TEA 2010
The CLIL Affair
ENGAGING STUDENTS
STRETCHING
THINKING
COOPERATING
FOR PROGRAMME
CONSOLIDATION
MANAGING
LANGUAGE
TALKING
THROUGH
PLANNED
LE...
CORE CLIL ACTIVATORS
Mehisto, P., Bertaux, P., Frigols-Martín, M.J., 2009
STAKEHOLDERS
PARENTS
STUDENTS
TEACHERS
NON-CLIL
TEACHERS
MANAGING
TEAM
CONSEJERÍA
PEER TEACHING
STRETCHING THINKING
WATER CYCLE (ANALYSIS)
EVAPORATION
CONDENSATION
PRECIPITATIOPN
COLLECTION
ENGAGING

Tasks
− Authentic
− Challenging
− Multidisciplinary

Teacher roles
− Facilitator
− Guide
− Co-learner

Studen...
MANAGING LANGUAGE

HAVING A PLAN
− Checking level
− Scaffolding skills development

Repeating

Using visuals
− Common v...
AFFECTIVE SIDE

PYGMALION EFFECT
− The greater the expectations, the
better they perform

Climate

Feedback

Input

O...
Tea 2010
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Tea 2010

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Tea 2010

  1. 1. TEA 2010 The CLIL Affair
  2. 2. ENGAGING STUDENTS STRETCHING THINKING COOPERATING FOR PROGRAMME CONSOLIDATION MANAGING LANGUAGE TALKING THROUGH PLANNED LEARNING AND PROGRESS WITH STUDENTS REFLECTINGONPRACTICE MANAGING THE AFFECTIVE SIDE OF LEARNING SYSTEMATISING INTEGRATION MAKING IT REAL THE CLIL HOUSE
  3. 3. CORE CLIL ACTIVATORS Mehisto, P., Bertaux, P., Frigols-Martín, M.J., 2009
  4. 4. STAKEHOLDERS PARENTS STUDENTS TEACHERS NON-CLIL TEACHERS MANAGING TEAM CONSEJERÍA
  5. 5. PEER TEACHING
  6. 6. STRETCHING THINKING WATER CYCLE (ANALYSIS) EVAPORATION CONDENSATION PRECIPITATIOPN COLLECTION
  7. 7. ENGAGING  Tasks − Authentic − Challenging − Multidisciplinary  Teacher roles − Facilitator − Guide − Co-learner  Student roles − Explorer − Cognitive apprentice − Teacher − producer
  8. 8. MANAGING LANGUAGE  HAVING A PLAN − Checking level − Scaffolding skills development  Repeating  Using visuals − Common vision − Editing input − L2 and L1
  9. 9. AFFECTIVE SIDE  PYGMALION EFFECT − The greater the expectations, the better they perform  Climate  Feedback  Input  Output − Xperts − Initiative

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