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BLOOM’S TAXONOMY IN MY SUPORT CLASSES: Dispensing Parapharmaceutical Products

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BLOOM’S TAXONOMY IN MY SUPORT CLASSES: Dispensing Parapharmaceutical Products

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CREATING: In groups of 3 design a whole week diet for a man with an intensive sport practice.

EVALUATING: Evaluate a given diet for a patient with diabetes. Say if you agree with the given recommendations and which changes you may introduce.

ANALYSING: In groups of three investigate the nutritive requierements of the 4 different stages of a woman's life: childhood, childbearing age, pregnancy and menopause

APPLYING: By groups, choose the best diet for patient A (kidney failure), patient B (celiac disease) and patient C (arterial hypertension)

UNDERSTANDING: In pairwork, watch a video about a conversation of dispensing of dietetic product and recognize all correct steps of it.

REMEMBERING:  Match each nutrient with each type: carbohydrates, protein, fat, vitamins, and minerals

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Evaluate students background at the beginning of each unit to be able to design the learning activities in their Zone of Proximal Development and to give the appropriate scaffolding.

For example, if we are working with facial cosmetics I would ask them what type of skin does his/her partner have and which facial routine would they recommend. After knowing their answer I would design an activity to identify the type of skin of a patient and give the needed vocabulary.

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According Krashen, it is important to give our CLIL students a comprehensible input in a low anxiety context.
In my classes I find it very useful to support my explanations with images and body language and also to repeat some sentences. I started focusing my attention on this just after the first CLIL course session and I'm happy with the results. My students started smiling as they understood better my explanations in English.

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1)  Everyone writes his/her name on three pieces of paper and names are picked from a hat. This way, when talking about classification of nutrients, all students may participate in the warm-up.

2) You want to generate a debate about the characteristics of a healthy diet and you provide language structures (BICS) so that the students can easily give their points and opinions.

3) In groups, students write questions about the content of the nutrition unit and practice by answering them. Then, each group may pass their questions to another group so they can keep preparing for the exam.

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Nutrition - Rubric template - Boost for Clil