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Use English as a teaching language

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Encourage students to use English in the sessions

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Provide links to English subtitled educational videos.

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Use students' own language to reinforce or support the most important ideas in the contents presented. Withdraw help gradually.

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Use positive reinforcement when students use English in the sessions, allowing for some of the mistakes. Gradually increase the number of corrections.

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Allow students to use the translator when watching videos in English. Withdraw help gradually.

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At the beginning of the teaching unit emphasize the important concepts and explain them ensuring their understanding.

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In the middle of the didactic unit see and practice the application of these concepts analyzing their fit to the different practical cases proposed.

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At the end of the didactic unit evaluate the application of these concepts to the practical cases and propose that the students elaborate their own practical cases.

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At the beginning of the teaching unit we'll emphasize the important concepts and explain them ensuring their understanding.

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In the middle of the didactic unit we'll see and practice the application of these concepts analyzing their fit to the different practical cases proposed.

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At the end of the didactic unit we'll evaluate the application of these concepts to the practical cases and propose that the students elaborate their own practical cases.

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Design an activity by using apps: Kahoot!

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Design an activity by using apps: Kahoot!

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Link: https://kahoot.it/

Code: 4328608

Overall view at the attached pdf file.

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1. Before doing a full assignment practicing achievement of success criteria one at a time such as writing an abstract that summarises key points in a paper and that avoids providing unnecessary detail.

1. What scaffolding idea did you buy? Writing activity. Achievement of success criteria.

2. Why did you use it? Because I want to make a first contact with the objectives and evaluation criteria to ensure meaningful learning.

3. What topic will you use this idea for? UF1. Technical drawing applied to Automation.

4. At what Level will you use this idea? Vocational training. Medium grade of electrical and automatic installations.

5. How much time will you devote to this activity? 20 minutes.

6. What will the task consist of? Students in pairs will have to summarize in 3-4 sentences the evaluation criteria of each learning outcome. During the development of the training unit they will be able to use this summary to co-evaluate and self-evaluate their progress through rubrics.

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2. Providing speaking frames such as a debate framework or one for developing a line of reasoning.

1. What scaffolding idea did you buy? Speaking activity. Providing speaking frames.

2. Why did you use it? Because I am interested in providing appropriate contexts for phenomena such as regulation through speech and peer learning. This context is ideal for attention to diversity, generating roles such as that of tutor and tutored students.

3. What topic will you use this idea for? UF1. Technical drawing applied to Automation.

4. At what Level will you use this idea? Vocational training. Medium grade of electrical and automatic installations.

5. How much time will you devote to this activity? 30 minutes.

6. What will the task consist of? Initially I propose a series of statements related to the recently seen content so that they seem to contradict what has been seen before. Students in groups of 3 must find the fit between the new and the old contents and clarify the contradiction. In this way the phenomenon of cognitive dissonance is generated, which creates a certain discomfort and arouses curiosity in the face of the need to eliminate the discomfort.

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3. Repeating key terms as opposed to using pronouns or synonyms.This is important because generally speaking students need to be exposed to new terms many times before they are able to recall them.

1. What scaffolding idea did you buy? Speaking activity. Consolidation of key terms.

2. Why did you use it? Because I want students to be clear about the vocabulary related to the key concepts that will be covered.

3. What topic will you use this idea for? UF1. Technical drawing applied to Automation.

4. At what Level will you use this idea? Vocational training. Medium grade of electrical and automatic installations.

5. How much time will you devote to this activity? 30 minutes.

6. What will the task consist of? This task is carried out simultaneously with the previous task, it is a subsection of the same.

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Programmed activities for Training Unit 1 of Professional Module 1 (Rubric included).

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https://drive.google.com/file/d/1shiSNBwIS_gIDzPHwdmxoZWIP-O3O7_l/view?usp=sharing

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CLIL Lesson Plan. Technical drawing applied to automation.

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CLIL Lesson Plan. Technical drawing applied to automation.

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Link to the shared document at the European Platform.

Website:
https://projectes.xtec.cat/clil4vet/docs/clil-lesson-plan-technical-drawing-applied-to-automation/
Document:
https://projectes.xtec.cat/clil4vet/docs/clil-lesson-plan-technical-drawing-applied-to-automation/?bp-attachment=CLIL-lesson-plan-Template.pdf