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It must be made a detailed analysis of the cognitive processes and thinking processes of each student, starting from this, students will create their own interpretation of content.

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Title: Is Social Cognition Impairment Causing Your Patient’s Social Problems? - MedBridge Blog

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Found on Google from medbridgeeducation.com

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Content tries to do the student an active subject in class, this means that students can create personalized learning to develop new skills in a second language.

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Title: Content and Content Marketing Are Not the Same. Here’s How to Frame the Top 11 Content Formats. | Entrepreneur

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Knowledge must allow students, to reconstruct the content and its related cognitive processes, this needs to be transparent and accessible.  Students also must be able to use their knowledge of a second language in their present and future life.

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Effective Communication In Business Needs Much More Than Language ...

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Students must be open-minded and have intercultural awareness because this is fundamental to CLIL.

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One of the main pillars of foreign language acquisition is meaningful and challenging input, teachers can create motivational materials through websites, video clips, pod-casts, etc, to develop tasks that foster creative thinking and give opportunities for meaningful language output in their students.

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Challenge Vectores, Iconos, Gráficos y Fondos para Descargar Gratis

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Quality Principle No. 2: Scaffolding Learning

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Quality Principle No. 2: Scaffolding Learning

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It is essential for students to receive ample support. They need scaffolding to help them cope with language input of all sorts.  The quantity and intensity of scaffolding can be reduced as students’ language skills advance. Scaffolding serves several purposes:  First, cognitive and linguistic load is lower, second, allows students to develop tasks through appropriate, supportive structuring, and third place, supports language production, which will boost students' cognitive academic language proficiency (CALP).

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Quality Principle No. 3: Rich Interaction and Pushed Output

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Quality Principle No. 3: Rich Interaction and Pushed Output

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Long proposes that the Interaction Hypothesis promotes interlanguage development and allows students to advance their internal learner capacities, particularly selective attention, because interaction feedback, connects input and output.

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Title: Here are some ways to improve social interaction.

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Quality Principle No. 4: Adding the (Inter-)cultural Dimension 

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Quality Principle No. 4: Adding the (Inter-)cultural Dimension 

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Students must learn to have open-minded and know about other cultures, realizing that these tend to see things differently, and have different values and beliefs.

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Quality Principle No. 5: Make it H.O.T. 

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Quality Principle No. 5: Make it H.O.T. 

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Teachers must be able to create environments in which students are engaged, challenged, and saturated with various types of thinking – without being overwhelmed. On the other hand, teachers must also be able to incorporate academic thinking skills into their teaching routine and teach students how the verbalization of these can be fostered through various activities and with the use of writing scripts/scaffolding frames.

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Title: Ilustración de Feliz Grupo De Adolescente Estudiante De La Universidad Personaje De Dibujos Animados De Ilustración Vectorial y más Vectores Libres de Derechos de Adolescente - iStock

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Quality Principle No. 6: Sustainable Learning

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Quality Principle No. 6: Sustainable Learning

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Teachers must make sure that what we teach in class is taught in a way that new knowledge becomes deeply rooted in our student’s long-term memory.

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Components of creating and adapting didactic learning materials

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Components of creating and adapting didactic learning materials

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Teachers must take into count that students' learning must be transparent and provide clear structuring, contents need to allow students create their own knowledge and opinions, and meanfulling and challenlling input and output through interaction, communication, culture, have scaffolding that keep them motivated and learning new things.

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CLIL-Pyramid is a tool for lesson planning and materials construction/adaptation and represents the idea that quality CLIL based on the tenets of the 4Cs-Framework can only be achieved when all of the four Cs are considered in lesson planning and materials construction.

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1.       Choose an interesting topic

2.       Choose the target vocabulary

3.       Choose a grammar structure to focus on

4.       Choose a reading text

5.       Create a graphic organizer for your students (think critically about the information they have learned)

6.       Let students use this information creatively (speaking assignment, project; these help them to personalized what they have learned) use clue lessons