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Materials

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Although it is difficult to assess the effectiveness of these interventions, as they have been rather sporadic episodes then structured activities, however some elements have emerged quite clearly:

the level of participation and involvement of the students was quite good, thanks to a laboratorial approach and the use of digital tools;

in the speaking activities some students seemed to be more timid, while others were almost eager to show their language skills;

The feedback received from the students were encouraging and push in the direction of continuing with the CLIL methodology.

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Although it is difficult to assess the actual effectiveness of the actions carried out, however they intended to achieve the following learning outcomes:

to develop communication skills in the English language

to develop skills in the use of multimedia resources and tools

to deepen some aspects related to the subjects

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The activities carried out were a stimulus for the following European key competences:

Communication in foreign languages

Digital competence

Social and civic skills (working in groups, confronting each other in a civilized manner, respecting the opinions of others)

Spirit of initiative (individual and group research and production)

Cultural awareness and expression

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My approach was based on a significant use of digital teaching tools. In particular the students have

viewed video in English language and discussed around the topics;

realized multimedia resources in English language (Padlet);

carried out debate activities in English language (with the use of a digital platform called Kialo);

used collaborative writing tools (Mentimeter)

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Reflection on the observational phase of the teaching practice

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Reflection on the observational phase of the teaching practice

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the use of the multimedia materials seems to me a significant opportunity; if used with balance and competence, multimedia can promote learning by reducing the difficulty of following a lesson in a foreign language;

there must be a constant interaction between students and teachers, students must be able to listen and understand, but also to give their contribution and express themselves without worries;

in the case of teaching in a foreign language, work in pair or in small groups seems to me a very significant strategy, because it allows the students to compare ideas and engage in constructive dialogue.

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good interaction between teacher and students; a considerable part of the lessons was dedicated to student interventions;

significant moments reserved for group work and also for individual activities;

microlanguage - English literature, sometimes questions concerning vocabulary;

the work on grammar and language functions was not present:

all 4 language skills;

extensive use of multimedia materials.

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Following the link below, the summary graphs of the observations are visible: https://docs.google.com/spreadsheets/d/1bsx8Taq1kG_ga8kwuQ_UsjTjtzf9W8TACEd45cc7vfE/edit?usp=sharing