This document provides an overview of a framework for the professional development of CLIL (Content and Language Integrated Learning) teachers. It discusses the importance of curriculum development for CLIL teacher training. The framework aims to provide principles for designing CLIL professional development curricula and serve as a tool for reflection. It identifies the major challenge of CLIL as its integrative nature, as teachers must be prepared to teach both a content subject and language in an integrated manner. The document also provides definitions for key terms used in the framework.
This document provides an introduction to the backward design process for curriculum development. It outlines the three stages of backward design: 1) identify desired results, 2) determine acceptable evidence, and 3) plan learning experiences and instruction. For stage 1, it discusses identifying goals, essential questions, understandings, knowledge, and skills. It emphasizes that the purpose is to be thoughtful about learning goals rather than just gaining technical skills. It also notes that the process is not always linear and the stages don't need to be followed strictly step-by-step.
This document provides an overview and introduction to the Microfinance Opportunities Core Curriculum for financial education. It discusses the objectives of the training which are to define financial education and capability, examine the Core Curriculum modules and tools, and consider how to implement a financial education program using the Core Curriculum. The Core Curriculum was developed by Microfinance Opportunities and Freedom from Hunger to improve financial capability and consists of 5 modules covering topics like budgeting, savings, debt management, bank services, and financial negotiations. It provides various tools for training including trainer's guides, manuals, handouts, and videos to disseminate the curriculum.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
The document discusses the Most Essential Learning Competencies (MELCs) in the Philippines. It provides background on the development of the MELCs, including the rationale which was driven by the COVID-19 pandemic and the need to sustain education. Key aspects of the MELCs are that they identify essential and desirable competencies, and those that are enduring and help build lifelong learning skills. The document also provides guidance on unpacking and combining MELCs to develop clear learning objectives based on prerequisite skills and a logical sequence.
This document provides information on the Most Essential Learning Competencies (MELCS) in the Philippines for School Year 2020-2021. It discusses the rationale for developing the MELCs due to the impacts of the COVID-19 pandemic on education. It explains that the MELCs were identified by reducing the number of competencies per quarter from the original curriculum to the most essential ones. The document provides examples of MELCs and gives guidance on how to unpack the MELCs into learning objectives by considering standards, prerequisite skills, and logical sequencing. The goal of the MELCs is to continue providing quality, accessible education while addressing the challenges of the current situation.
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULESSANA FATIMA
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULES
TEACHER GUIDES:
Teacher Guides support teachers in five key areas:
Planning:
Teaching approaches:
Assessment:
Learning environment:
SUBJECT RESOURCE MODULES:
MODULES ARE USED TO:
THREE KEY THINGS THAT ARE IMPORTANT WHILE DESIGNING A MODULE FOR ANY SUBJECT:
1. Be clear about the module purposes and aspirations for student participants and communicate these to students:
2. Make sure your module is constructively aligned (the learner actively constructs their own understanding and all teaching and assessment are aligned with outcomes the intended).
3. Considering the course in context (department, institution, sector):
This document outlines criteria for designing an ideal science curriculum at the secondary level. It discusses six criteria for curriculum validity: cognitive, content, process, historical, environmental, and ethical. The curriculum should engage students in acquiring scientific knowledge and processes, appreciate how concepts evolve over time, relate to students' environments, and promote values like honesty. When constructing the curriculum, principles like child-centeredness, community-centeredness, activity-centeredness, variety, creativity, and flexibility should be followed. The conclusion states that at the secondary level, students should engage with science as a composite discipline, conduct experiments to discover principles, and work on locally significant science and technology projects.
This document provides an introduction to the backward design process for curriculum development. It outlines the three stages of backward design: 1) identify desired results, 2) determine acceptable evidence, and 3) plan learning experiences and instruction. For stage 1, it discusses identifying goals, essential questions, understandings, knowledge, and skills. It emphasizes that the purpose is to be thoughtful about learning goals rather than just gaining technical skills. It also notes that the process is not always linear and the stages don't need to be followed strictly step-by-step.
This document provides an overview and introduction to the Microfinance Opportunities Core Curriculum for financial education. It discusses the objectives of the training which are to define financial education and capability, examine the Core Curriculum modules and tools, and consider how to implement a financial education program using the Core Curriculum. The Core Curriculum was developed by Microfinance Opportunities and Freedom from Hunger to improve financial capability and consists of 5 modules covering topics like budgeting, savings, debt management, bank services, and financial negotiations. It provides various tools for training including trainer's guides, manuals, handouts, and videos to disseminate the curriculum.
