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https://www.facebook.com/maria.l.decristofaro/videos/10210700513063119/

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Nooooo , fill the grid, give opinion on webinars
.......
enough! stop!

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qr code of the padlet shared with my students

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qr code of the padlet shared with my students

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After an hard day working I've lost all my movie!!!!!!!!!!!!

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After an hard day working I've lost all my movie!!!!!!!!!!!!

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my path for my clil lesson

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http://e-clil.uws.ac.uk
www.eniscuola

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https://www.edx.org/course
Take free online biology courses in genetics, biotechnology, biochemistry, neurobiology and other disciplines. Courses include Fundamentals of Neuroscience from Harvard University, Molecular Biology from MIT and an Introduction to Bioethics from Georgetown.
Find free online chemistry courses covering a broad range of topics from quantum mechanics to the science behind what we eat. Take courses in biochemistry, electrochemistry, organic chemistry, alternative fuels and much more from top universities like Harvard, MIT and the University of Adelaide.

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Brrr I'm scared very difficult impegnative

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

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i'VE ALWAYS TOUGHT

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01/26/17Inquiry: What are CHNOPS? How do they work? let's talk on biogeochemical cycles

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01/26/17Inquiry: What are CHNOPS? How do they work? let's talk on biogeochemical cycles

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https://v.gd/JdtKhk

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very complicate to read every work posted in the forum. better if there was only one discussion and not one for every partecipant. you lost a large amount of time

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too much to read
a lot of diverging pathways
same publications, same things

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space full?

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Role of ICT in teaching

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Role of ICT in teaching M.l.de Cristofaro

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Strategy No. 1: rich Input
Meaningful, challenging and authentic. Those should be the main criteria for selecting
appropriate classroom materials.
key concepts for selecting materials is that of «multi-modal input»
Strategy No. 2: Scaffolding Learning
Strategy No. 3: rich interaction and pushed output
Strategy No. 4: Adding the (Inter-)cultural Dimension
Strategy No. 5: Make it H.O.T.
The core elements of CLIL (cf. fi gure 2) i.e. input, tasks, output, and scaffolding have
to be balanced in such a way that various cognitive activities are triggered. Effective
teaching means creating environments in which students are engaged, challenged,
and saturated with various types of thinking – without being overwhelmed
Strategy No. 6: sustainable learning

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favourite web tool

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My favourite webtool for Techno-CLIL 2017

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TED Talks.... ideas worth spreading!!!  Sir Tim’s Ted Talk on the future of the Web LINKED DATA

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Teaching a subject in a second language is not easy: it requires a specialist pedagogical expertise.

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Lesson framework
A CLIL lesson looks at content and language in equal measure, follows a four-stage framework.
Processing the text
The best texts : illustrations so that learners can visualise what they are reading.  learners need structural markers in texts to help them find their way
through the content. markers may be linguistic (headings, sub-headings) and/or diagrammatic. Once a 'core knowledge' has been identified, the organisation of the text can be analysed.

Identification and organisation of knowledge
Texts are often represented diagrammatically. 'ideational frameworks' or 'diagrams of thinking',  used to help learners categorise the ideas and information in a text. Diagram types include tree diagrams for classification, groups, hierarchies, flow diagrams and timelines for sequenced thinking such as instructions and historical information, tabular diagrams describing people and places, and combinations of these. The structure of the text is used to facilitate learning and the creation of activities which focus on both language development and core content knowledge.
Language identification
Learners are expected to be able to reproduce the core of the text in their own words. Since learners will need to use both simple and more complex language, there is no grading of language involved, but it is a good idea for the teacher to highlight useful language in the text and to categorise it according to function. Learners may need the language of comparison and contrast, location or describing a process, but may also need certain discourse markers, adverb phrases or prepositional phrases. Collocations, semi-fixed expressions and set phrases may also be given attention as well as subject-specific and academic vocabulary.
Tasks for students
There is little difference in task-type between a CLIL lesson and a skills-based ELT lesson. A variety of tasks should be provided, taking into account the learning purpose and learner styles and preferences. Receptive skill activities are of the 'read/listen and do' genre. A menu of listening activities might be:

Listen and label a diagram/picture/map/graph/chart

Listen and fill in a table

Listen and make notes on specific information (dates, figures, times)

Listen and reorder information

Listen and identify location/speakers/places

Listen and label the stages of a process/instructions/sequences of a text

Listen and fill in the gaps in a text

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pros and cons

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completed week one activities! can't see and listen some webinars

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Very interesting. To deepen

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I'm a false beginner.....

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A CLIL lesson is not a language lesson neither a subject lesson transmitted in a foreign language.
A successful CLIL lesson should combine elements of the following:

Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum

Communication - Using language to learn whilst learning to use language

Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language

Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

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Do Coyle - What is the 4 Cs teaching framework? 4/7

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brrrrr!!! too large amount of info!!! How to find the path????