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tutti i lavori da inviare entro 28 febbraio

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items that will provide warmth and protectthe person from extreme weather conditions (1)

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Top 15 tips for teachers getting started with BYOD:

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Top 15 tips for teachers getting started with BYOD:

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1. Be clear about what you are trying to achieve;

2. Check school regulations/policies;

3. Discuss with IT support staff security arrangements to enable BYOD devices to get online in school;

4. Ask students what devices they have

5. It is important that you familiarise yourself with tools/software/apps you plan to allow students to use

6.Find out more about using students’ mobile technologies in the classroom

7. Very carefully plan the first lesson,

8. Consider the layout of the classroom,

9. Be sure that every student has a device.

10. Carefully consider students with special educational needs,

11. Consider setting up an online classroom/ workspace, or how existing school systems can be used,

12. Select and practice using a small number of recommended apps

13. Have technical support available if possible and enlist the help of technically able students.

14. Have backup activities in case things do not go as planned.

15. Do not be afraid to make and learn from mistakes.

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· National differences and language issues

· Challenges of diverse devices

· Classroom management

· IT support challenges

· Network capacity and traffic

· Teachers’ engagement with BYOD

· Parents’ concerns about BYOD

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· Improving the quality and effectiveness of teaching and learning

· Improving the efficiency and sustainability of technology enhanced learning

· Organisational benefits

· Improving family engagement

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https://it.pinterest.com/flaviazanchi7/byod/

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https://it.pinterest.com/flaviazanchi7/flipped-classroom/

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FLIPPED CLASSROOM

Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of a mentor.

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I have not Clil experience. I believe that the measures indicated in the course are very valid.

The reading must surely be a delight in any language.

If I were to motivate children to read in English I would use the images.

Another interesting activity is increasing their vocabulary through games like memory, true and false, and blow the fish.

I use a piglet and Pinocchio to play "true and false”.

The game “blow the fish” really like, is a traditional game, great for vocabulary memorization.

I build the memory to LIM with the images of the book that I read to the children.

For the guys a bit 'bigger definitely CDs attached to gradual books are great to follow the script and learn the correct pronunciation.

Even the cloze or crossword activities with web tools like HotPotatoes or smartboard help a lot to read.

The smartboard contains many lesson activity toolkit easy to use.

The drama activities, recorded by the teacher, is useful for self-correct.

I think next year I will use the balloon to help my kids to read.

I will use the software “Storyvisualizer”  to photograph the various stories that will build with Lego, then they add the comics in English.

For the moment the children are training in Italian.

Although I have no experience Clil I started this year to use the gradued books in second class.

The kids love it that I read and show the images of the book.

They feel important if they understand the text.

Even if they can understand a few words I make them feel important and experts.

I encourage them to understand the overall meaning of the story, not the individual words.

The work on individual words comes after your listening pleasure.

For the moment I see them very interested and involved.

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CLIL = Content Language Integrated Learning

CALL = Computer Assisted Language Learning

MALL = Mobile Assisted Language Learning

ECML = European Centre for Modern Languages

CIT = Critical Incident Theory

CALP = Cognitive Academic Language Proficiency

LOCIT = Lesson Observation Critical Incident Technique

BICS = Basic Interpersonal Communication Skills

TL = Target Language

AL = Additional Language

ZPP = Zone of Proximal Development

ERF = Extensive Reading Foundation

SSR = Sustained Silent Reading

DEAR = Drop Everything And Read

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What have I done so far

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Practical Advice on Running Extensive Reading Programs

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Practical Advice on Running Extensive Reading Programs

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1. Maximize Learner Involvement

2. The Reader Interview

3. Read Aloud to the Class

4. Student Presentations

5. Written Work Based on the Reading

6. Use Audio Material in the Reading Program

7. Avoid the Use of Tests

8. Discourage the Over-Use of Dictionaries

9. Monitor the Students' Reading

10. Maintain the Entertainment

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The Role of Extensive Reading in Language Learning

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The Role of Extensive Reading in Language Learning

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1. It can provide 'comprehensible input'

2. It can enhance learners' general language competence

3. It increases the students' exposure to the language

4. It can increase knowledge of vocabulary

5. It can lead to improvement in writing

6. It can motivate learners to read

7. It can consolidate previously learned language

8. It helps to build confidence with extended texts

9. It encourages the exploitation of textual redundancy

10. It facilitates the development of prediction skills

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What are the benefits of using graded readers? 

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What are the benefits of using graded readers? 

