# data[].attributes.attachment_caption
The essential 4Cs in 21st century education

# data[].attributes.body
CLIL lesson planning is composed of a theoretical and methodological base and, in turn, the construction of materials based on four principles.

1. CONTENT: The student must create their own knowledge through their skills and understand the why of things, that is, everything arises for a reason.

2. COGNITION: Refers to learning and thinking, which generates in the student the appropriate interpretation of information.

3. COMMUNICATION: The language used must be accessible and transparent for learning, through learning a language it is possible to form the content and the cognitive process.

4. CULTURE: Intercultural relationships are the basis for implementing the CLIL method.

# data[].attributes.body
PRINCIPLE  RICH INPUT

Meaningful, challenging and authentic are the characteristics that the materials that are selected to be implemented in the classroom must have.

The content must be meaningful and must be related to the daily lives of students.

Learning a second language is effective when students bring their own knowledge and previous experiences to learning.

Learning becomes challenging when the student autonomously designs tasks and prepares using the help of websites such as video clips, flash animations and podcasts.

Feedback applied by the teacher is essential in CLIL classrooms.

Through the use of visual aids for teaching, it allows students to deeply understand the content presented in a foreign language and can represent the information through graphics, promoting the language and its content.

# data[].attributes.body
SCAFFOLDING LEARNING PRINCIPLE

Provisional structure chosen by the teacher to support the student in the development of linguistic skills.

The purpose of task design is the student's understanding of the content, facilitating the expression of their thoughts and construction of their own knowledge.

PURPOSE

1. Reduction of the cognitive and linguistic load of the content.

2. Through the support structure the student performs the given task.

3. Provides phrases, vocabulary for the execution of tasks and increases the cognitive mastery of academic language.

# data[].attributes.body
PRINCIPLE RICH INTERACTION AND DRIVEN RESULTS

Long proposes interaction as a hypothesis and states that the feedback given in said interaction promotes interlanguage development since it connects the student's internal contributions and capabilities.

The design of tasks in CLIL classrooms is of utmost importance because it reflects the interaction and production of the students.

The task-based language learning approach aims at comprehensive communication in the classroom by promoting and improving the fluency of language production.

Task repetition is a strategy to promote communication skills, especially when done cooperatively.

# data[].attributes.body
PRINCIPLE ADDING THE INTERCULTURAL DIMENSION

It is highlighted that cooperative work significantly increases learning by developing intercultural communicative competence.

The student is taught about awareness of hidden cultural codes, linguistic strategies to engage in communication without offending.

The teaching of different cultures through textbooks represented by images where communicative and awareness-raising tasks can originate.

# data[].attributes.body
PRINCIPLE MAKE IT H.O.T

It is evident that H.O.T thinking skills are the key to success in the information age but in classrooms they are far from the objective in relation to teaching.

Use of Bloom's taxonomy to level tasks according to student needs.

Through systematic work, the student is taught how to express their thoughts and incorporate them as skills in the teaching routine.

# data[].attributes.body
SUSTAINABLE LEARNING PRINCIPLE

The content taught must be closely linked to the student's long-term memory so that they complete their tasks and apply it to everyday life.

ACHIEVING SUSTAINABLE LEARNING

The combination of Bloom's taxonomy and Gardner's concept of multiple intelligences for students of all ages.

Involve students' attitudes, experiences and knowledge.

 Promote autonomous learning and exploration of tools.

Lexical approach to teaching, that is, mitigating the teaching of words and encouraging the teaching of compound words.

# data[].attributes.body
It is a tool for planning tasks and construction of materials that is carried out when it complies with the 4Cs framework and integrates the four principles and strategies.

ADVANTAGES OF THE CLIL PYRAMID

Multifocal lesson planning (content-communication-culture)

Development of thinking skills

Flexible to interaction and cooperation models.

Promotes intercultural communication.

Allows teachers to create

# data[].attributes.headline
COMPONENTS FOR CREATION AND ADAPTATION OF DIDACTIC MATERIALS

# data[].attributes.subject
COMPONENTS FOR CREATION AND ADAPTATION OF DIDACTIC MATERIALS

# data[].attributes.body
In CLIL classrooms, the adaptation of teaching materials plays an important role in student learning. According to quality principles, strategies and use of materials are mentioned to achieve better teaching, as follows:

• Use of websites, graphics, images, podcasts or other interactive materials.

• Support of textbooks and in relation to this development of tasks, promoting vocabulary.

• Task repetition is a strategy to promote communication skills, especially when done cooperatively.

• Lexical approach to teaching, that is, mitigating the teaching of words and encouraging the teaching of compound words.

• Feedback applied by the teacher is essential in CLIL classrooms.