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I feedback sono stati riportati nella loro imperfezione, ovvero nella mancanza a volte di comprensione delle consegne, in questo caso riguardante la compilazione della scheda.

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I feedback sono stati riportati nella loro imperfezione, ovvero nella mancanza a volte di comprensione delle consegne, in questo caso riguardante la compilazione della scheda.

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Durante la compilazione, molti alunni della classe erano impegnati in attività scolastiche collaterali, quali l'Alternanza scuola-lavoro, progetti, ecc...

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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SCHEDA DI  OSSERVAZIONE STUDENTE PRIMA 10

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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SCHEDA DI  OSSERVAZIONE STUDENTE PRIMA 9

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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SCHEDA DI  OSSERVAZIONE STUDENTE PRIMA 8

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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SCHEDA DI  OSSERVAZIONE STUDENTE PRIMA 7

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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SCHEDA DI  OSSERVAZIONE STUDENTE PRIMA 5

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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SCHEDA DI OSSERVAZIONE  STUDENTE PRIMA 2

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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SCHEDA DI  OSSERVAZIONE STUDENTE PRIMA 6

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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SCHEDA DI  OSSERVAZIONE STUDENTE PRIMA 4

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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OSSERVAZIONE DELLO STUDENTE PRIMA DEL CLIL

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SCHEDA DI  OSSERVAZIONE STUDENTE PRIMA 3

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OSSERVAZIONE DELLO STUDENTE PRIMA DELL'ESPERIENZA CLIL

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OSSERVAZIONE DELLO STUDENTE PRIMA DELL'ESPERIENZA CLIL

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SCHEDA DI  OSSERVAZIONE STUDENTE PRIMA 1

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                                                                                                                                                Active Phase

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                                                                                                                                                Active Phase

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                                                                                                       Observation-reflection Phase

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                                                                                                       Observation-reflection Phase

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  N.B.  NELLA RACCOLTA DELLE SCHEDE DI RIFLESSIONE HO PREFERITO mettere in evidenza le schede degli alunni stranieri che hanno sempre frequentato  le scuole italiane (dunque che nell'esperienza CLIL si trovano a non parlare mai nella loro lingua madre) e che sono presenti nella classe turistica, la quale ha un livello di conoscenza medio dell'Inglese più basso rispetto all'altra Quinta, così da avere dei feedback che mi permettano di calibrare le lezioni ad un livello accessibile a tutti, per poi incrementarlo gradualmente.

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  N.B.  NELLA RACCOLTA DELLE SCHEDE DI RIFLESSIONE HO PREFERITO mettere in evidenza le schede degli alunni stranieri che hanno sempre frequentato  le scuole italiane (dunque che nell'esperienza CLIL si trovano a non parlare mai nella loro lingua madre) e che sono presenti nella classe turistica, la quale ha un livello di conoscenza medio dell'Inglese più basso rispetto all'altra Quinta, così da avere dei feedback che mi permettano di calibrare le lezioni ad un livello accessibile a tutti, per poi incrementarlo gradualmente.

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SCHEDA DI RIFLESSIONE PER LO STUDENTE 10

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SCHEDA DI OSSERVAZIONE CLIL-22-3-PART2 (2)

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SCHEDA DI OSSERVAZIONE CLIL-22-3-PART2 (2)

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                                                                                                                                              TEACHING PRACTICE

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                                                                                                                                              TEACHING PRACTICE

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SCHEDA DI OSSERVAZIONE CLIL 3-Part 1

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La comunicazione orale • Modalità: non interrogazioni tradizionali ma nuove modalità: interviste, a gruppi, problem solving, presentazioni, studi di caso •
Format: tipologia di test, progressione nel verificare • Griglie: indicatori e descrittori sia per il contenuto sia per la lingua

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https://www.khanacademy.org/

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What To Do Under Quarantine?

You'll have to take our word for it that the wheel landed on Phone an old friend. Your browser cannot display the wheel of choices. Please upgrade to a newer browser that supports HTML5 (most new ones do). Wheel Decide would normally show a wheel right here with choices that you can set (lunch, games, dinner, anything!). You can spin it to get a random decision. Make your own wheel of dinner, wheel of fortune, wheel of lunch, wheel of whatever you want now!

What's Wheel Decide?

Wheel Decide is a free online spinner tool that allows you to create your own digital wheels for decision making, prize giveaways, raffles, games, and more. Browse through our wheels and spin to randomize your life and make the decisions that have no wrong answers.

Decision Making

Let the wheel decide. Save your energy for the big decisions

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Can't decide? Wheel Decide for you! Set your own custom choices and then spin the wheel to make the random decision of lunch, movie, or anything! Make your own wheel of dinner or whatever now!

