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Week 5 Badge                                                                      Course TECHNO-CLIL for EVO 2016                                      Data issued: Sunday, 14 February 2016, 9:11 PM

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Week 5 Badge                                                                      Course TECHNO-CLIL for EVO 2016                                      Data issued: Sunday, 14 February 2016, 9:11 PM

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Criteria: Users are awarded this badge when they complete the following requirement:
ALL of the following activities are completed:
"Forum -  REPOSITORY FORUM"
"Database - LEARNING DIARIES COLLECTION"
"Assignment - TECHNO-CLIL EXPERIENCE GALLERY"
"Choice - End-of-the-session survey"

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Useful resources for a
    CLIL flipped classroom

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Useful resources for a
    CLIL flipped classroom

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CLIL Store:
http://multidict.net/clilstore/
EDX:
https://www.edx.org/
KHANACADEMY:
https://www.khanacademy.org/
TED Talks:

https://www.ted.com
Teacher Training Videos:
http://www.teachertrainingvideos.com/flipped-classroom/flipped-classroom.html
CLIL Magazine:
http://clilmedia.com/clil-magazine/
CLIL MATERIALS:
http://www.scoop.it/t/clil-tips-and-materials

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My Repository - CLIL lessons plan for a flipped classroom about "Electrolysis"

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My Repository - CLIL lessons plan for a flipped classroom about "Electrolysis"

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My CLIL lessons plan for a flipped classroom about Electrolisys

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My  Repository CLIL lessons plan for a flipped classroom about Electrolisys

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My  Repository CLIL lessons plan for a flipped classroom about Electrolisys

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https://moodle4teachers.org/mod/forum/discuss.php?d=11983

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Week 4 Badge                                                                     Course TECHNO-CLIL for EVO 2016                                       Date issued: Saturday, February 6, 2016, 6:49 PM

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Week 4 Badge                                                                     Course TECHNO-CLIL for EVO 2016                                       Date issued: Saturday, February 6, 2016, 6:49 PM

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Criteria: Users are awarded this badge when they complete the following requirement:
ANY of the following activities are completed:
"Forum - CLIL/ER Forum"
"Quiz - End of week 4 Test"

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Viewer My Extensive Reading Plan with Learning Designer

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Viewer My Extensive Reading Plan with Learning Designer

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Extensive Reading
Topic: Original stories for an enjoyable and successful learning experience
Learning time:  490 minutes
Designed time: 490 minutes

Number of students: 25
Short links:
1- https://t.co/XRK8pZFQso
2- http://bit.ly/1KzfCEZ

Long link:
http://learningdesigner.org/viewer.php?uri=/personal/Ceciliaf/designs/fid/30cafabcec2211d255aa27fed0f9b96e8db5c4ae655d8df17499595e1fb21bf4

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Choose original stories at seven levels from starter to advanced, written specially for learners of English. With gripping plots and a range of genres to satisfy every students's taste to ensurean enjoyable and successful learning experience, with learners eager to finish one book and start the next.

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My best reference for applying CLIL to a science lesson

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My best reference for applying CLIL to a science lesson

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http://www.english.scuole.vda.it/images/projects/117041_Teaching_Science_through_English_-_a_CLIL_Approach.pdf

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You can find some interesting serialized readers with accompanying exercises at 

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You can find some interesting serialized readers with accompanying exercises at 

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http://www.onestopenglish.com/skills/listening/serialized-macmillan-readers/macmillan-literature-collections/

and also at
http://www.onestopenglish.com/skills/listening/serialized-macmillan-readers/

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There are audio books for children available on onestopenglish at

http://www.onestopenglish.com/children/stories-and-poems/a-selection-of-stories-and-poems-for-children/

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You can find information about the Macmillan Series among the resources is a test students can take to check their reading level. 

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You can find information about the Macmillan Series among the resources is a test students can take to check their reading level. 

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Our Readers series has been carefully graded from Starter to Upper Intermediate (A1-B2) to help students choose the right reading material for their level. The collection includes popular classics, contemporary titles, original fiction, plays, autobiographies and non-fiction. Most titles are also available as eBooks and audio downloads.

