Well, I expected to work hard on planning during the session, but it was a bit of a mess: teachers are not easy to work with - and I include myself in the group! -  and listen and co-operate unless you know each other.
I think especially when you are not used to  working as ateam, but individually, it takes time to get to the point and accomplish something .

Anyway, we started working and realized I have very different ideas to subject teachers as regards planning lessons and time/resources to be faced. Anyhow we’ve tried and now it’s up to me to try something..
... something.. I've worked so hard to create my product: re-made a lesson I used last  year and that had worked well with my Art colleague: we already did some CLIL, actually, and the students liked it

the matter is, I understood to prepare a COMPLETE lesson, but I was wrong.... anyway, here's the result..


 session, task: To use the 4Cs for planning a CLIL module

                                           STARRY NIGHT, Vincent Van Gogh 

Sept 5 2016

This morning was our first CLIL class, so I’m just thinking about it and I’d like to point out the following – maybe it’ll be useful in the future, hopefully.. -:

a)    What I feel I have learnt about CLIL… 

…well first of all, that CONTENT is the driver 

….also students who don’t have head for a language can be successful 

…teachers should not reduce the cognitive level 

…it’s important to create a network for CLIL and as an English teacher I can/could/might help learners and colleagues 

… the context: my learners are generally motivated towards the use of English, so I could help my subject colleagues by working with students and teachers and we could set up a CLIL team in our school and online platform even as part of our school website…

… I’ve learnt that Mr David Marsh has written a lot about CLIL and it  can be worth reading something by him.

b)   What I have found easy or challenging…

…. The language was not a problem for me, I think the idea of planning something new is challenging: creating new material that can be used in my school and adapted in the future

c)    Two insights from session 1…

… CLIL is learning by construction rather than learning by instruction

… content is the driver

And that’s it!

Directions: Your first task online is 

-          to investigate what you already know about CLIL 

-          and share this knowledge with your group. 

-          Read the attached documents before you share your thoughts on the wall. You may also wish to watch the video ‘Why CLIL Now’? for further insights (A talk by David Marsh)

So:

1)   What I already know about CLIL…

-           it consists in teaching/learning a subject in a foreign language

-          Great attention is paid to the content

-          The language acts as the means and the target is the content

-          Careful planning is needed if a teacher wants its lesson to be successful

-          It’s already widely used in language school and in some other contexts

-          I made a project similar to CLIL with a Geography teacher about ten years ago 

2)   What is CLIL – document

An innovative fusion of content and language, where content is taught/learnt through English and not in English or any other foreign language.

In the video talk, David Marsh points out 

-          Clil can be a way to meet the demand for competence based education and improve the level of quality in education in general and also in the English language in particular- therefore, it can be an instrument for quality education;

-          It can help re-think and innovate teaching/learning context and the capacity  for creativity and innovation, problem solving and critical thinking, communication and collaboration: it’s a matter of learning now to use now, not later.

-          Teachers need to keep in mind that we are dealing with the Internet generation, we can get learners have ownership of the language by thinking and doing things, also by means of the Internet