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Graded readers:

• allow students to meet lots of comprehensible language

• allow students to ‘step-up’ their reading ability gradually level by level

• provide motivating interesting reading materials

• are a bridge to the eventual reading of native-level reading materials

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The characteristics of an extensive reading approach

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The characteristics of an extensive reading approach

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1. ·         Reading material

2. ·         Student choice

3. ·         Reading for pleasure and information

4. ·         Silent reading in class

5. ·         Language level

6. ·         Use of dictionaries

7. ·         Record keeping

8. ·         The teacher as role model

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This approach involves students reading long texts or large quantities for general understanding, with the intention of enjoying the texts.

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.

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The third week was grueling for several reasons: exercises to be repeated, untouchable wiki, badge disappeared.
However, I discovered extraordinary tools.

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Today, all the marks were gone.
Redid everything!
I want to sleep!

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https://v.gd/x4QkC7

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This is my Lesson Plan

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WILD ANIMALS- my CLIL lesson plan- primary school

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My contribution in the blog
http://technoclil.org/wp-login.php

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Potential of technologies
I believe that the technologies represent valuable support for CLIL.

The technologies make learning much more stimulating and collaborative.

Technologies, if used properly, are a challenge and a stimulus to learning.

Learning a language is like traveling with technology.

Each new trip is the new powers.

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I'm very happy :)

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■ Authentic foreign language material, such as video clips, flash-animations, web-quests, pod-casts, web-casts, and news etc.;

■ Online environments where learners can communicate with foreign language speakers, through email, text-based computer-mediated communication (synchronous and asynchronous), social media, or voice/video conferencing;

■ Language-learning tools (online apps or software), such as for phonetics, pronunciation, vocabulary, grammar and clause analysis, which may include a text-to-speech function or speech recognition, and often includes interactive and guided exercises;

■ Online proprietary virtual learning environments, which offer teacher-student and peer-topeer communication;

■ Game-based learning

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CALL is language learning Computer assisted language learning (CALL) refers to any process in which the learner uses a computer to improve foreign language competence. The technology includes not only computers but also smart phones, tablets, MP3 players, and consoles

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Approaches for primary school children may include:

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Approaches for primary school children may include:

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■ Songs;

■ Performing plays;

■ Creation of a garden, notice-board, list of classroom chores, birthday calendar, staying overnight in the school;

■ Rituals, such as conversation circle, announcement of dates, celebration of birthdays, experiencing seasons;

■ Learning of new words experienced through all senses,

■ Learning to read and write;

■ Specialist language with music and movement

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This is my homework!

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My favourite webtool for Techno-CLIL 2017

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Darcy DiNucci, an information architecture consultant, coined the term “Web 2.0 In her 1999 article, "Fragmented Future”:

Tim O'Reilly is generally credited with popularizing the term, following a conference dealing with next-generation Web concepts and issues held by O'Reilly Media and MediaLive International in 2004. O'Reilly Media has subsequently been energetic about trying to copyright "Web 2.0" and holds an annual conference of the same name.

The creator of the World Wide Web, Tim Berners-Lee, suggests that the Web as a whole can be designed more intelligently to be more intuitive about how to serve a user's needs.

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Web 2.0 is the current state of online technology as it compares to the early days of the Web, characterized by greater user interactivity and collaboration, more pervasive network connectivity and enhanced communication channels.

Elements of Web 2.0

· Wikis

·         Software as a Service (SaaS), web apps and cloud computing

·          Mobile computing

·         Mash-ups:

·         Social networking:

·         Collaborative.

·         User-generated content (UGC)

·         Unified communications (UC)

·         Social curation:

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Week 1

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I'm so happy!

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This is the image that I put in the gallery.

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http://voicethread.com/share/8631460/

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about me - Padlet2

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My flag is here! Look

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CLIL is ...

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

Listen and fill in a table

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

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'

Word guessing games

Class surveys using questionnaires

20 Questions - provide language support frame for questions

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

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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

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

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CLIL helps to:

Introduce the wider cultural context

Prepare for internationalisation

Access International Certification and enhance the school profile

Improve overall and specific language competence

Prepare for future studies and / or working life

Develop multilingual interests and attitudes

Diversify methods & forms of classroom teaching and learning

Increase learner motivation.

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Content and Language Integrated Learning (CLIL) has become the umbrella term describing both learning another (content) subject such as physics or geography through the medium of a foreign language and learning a foreign language by studying a content-based subject.

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I'm a primary teacher.
I started this course, because I'm very curious!
I hope to stay well