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Reflections on my infographic          by Marisa Badini

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Mapping and itineraries. A pathway in a Class Five, Primary School, with Techno CLIL aprroach in collaborative learning.

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great tips!

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www,clilmedia.com

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Patrick De Boer for Techno CLIL EVO17 9/1/2017

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Marisa Constantinides on Techno CLIL EVO17 10/1/2017

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Storytelling and digital tools Stories are a powerful vehicle for presenting and activating language, and for engaging learners in memorable and powerful ways. Techniques for creating, exploiting and animating stories are presented through a showcase of new digital tools that raise story-making and storytelling to a different level for young and older learners.

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Extensive super  badge!
Dreaming and playing with tools.

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My infographics made with Canva.com

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Looking for extra CLIL material to build on the topics in New Inspiration? Looking for web-based CLIL worksheets which encourage students to research information online? The following bespoke CLIL worksheets are linked to every two units of the New Inspiration Student's Books and provide additional practice to the CLIL lessons in the Workbook.

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Looking for extra CLIL material to build on the topics in New Inspiration? Looking for web-based CLIL worksheets which encourage students to research information online? The following bespoke CLIL worksheets are linked to every two units of the New Inspiration Student's Books and provide additional practice to the CLIL lessons in the Workbook.

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Get a daily email featuring the latest talk, plus a quick mix of trending content. By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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Teaching units
for Content and Language Integrated Learning

Help About Clilstore

Login or register to enjoy the full range of Clilstore facilities including the vocabulary builder.

Select the language you are learning and then your level to see the available units.

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Disclaimer: The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Clilstore - Teaching units for Content and Language Integrated Learning

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My infographic was made using Canva.com.

My idea  was to highlight Collaboration as  an essential element in CLIL and TECHNOCLIL:

collaboration between Subject teacher and Language teacher: that's a fundamental basis to enhance a balanced content and language improvement;

Collaboration with the teaching team, to insert CLIL in a common Pathway (for Primary school it's essential), fostering Cognition and Cultural connections;

Collaborative learning, to give pupils "voice and choice, enhancing active participation, shared responsability, interdependent work;

Collaboration has been the basis of our course , offering  great support and strenghtening Resilience, to face the challenges without giving up. Our facebook group was a wonderful example of a wide and deep collaboration.

The tutors were always supporting us and offering their advice, taking into account our needs.

Facebook and Twitter offered opportunities of effective collaboration that can go on ,beyond the end of the course.

I also put Bloom's Taxonomy in my infographic, cause I think it 's a very useful guide to plan the activities, the different steps of the process and assess them. It can be adapted to the use of technology, in the teaching/learning pathway, offering students a technological support, from the knowledge to the creation.  I also put my last year Learning Diary, to show the importance of a lifelong learning process, offering updated tools and new perspectives. Researching and experimenting are the positive attitudes we have to develop in our students.

TECHNOCLIL 2017 was much more, as I tried to express in my central wordcloud: a rainbow of proposals, circles that join and integrate: once again the integrated power that is the SOUL of CLIL!
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Useful material.

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Video recorded teaching path

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repository techno CLIL The video is the narration of a CLIL

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My rubric : assessing Collaboration

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KHAN ACADEMY : you can add your students.

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Great resource: Learning Apps

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LearningApps - interactive and multimedia learning blocks

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LearningApps - interactive and multimedia learning blocks

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The Flipped Classroom model.

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The flipped classroom is a teaching model in which the traditional lecture and homework assignments are reversed. Students watch video lectures before class and the class session is made up of exercises, discussions, and problem solving with students receiving personalized attention from the professor. This model has grown in popularity over the past several years

Definitions

Articles

Twitter Hashtags

Pinterest Boards

Videos

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A Quick Guide to the Flipped Classroom | OEDB.org

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The flipped classroom is a teaching model in which the traditional lecture and homework assignments are reversed. Students watch video lectures before

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WEEK 5                       My  slideshow: a CLIL Geography Path

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WEEK 5                       My  slideshow: a CLIL Geography Path

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Extensive Reading is often referred to but it is worth checking on what it actually involves. Richard Day has provided a list of key characteristics of ER (Day 2002). This is complemented by Philip Prowse (2002). Maley (2008) deals with ER comprehensively. The following is a digest of the two lists of factors or principles for successful ER:

