?

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Supermarket of scaffolding ideas: How to make a good presentation?

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Supermarket of scaffolding ideas: Preparing for Exams

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Supermarket of scaffolding ideas: Preparing for Exams

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Almost the whole of this module is gathered in a project called: Let's do a LAN party! Inside the lesson plan you will see how different RA take place into the project. I'm still on my way developing this project, so I hope I can build it up with the help of the CLIL methodology.

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M05 - Local Networks
UF1: Introduction to the local networks

1. To recognize the structure of wired local area networks by analyzing the characteristics of application environments and describing the functionality of the components.

2. Deploy local area network cabling by interpreting  specifications by applying assembly techniques.

3. Complies with the occupational risk prevention and environmental protection regulations identifying risks partners, measures and equipment to prevent them.

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Vigotsky’s social constructivism in my Local Area Network classes

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Vigotsky’s social constructivism in my Local Area Network classes

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Dont' tell the solution to students immediately, let them to think their own solution first.

Prepare activities in groups and/or pairs more than individually

Offer activities related to what the students already know

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The language approach according to Stephen Krashen

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The language approach according to Stephen Krashen

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Give to students language support with images, videos, sounds...

Ensure that students understand what they have to do

Not to force students to talk in English all the time