Here we go again! This is my first blog entry after holidays (by the way, Happy New Year!). Some days before Christmas time, I entered Clara’s 3-CLIL class (Geography in English, first year) in order to observe first-hand and record how she manages a CLIL class. I was lucky because Sam, the English language assistant, was there as well, acting as a facilitator in the activity. They were carrying out a communicative task on geographic terms. According to Clara, the aim of this facilitating task was the elaboration of small oral texts (basically through definition) using suitable geographic vocabulary. In the previous units the students had worked upon all the concepts they were going to define (transport, capital, market…).
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
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
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)