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RECORDED LESSON: THE PROTECTION OF HUMAN RIGHTS IN THE EU

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One of the important aspects in CLIL practice refers to interdisciplinary work and Team Teaching, which is also referred to as co-teaching and collaborative teaching. Although Team teaching guarantees excellent practice, in our institution (IIS Cuppari-Salvati in Jesi) we have decided to introduce a more moderate approach. In the past we have proposed a team work that involved the participation of teachers from the different curriculum areas in a Content and Language Integrated Curriculum planning that was applied to different classes following the pre-established L2 timetable. This implied a collaborative work among teachers from different school subjects and teachers of English in a common project. Our experience has been very​ enriching as many teachers have actively supported the project by developing specific topics with the students. Starting this year we have developped an experimental CLIL project specifically regarding the law curriculum, since it is one of the characterising subject of our courses. This was possible thanks to the presence of a teacher with a double degree in Law and English language. The project currently involves three classes (one hour a week each) and deals with the main principles and content of the law discipline together with a focus on language learning and understanding.

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LA VALUTAZIONE IN AMBITO CLIL

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ICT AND CLIL

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european centre for modern languages (ecml)

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centre européen pour les langues vivantes (celv)

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ECML/CELV > Resources > Inventory of ICT tools

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European Centre for Modern Languages (ECML), Centre européen pour les langues vivantes (CELV)

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IDEAS SHARED ONLINE
https://sites.google.com/a/xtec.cat/clil-principles/what-is-clil
CLIL GLOSSARY  WEEK 1
There are many definitions but I think that  CLIL is an approach for supporting  LEARNERS using the language in  real situations while they are doing and discovering many things

Mine:

CLIL  can offer many opportunities  for Learning while  using a  foreign Language.

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A lot of interesting ideas and food for thought. As I teach English I can see how many difficulties we are facing in working on CLIL, especially those related with evaluation. Indeed, the principle of the integration of the four Cs may cause testing problems due to the difficulty of distinguishing beween content and language proficiency. School policies inevitably require formal testing, which in CLIL should be content-based with a score considering both content and language performance. Marking by the different teachers separately and then together, if the course is co-taught, would ensure an acceptable degree of scorer reliability but may still cause problems as for validity, as the results will not reveal whether a failure is due to language or to content difficulties or both. My teaching experience shows that CLIL has the potential to enhance motivation for language learning by rendering its purpose more authentic. I also believe that the focus on content will affect curricular language teaching positively, since it seems to increase the teachers’ and students’ ability to create meaningful learning contexts for more genuine interaction.
Finally, I would like to thank all the wonderful educators who have made this experience great and engaging.

Looking forward to the next course.

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MY INFOGRAPHIC
https://www.canva.com/design/DACNE-eGwe8/LsVF3NrKOli2M4V9KJPNgg/view?website

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My name is Regni Martina and I am a teacher of English and Law in Italy.
Part of my life has been spent studying while the other part is now as a teacher. I have been teaching in different types of schools in my country and I have seen a lot of changes.
IT and ELT have been often involved in such changes .
I am now attending the CLIL methodological course at Macerata University-Ancona and I find it really interesting.
I am here to learn more and see what is happening as English is part of this approach.
I need to know more about CLIL as this is required as part of our curriculum in the fifth year of of technical secondary schools classes in Italy while in linguistic high schools teachers of nonlinguistic disciplines should teach their subject through CLIL from the third year. Personally I think that the CLIL approach should be started as soon as possible, preferably from primary school, as people acquire LS better if they are exposed to it from an early age.

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Week 6
https://venngage.com/

https://www.canva.com/

https://piktochart.com/

https://www.easel.ly/
https://www.visme.co/

http://visualize.me/
https://infogr.am/

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You can find a set of complete lesson plans for developing critical thinking and digital literacy based on infographics here: https://www.tes.com/teaching-resources/shop/nikpeachey

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You can find a set of complete lesson plans for developing critical thinking and digital literacy based on infographics here: https://www.tes.com/teaching-reso...