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT SANA FATIMA
NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT:
GLATTHORN’S MODEL
NON-SCIENTIFIC MODELS:
1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely.
2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns
3. Give recognition to the importance of music, arts, literature, health education & humanities.
4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs
• One of the most Recognized Nontechnical/Nonscientific Models is Allan Glatthorn’s model: Naturalistic Model
Glatthorn Model contains the following eight steps:
1. Assess the alternatives:
2. Stake out the territory:
3. Develop a constituency:
4, Build the knowledge base:
5. Block, in the Unit:
6. Plan quality learning experiences:
7. Develop the course examination:
8. Developing the learning scenarios:
The document discusses the Most Essential Learning Competencies (MELCs) in the Philippines. It provides background on the development of the MELCs, including the rationale which was driven by the COVID-19 pandemic and the need to sustain education. Key aspects of the MELCs are that they identify essential and desirable competencies, and those that are enduring and help build lifelong learning skills. The document also provides guidance on unpacking and combining MELCs to develop clear learning objectives based on prerequisite skills and a logical sequence.
This document provides information on the Most Essential Learning Competencies (MELCS) in the Philippines for School Year 2020-2021. It discusses the rationale for developing the MELCs due to the impacts of the COVID-19 pandemic on education. It explains that the MELCs were identified by reducing the number of competencies per quarter from the original curriculum to the most essential ones. The document provides examples of MELCs and gives guidance on how to unpack the MELCs into learning objectives by considering standards, prerequisite skills, and logical sequencing. The goal of the MELCs is to continue providing quality, accessible education while addressing the challenges of the current situation.
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULESSANA FATIMA
TEACHER SUPPORT CURRICULUM- DESIGNING TEACHER GUIDES, SUBJECT RESOURCE MODULES
TEACHER GUIDES:
Teacher Guides support teachers in five key areas:
Planning:
Teaching approaches:
Assessment:
Learning environment:
SUBJECT RESOURCE MODULES:
MODULES ARE USED TO:
THREE KEY THINGS THAT ARE IMPORTANT WHILE DESIGNING A MODULE FOR ANY SUBJECT:
1. Be clear about the module purposes and aspirations for student participants and communicate these to students:
2. Make sure your module is constructively aligned (the learner actively constructs their own understanding and all teaching and assessment are aligned with outcomes the intended).
3. Considering the course in context (department, institution, sector):
This document outlines criteria for designing an ideal science curriculum at the secondary level. It discusses six criteria for curriculum validity: cognitive, content, process, historical, environmental, and ethical. The curriculum should engage students in acquiring scientific knowledge and processes, appreciate how concepts evolve over time, relate to students' environments, and promote values like honesty. When constructing the curriculum, principles like child-centeredness, community-centeredness, activity-centeredness, variety, creativity, and flexibility should be followed. The conclusion states that at the secondary level, students should engage with science as a composite discipline, conduct experiments to discover principles, and work on locally significant science and technology projects.
The document discusses international and national trends in primary level curriculum development. It outlines how curriculums are developed through a reform cycle in Pakistan, with input from federal and provincial authorities. Curriculums are aimed to meet national education policies while allowing for regional adaptation. The development process involves syllabus formulation, textbook writing, and review/approval procedures to ensure standards are met.
KEY DEBATES ON INCLUSIVE EDUCATION INCLUSIVE EDUCATION:SANA FATIMA
KEY DEBATES ON INCLUSIVE EDUCATION
INCLUSIVE EDUCATION:
Inclusive education – also called inclusion – is education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges, and universities
KEY DEBATES ON INCLUSIVE EDUCATION
1. Should teaching methods be adapted to students’ needs?
2. Does inclusive education necessarily imply greater participation by families and community networks in the educative process?
3. Are resources the key to the development of inclusive education policies?
4. What role should the state and public education authorities play in the movement for inclusive education?
5. Inadequate Funding:
6. Barriers to Inclusive Education
7. Overcoming barriers
8. “Inclusion may not be beneficial for all students”
The Role of Politics in Curriculum Decision Makingkdijah
This document discusses the role of politics in curriculum decision making. It defines key terms like curriculum, the phases of curriculum development, and gives examples from Trinidad and Tobago of how politics influences curriculum changes. Research and interviews showed that the current curriculum is too heavily influenced by changing governments and needs more balance, cultural content, and input from stakeholders. Recommendations include revising the curriculum to be more student-centered and involving government and stakeholders more in the entire curriculum process.
