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Over the past month, substantial progress has been made in the implementation of the CLIL approach using the 4Cs-Framework. The project team has focused on the following key areas:

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Significant progress has been made in curating and developing relevant project content.

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Cognitive learning strategies have been integrated into the project, enhancing the learning experience.

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Stakeholder engagement and transparent communication channels have been established.

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Efforts to promote inclusivity and cultural sensitivity within the project framework are underway.

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The CLIL approach doesn't guarantee successful teaching and learning. Teachers need to embrace a new way of teaching and have tools and templates to plan lessons and create materials. The CLIL-Pyramid is a planning tool based on the 4Cs-Framework and has been used successfully in teacher training in Germany and Europe.

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The text emphasizes the importance of using meaningful, challenging, and authentic materials in language teaching, especially in CLIL (Content and Language Integrated Learning) classrooms. It highlights the need for teachers to act as language role models and provide a balance between teacher-directed and learner-directed activities to facilitate successful learning. Additionally, it underscores the significance of teacher feedback and error treatment in the CLIL context.

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When choosing materials, it's important to consider "multi-modal input," which means presenting information visually, like through maps and diagrams. This approach supports diverse teaching and visual literacy, helping students understand complex content in a foreign language. Converting information from one form to another supports language and content learning, considering students' different styles and intelligences. This makes language and learning support a key part of successful CLIL teaching.

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2. Quality Principle No. 2: Scaffolding Learning

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2. Quality Principle No. 2: Scaffolding Learning

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Students need substantial support to effectively navigate through various linguistic inputs. It is essential for CLIL educators to use authentic materials to help with language acquisition. Students must overcome their apprehension of unfamiliar words and structures. Questions and tasks should be designed to make it easier for students to understand.

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3. QUALITY PRINCIPLE N°3 RICH INTERACTION AND DRIVEN RESULTS 

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3. QUALITY PRINCIPLE N°3 RICH INTERACTION AND DRIVEN RESULTS 

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Quality Principle No. 3 emphasizes the importance of creating an environment that fosters rich interactions and drives results. It is crucial to actively encourage students to take advantage of the resources available to them in order to maximize and enhance their linguistic proficiency. Providing opportunities for meaningful interactions and facilitating access to necessary resources will ultimately enable students to develop and refine their language skills effectively.

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4. QUALITY PRINCIPLES N°4 ADD THE CULTURAL

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4. QUALITY PRINCIPLES N°4 ADD THE CULTURAL

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In order to effectively communicate in a common language, students must not only grasp essential subjects but also develop an understanding of subtle cultural nuances. They need to acquire the appropriate linguistic and non-linguistic tools and strategies to engage in meaningful dialogue, and be instructed on how to sustain a seamless flow of communication without causing disruptions.

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5. Quality Principle No. 5: Make it H.O.T. 

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5. Quality Principle No. 5: Make it H.O.T. 

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Creating an effective teaching environment involves crafting a space where students are fully engaged, continuously challenged, and exposed to a wide variety of learning experiences.

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6. Quality Principle No. 6: Sustainable Learning 

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6. Quality Principle No. 6: Sustainable Learning 

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To achieve sustainable learning, teachers should focus on creating connections with students' experiences and knowledge, making the learning process transparent, sharing group work results, promoting autonomous learning, embracing a lexical approach to teaching, and promoting spiral learning with an emphasis on learning and study skills.

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What are the components of creating and adapting didactic learning materials?

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What are the components of creating and adapting didactic learning materials?

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Creating and adapting didactic learning materials involves several components, including identifying the learning objectives, selecting appropriate content, designing engaging activities and exercises, considering language proficiency levels, providing scaffolding and support, incorporating cultural relevance, and aligning with curriculum standards or guidelines

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Presentation and explanation of the CLIL-Pyramid.

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Presentation and explanation of the CLIL-Pyramid.

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The CLIL-Pyramid is a framework for planning CLIL (Content and Language Integrated Learning) units and materials, emphasizing the four Cs: content, communication, cognition, and culture.

It suggests a systematic sequence for planning CLIL units and materials, starting with content selection and ending with a review of key content and language elements. The framework enables multifocal lesson planning, incorporates higher order thinking skills, and emphasizes the importance of scaffolding, study skills, and learning strategies.

It encourages the use of multimodal input, differentiated lessons and materials, and various models of interaction and cooperation.

Additionally, the CLIL-Pyramid facilitates interdisciplinary progression of study skills and literacies across different units and content subjects, promoting a collective approach to teaching skills and literacies.