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LearningApps - interactive and multimedia learning blocks

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LearningApps - interactive and multimedia learning blocks

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https://drive.google.com/file/d/1QQOZQULr3dGr2-GYEzrQ2cCJTz7zp2pk/view?usp=sharing

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One of my CLIL experiences

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POWERPOINT   PRESENTATION

This is the link of my European Court of Justice Presentation

https://drive.google.com/file/d/1s7UISEDzZ4nVUEIU7ev0q2YaUkt6LDpe/view?usp=sharing

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                                            CASE STUDY

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                                            CASE STUDY

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FILL IN THE MAP

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                              ACTIVITY ON GLOSSARY

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                              ACTIVITY ON GLOSSARY

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                                                                                                                                                       MODULE 2 

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                                                                                                                                                       MODULE 2 

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“Now some twenty years later the concept of CLIL has emerged as not only a way of improving access to additional languages, but also bringing innovative practices into the curriculum as a whole.” (D. Marsh, 2012)

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HOTS & LOTS - Bloom's Taxonomy - Thinking skills

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HOTS & LOTS - Bloom's Taxonomy - Thinking skills

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Learners don’t learn what teachers teach”(M.L. Violini).                                                     "Lo sviluppo delle competenze linguistiche nel CLIL: percorsi possibili tra oralità e scrittura” by prof. M.L Violini, “.                      “I am constantly reminding students, audiences and myself that teaching does not cause learning”                                 (Diana Larsen-Freeman).                               We should engrave these two sentences on our desk and keep them in mind each time we teach a lesson. We can do our best and prepare extraordinary lectures, but only when we are able to touch the secret chord of each of our students, to tickle their curiosity, to let them become the leading actor of their learning, we will see them learn.                                                                We need to become a provider of inputs but also a promoter of discoveries. We need to motivate them in the short term, but also to keep a high interest in the long term.         We should be able to create the right atmosphere so that students could feel at ease during the learning process.        

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Learners don’t learn what teachers teach”(M.L. Violini).                                                     "Lo sviluppo delle competenze linguistiche nel CLIL: percorsi possibili tra oralità e scrittura” by prof. M.L Violini, “.                      “I am constantly reminding students, audiences and myself that teaching does not cause learning”                                 (Diana Larsen-Freeman).                               We should engrave these two sentences on our desk and keep them in mind each time we teach a lesson. We can do our best and prepare extraordinary lectures, but only when we are able to touch the secret chord of each of our students, to tickle their curiosity, to let them become the leading actor of their learning, we will see them learn.                                                                We need to become a provider of inputs but also a promoter of discoveries. We need to motivate them in the short term, but also to keep a high interest in the long term.         We should be able to create the right atmosphere so that students could feel at ease during the learning process.        

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2/3

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    "EDUCATIONAL TECHNOLOGY APPLICATIONS AND BLENDED LEARNING CAN FACILITATE CONTENT AND ENGLISH LANGUAGE INTEGRATED LEARNING AND CONTRIBUTE TO THE REALIZATION OF THE PEDAGOGICAL, EDUCATIONAL AND LANGUAGE LEARNING GOALS OF CLIL "(VLACHOS, 2009). 

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    "EDUCATIONAL TECHNOLOGY APPLICATIONS AND BLENDED LEARNING CAN FACILITATE CONTENT AND ENGLISH LANGUAGE INTEGRATED LEARNING AND CONTRIBUTE TO THE REALIZATION OF THE PEDAGOGICAL, EDUCATIONAL AND LANGUAGE LEARNING GOALS OF CLIL "(VLACHOS, 2009). 

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From:
L. Cinganotto & D.Cuccurullo, "Open Educational Resources, ICT  and Virtual Communities for Content and Language Integrated Learning",Teaching English with Technology, 16(4), 2016
Our students  are increasingly exposed to advanced technology  since childhood using games consoles, mobile devices, personal computers, Internet and so on, therefore, they are prone to develop a mindset to which also teachers  need to respond.

I think that educational practices always need to adapt to the cultural demand of learners, teachers and communities.

Recently,  Technology Enhanced Language Learning ( TELL) is spreading and replacing CALL (Computer Assisted Language Learning)  because technology is no longer considered as a purely medium to language learning, but as a part of the environment in which language is used, even to connect people.

In the modern age,  globalisation and integration have become key concepts.

Certainly it is not easy to achieve, but school must meet the challenge of making learning more effective.

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"WITHOUT GRAMMAR, YOU CAN’T SAY VERY MUCH. WITHOUT  VOCABULARY, YOU CAN’T SAY ANYTHING AT ALL"(DAVID WILKINS);              “ SUCCESSFUL LANGUAGE IS A WIDER CONCEPT THAN ACCURATE LANGUAGE”           From:                                     M.L. VIOLINI, "Lo sviluppo delle competenze linguistiche nel CLIL:  percorsi possibili tra oralità e scrittura".

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"WITHOUT GRAMMAR, YOU CAN’T SAY VERY MUCH. WITHOUT  VOCABULARY, YOU CAN’T SAY ANYTHING AT ALL"(DAVID WILKINS);              “ SUCCESSFUL LANGUAGE IS A WIDER CONCEPT THAN ACCURATE LANGUAGE”           From:                                     M.L. VIOLINI, "Lo sviluppo delle competenze linguistiche nel CLIL:  percorsi possibili tra oralità e scrittura".