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Module 2: Tools which we can use for  VIDEO MAKING

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Module 2: Tools which we can use for  VIDEO MAKING

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http://windows-movie-maker.org/
https://animoto.com/
http://www.storyboardthat.com/

https://www.microsoft.com/it-it/download/details.aspx?id=11132   ( MICROSOFT  PHOTO STORY 3)
https://storybird.com/

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http://clilinaction.eniscuola.net/tools/griglie_di_valutazione.pdf

http://rubistar.4teachers.org/index.php

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EVALUATION IN CLIL
http://aeclil.altervista.org/Sito/wp-content/uploads/2013/02/AECLIL-Assessment-and-evaluation-in-CLIL.pdf

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MODULE 1 Week 7  Assessment and Evaluation

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MODULE 1 Week 7  Assessment and Evaluation

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https://www.languages.dk/archive/clil4u/book/CLIL%20Book%20En.pdf

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http://e-clil.uws.ac.uk/?option=com_content&view=article&id=47&Itemid=62

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CLIL STORE

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First visit to Clilstore?

Clilstore, like virtually all other interactive sites, needs to use cookies to work properly. Got it

If this message persists when you click "Got it", then your browser must be refusing cookies, or have Javascript disabled.

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Teaching units
for Content and Language Integrated Learning

Help About Clilstore

Login or register to enjoy the full range of Clilstore facilities including the vocabulary builder.

Select the language you are learning and then your level to see the available units.

Level Any Basic A1 A2 B1 B2 C1 C2 Advanced

Disclaimer: The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Clilstore - Teaching units for Content and Language Integrated Learning

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BYOD

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https://learningapps.org/
https://www.instagrok.com/

https://www.khanacademy.org/
https://clilingmesoftly.wordpress.com/
http://www.teachertrainingvideos.com/
https://www.ted.com/
https://www.edx.org/
http://www.macmillaninspiration.com/new/resources/web-projects
http://www.onestopenglish.com/clil/what-is-clil/free-sample-material/
http://www.unifg.it/didattica/corsi-di-lingua-e-ecdl/centro-linguistico-di-ateneo/clil

THE FLIPPED CLASSROOM

http://oedb.org/ilibrarian/quick-guide-flipped-classroom/

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The flipped classroom is a teaching model in which the traditional lecture and homework assignments are reversed. Students watch video lectures before class and the class session is made up of exercises, discussions, and problem solving with students receiving personalized attention from the professor. This model has grown in popularity over the past several years

Definitions

Articles

Twitter Hashtags

Pinterest Boards

Videos

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A Quick Guide to the Flipped Classroom | OEDB.org

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The flipped classroom is a teaching model in which the traditional lecture and homework assignments are reversed. Students watch video lectures before

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Some  Tools online

https://www.phraseum.com/
https://nikpeachey.blogspot.it/2014/03/creating-social-phrasebooks-with.html?m=1

WRITING  TOOLS

http://www.telescopictext.org/

READING  TOOLS

https://www.noodle.com/articles/5-tech-tools-to-aid-your-reading-comprehension

http://www.educatorstechnology.com/2014/09/5-great-tools-to-improve-students.html?m=1

READING COMPREHENSION TOOLS

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

Vocabulary  Tools

http://www.snappywords.com/

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RESOURCES
http://www.laricerca.loescher.it/quaderno_18/sorgenti/assets/common/downloads/publication.pdf
http://www.tewtjournal.org/issues/volume-2016/volume-2016-issue-4/

CLIL IN  ... LANGUAGE TEACHER  TRAINING

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Guide to Extensive Reading
http://erfoundation.org/ERF_Guide.pdf

http://www.fremmedspraksenteret.no/nor/fremmedspraksenteret/larings---ressurser/leseveiledning-i-engelsk/reading-beyond-the-textbook/why-is-extensive-reading-important_&PHPSESSID=35v63g37c503bvtohcbb9jvq26

https://oupeltglobalblog.com/2012/11/01/whats-the-point-of-extensive-reading/

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The reading skill is most often taught by close study of short passages followed by analysis of language.

Extensive reading: An alternative approach

Aims of extensive reading

The characteristics of an extensive reading approach

The value of this intensive reading procedure, with its focus on the teaching of discrete reading skills has been questioned by some, who claim that teaching students reading strategies does not necessarily make them better readers. It is widely believed that people become good readers through reading, and that learning how to read should mean a focus of attention on the meaning rather than the language of the text.

