TECHNO-CLIL for EVO 2016 by Cira

My Passion

c_serio — 2015-10-25 04:36:16 UTC

Robot play Cody Roby created by Cira Serio

Cira Serio - ZeeMaps

c_serio — 2015-10-22 17:26:35 UTC

About me

Cira Serio - Italy

c_serio — 2015-06-27 20:22:25 UTC

About me

My name is Cira and I am an ICT Coordinator from the Primary School San Tarcisio. I love teaching new tecnologies and Code is my passion

Italian Twins

c_serio — 2015-06-27 20:22:24 UTC

TECHNO-CLIL for EVO 2016

c_serio — 2016-01-17 18:50:08 UTC

Week 1 - Jan 10-17, 2016

c_serio — 2016-01-17 19:08:13 UTC

http://moodle4teachers.org/

Are you a CLIL teacher?

c_serio — 2016-01-17 19:16:15 UTC

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

Survey

c_serio — 2016-01-17 19:25:56 UTC

TECHNO-CLIL for EVO 2016 - Letizia Cinganotto & Daniela Cuccurullo

David Marsh: CLIL models

c_serio — 2016-01-17 19:32:25 UTC

What is a CLIL

c_serio — 2016-01-17 19:38:51 UTC

http://www.onestopenglish.com/clil/what-is-clil/free-sample-material/

CLIL Teacher Magazine

Bilingual Integration of Languages and Disciplines (BILD)
Content and Language Integrated Learning (CLIL)
Content and Language Integration in Primary CLIP
Content-based Instruction (CBI)
Content-based Language Instruction (CBLI)
Content-based Language Teaching (CBLT)
English Across the Curriculum (EAC)
English as an Academic Language (EAL)
English as a Medium of Instruction (EMI)
Foreign Language Immersion Program (FLIP)
Foreign Languages as a Medium of Education (FLAME)
Languages Across the Curriculum (LAC)
Teaching Content Through English
Teaching English Through Content

CLIL Teacher Magazine:
- http://www.onestopenglish.com/clil/clil-teacher-magazine/

Free sample Material:
http://www.onestopenglish.com/clil/what-is-clil/free-sample-material/

Webinar

c_serio — 2016-01-17 19:51:33 UTC

- 10th Jan. - Opening Webinar with Gisella Langé - Inspector from the Italian Ministry of Education

- 11th Jan - Webinar with Shelly Terrell - What's Cooking? Creative Recipes for Effective CLIL

- 14th Jan - Webinar with Benjamin Hertz, EUN (European Schoolnet)WizIQ Live Class

- 15th Jan - Webinar with Maria Frigols, Valentia University, SpainWizIQ Live Class

- 16th Jan - Webinar with Patrick de Boer (BEd, CLIL Media, The Netherlands)WizIQ Live Class

- CLIL Competence Building and theEuropean Framework for CLIL Teacher Education.

Give your own CLIL definition

c_serio — 2016-01-17 19:55:36 UTC

My personal definition

CLIL is the shortest way to the future ...

Week 1 Final testQuiz - My Badge

c_serio — 2016-01-17 20:00:41 UTC

WEEK 2

c_serio — 2016-01-18 15:59:20 UTC

BICS AND CALP

Cummins, developed the acronyms of BICS and CALP in 1979

He did extensive research in Quebec and he discovered two dimensions of language:Academic and Social.

BICS = Basic Interpersonal Communication Skills

CALP = Cognitive Academic Language Proficiency

Cummins (1979) argued that teachers should learn the difference between BICS and CALP so that they can assess their students’ proficiency in two distinct areas.

