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CLIL: A lesson framework

Underlying principlesClassroom principlesLesson frameworkConclusion Underlying principlesThe principles behind Content and Language Integrated Learning include global statements such as 'all teachers are teachers of language' (The Bullock Report - A Language for Life, 1975) to the wide-ranging advantages of cross-curricular bilingual teaching in statements from the Content and Language Integrated Project (CLIP). The benefits of CLIL may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation. While CLIL may be the best-fit methodology for language teaching and learning in a multilingual Europe, the literature suggests that there remains a dearth of CLIL-type materials, and a lack of teacher training programmes to prepare both language and subject teachers for CLIL teaching. The theory may be solid, but questions remain about how theory translates into classroom practice. Related:  Language and CLIL

Five of the best CLIL resources online - CLIL Media In the posts on this website I usually share my opinion on CLIL as well as share some ideas of others. This time however, I would like to share CLIL resources that I think are really worth your time and can be used to advance both your knowledge of CLIL as well as help you with ideas for your lessons. 1. Peter Sansom is a Dutch Art and Design CLIL teacher who shares his lesson ideas on his blog. 2. CLIL and Drama, a perfect combination according to this website. Do you teach drama? 3. As CLIL has become a world wide phenomenon, a lot of research has been done to study its effects and results. If you are interested in more information regarding the research into CLIL, this is your place to be. 4. Combining CLIL and ICT was a theme of CLIL Magazine not long ago, and this website has taken this to the next level. 5. Not a CLIL website per sé, but a great website to be inspired by a variety of activities. Ever in need of ideas? Conclusion I hope you like this compilation of CLIL resources.

Zona CLIL | Metodología y Recursos CLIL/AICLE EMILE Content and Language Integrated Learning In ELT, forms of CLIL have previously been known as 'Content-based instruction', 'English across the curriculum' and 'Bilingual education'. Why is CLIL important?How does CLIL work?The advantages of CLILCLIL in the classroomThe future of CLILWhere is CLIL happening? Why is CLIL important?With the expansion of the European Union, diversity of language and the need for communication are seen as central issues. Even with English as the main language, other languages are unlikely to disappear. How does CLIL work? Knowledge of the language becomes the means of learning contentLanguage is integrated into the broad curriculumLearning is improved through increased motivation and the study of natural language seen in context. The advantages of CLIL CLIL helps to: CLIL in the classroomCLIL assumes that subject teachers are able to exploit opportunities for language learning. The treatment of this lexis has the following features: Where is CLIL happening?

The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom Bloom’s & SOLO ‘are not Just Colorful Posters we Hang on the Wall’ is my two-part series at Education Week Teacher. Bloom’s Taxonomy is talked about a lot in educational circles. However, if you believe a recent survey of visits to 23,000 U.S. classrooms, the higher-order thinking skills it’s ideally designed to promote doesn’t get much use. And I can understand why. It’s easy to get caught-up in the day-to-day work involved in teaching a class or multiple classes, and it’s easy to fall into the trap of doing the “usual stuff” and not “think out of the box.” I thought it might be useful to share in a “The Best…” list the resources that help me try to use Bloom’s Taxonomy in my classroom. There may very well be resources out there that do a far better job of explaining the Taxonomy and how to use it. I personally try to use Bloom’s Taxonomy in two ways. In addition, I try to use Bloom’s to help me formulate my own lessons. Bloom’s Revised Taxonomy Memory Understanding Applying and Analyzing

History - World War Two: Summary Outline of Key Events Język angielski w przedszkolu - metody i formy pracy Wydawnictwo Szkolne PWN Katarzyna Nicholls, specjalistka w zakresie wczesnego nauczania języka angielskiego, omawia metody i formy pracy, które pomogą najmłodszym rozpocząć wyjątkową przygodę z językiem obcym. Autorka przedstawia również wiele przykładów ćwiczeń do wykorzystania na zajęciach z przedszkolakami. Nowa podstawa programowa wychowania przedszkolnego nakłada na przedszkola obowiązek włączenia zajęć z języka obcego w ramy dnia przedszkolnego. We wrześniu 2015 r. wymóg ten objął pięciolatki, a w kolejnych latach zostanie rozszerzony na wszystkie grupy wiekowe. Celem zajęć językowych w przedszkolu jest: „(…) przygotowanie dzieci do posługiwania się językiem obcym nowożytnym poprzez rozbudzanie ich świadomości językowej i wrażliwości kulturowej oraz budowanie pozytywnej motywacji do nauki języków obcych na dalszych etapach edukacyjnych, a w przypadku dzieci z upośledzeniem umysłowym w stopniu umiarkowanym lub znacznym – rozwijanie świadomości istnienia odmienności językowej i kulturowej”. Opis Pokaz 1. 2.

Revised Bloom’s Taxonomy – CELT Jump to the Bloom's Revised Taxonomy Model Go to the Flash version of the Bloom's Revised Taxonomy Model Download the PDF Version A statement of a learning objective contains a verb (an action) and an object (usually a noun). The verb generally refers to [actions associated with] the intended cognitive process. The object generally describes the knowledge students are expected to acquire or construct. The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. The knowledge dimension represents a range from concrete (factual) to abstract (metacognitive) (Table 2). Bloom’s Digital Taxonomy by Andrew Churches – a thorough orientation to the revised taxonomy; practical recommendations for a wide variety of ways mapping the taxonomy to the uses of current online technologies; and associated rubrics Bloom et al.’s Taxonomy of the Cognitive Domain (Dr. Revising Bloom’s Taxonomy. *Anderson, L.W.

C is for C-Wheel | Carol Read's ABC of Teaching Children I originally developed the C-Wheel to use on teacher education courses in order to help develop awareness and understanding of ways to create optimal conditions for children’s learning, whatever the age. My aim was two-fold: firstly, to provide a flexible tool which could be applied to many different teaching and learning contexts, and secondly, to suggest that by adopting an approach in which we take account of the whole child, we are likely to be more effective and successful in our work as language teachers. I have written about the C-Wheel in detail elsewhere* so what follows here is a brief description. At the centre of the C-Wheel is the child (including their social, psychological, physical and emotional needs) and the child’s learning. These need to be the starting point for everything we do in our classes. Around the wheel are eight segments showing key ingredients, all beginning with the letter ‘C’, which help us to work towards creating optimal conditions for learning: