Yesterday in the assembly hall, Burlington Books provided our 3ESO and 4ESO (CLIL and non-CLIL) students with a different way of approaching UK culture in the classroom. Luke Roberts, the trainer, offered a fun and interactive way for our students to learn about various aspects of British culture, such as Food & Drink, The Royal Family, Sport, Music and Famous People. Everyone in the assembly hall had a chance to laugh, to speak, to play and to participate and in the end, there was a quiz in the style of the TV game show “Who Wants to be a Millionaire?” where two lucky winners (Uxía Pérez e Fran Tuñas) took away a very nice prize. Have a look at the pics!
Onte no salón de actos, Burlington Books deulle ao noso alumnado de 3º e 4º da ESO (CLIL e non-CLIL) unha nova visión sobre como tratar a cultura na aula. Luke Roberts, o formador, mediante unha proposta divertida e interactiva, amosounos varios aspectos da cultura británica, tales como a comida e a bebida, a familia real, o deporte, a música e as persoas famosas. Todos e todas no salón de actos tivemos a oportunidade de rir, falar, xogar e participar e, ao final, houbo un concurso ao estilo do xogo televisivo “Quen quere ser millonario?”, no que dous afortunados ganadores (Uxía Pérez e Fran Tuñas) levaron un bonito premio. Mirade as fotos!
Every teacher knows that writing is not students’ favourite activity, possibly because it takes a lot of cognitive effort and is usually perceived as something boring. In Geography and History CLIL, students must develop their skills for explanation, narration, description, definition… and it is the ESL teachers’ job to anticipate and practise the language the students will need so as to be proficient in the CLIL class. Teaching kids to write is tough work, although it can be very rewarding if we do it in a funny and communicative way. Continue Reading
Yesterday, after a whole day full of workshops, games, museums…the students talked to us about their impressions on the day programme and, right away, they had a class on American Indians with us, the teachers. Kety and I introduced the subject and related it to how tribes respected nature in every single aspect of their lives. Kety did a wonderful job in our CLIL-related class and I am really positive that she will join me and Clara Cristela in our bilingual programme in the IES Xulián Magariños next year. The students worked in groups and gave themselves the name of a tribe (Navajo, Inuit…) as well as a particular name that they themselves made up: flying eagles, tired donkeys, funny pigs, crazy cows and red faces. They watched two videos about Indian life with topics ranging from clothes and food to weapons and house-building. They had to take down some notes and make a decision about who would represent the group for communication of ideas about the topics presented. We were amazed by how the students got to communicate their opinions on the topics proposed. Continue Reading
Just visited Austin O’Brien High School with a view to observing and analysing an advanced English class and a Ukrainian Bilingual programme one. Kathy, the English teacher was supervising her students making of a glogster about character analysis from The Book Thief, by Markus Zusak: autonomous work through ICT integration. Daria, the Ukrainian teacher in the bilingual programme, did a wonderful job making her students work on the four skills through ICT integration, cooperative learning, interaction and culture. This inside experience is getting better and better.
Acabo de visitar o Instituto Austin O’Brien para observar e analizar unha clase avanzada de inglés e outra do programa bilingüe de ucraniano. Kathy, a profesora de inglés supervisaba a realización dun glogster por parte do alumnado, que traballaba na análise de personaxes do libro The Book Thief, de Markus Zusak: traballo autónomo integrando as TIC. Daria, a profesora de ucraniano no programa bilingüe, traballaba xenial facendo ao alumnado desenvolver as catro destrezas mediante a integración das TIC, a aprendizaxe cooperativa, a interacción e a cultura. Esta experiencia desde dentro é cada vez mellor. Continue Reading
You can tell Nella is an experienced teacher. Her communication-based class dynamics with immigrant students focuses on scaffolding language and interaction. When dealing with content teaching, she plans teaching from a cognitive perspective through using Bloom’s taxonomy.
Nótase que Nella é unha docente con experiencia. A súa dinámica de clase con alumnado inmigrante baseada na comunicación céntrase na estadaxe da lingua e na interacción. Cando ensina contido, planifica as clases dende unha perspectiva cognitiva utilizando a taxonomía de Bloom. Continue Reading
Paula Simons, columnist in the Edmonton journal, visited the school and lectured on Journalism Ethics.
Paula Simons, columnista do Edmonton Journal, visitou o centro e deu unha charla sobre a ética xornalística.
Cooperative learning: in groups (the members are selected taking into account factors such as mixed abilities and affective ties: see pic) students analyse characters, symbolism and setting in a selected story. Amanda, the teacher, acts as a FACILITATOR. The most striking fact is that more than 80% of the class has English as a second language.
Aprendizaxe cooperativa: en grupos ( os/as integrantes selecciónanse tendo en conta factores como a diversidade de capacidades e lazos afectivos: ver foto) o alumnado analiza personaxes, simbolismo e como está ambientada a historia. Amanda, a profe, actúa como FACILITADORA. O que máis me sorprende é que máis do 80% da clase ten o inglés como segunda lingua. Continue Reading
Hoxe fomos ao aeroporto para recoller e dar a benvida a Sam Bell, o noso auxiliar de conversa neste curso a partires do mes de outubro.
Today we went to the airport so as to pick up and welcome Sam Bell, our language assistant this school year from October on. Continue Reading
Students record video messages both in their mother tongue and in English to introduce themselves, get in touch and thereafter explain various topics of the study subjects according to CLIL methodology and peer learning. In a first phase, teachers from partner schools are using video messaging to meet and plan how to involve the pupils (age16-18)