1. Students read a lot and read often.

2. There is a wide variety of text types and topics to choose from.

3. The texts are not just interesting: they are engaging/ compelling.

4. Students choose what to read.

5. Reading purposes focus on: pleasure, information and general understanding.

6. Reading is its own reward.

7. There are no tests, no exercises, no questions and no dictionaries.

8. Materials are within the language competence of the students.

9. Reading is individual, and silent.

10. Speed is faster, not deliberate and slow.

11. The teacher explains the goals and procedures clearly, then monitors and guides the students.

12. The teacher is a role model...a reader, who participates along with the students.

The model is very much like that for L1 reading proposed by Atwell (2006). It has been variously described as Free Voluntary Reading (FEVER), Uninterrupted Silent Reading (USR), Sustained Silent Reading (SSR), Drop Everything and Read (DEAR), or Positive Outcomes While Enjoying Reading (POWER).

What are the benefits of extensive reading?

Both common sense observation and copious research evidence bear out the many benefits which come from ER (Waring 2000, 2006). There are useful summaries of the evidence in Day and Bamford (1998: 32-39) and The Special Issue of The Language Teacher (1997) including articles by Paul Nation and others, and passionate advocacy in Krashen's The Power of Reading. (2004). The journals Reading in a Foreign Language and the International Journal of Foreign Language Learning are also good sources of research studies supporting ER. (see references for websites) And there is the indispensable annotated bibliography, http://www.erfoundation.org/bib/biblio2.php

So what does it all add up to?
Extensive reading develops learner autonomy
There is no cheaper or more effective way to develop learner autonomy. Reading is, by its very nature, a private, individual activity. It can be done anywhere, at any time of day. Readers can start and stop at will, and read at the speed they are comfortable with. They can visualise and interpret what they read in their own way. They can ask themselves questions (explicit or implicit), notice things about the language, or simply let the story carry them along.
Extensive reading offers Comprehensible Input
Reading is the most readily available form of comprehensible input, especially in places where there is hardly any contact with the target language. If carefully chosen to suit learners' level, it offers them repeated encounters with language items they have already met. This helps them to consolidate what they already know and to extend it. There is no way any learner will meet new language enough times to learn it in the limited number of hours in class. The only reliable way to learn a language is through massive and repeated exposure to it in context: precisely what ER provides.
Extensive reading enhances general language competence
In ways we so far do not fully understand, the benefits of ER extend beyond reading. There is 'a spread of effect from reading competence to other language skills ~ writing, speaking and control over syntax.' (Elley 1991) The same phenomenon is noted by Day and Bamford (1998: 32-39) but they even note evidence of improvements in the spoken language. So reading copiously seems to benefit all language skills, not just reading.
Extensive reading helps develop general, world knowledge
Many, if not most, students have a rather limited experience and knowledge of the world they inhabit both cognitively and affectively. ER opens windows on the world seen through different eyes. This educational function of ER cannot be emphasised enough.
Extensive reading extends, consolidates and sustains vocabulary growth
Vocabulary is not learned by a single exposure. ER allows for multiple encounters with words and phrases in context thus making possible the progressive accretion of meanings to them. By presenting items in context, it also makes the deduction of meaning of unknown items easier. There have been many studies of vocabulary acquisition from ER (Day et al 1991, Nation and Wang 1999, Pigada and Schmitt, 2006). Michael Hoey's theory of 'lexical priming' (Hoey 1991, 2005) also gives powerful support to the effect of multiple exposure to language items in context.
Extensive reading helps improve writing
There is a well-established link between reading and writing. Basically, the more we read, the better we write. Exactly how this happens is still not understood (Kroll 2003) but the fact that it happens is well-documented (Hafiz and Tudor 1989) Common sense would indicate that as we meet more language, more often, through reading, our language acquisition mechanism is primed to produce it in writing or speech when it is needed. (Hoey 2005).
Extensive reading creates and sustains motivation to read more
The virtuous circle - success leading to success - ensures that, as we read successfully in the foreign language, so we are encouraged to read more. The effect on self-esteem and motivation of reading one's first book in the foreign language is undeniable. It is what Krashen calls a 'home run' book : 'my first'! This relates back to the point at the beginning of the need to find 'compelling', not merely interesting, reading material. It is this that fuels the compulsion to read the next Harry Potter. It also explains the relatively new trend in graded readers toward original and more compelling subject matter. (Moses)

So why don't teachers use extensive reading more often?