The document discusses the concept of curriculum. It defines curriculum as a template or design that enables learning to take place. It discusses curriculum theory, noting that curriculum theory provides meaning to a school's curriculum by explaining the relationships between its elements and directing its development, use, and evaluation. It also outlines four main approaches to curriculum - behavioral, managerial, systems, and humanistic. Additionally, it discusses aims and objectives of curriculum development at the secondary level, criteria for developing curriculum objectives, and characteristics and principles of curriculum construction. It concludes by discussing evaluation of curriculum and determination of curriculum in Pakistan.
The document discusses the curriculum development cycle, which is a systematic, multi-step process for designing, delivering, and reviewing curriculum across all subject areas. The key components of the cycle are needs assessment, curriculum development/revision, materials selection, assessment development, implementation including staff training, and program evaluation. A typical cycle lasts 5-7 years and covers all core and elective subjects to allow for ongoing improvement while balancing resource demands. The cycle is established by personnel with knowledge of curriculum and budgets and is revisited periodically to adapt to changes.
Strengthening research to improve schooling outcomesJared Ram Juezan
This document outlines research on strengthening schooling outcomes through various methods. It discusses action research, which integrates implementing plans with studying their effectiveness. Some areas of focus are what works in schools according to factors like teaching strategies. Mixed research methods are recommended, using both qualitative and quantitative data to gain a fuller understanding. The document provides guidance on writing strong research reports through thoroughly evaluating criteria like clearly describing the methodology.
This document outlines the steps in curriculum development according to Ralph Tyler's model. It discusses 4 main steps: 1) formulation of educational objectives, 2) selection of learning experiences, 3) organization of learning experiences, and 4) evaluation of the curriculum. Under each step, it provides details on developing objectives based on student and social needs, principles for selecting learning experiences, organizing experiences for continuity and integration, and evaluating if objectives are achieved. It also discusses developing a master rotation plan, course plan, unit plan, and lesson plan to implement the curriculum.
Why competency based curriculum reform is needed in kenya by ibeJoseph Mwanzo
The document discusses curriculum reforms in Kenya that aim to adopt a competency-based approach. It provides context for why curriculum change was deemed necessary, including findings from a national needs assessment study. The goals of the reforms are outlined, including empowering citizens with 21st century skills and aligning with sustainable development goals. The key changes that will occur under a competency-based approach are that the curriculum will emphasize what learners can do rather than just knowledge acquisition and will promote applying learning. A Basic Education Curriculum Framework was developed to guide the reforms process based on international best practices and stakeholder input.
The document discusses the nursing curriculum. It defines curriculum and outlines the principles, determinants, types (knowledge-centered, competence-based, experience-based), development process, and models of curriculum (linear, cyclic, dynamic, Tyler). It also discusses curriculum revision, the roles of various stakeholders in development/revision, and importance of research for improving nursing curriculum and evidence-based practice.
This document outlines the components of a competency-based syllabus for a course. It discusses 9 main components: 1) administrative information, 2) a brief course description, 3) generic and specific competencies, 4) unit contents, 5) methodology, 6) evaluation/assessment, 7) ethics, 8) class rules and policies, and 9) bibliography. It provides examples of how each component could be structured, such as charts outlining competencies, unit outlines with learning outcomes and assessments, and descriptions of teaching methodology and assessment strategies. The conclusion references self-evaluation and improving the course based on feedback.
Curriculum policy is less discussed Topic though it is the Most needed issue of today. As The concept of curriculum is as dynamic as the changes that occur in society. In its narrow sense,
curriculum is viewed merely as a listing of subject to be taught in school. In a broader sense, it refers to the total learning experiences of individuals not only in schools but in society as well.
The document defines key terms related to competency-based curriculum. It discusses definitions of curriculum, competence, and competency-based curriculum. It outlines the background and characteristics of competency-based curriculum, including its student-centered principles. The document also examines components, implementation through teaching and learning activities, and evaluation of competency-based curriculum. It concludes that competence refers to intelligent actions and responsibilities to perform tasks, and that competency-based curriculum emphasizes developing student abilities and mastery of competencies.
1. A syllabus specifies the content and organization of a course of study, including learning objectives, materials, sequence, and evaluation. It provides a framework for what will be taught and learned.
2. There are different types of syllabi, such as analytical, synthetic, situational, and notional, which organize content in different ways based on language skills, functions, or structures.
3. A syllabus differs from a curriculum in that a syllabus focuses on the content of a specific subject area, while a curriculum encompasses the overall goals and design of an educational program across multiple subject areas.
