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When I decided the goals, I used action verbs. But I think that I can turn three of them and make them more Specific, Measurable, Achievable, Realistic and Timely. In orange the proposed changes. 

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When I decided the goals, I used action verbs. But I think that I can turn three of them and make them more Specific, Measurable, Achievable, Realistic and Timely. In orange the proposed changes. 

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Unit 2 - Improved Bloom's Taxonomy (Goals)

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CLIL Beginners - Unit 4 - Activity 4.1 - Create a rubric 

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1. Offer meaningful and challenging problems to the students, related to real problems when assembling solar installations. 

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1. Offer meaningful and challenging problems to the students, related to real problems when assembling solar installations. 

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2. Link the experiences with what they already know, approaching the technical parts to real life effects.  

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2. Link the experiences with what they already know, approaching the technical parts to real life effects.  

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3. Involve the students in the process of knowledge construction, increasing their participation and student-student interaction.

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3. Involve the students in the process of knowledge construction, increasing their participation and student-student interaction.

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1. Create: In groups of four design and assemble a solar installation for an isolated building. 

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1. Create: In groups of four design and assemble a solar installation for an isolated building. 

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2. Understand: In pairwork, read individually and describe each other the topics arguments about each element. 

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2. Understand: In pairwork, read individually and describe each other the topics arguments about each element. 

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3. Remembering: List 4 elements of solar installations. 

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3. Remembering: List 4 elements of solar installations. 

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1. When explaining, I will help my explanations with nonverbal language.

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1. When explaining, I will help my explanations with nonverbal language.

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2. When introducing words, I will use my board and draw while carefully using my speech to indicate the elements I’m referring to. 

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2. When introducing words, I will use my board and draw while carefully using my speech to indicate the elements I’m referring to. 

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3. Build understandable messages, language is only learnt when students understand the messages I send.  

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3. Build understandable messages, language is only learnt when students understand the messages I send.  

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CLIL Beginners - Unit 4 - Activity 4.1 - Create a rubric - Rubric 