Extensive reading: An alternative approach
Another model for teaching reading exists. This is an 'extensive reading approach' and involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts.

Students are allowed to choose the books they read depending on their interests, and there is not always a follow-up discussion or work in class. In this way students are encouraged to read for pleasure and should become better readers.

Aims of extensive reading
The principal objective of undertaking an extensive reading approach is to get students reading in English and liking it. An increase in reading fluency should be another objective. Because of this, reading should be a pleasurable activity for the student, promoted as much as possible by the teacher.

The characteristics of an extensive reading approach

Reading material
Reading for pleasure requires a large selection of books be available for students to choose from at their level. Here, teachers can make good use of graded readers (books which have been written specifically for EFL/ESL students or which have been adapted from authentic texts).

Setting up a class library is a good way to provide material for students, and because the books are kept in the actual classroom, there is a greater chance that they will be borrowed, and teachers also have more opportunities to refer to them during class.

Motivation
One of the key factors to the success (or not) of an extensive reading programme is motivation. Capturing student interest is the key. If the materials available are interesting to the students, then they will be far more likely to want to read them. These books should also be at a level appropriate to their reading ability. As mentioned earlier, the texts should not be too difficult so students experience the frustration of not being able to understand the books.

Getting the extensive reading programme off to a good start is also vital. The aim is for an initial successful experience so that students discover they can read in English and that they enjoy it. This positive experience should stimulate them to read more, increasing motivation, enjoyment and a desire to read.The teacher's roleConclusion

The teacher encourages and assists the students with their reading, which the students undertake during and /or after class. Occasional summaries (oral or written) can help with this as they show both that the students are reading and also that they understand what their books are about. The activities can also help students improve their writing or speaking ability. Another activity teachers can become involved in is individual counselling - this gives the teacher an opportunity to ask students about their reading experiences and can be done by the teacher while the rest of the class are silent reading. Above all, however, extensive reading should be a student-centred and a student-managed activity.

Day & Bamford (1998) highlight the benefits that have been gained by the undertaking of extensive reading programmes. These include gains in reading and writing proficiency, oral skills and vocabulary, an increase in motivation and positive affect.

Setting up an extensive reading programme should not only lead your students to improve their reading proficiency and other language skills, but will hopefully enable them to take pleasure in reading for its own sake. Further reading

Susser B & TN Robb (1990) 'EFL Extensive Reading Instruction: Research and Procedure' JALT Journal Vol No.2 http://www.kyoto-su.ac.jp/~trobb/sussrobb.html
Day RR & J Bamford (1998) 'Extensive Reading in the Second Language Classroom' Cambridge:CUP
Barnett, M.A. (1988). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern language Journal, 72, 150-162.

The BBC and British Council are not responsible for the content of external web sites.

Graham Stanley, British Council, Barcelona

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The reading skill is most often taught by close study of short passages followed by analysis of language. Extensive reading: An alternative approach Aims of extensive reading The characteristics of an extensive reading approach Motivation The teacher's role Conclusion

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--Originally published at Baker's B.Y.O.D.-- Bring Your Own Device, Dog, & Deconstruction of Literature

As I integrate technology into my classroom, I want to make sure that my students do not have their faces in a screen all the time. Also, I want to capitalize on creating opportunities for my students to practice listening and self-pacing skills. Blending paper with digital media and face to face interactions with digital learning, I created checkpoints in an EDpuzzle video lesson that would encourage students to close read a text and "Turn and Talk" to answer text-based questions accurately.

Building on previous teacher-centered lessons from our reading of Richard Peck's "Priscilla and the Wimps" and Richard Connell's "The Most Dangerous Game" in which we actively read texts together, students encountered a text for the first time in such as a way as to practice self-pacing skills during an in-class flipped lesson. In an effort to flip my reading instruction and to encourage students to actively read, I edited a preexisting audiobook video on YouTube to include the text of "The Secret Life of Walter Mitty" by James Thurber. I then uploaded the new version to EDpuzzle and embedded the checkpoint questions, tagging each with a NJ Learning Standard for ELA 9th grade (formerly known as Common Core Curriculum Standards).