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
This document summarizes a presentation on learner models in online personalized educational experiences. It discusses the context of technology enhanced learning and the problem of disengagement in online learning. A proposed solution called GVIS creates user profiles by aggregating data from multiple sources and presenting it visually to support self-reflection and tutoring. Initial analysis found that simpler, more aggregated visualizations were preferred. GVIS was integrated with Moodle and Adapt2 to test social visualization. Results found an impact on user behavior enhanced by social aspects, and that tutors preferred compact, intuitive information. Further development of GVIS was suggested to better support instructional design.
The document discusses planning goals and learning outcomes for language education curricula. It examines different approaches to stating curriculum aims, such as academic rationalism and social reconstructionism. The document also analyzes how to describe learning outcomes through objectives, competencies, and nonlanguage outcomes to provide clear guidelines for curriculum development.
The document discusses the past, present, and future of curriculum development. It notes that definitions of curriculum are varied and focus on content, experiences, objectives or processes. Curriculum of the past focused on discipline, control and standardization, while trends are challenging current approaches. Five key trends - personalized learning, mobile learning, open education, informal/social learning, and inclusion/diversity - present challenges around balancing standardization with personalization, sustainability with fast changing technologies, measuring informal learning, and ensuring equal access. The future of curriculum is envisioned as customized, collaborative, skills-focused, available anytime/anywhere, and open/democratic.
Pedagogical Approaches and Techniques of Non-Education Graduates Teaching Gen...IJAEMSJORNAL
Pedagogical approaches and techniques are common among teachers, but some are more effective and appropriate than others. The study is focused on identifying the basic pedagogical approaches and techniques of Senior High School non-education graduate teachers (SHSNEGT) teaching General Mathematics using the purposive sampling method, the main respondents of the study are 12 SHSNEGT and two experts per school in Aliaga District, Municipality of Aliaga in Nueva Ecija. With the use of concurrent mixed-method research design and data statistical analysis, the results show that teacher-respondents whose age ranges from 25 to 38 are categorized as "young adults and professionals" and 83.33% are female with two years teaching experience in SHS, having BS Degree and specialization related in business courses as well as in their previous work. Using logical/matrix and inductive analysis and weighted mean, the subject matter-centered approach has weighted mean3.92 and the teacher-centered approach has 3.31 mean and considered dominant and "significantly evident" in teaching General Mathematics. With regards to pedagogical techniques applied by the teachers using weighted mean, "setting of objectives" has the highest weighted mean of 3.44, lesson development has 3.39, application 3.36, evaluation 3.35 and materials being used have 3.28. All items with a verbal description of “outstanding". They set their objectives based on learning competencies with three domains of learning, using board, with motivational activity on lesson development and board-work, group activity, problem sets, and quiz as a means of evaluation. Using ANOVA test analysis, previous work has significant differences in the pedagogical approaches(F=10.667, sig = .004) but there are no significant differences in terms of techniques (F=.510, sig=.65). The majority of the teachers are challenged about the attitude and behavior of the students towards learning. To develop productive notions of teaching, teachers must think of appropriate pedagogical approaches and techniques for every topic/lesson.
1. The document discusses unit planning, which refers to planning instruction for a unit of study that lasts 2-3 weeks and includes standards, skills, and learning outcomes.
2. A unit plan consists of selecting the unit, analyzing its content, determining objectives, deciding learning experiences, selecting teaching aids, planning evaluation, and assigning work.
3. Following pedagogical principles like comprehensiveness, clarity, systematic presentation, and economy of time is important for effective unit planning.
Maratis Moses is a professional spoken word poet from Swaziland who focuses on educational, inspirational, and sensitive subject matter in his performances. He began writing poetry while in a juvenile detention center to cope with his rehabilitation process. Since then, he has established himself as a leading poet in Swaziland, performing for a wide range of audiences and collaborating with other local artists.
La Convención sobre los Derechos del Niño establece que cada niño tiene derecho a un nombre y nacionalidad desde su nacimiento (Principio 3). También estipula que los niños deben ser protegidos contra prácticas discriminatorias y educados en un espíritu de comprensión, tolerancia y fraternidad para servir a los demás (Principio 10). La Convención ha sido ratificada por 191 países.
The document discusses international and national trends in primary level curriculum development. It outlines how curriculums are developed through a reform cycle in Pakistan, with input from federal and provincial authorities. Curriculums are aimed to meet national education policies while allowing for regional adaptation. The development process involves syllabus formulation, textbook writing, and review/approval procedures to ensure standards are met.