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An extensive reading program was established for elementary level language learners at the British Council Language Center in Sanaa, Yemen.

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I enjoied to read this Guide.
I suggest it at every Clil teachers

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Viewer My First CLIL Lesson Plan with Learning Designer

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Viewer My First CLIL Lesson Plan with Learning Designer

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Chemistry

Topic: Redox reactions

Learning time: 590 minutes

Designed time: 590 minutes
Number of students: 25
Short links:
1-https://t.co/yuyVerjSIn
2-http://bit.ly/1SCw5eC

Long link:

http://learningdesigner.org/viewer.php?uri=/personal/Ceciliaf/designs/fid/f950b4c36c970565ae3fa76392412b394249a172da6b46c892372f550518bda3

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The module covers oxidation-reduction reactions, known as redox. After a first general introduction to the reactions, their use both in daily living. Students will use a activity series to verify the outcome of a redox reaction, they suggesting or inventing a simple experiment based on the spontaneous redox phenomenon, or on the use of redox reactions for the creation of batteries.

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Week 3 Badge                                                                     Course TECHNO-CLIL for EVO 2016                                     Date issued:  Sunday, 31 January 2016, 12:55 

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Week 3 Badge                                                                     Course TECHNO-CLIL for EVO 2016                                     Date issued:  Sunday, 31 January 2016, 12:55 

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Criteria: Users are awarded this badge when they complete the following requirement:
ALL of the following activities are completed:
"Database - CLIL lesson plans"
"Forum - CLIL LESSON PLAN FORUM"
"Quiz - End of Week 3 Test"

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CLIL:   A lesson framework - British Council

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CLIL:   A lesson framework - British Council

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https://www.teachingenglish.org.uk/article/clil-a-lesson-framework

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Underlying principles
The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation.

While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice.

Classroom principles
Some of the basic principles of CLIL are that in the CLIL classroom:

Language is used to learn as well as to communicate

It is the subject matter which determines the language needed to learn.

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

Listening is a normal input activity, vital for language learning

Reading, using meaningful material, is the major source of input

Integrate language and skills, and receptive and productive skills

Lessons are often based on reading or listening texts / passages

The language focus in a lesson does not consider structural grading

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

Listen and fill in a table

Question loops - questions and answers, terms and definitions, halves of sentences

Information gap activities with a question sheet to support

Trivia search - 'things you know' and 'things you want to know'
The BBC and British Council are not responsible for the content of external web sites, neither do we endorse them. These are the recommendations of the writer.
Class surveys using questionnaires

20 Questions - provide language support frame for questions

Students present information from a visual using a language support handout.

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

Language is functional and dictated by the context of the subject

Language is approached lexically rather than grammatically

Learner styles are taken into account in task types.

Speaking focuses on fluency. Accuracy is seen as subordinate

Writing is a series of lexical activities through which grammar is recycled.

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.

A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:

In a CLIL lesson, all four language skills should be combined. The skills are seen thus:

For teachers from an ELT background, CLIL lessons exhibit the following characteristics:

In many ways, then, a CLIL lesson is similar to an ELT integrated skills lesson, except that it includes exploration of language, is delivered by a teacher versed in CLIL methodology and is based on material directly related to a content-based subject. Both content and language are explored in a CLIL lesson. A CLIL 'approach' is not far removed from humanistic, communicative and lexical approaches in ELT, and aims to guide language
processing and supports language production in the same way that an ELT course would by teaching techniques for exploiting reading or listening texts and structures for supporting spoken or written language.

Lesson framework
A CLIL lesson looks at content and language in equal measure, and often follows a four-stage framework.

Processing the text
The best texts are those accompanied by illustrations so that learners can visualise what they are reading. When working in a foreign language, learners need structural markers in texts to help them find their way
through the content. These 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. These structures are known as 'ideational frameworks' or 'diagrams of thinking', and are 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:

Tasks designed for production need to be subject-orientated, so that both content and language are recycled. Since content is to be focused on, more language support than usual in an ELT lesson may be required.
Typical speaking activities include:

Conclusion
From a language point of view the CLIL 'approach' contains nothing new to the EL teacher. CLIL aims to guide language processing and 'support language production in the same way as ELT by teaching strategies for
reading and listening and structures and lexis for spoken or written language. What is different is that the language teacher is also the subject teacher, or that the subject teacher is also able to exploit opportunities for
developing language skills. This is the essence of the CLIL teacher training issue.

