# data[].attributes.body
-rich imput (meaninghful)
-scaffolding (to reduce th load)
-rich complex interaction with peers (like in real life)
-intercultural
-make it hot- high order thinking!

# data[].attributes.headline
From now on I won't take note on paper but here. Yeah :-)

# data[].attributes.subject
From now on I won't take note on paper but here. Yeah :-)

# data[].attributes.body
-not with subtitles (students end up reading)
-students as co-producers, not only viewers
-video annotation: adding notes, links, comments
-Clil quest-> inquiry oriented (?)
aaaand:
For teacher training. See  video-documentation of one's own lesson and observation and reflection (theory) on critical Incidents.- CIT critical incident theory- incidents : the main moments and features, let's say, that we can analyse .
LOCIT stands for lesson observation and critical incident theory

# data[].attributes.headline
Week 2: Mobile devices and language learning

# data[].attributes.subject
Week 2: Mobile devices and language learning

# data[].attributes.body
See this project: Creative Classroom lab- about use of tablets in schools/ from Call to Mall (mobile assisted language learning)->importance of building a scenario

# data[].attributes.body
experiences and case studies:
-two schools in different (language) countries- cross- curricular project- on life of a local artis- exploric gommon themes with students as digital collaborators
- video conferencing
- digital story writing (see bubble and pebble) good for learning vocabulary with repetition
-edu games

-

# data[].attributes.headline
Week 2 Clill and Call(computer assisted language learning)- Report from the EC

# data[].attributes.subject
Week 2 Clill and Call(computer assisted language learning)- Report from the EC

# data[].attributes.body
Clil> motivates learners, higher achievements
Call> facilitated access to knowledge and to online resources; exposure to the foreign language

# data[].attributes.body
Web 1.0>2.0 more user interactivity, collaboration, communication content sharing -In a word it's SOCIAL.
-wikis
-software as a service, cloud comupting, apps
-normadicity (to connect wherever, whenever)
-social networks
-collaborative projects : crowdfunding, crowdsourcing
- contents organised around one topic (reddit, digg)

# data[].attributes.body
Upper secondary school:
in 3rd, 4th, 5th year in the Liceo Linguistico
in 5th year in all the other Licei and Tecnici
goals:
to teach up tp 50% of the hours of a subject in clil

# data[].attributes.headline
Week 2: Teacher collaboration in CLIL by John Clegg

# data[].attributes.subject
Week 2: Teacher collaboration in CLIL by John Clegg

# data[].attributes.body
Collaboration with; why:
1)other L2 teachers; teaching Clil requires a special pedagogical expertise. they all face the same difficulties
2) other schools
3) last but not least, L1 teachers.
Week 2: Collaboration in Clil (rubrica)
L1 teachers can:
- give L2 teachers a feedback of their language use during the lesson; feedback of learners language use from L2  and set of specific exercises; foster use of English in the Clil team; help L2 teachers with material preparation; prepare assessment with L2;  collaborates with L2 to organise international trips and exchanges
Schools can:
-set a policy and methodology for clil with guidelines
-organise workshops and meetings on clil

# data[].attributes.body
I like the idea that students' linguistic skills benefit the local community businesses (internship etc).
- macroplanning and microplanning- a lot of planning, starting , as usual, from the goals.
Open resources: its use in the classroom . the often offer contents in English. Idea: shall we really call it clil or ceil?!

# data[].attributes.body
map the EMI (English as a Medium of Instruction) phenomenon:
-general trend is toward a rapid expansion EMI
-government back EMI
-public opinion is not wholeheartedly in support
-fear of loss of national identity (see 2012 Politecnico di Milano stir)

# data[].attributes.body
considers 32 countries
Most taught lang: 1 English 2 German 3 Spanish. All the rest is approx 5%

# data[].attributes.headline
The article by Carmel Mary Coonan: so long!

# data[].attributes.subject
The article by Carmel Mary Coonan: so long!

# data[].attributes.body
Assessment area: She mentions the Italian interrogazione as a way to test only content knowledge. I don't agree.