Planning

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Planning

  1. 1. TEA 2010 THE CLIL PLAN
  2. 2. NEW PERSPECTIVE OF LEARNING  PREJUDICES  STUDENTS DON'T READ  NO INTEREST  LEARNING IS A SOCIAL PROCESS  HAPPENING IN NETWORKS  PLE/ CLE  COMPLEX ADAPTIVE SYSTEMS  CHAOS  PLANNING IS ESSENTIAL
  3. 3. THE ROLE OF ICT
  4. 4. 1.- Why planning? ...a “shift of paradigm” is necessary in teacher / learner roles. Co-operative, collaborative procedures are called for to harness the wide range of possibilities the new media offer. Teachers are called upon to abandon traditional roles and act more as guides and mentors, ... (Fitzpatrick and Davies 2003, 4)
  5. 5. SYSTEMATIC INTEGRATION TWO WAY INTEGRATION:  CONTENT SUBJECT USING ENGLISH  ENGLISH USING CONTENT COORDINATION IN TEAM TEACHING  WHAT CONTENT  WHAT LANGUAGE PLANNING THEN IS VITAL
  6. 6. WHAT INGREDIENTS  LANGUAGE  CONTENT  STUDENTS' TASKS
  7. 7. LANGUAGE CONTENT: THE DIFFERENT BLOCKS STUDENTS' OUTCOME: WHAT WE EXPECT THE STUDENTS TO DO (DESCRIPTORS, TAKEN FROM ASSESSMENT CRITERIA)
  8. 8. CONTENT  CONTENT − THE DIFFERENT BLOCKS  STUDENTS OUTCOME − WHAT WE EXPECT THE STUDENTS TO DO (DESCRIPTORS, TAKEN FROM ASSESSMENT CRITERIA)
  9. 9. STUDENTS' TASKS  INCLUDING ALL SKILLS  FOLLOWING PRINCIPLE OF RELEVANCE  DESCRIPTION, RESOURCES, GROUPING
  10. 10. TOOLS FOR COOPERATION  GOOGLE DOCS  GOOGLE CALENDAR  MOODLE/ SOCIAL NETWORKS
  11. 11. ASSESSING OUR OWN WORK  INTEGRATE CONTENT AND LANGUAGE  CREATE A RICH LEARNING ENVIRONMENT  MAKE INPUT COMPREHENSIBLE  USE TEACHER TALK EFFECTIVELY  PROMOTE EXTENDED STUDENT OUTPUT  ATTEND TO DIVERSE LEARNER NEEDS  ATTEND TO CONTINUOUS GROWTH AND IMPROVEMENT IN ACCURACY

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