Further reading
Forum for Across the Curriculum Teaching - www.factworld.info/
Comenius Project TL2L - www.tl2l.nl/
European Centre for Modern Languages - www.ecml.at/
Norwich Institute for Language Education - www.nile-elt.com
Science Across the Curriculum - www.scienceacross.org
EuroCLIC - www.euroclic.org
The National Centre for Languages (CILT) - www.cilt.org.uk
Content and Language Integrated Project (CLIP) - www.cilt.org.uk/clip/

Steve Darn, Izmir University of Economics, Turkey

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Underlying principles The principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language ' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP).

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http://slidegur.com/doc/3617469/the-willink-clil-conference

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The Willink CLIL Conference CLIL for the new curriculum An opportunity to innovate Do Coyle Multilingualism IS the norm We need to have two or more languages in order to know we have one..... Leonard Orban 26th September 2008 Key elements of the new curriculum Independent & confident learners Creativity Cross-curricular collaboration Meanings that matter Skills & Processes development Inter-cultural understanding What is CLIL?

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My third week on CLIL TECHNO EVO 2016- Interesting Video to understand that.... 

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My third week on CLIL TECHNO EVO 2016- Interesting Video to understand that.... 

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https://youtu.be/VPbjSnZnWP0

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What's Cooking? Creative Recipes for Effective  CLIL

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What's Cooking? Creative Recipes for Effective  CLIL

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https://www.wiziq.com/tutorial/1081054-shelly-terrell-clil-images

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Week 2 Badge                                                                     Course TECHNO-CLIL for EVO 2016   
MODULE 2 Data issued: Monday 24 January 2016, 1:32 PM

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Week 2 Badge                                                                     Course TECHNO-CLIL for EVO 2016   
MODULE 2 Data issued: Monday 24 January 2016, 1:32 PM

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Criteria: Users are awarded this badge when they complete the following requirement:
ALL of the following activities are completed:
"URL - TECHNO-CLIL Wiki"
"Forum - Week 2 PEER FORUM"
"Quiz - End of Week 2 Test"

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http://edjudo.com/web-2-0-teaching-tools-links

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My second week on CLIL TECHNO EVO 2016 - My Favourite Links to teach

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My second week on CLIL TECHNO EVO 2016 - My Favourite Links to teach

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These links are very useful for teachers of chemistry, natural sciences, biology, astronomy

I Quaderni della ricerca: Quaderno n.18 E-CLIL per una didattica educativa a cura di Gisella Langé e Letizia Cinganotto

http://www.laricerca.loescher.it/quaderno_18/#/172/

http://www.laricerca.loescher.it/quaderno_18/#/174/

http://www.laricerca.loescher.it/quaderno_18/#/176/

BioInteractive

Sleek, professional, colorful, and detailed animations at BioInteractive help educators communicate their curriculum with students. Educators choose
from topics such as anatomy, brain, cancer, cardiovascular, organism
behavior, and a lot more.

http://www.hhmi.org/biointeractive

Brain Pop

Another site with quick clips, Brain Pop simplifies difficult lessons in all the basic subjects including engineering and technology. Like TED Ed, it adds material constantly so there’s always more to choose from; however, there is a fee to access the material.

https://www.brainpop.com/health/geneticsgrowthanddevelopment/

https://www.brainpop.com/health/bodysystems/

https://www.brainpop.com/health/nutrition/

https://www.brainpop.com/health/diseasesinjuriesandconditions/

https://www.brainpop.com/health/personalhealth/

Cell Biology Animation

John Kyrk created
intricate animations explaining cell biology. Beginning with amino
acids and protein and delving into DNA structure, the animation
available on his site provides learners with complete visuals into the workings of cell biology.