Each student logged in to EDpuzzle on his/her class Chromebook, and then synchronizing with a partner, hit play and listened with personal headphones to the audiobook while reading along with a paper copy of the story.

As you can see from the EDpuzzle lesson below (go ahead, try!), at various points in the story, the video would pause and students were directed to mark up their paper copy of the text so that they could better understand the narrative structure, as well as answer comprehension questions. Students would turn and talk to their partner to discuss the directions and questions. I navigated around the room, listening to the partner conversations and seeing what students marked on their paper copy. It was immediately apparent if a student recognized the ellipsis or not, and I was able to quickly confirm or redirect as needed.

After marking up the paper text, students submitted their answers to the questions in EDpuzzle and were given immediate feedback on their accuracy, including an explanation as to why each answer was correct or wrong. I also tracked student progress in EDpuzzle and mark typed-in responses as correct/incorrect while students work through the video.

Despite the video being under 12 minutes, student conversations extended the lesson time. Those who talked too long or got off topic soon realized the consequence of not staying on task: Students who did not finish the lesson in class were instructed to complete the lesson prior to the next class meeting.

Even though the visual design of EDpuzzle's site is different from PARCC or other online tests, the digital literacy skills students are using to answer standards-based questions will help prepare students for future digital standardized assessments. And by having students work synchronously with a partner, they are able to practice interpersonal, conversational skills.

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Blending Active Reading & Conversations with EDpuzzle - Flipped Learning Network Hub

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As I integrate technology into my classroom, I want to make sure that my students do not have their faces in a screen all the time. Also, I want to capitalize on creating opportunities for my students to practice listening and self-pacing skills.

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My favourite tool for Flipping   classroom

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My favourite tool for Flipping   classroom

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Edpuzzle

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Teacher Account Creation

It's time to sign-up for an exciting online interactive video program: EDpuzzle. Once you get there, click on:

1. Sign-Up

2. Login with your Google, Edmodo account or GCS username and e-mail.

3. Once you create your account, ask your PLEF for our school group code.

4. Watch the assigned video and answer the questions.

5. Logout and open a different web browser. If you're in IE, open Chrome or vice versa.

6. Create a teacher account with the same email address and create your own EDpuzzle. Please select a video under 2 minutes. It does not have to relate to your content for the purpose of practice.

7. E-mail your EDpuzzle link to your PLEF.

8. Get ready for the showcase!

Using EDpuzzle in the Classroom

Most videos on EDPuzzle are currently blocked on the tablet, but here are a few ways to utilize this tool in your classroom:

Use as review last night's flipped homework via whole class instruction

Use as a whole class assessment

Use with Classroom Performance Systems in lieu of tablets or student PCs to respond

Login to a computer with GCS teacher credentials and use it as a center

Enable your students to find the proper video and use EDpuzzle editing tools. Increase creativity and understanding by letting them explain or summarize the lesson.

Student Account Creation
Send the following message or something similar via the Amplify Classroom Management Tools or display on whiteboard:
It's time to sign-up for an exciting online interactive video program: EDpuzzle. Once you get there, click on "I'm a new student." Fill out the information in the box (but do not enter an Email). Make sure you select your lunch number for your username and birthdate for your password. Next, you will be asked to "Add a class." . 1st period students your code is xxXXxxX. Once enrolled, please await additional instructions from me.

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It's time to sign-up for an exciting online interactive video program: EDpuzzle. Once you get there, click on: Sign-Up Login with your Google, Edmodo account or GCS username and e-mail. Once you create your account, ask your PLEF for our school group code. Watch the assigned video and answer the questions.

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CLIL PATHWAYS

Developing as a teacher

http://robseville.blogspot.it/

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Learning more- Surfing the  Net
https://www.openeducationeuropa.eu/en/content/clil-action-team-teaching

http://whatis.techtarget.com/definition/Web-20-or-Web-2
http://web2-4languageteachers.wikispaces.com/Web2.0+tools

Sharing our favourite tools online
http://technoclil.org/

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Starting the Journey

Brainstorming

Starting the journey

Introductions: sharing experiences with CLIL, comparing methodologies and strategies from all over the world.

http://www.onestopenglish.com/clil/what-is-clil/
http://www.maslibraries.org/Resources/Documents/BloomDigital.pdf