http://iteachilearn.org/cummins/bicscalp.html

http://esl.fis.edu/teachers/support/cummin.htm

Week 2

c_serio — 2016-01-24 17:17:31 UTC

BICS AND CALP

Week 2 Final testQuiz - My Badge

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Week 2 Test

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Week 2

c_serio — 2016-01-24 17:26:05 UTC

Gif Animata by Cira Serio

c_serio — 2016-01-24 18:11:17 UTC

CLIL Learning Activities Repository

c_serio — 2016-01-24 20:04:09 UTC

CLIL = Content and Language Integrated Learning. The CLIL is a dual-focused educational approach in which an additional language is used for learning and teaching of both content and language”. (Coyle, D. et al, 2010). As these authors mention within the CLIL framework different language-supportive methodologies are incorporated by the CLIL teacher so that content and language are joint aims of the lesson. In addition, CLIL analyzes effective teaching methodologies such as the ones derived from the constructivism approach to implement student-centered learning environments. The repository of learning activities aims at creating a community of practice whose main goal is gaining understanding in relation to new learning environments, CLIL approach, and successful learning experiences in places that use a second language as language of instruction. The learning activities will favour the CLIL approach to strengthen learners’ language proficiency as well the principles underlying new-learning environments, and the learners’ needs.

Week 2 - CLIL Links

c_serio — 2016-01-24 20:12:47 UTC

This online CLIL journal offers such a variety of articles, research studies, and theory development documents on CLIL issues. http://www.icrj.eu

A presentation by professor Do Coyle from University of Nottingham where the theoretical foundations of CLIL are explained throughout. http://www.slideshare.net/gorettiblanch/theoretical-clil-framework

Week 3: Planning and implementing a CLIL path

c_serio — 2016-01-31 12:13:54 UTC

My Lesson Plan - Use technology for learning tablet in flipped classrooms

c_serio — 2016-01-31 12:15:59 UTC

Week 3 - Designing a CLIL lesson plan

c_serio — 2016-01-31 12:54:10 UTC

Learning Designer was created by the London Institute of Education. This tool aims to help teachers keep up with technological innovation, to build educational activities so that they are effective and to use technology to ensure that every student can reach their learning potential. Learning Designer gives way to a new generation of tools for lesson planning. It provides a set of web-based interactive tools designed to help teachers integrate technology into their teaching. Learning Designer is presented as a sequence of activities, like a lesson planning, with all its main features visible and editable. It can be used in any field of education, with any curriculum and for any type of learning environment: traditional classroom, online or a blended mix. What Learning Designer Learning Designer is a web-based tool to support the creation and sharing of learning projects (such as lesson-plan) and to support the integration of technology in the teaching / learning. A learning design is displayed as a sequence of activities, like a lesson-plan, with all its main features visible and editable. It has already collected over 100 design created by teachers of different areas. These are available for browsing and provide an idea of what others have done. Are, in short, a good starting point for those who want to start designing is that you want to adapt a design for their own use, or create your own from scratch.

Watch the video tutorial - Learning designer

c_serio — 2016-01-31 13:00:35 UTC

End test week 3

c_serio — 2016-01-31 13:28:40 UTC

Week 3 - Final testQuiz - My Badge

c_serio — 2016-02-12 22:22:54 UTC

Week 4 - Reading in CLIL

c_serio — 2016-02-12 22:25:04 UTC

Week 4 - Let’s work on the connections between extensive reading and CLIL.

c_serio — 2016-02-12 22:38:20 UTC

Week 4 - What is ER?

c_serio — 2016-02-12 22:38:59 UTC

In general, students learning to read in English do not like reading and they rarely read. This is partly due to the way reading is approached in the language class.

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

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.

Week 4 - LD: We have fun to read

c_serio — 2016-02-12 22:52:44 UTC

1 February - Webinar with Kristina Cunningham, European Commission

c_serio — 2016-02-12 23:18:59 UTC

c_serio — 2016-02-12 23:25:18 UTC

Module 4 - Badge

c_serio — 2016-02-12 23:26:50 UTC

c_serio — 2016-02-13 20:45:17 UTC

WEEK 5 - CLIL flipped classroom

c_serio — 2016-02-13 20:54:02 UTC

https://www.knewton.com/infographics/flipped-classroom/

c_serio — 2016-02-13 21:34:28 UTC

CLIL/ER - WEEK 4

c_serio — 2016-02-13 21:41:31 UTC

MY CERTIFICATE

The Flipped Class: Is Flipping for Everyone?

c_serio — 2016-02-14 00:38:28 UTC

My Repository

c_serio — 2016-02-14 01:28:08 UTC

https://www.khanacademy.org
http://www.scoop.it/t/learning-technology/
https://www.teachingenglish.org.uk/blogs/nikpeachey/flipping-flipped-classroom
http://multidict.net/clilstore/