A good question. When I conducted an inquiry among teachers worldwide, the answers came down to these:

a) Insufficient time.

b) Too costly.

c) Reading materials not available.

d) ER not linked to the syllabus and the examination.

e) Lack of understanding of ER and its benefits.

f) Downward pressure on teachers to conform to syllabi and textbooks.

g) Resistance from teachers, who find it impossible to stop teaching and to allow learning to take place.

Oddly, the elephant in the room: the Internet culture of young people, was not mentioned. There is work on the non-linear reading required by Internet users in Murray and Macpherson (2005), and articles on hypermedia by Richards (2000), and Ferradas Moi (2008) and some interesting reflections in Johnson (2006). The 'non-reader' issue will not go away but it is too important to deal with here and needs a separate article.

Extensive Reading for Teachers

My contention is that reading extensively, promiscuously and associatively is good for teacher, and for personal development. 'The idea of the teacher having to be someone who is constantly developing and growing as a whole human being as a prerequisite for being able to truly help his or her pupils to be able to do the same, is such a core truth of teaching, yet it is typically ignored in FLT. (Peter Lutzker)

Extensive reading helps teachers to be better informed, both about their profession and about the world. This makes them more interesting to be around - and students generally like their teachers to be interesting people. For our own sanity we need to read outside the language teaching ghetto. For the sake of our students too.

It also helps teachers to keep their own use of English fresh. As we saw, the research on language learner reading shows how extensive reading feeds into improvements in all areas of language competence. (Krashen 2004) If this is true for learners, how much more true for teachers, who risk infection by exposure to so much restricted and error - laden English or who only read professional literature? Regular wide reading can add zest and pleasure to our own use of the language.

Teachers who show that they read widely are models for their students. We often tell students to 'read more' but why should they read if we do not? Teachers who are readers are more likely to have students who read too.

Furthermore, the books we read outside our narrow professional field can have an unpredictable effect on our practice within it. So much of what we learn is learned sub-consciously. Its effects spread more by infection than by direct injection. And it is highly individual. Individuals form associative networks among the books they read. This results in a kind of personal intertextuality, where the patterns form and re-form as we read more different books. This gives us a rich mental yeast which we can use to interact with others, while still retaining our individual take on the texts and the world.

So Extensive Reading has a lot to offer - both for our students and ourselves. Read on!.

References.

Atwell, Nancie. (2006) The Reading Zone: how to help kids become skilled, passionate, habitual, critical readers. New York: Scholastic

Bamford, Julian and Richard Day. (2004) Extensive Reading Activities for Teaching Language. Cambridge: Cambridge University Press.

Day, Richard, R. (2002) 'Top Ten Principles for teaching extensive reading.' Reading in a Foreign Language. 14 (2)

Day, Richard, R , Omura, Carole, Hiramatsu, Motoo. (1991) 'Incidental EFL vocabulary learning and reading.' Reading in a Foreign Language. 7 (2)

Day, Richard, R and Bamford, Julian.(1998) Extensive Reading in the Second Language Classroom. Cambridge: Cambridge University Press.

Elley, W.B (1991) 'Acquiring literacy in a second language: the effect of book-based programmes.' Language Learning. 41. 375-411

Ferradas Moi, Claudia. (2003) 'Hyperfiction: Explorations in Texture' in B.Tomlinson (ed) (2003) Developing Materials for Language Teaching. London/New York: Continuum, pp 221-233

Hafiz, F.M and Tudor, I. (1989) 'Extensive reading and the development of language skills.' ELT Journal 43 (1) 4-13

Hoey, Michael (1991) Patterns of Lexis in Texts. Oxford: Oxford University Press.

Hoey, Michael (2005) Lexical Priming. London: Routledge

Johnson, Steven (2006) Everything Bad is Good for You. New York: Riverhead.