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It may  seem incredibly obvious, but  many people who want to improve the knowledge of a foreign language focus on grammar without taking into account that having a wide vocabulary is more important to communicate, especially for CLIL, in which there is a need to integrate language input with the subject-matter so that both become complementary in realizing an incisive teaching process in order to stimulate cross-curricular competences and convey contents effectively.

By using the foreign language as an operational tool, students simultaneously better acquire that language.

The lexical approach described by M.Violini allows to achieve the above objectives by recognizing and using collocations,  so pupils can  learn words associativily, because the acquisition of vocabulary is a branching process even sharing word meanings with others.

Unfortunately, teachers do not reflect enough on this way of learning and continue to carry out frontal classes that do not encourage active participation by students.

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STUDENTS ARE PROTAGONISTS OF THEIR OWN LEARNING
From:
G.SERRAGIOTTO, "The Problems of Implementing CLIL in Italy", in International Journal of Linguistics 2017, Vol. 9, No. 5

According to  CLIL educational approach, students also have to work in pairs or in little groups and it is requested to be the main actors  of the lesson, instead of following a frontal class.

In most of the activities, pupils  interact each other and work together as a team with a specific goal. The foreign language represents a  vehicular language used to teach another subject with its own didactic objectives, so  the focus of interest shifts from form to content. Irrefutably, this is very  important to acquire professional content and know-how.

Instructions and comments on the class activities are in English language, so that pupils," while doing, are learning, they are learning by doing."

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Mehisto et al (2008)  point out that " THE COOPERATION AMONG TEACHERS IS AN ESSENTIAL REQUIREMENT TO MAKE A PROPER CLIL WORK."                                                                                                               From:      

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Mehisto et al (2008)  point out that " THE COOPERATION AMONG TEACHERS IS AN ESSENTIAL REQUIREMENT TO MAKE A PROPER CLIL WORK."                                                                                                               From:      

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G.SERRAGIOTTO, "The Problems of Implementing CLIL in Italy", in International Journal of Linguistics 2017, Vol. 9, No. 5

Coordination among the teachers involved in a CLIL would  allow  to overcome many uncertainties by adopting specific methodologies and  more effective study materials, so as to

determine better learning conditions.
Unfortunately, my school has difficulty  in cooperating  and exchanging among teachers involved in  CLIL.

On the contrary, the coordination among the teachers involved would allow to overcome many uncertainties by adopting specific methodologies: what needs to be limited to some minutes at a time is what is very typical of non-linguistic subjects which is the lecturing procedure, and therefore what shall be preferred is cooperative-learning.

New strategies and techniques need to be introduced to develop an autonomous production in the foreign language, such as role-play or cloze and matching exercises; and in class what needs to be supplied to students are materials as authentic as possible.

Some teachers, instead, are limited to a translation of an English text.

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                                                                                                                                                          MODULE 1

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                                                                                                                                                          MODULE 1

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In order to facilitate learning, all my classrooms are equipped with Interactive   whiteboards and PCs with Internet access.
I have also involved my students by using their mobile phones to answer questions  and take part in the different activities  I  offered.
At the ITE "F.Scarpellini", especially in some classes, we have a multilingual environment, ergo innovative teaching methodologies and stimulating learning environments that can result being more attractive and more laboratory-oriented become ever more important, so as to devise more effective strategies and solutions to acquire simultaneously language and content within CLIL methodology, so as to improve the quality of education, the organization of the school setting and the students’ participation, engagement and learning outcomes, especially if combined with the use of the new technologies in a new learning scenario (Coyle et al., 2010).

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My school is a Technical Economic Institute with different study areas, such as Tourism, Administration and Finance, Management information systems, International relations and Marketing.
Even  a Cambridge course is  offered with the aim of giving  a formal, educational, linguistic, specialistic and professional development to the aspirations of those individuals who are willing to obtain a multilingual profile , to have better chances in finding a job and being successful in the working environment, as stated by Johnson & Swain.
Content and Language Integrated Learning represents the added value for a better quality in education in order to achieve the above objectives.

My school teaches a modular CLIL programme in Social Sciences for 20 hours a year for each subject forming part of this area. It's just a soft CLIL. Instead, in Cambridge courses a large part of the curriculum is taught in English language.
I use CLIL methodology mainly in a last year of  the International relations and Marketing course, and,  for a shorter time, at the TouristIc one where many students are not Italian mother tongue.
The students' English average level is B1. Some of them are B2.

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Hello,  my name is Francesca Magrini.
I'm a Law and  Economics tenured teacher, but  I have been teaching  students with special educational needs for several years in  my town, Foligno.
I have always been very interested in English language,  as well as in Law,  therefore  I decided to attend  this CLIL course to acquire many practical ideas and activities that I look forward to using in my classrooms, so as to make my best skills available to the pupils.
This kind of experience has allowed me to realise how great  potential for learning can be harnessed in all our students.
I agree with my peers that the way I learn best is sharing practices, views and experiences, so... let's build a support network!