Clil Chapter 4

CLIL Putting CLIL in motion. (Chapter 4)

OUTCOMES ,[object Object],Content-related learning outcomes. Language-related learning outcomes that Support the acquisition of content. Outcomes related to general learning skills

OUTCOMES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Supporting language learning in content classes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Supporting language learning in content classes: tips.

[object Object],[object Object],[object Object],Supporting language learning in content classes: tips.

[object Object],Supporting language learning in content classes: tips. verb charts Group according to categories Graphic organizers Pictorial dictionaries

[object Object],[object Object],[object Object],[object Object],[object Object],Supporting content learning in language classes.

Working through cross-curricular themes and projects. ,[object Object],[object Object],[object Object],[object Object]

Working through cross-curricular themes and projects. Primary School All about me My day/school/family/home Autumn, Winter Spring, Summer My country Food and drink Adventures Treasure Hunts The Environment Our continent

Working through cross-curricular themes and projects. Secondary School Climate change Globalization People who changed The world Trade Nobel laureates Conflict resolution Environmental Issues

Working through cross-curricular themes and projects. Vocational Education Client centered service Entrepeneurship Marketing Consumer awareness Sustainable development Safety and security Respect Information and Communication Technology

Working through cross-curricular themes and projects. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Reflecting on learning ,[object Object]

Key reasons for organizing assessment: ,[object Object],[object Object],[object Object],[object Object],[object Object]

Assessment in CLIL Planning for learning by doing Advanced planning Planning for assessment

Areas assessed in CLIL: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Assesment is done: through st conferences with the teacher based on planned curriculum outcomes based on pre-established criteria by collecting anecdotal information about each st through st self-evaluation through peers through st portfolios through files of st work by using evaluation grids by means of checklists

Thoughts and feelings ,[object Object],[object Object],[object Object],[object Object]

Student as learner ,[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],Plans

[object Object],[object Object],[object Object],[object Object]

Teaming up with fellow teachers ,[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],Suggestions for what to focus on

Clil Chapter 4

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Clil Chapter 4