Krashen, Stephen (2nd edition. 2004 ) The Power of Reading: insights from the research. Portsmouth, NH: Heinemann.

Kroll, Barbara (ed) (2003) Exploring the Dynamics of Second Language Writing.: Chapter 10 Reading and Writing Relations. New York: Cambridge University Press.

Maley, Alan (2008) 'Extensive Reading: Maid in Waiting' in B. Tomlinson (ed) English Language Learning Materials: a critical review. London/New York: Continuum pp133-156.

Moses, Antoinette, (2004) Jojo's Story. Cambridge: Cambridge University Press.

Murray, Denise and Pamela McPherson (eds) (2005) Navigating to Read - Reading to Navigate. Teaching in Action (series) Sydney: NCELTR, McQuarie University

Nation, Paul (1997) 'The language teaching benefits of extensive reading.' The Language Teacher. 21 (5)

Nation, Paul and Wang Ming-Tzu, Karen (1999) 'Graded readers and vocabulary.' Reading in a Foreign Language. 12 (2)

Pigada, Maria and Norbert Schmitt (2006) 'Vocabulary acquisition for extensive reading.' Reading in a Foreign Language. 18 (1)

Prowse, Philip. 'What is the secret of extensive reading?' http://www.cambridge.org/servlet/file/store7/item620590/version1/CER_LALL_ART_PhilipProwseExtensiveReading.pdf (accessed 4 April 2007)

Prowse, P. (2002) 'Top ten principles for teaching extensive reading: a response.' Reading in a Foreign Language. 14 (2)

Richards, Cameron (2000) 'Hypermedia, Internet communication and the challenge of re-defining literacy in the electronic age.' Language Teaching and Technology. 4 (2,) 59-77.

Schmidt, Ken Lower level Extensive reading Opportunities for Lower-level Learners of EFL/ESL. on http://tesl-ej.org/ej13/int.html

Waring, Rob (2000) The 'Why' and 'How' of Using Graded Readers. Oxford University Press, Japan http://extensivereading.net/docs/tebiki_GREng.pdf

Waring, Rob (2006) 'Why Extensive Reading should be an indispensable part of all language programmes'. The Language Teacher 30 (7): 44-47

Useful Websites
http://www.erfoundation.org/bib/biblio2.php
http://sdkrashen.com
http://ijflt.com
http://www.extensivereading.net

www.erfoundation.org

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Extensive reading: why it is good for our students and for us

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What is Extensive Reading (ER)? Extensive Reading is often referred to but it is worth checking on what it actually involves. Richard Day has provided a list of key characteristics of ER (Day 2002). This is complemented by Philip Prowse (2002). Maley (2008) deals with ER comprehensively.

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Exploring the different tools for extensive Reading support I found Rewordify very interesting and useful. This software can be used for different purposes: simplify the comprehension of difficult words, help teachers and students, support the learning process and offer a clear vision of the parts of the speech, if needed.

Moreover it has a collection of historical documents and classical Literature, that can be read and understood by pupils. The software can be used in Primary school too, by Primary pupils  (last grades). Thanks Letizia Cingalotto and Daniela Cuccurullo for your great help, giving us a wide range of materials and tools!

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WEEK 4                                       MY EXTENSIVE READING LESSON PLAN

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WEEK 4                                       MY EXTENSIVE READING LESSON PLAN

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WEEK 4 Extensive Reading and CLIL connections

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https://www.phraseum.com/

http://www.telescopictext.org/

https://www.noodle.com/articles/5-tech-tools-to-aid-your-reading-comprehension

http://www.readingrockets.org/article/10-ways-use-technology-build-vocabulary

http://www.snappywords.com/

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It's an online interactive English dictionary and thesaurus that helps you find the meanings of words and draw connections to associated words. You can easily see the meaning of each by simply placing the mouse cursor over it.

Why use Snappy Words visual dictionary?

Easy to use dictionary and thesaurus.

Learn how words associate in a visually interactive display.

Get ideas to help write content for your blog, article, thesis or simply play with words!

No registration required.

No limit on number of searches. Look up as many words as you need anytime.