http://www.johnkyrk.com/

Plant & Soil Sciences eLibrary

Access well-made animations of flower structures, plant  breeding, gel scoring, gene cloning, genetic mapping, herbicide metabolism and so on. Plant & Soil Sciences eLibrary allows educators to access and use animated videos for free after they login.

http://passel.unl.edu/pages/index.php?allanims=1

Exploratorium

Split into categories such as Astronomy or Cognitive Science/Psychology, educators can find animated videos depending on the subject within the subject inside Exploratorium.

http://www.exploratorium.edu/tv/archive.php?discipline=4

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Week 1 Badge                                                                                  Course TECHNO-CLIL for EVO 2016                                      Data issued: Saturday, 16 January 2016, 11:14 AM

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Week 1 Badge                                                                                  Course TECHNO-CLIL for EVO 2016                                      Data issued: Saturday, 16 January 2016, 11:14 AM

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Criteria: Users are awarded this badge when they complete the following requirement:
ALL of the following activities are completed:
"Choice - * * * START-OF-THE-SESSION-SURVEY"
"Choice - * * * Scoring: "How CLIL are you?""
"Glossary - * * * Give your own CLIL definition""

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Did you know that your body has a blueprint? In this BrainPOP movie, Tim
 and Moby introduce you to that popular word, DNA (a.k.a. 
deoxyribonucleic acid), and they’ll teach you about why it’s so 
important. Find out exactly what DNA is, what it’s made from, and where 
it is found in your body. You’ll also learn how everyone’s DNA is 
different and what kind of information is contained in just one strand 
of DNA! Plus, discover the uses of DNA, including the roles it has in 
cloning, genetically modifying food, and in the Human Genome Project. 
You wouldn’t be here if it weren’t for DNA so come on and learn about 
it!

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Did you know that your body has a blueprint? In this BrainPOP movie, Tim
 and Moby introduce you to that popular word, DNA (a.k.a. 
deoxyribonucleic acid), and they’ll teach you about why it’s so 
important. Find out exactly what DNA is, what it’s made from, and where 
it is found in your body. You’ll also learn how everyone’s DNA is 
different and what kind of information is contained in just one strand 
of DNA! Plus, discover the uses of DNA, including the roles it has in 
cloning, genetically modifying food, and in the Human Genome Project. 
You wouldn’t be here if it weren’t for DNA so come on and learn about 
it!

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https://www.brainpop.com/science/cellularlifeandgenetics/dna/

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Unlock the secret code to DNA, the basis for all life on Earth!

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An interesting article to answer this question

http://www.onestopenglish.com/clil/methodology/articles/article-what-is-clil/500453.article

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Hi! I am a subject teacher, I live in Italy. My main interests are: education, teaching, instruction, tutoring, coaching, learning, particularly in Chemistry and Biology.

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Six Degrees of technology integration based on Bloom's Taxonomy

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Six Degrees of technology integration based on Bloom's Taxonomy

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CLIL: content-and-language-integrated-learning is the steps to success

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Profile Completion                                                                  Date issued: Saturday, 9 January 2016, 9:09 PM

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Profile Completion                                                                  Date issued: Saturday, 9 January 2016, 9:09 PM

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Completed profile account on Moodle for Teachers (M4T) website

Completed profile account on Moodle for Teachers (M4T).
Users are awarded this badge when they complete the following requirement:

ALL of the following user profile fields have to be completed:

First name

Surname

Email address

Description

City/town

Country

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The CLIL methodologies predict that the student is lead actor of the construction of his knowledge. CLIL is the step into the future of each student today and man of tomorrow.

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http://clil-cd.ecml.at/

See the following videos: https://youtu.be/UQdXLGIiBds

https://youtu.be/hkmZUnmqhh0

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To know me better, please visit the following links

https://orcid.org/0000-0002-0509-7177

https://www.researchgate.net/profile/Cecilia_Fontanella

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IN SECONDARY EDUCATION, FOREIGN LANGUAGE TEACHERS ARE
TYPICALLY SUBJECT SPECIALISTS 

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IN SECONDARY EDUCATION, FOREIGN LANGUAGE TEACHERS ARE
TYPICALLY SUBJECT SPECIALISTS 