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Here is my reflection form for the activities performed on the parabola and the circumference.

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Here is my monitoring form (for the 6-hour activities perfomed in 3 B)

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Scheda Osservazione COLT con Morresi 11 febbraio 2019

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Relative position between a straight line and a circumference

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Relative position between a straight line and a circumference

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The lesson performed in 3 BL

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Students' reflection forms 5 A Uman Sciences

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Students' reflection forms 5 A Uman Sciences

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Here is my reflection form for the activities performed on magnetism and electtromagnetic induction.

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Here is my monitoring form (for the 3-hour activities perfomed in 5 A Uman Sciencies)

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A cycle of lessons on magnetism.

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Here are the plan of some CLIl activities and my CLIL teaching context.

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In the lecture of Prof. Cognigni the image of Cummins iceberg to discuss the importance of bilingualism has stuck in my mind. I never reflected on connections between two languages and, in particular, on the “interdependence hypothesis”, according to which only with a sufficient competence in both languages (the so called threshold level)  what we learn within one of them can be transferred to the other; the use of CLIL can help on this direction. Another crucial point for the CLIL methodology is to cure interactions with student and favour their involvement, by means of collaborative learning and peer tutoring, as Prof. Zebrak and Macaro showed us in their lectures.

Besides, in the analysis carried out by G. Serragiotto in his paper “The problems of implementing the CLIL in Italy” I appreciated the discussion about cooperation among teachers, that I consider one the most challenging task in CLIL methodology. Indeed, I reckon that the most difficult step to make a proper CLIL work is to overcome the strict dichotomy between the subject-matter teacher, more focused on the content, and the the language teacher, meant as a key reference for the language. Interestingly, Serragiotto suggests that a subject teacher could benefit from the support and expertise of a language teacher, when planning and choosing materials. In fact, while the subject teacher decides the content objectives, the language teacher determines which language abilities to work on, according to the linguistic level of the class; hopefully the class should be linguistically attuned in such a way as to keep attention focused on the content of the lesson, rather than shifting over to the language. In the active phase of my teaching practice with CLIL methodology I will try to implement this fruitful cooperation with the language teacher.

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My name is Andrea Tartari and I teach maths and physics at the IIS “Varano” in Camerino. After getting a degree in physics at the university of Camerino, in 2006, I got Phd, in 2011, with a theoretical thesis in condensed matter physics. In the same year I started to teach in the secondary school of first level and, starting from the following year, in high school. I have been teaching electronics, informatics, maths and physics as temporary teacher for five years, til I got a permanent position as tenured teacher of maths and physics at the IIS “Varano” in Camerino, in 2017.
I'm very enthusiastic to attend the CLIL course because I want to learn this new methodology and also improve my english.