No software installation needed. All you need is an internet connection and a browser (Firefox, Safari, Internet Explorer and others).

It's free and fun!

How do I use it?

Type words in the search box and click Go or simply hit Enter. Once the words branch off the main query, you can double click a node to find other related words. To explore the features:

1. Place the mouse cursor over a word to view the meaning.

2. Double click a node from the branch to view other related words.

3. Scroll the mouse wheel over words to zoom in or out. This helps you see more
associations or view words and meanings more clearly.

4. Click and drag a word or branch to move it around and explore other branches.

What dictionary does Snappy Words use?

The Snappy Words interface queries the WordNet lexical database developed by Princeton University and made available for students and language researchers. This dictionary groups synonyms into synsets through lexical relations between terms. These meanings and semantic relationships are revealed graphically by the interactive web technology made available by Snappy Words.

Useful Sites

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Free Visual Dictionary & Thesaurus | Online Dictionary | Associated Words | Synonyms Dictionary at SnappyWords.com

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Snappy Words is a free visual English dictionary and thesaurus that lets you search the meaning of words and other associated words. It's fun to use and great way for students, teachers, bloggers and writers of all types to get ideas when creating content.

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Links https://elt.oup.com/teachersclub/subjects/gradedreading/?cc=us&selLanguage=en&mode=hub

http://www.penguinreaders.com/

http://www.macmillanreaders.com/

https://www.pearsonelt.com/tools/readers.html

www.cambridge.org/elt/readers    on line resources

http://www.cambridge.org/it/cambridgeenglish/catalog/skills/cambridge-english-readers

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An extensive reading program was established for elementary level language learners at the British Council Language Center in Sanaa, Yemen.

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Reading in CLIL

Participants will be guided to explore the potential of extensive reading to conceive a CLIL lesson.

Books and ebooks can offer effective links to curricular subjects.

Task:

Let’s work on extensive reading and CLIL

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MY MID TERM SURVEY

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CLIL pathways

Planning and implementing a CLIL path.

Hints and suggestions about planning and implementing a CLIL path (sciences or humanities).

Participants will be guided to explore some tools for planning a CLIL pathway and implementing it in the most effective way.

Task:

Let’s work on a CLIL lesson plan.

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- CLIL & CALL - Report from the European Commission"

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Find out how your institution is adapting to digital improvements SELFIE helps students, teachers, trainees and education professionals understand their facility's strengths and weaknesses in promoting digital-age learning.

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 WEEK 3                   Here's my Country

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 WEEK 3                   Here's my Country

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My Learning Designer CLIL/ Geography

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WEEK 3                 LESSON PLAN LEARNING DESIGNER

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WEEK 3                 LESSON PLAN LEARNING DESIGNER

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The importance of planning for a rigorous CLIL approach.

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Example template

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Abstract
This paper focuses on the value added by digital and mobile learning to the development of language competences and to the teaching/learning of subject content in a foreign language through CLIL methodology (Content and Language Integrated Learning). The European Commission recommends CLIL as one of the most innovative strategies for the modernization of our education and training system. It has been successfully experimented in most European countries (Eurydice, 2012). This paper makes reference to a report recently published by the European Commission (2014a), that focuses on the link between CLIL, CALL (Computer Assisted Language Learning) and MALL (Mobile Assisted Language Learning). A brief literature review cites research in the field of digital and mobile learning and considers some different theoretical models and acronyms with the aim of outlining the potential of technologies in improving students' learning outcomes and the challenges that technologically-based teaching pose for teachers.

As an example of good practice, a European project called Creative Classroom Labs, on behalf of European Schoolnet (http://www.eun.org), is noted and described. The project, carried out in an Italian school, piloting the project, makes a significant contribution to the use of tablets in schools and discusses how tablets can support new learning approaches and scenarios, such as content creation, collaborative learning, personalized learning and flipped classrooms, integrating content, language, digital and socio-collaborative dimensions.

Keywords
CLIL, Computer Assisted Language Learning, Mobile Assisted Language Learning
Visualizza il pdf

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Med | Blog | INTEGRATING MOBILE DEVICES INTO LANGUAGE LEARNING TO MEET THE 21ST CENTURY EDUCATIONAL CHALLENGES

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Abstract This paper focuses on the value added by digital and mobile learning to the development of language competences and to the teaching/learning of subject content in a foreign language through CLIL methodology (Content and Language Integrated Learning). The European Commission recommends CLIL as one of the most innovative strategies for the modernization of our education and training system.

