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I scored 80% so I am on the way to becoming an effective CLIL teacher

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How CLIL Am I now at the end of the project

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How CLIL Am I now at the end of the project

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I scored 80%, so I am on the way to becoming an effective CLIL teacher!

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I didn't make it in time to ask my students to give me a feedback on the activity, so I did it during the Christama break. All their answers can be displayed in the attached link.

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Deeper and deeper into the English language

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Deeper and deeper into the English language

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Module 4 was really challenging, but very useful to enable us to choose the right tasks in our CLIL lessons.

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Oral assessment of the module; oral feedback of the activity (video shooting)

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In these lessons, my students worked on the webquest on the Napoleonic Era in cooperative learning. In the 7th lesson, two groups completed their multimedia project on the French Revolution and upoloaded on the padlet.

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A resource page for Educational Technology

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3 groups out of completed their multimedia project on the French Revolution and they upoloaded it on our padlet. They started working on the second unit of the module, watching the videos by Khan Academy on the Napoleonic Era.

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In this lesson, my students carried on working on their multimedia project on the French Revolution.

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At the end of the second lesson, I had asked my students to watch a video on the French Revolution (part 1, 2, 3) with subtitles by Khan Academy. In this way they would be supported in their study. In the videos, the content is clear and well-explained, so I thought it could work as my scaffolding activity.  They continued working on the written text and the videos, trying to gather the main concepts, that they have to present and upload on our padlet, using a digital t

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French Revolution (part 1) | World history | Khan Academy

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We started with a written text by David Andress on the French Revolution. They read the first three paragraphs and I helped them conceptualize. Before working on the rest of the text, I asked them to sign up for Khan Academy and to watch the videos on the French Revolution.

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I supported the podcasts activity using keywords and questions my students should focus on. They listened to the first two podcasts three times. They worked in groups, trying to answer my questions. All the groups managed except from one (4 out of 5). I realized though that I had chosen a task which was too difficult for them, so I told them next time we would work on a written text and may we'll go back on these podcasts aftewards or I'll look for something easier.

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The French Revolution & the Terror scaffolding for podcasts 1 to 5

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I decided to work on the French revolution and the Napoleonic Era and to challenge my students with these podcasts.

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The Rights of Man

In this podcast Professor David Andress of the University of Portsmouth looks at how the French Revolution developed and the emergence of the Terror.
1. How did the French Revolution develop in its early stages?
Suggested Reading: 2. What was the Third Estate?
3. What was the significance of the assault on the Bastille and the Declaration of the Rights of Man?
4. How did the conflict between patriots and monarchists develop after the abolition of feudalism?
5. How did external threats shape the course of the Revolution?
6. What led to the rise of Robespierre and the Jacobins and how radical is their agenda?
7. What led to the execution of Louis XVI and what was the significance of this act?
8. What was "the Terror"?
9. What was the social impact of the Terror? did it impact different classes and genders differently?
10. What led to the fall of Robespierre and the end of the Terror?
11. What was the long term significance of the Revolution and the Terror? To what extent do they come to shape French political consciousness?
12. How does that perspective change in the 20th century?
13. How was the revolution and the terror perceived by the international community?
14. How does the Revolution shape political debate in Britain?
Short overviews: Alan Forrest, The French Revolution, (Oxford, 1995) P.M. Jones, The French Revolution, 1787-1804, (2nd edn, Harlow, 2010)

Longer narratives: D.M.G. Sutherland, The French Revolution and Empire; the quest for a civic order, (Oxford, 2003) William Doyle, The Oxford History of the French Revolution, (2nd edn, Oxford, 2002)

Focused on the Terror: David Andress, The Terror: Civil War in the French Revolution, (London, 2005) Timothy Tackett, The Coming of the Terror in the French Revolution, (Cambridge, Mass., 2015)

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In this podcast Professor David Andress of the University of Portsmouth looks at how the French Revolution developed and the emergence of the Terror. 1. How did the French Revolution develop in its early stages? Suggested Reading: 2. What was the Third Estate? 3.

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I thought that for my clil traning lessons in history,  I could work with my 4th class students of Liceo Linguistico. I chose them because when I asked them them if they were interested in Clil lesson, they showed lots of enthusiasm and interest.  In order to proceed, before starting I asked them to take a learning style test, so that we could all get an overall picture of their learning styles, which would be very helpful to create  balanced cooperative learning groups.

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In module 3 we were shown a variety of digital tools that can be used in our Clil lessons.  I was familiar with some (e.g. prezi, canva, padlet), but I didn't know most of the others. My favourites are padlet, learning designer, Bubbl.us, 1,2,3 la tua webquest, wordle, tag cloud and Khan AcademyI think they can be very useful in the teaching/learning process.

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Adapted from Cummins (1984) by Coyle (2010). It's a useful tool to balance cognitive and linguistic demands, in order to avoid demotivation being caused by tasks which are either too easy or too difficult.

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A useful planning tool

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I did this survey onl the moodle platform, but I do not know how much I scored

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I am Silvia Turriziani, I teach philosophy and history at the Liceo Manzoni in Latina. I also speak modern Greek, which is the other language I am very fond of together with English