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How to create a successful CLIL learning environment

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How to create a successful CLIL learning environment

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Approaches for primary school children may include:
-Songs to develop interest and curiosity in words:
-this type of learning is child centred, stress free and puts the emphasis on the children’s joy at their success;
-Performing plays
-Creation of a garden, notice board, list of classroom chores, birthday calendar, staying overnight in the school;
-Rituals, such as conversation circle, announcement of dates, celebration of birthdays, experiencing seasons;
-Learning of new words experienced through all senses, such as adjectives with nuts, verbs with leaves, nouns with dressing up, articles with music;-
Learning to read and write, such as phonemic signs, writing on posters, writng of letters, the first book in a foreign language;
-Specialist language with music and movement, such as calculations using music and movement, creation of a 1000 bead chain.

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Teachers Collaboration in CLIL.
In this article, John Clegg states the importance of CLIL teachers collaborating with others to create a powerful learning system.

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My experience using digital tools.
I teach English in Primary school. Thanks to Erasmus PLUS KA1 professional development, eTwinning and some courses I use different webtools with my pupils and in my teaching activity. Padlet is one of my pupils’favourite tool, but they love Tagul, too, for wordclouds that can be a creative way to show words or short sentences, or Kahoot for quizzes and active interaction.
I use Answergarden  for brainstorming  and Mentimeter for collaborative works, to have different answers and compare them. Moreover we make use of Storyjumper for creating simple ebooks and Storyboardthat  to make stories or introduce characters and  Historical settings.  I know Storyboardthat  since “Techno CLIL 2016”, when it was introduced and experimented from lots of us!
I use Prezi for presentations;  Kizoa and Movie Maker for videos, helping my pupils to work in groups and use these  devices. I like experimenting new tools with classes, to enhance their and my curiosity and motivation. We are now using Scratch for coding and for collaborative stories, working together to find different possibilities. Digital tools are a very useful mean to approach CLIL. The difficulties can be found in poor school connection or lack in devices. Thanks to PNSD, Italian schools are improving ICT , with training courses and new devices, as pc, tablets, Interactive white boards. This is a great jump into modernisation  and a significative help for  Techno-CLIL development.

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Tools for quizzez.

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Hello ! My name’s Marisa Badini I teach English in a Primary School in Piacenza, North Italy. I took part in Erasmus Plus KA1 Program to enhance CLIL and English Language Teaching. I attended a course In London on CLIL and two Jobs shadowing, in Spain and Bulgaria, to observe the application of this approach and compare experiences  at European level. I attended an eTwinning Learning event  “ Integrating CLIL and New technologies” and "Techno CLIL for EVO 2016". Moreover I took part in  presenting and running Eccellenza CLIL, a project from MIUR, in a net of schools. ("G.O.A.L. in rete") I experienced CLIL Art, CLIL Geography, CLIL Coding and CLIL Citizenship. We worked in group of  teachers to improve our CLIL methodology and we were monitored by a trainer, too.  I hope to improve my teaching/learning practice and compare my experience with the participants!

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Revising Bloom's taxonomy I found these Questions useful to planning and process. Fom LOTS to HOTS.

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In 1979 the Canadian educator, Jim Cummins, made a useful distinction between BICS, the skills of listening, speaking, reading and writing for so-called social or conversational purposes and CALP, linked to more academic, cognitively challenging tasks in subject lessons. .

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https://www.teachingenglish.org.uk/article/clil-a-lesson-framework

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Let's start a new journey exploring Planet CLIL. I'm happy to find many teachers and friends from last year but also new ones! Above all I'm happy to have our great coordinators, Letizia and Daniela!
So, let's collect useful material and links to integrate last year material and improve our TECHNO CLIL knowledge and practice, sharing experiences with the participants.

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TECHNO CLIL 2016:                      MY  LEARNING DIARY

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TECHNO CLIL 2016:                      MY  LEARNING DIARY