KEY DEBATES ON INCLUSIVE EDUCATION INCLUSIVE EDUCATION:SANA FATIMA
KEY DEBATES ON INCLUSIVE EDUCATION
INCLUSIVE EDUCATION:
Inclusive education – also called inclusion – is education that includes everyone, with non-disabled and Disabled people (including those with “special educational needs”) learning together in mainstream schools, colleges, and universities
KEY DEBATES ON INCLUSIVE EDUCATION
1. Should teaching methods be adapted to students’ needs?
2. Does inclusive education necessarily imply greater participation by families and community networks in the educative process?
3. Are resources the key to the development of inclusive education policies?
4. What role should the state and public education authorities play in the movement for inclusive education?
5. Inadequate Funding:
6. Barriers to Inclusive Education
7. Overcoming barriers
8. “Inclusion may not be beneficial for all students”
The Role of Politics in Curriculum Decision Makingkdijah
This document discusses the role of politics in curriculum decision making. It defines key terms like curriculum, the phases of curriculum development, and gives examples from Trinidad and Tobago of how politics influences curriculum changes. Research and interviews showed that the current curriculum is too heavily influenced by changing governments and needs more balance, cultural content, and input from stakeholders. Recommendations include revising the curriculum to be more student-centered and involving government and stakeholders more in the entire curriculum process.
The document discusses the concept of curriculum. It defines curriculum as a template or design that enables learning to take place. It discusses curriculum theory, noting that curriculum theory provides meaning to a school's curriculum by explaining the relationships between its elements and directing its development, use, and evaluation. It also outlines four main approaches to curriculum - behavioral, managerial, systems, and humanistic. Additionally, it discusses aims and objectives of curriculum development at the secondary level, criteria for developing curriculum objectives, and characteristics and principles of curriculum construction. It concludes by discussing evaluation of curriculum and determination of curriculum in Pakistan.
The document discusses the curriculum development cycle, which is a systematic, multi-step process for designing, delivering, and reviewing curriculum across all subject areas. The key components of the cycle are needs assessment, curriculum development/revision, materials selection, assessment development, implementation including staff training, and program evaluation. A typical cycle lasts 5-7 years and covers all core and elective subjects to allow for ongoing improvement while balancing resource demands. The cycle is established by personnel with knowledge of curriculum and budgets and is revisited periodically to adapt to changes.
Strengthening research to improve schooling outcomesJared Ram Juezan
This document outlines research on strengthening schooling outcomes through various methods. It discusses action research, which integrates implementing plans with studying their effectiveness. Some areas of focus are what works in schools according to factors like teaching strategies. Mixed research methods are recommended, using both qualitative and quantitative data to gain a fuller understanding. The document provides guidance on writing strong research reports through thoroughly evaluating criteria like clearly describing the methodology.
This document outlines the steps in curriculum development according to Ralph Tyler's model. It discusses 4 main steps: 1) formulation of educational objectives, 2) selection of learning experiences, 3) organization of learning experiences, and 4) evaluation of the curriculum. Under each step, it provides details on developing objectives based on student and social needs, principles for selecting learning experiences, organizing experiences for continuity and integration, and evaluating if objectives are achieved. It also discusses developing a master rotation plan, course plan, unit plan, and lesson plan to implement the curriculum.
Why competency based curriculum reform is needed in kenya by ibeJoseph Mwanzo
The document discusses curriculum reforms in Kenya that aim to adopt a competency-based approach. It provides context for why curriculum change was deemed necessary, including findings from a national needs assessment study. The goals of the reforms are outlined, including empowering citizens with 21st century skills and aligning with sustainable development goals. The key changes that will occur under a competency-based approach are that the curriculum will emphasize what learners can do rather than just knowledge acquisition and will promote applying learning. A Basic Education Curriculum Framework was developed to guide the reforms process based on international best practices and stakeholder input.
The document discusses the nursing curriculum. It defines curriculum and outlines the principles, determinants, types (knowledge-centered, competence-based, experience-based), development process, and models of curriculum (linear, cyclic, dynamic, Tyler). It also discusses curriculum revision, the roles of various stakeholders in development/revision, and importance of research for improving nursing curriculum and evidence-based practice.
This document outlines the components of a competency-based syllabus for a course. It discusses 9 main components: 1) administrative information, 2) a brief course description, 3) generic and specific competencies, 4) unit contents, 5) methodology, 6) evaluation/assessment, 7) ethics, 8) class rules and policies, and 9) bibliography. It provides examples of how each component could be structured, such as charts outlining competencies, unit outlines with learning outcomes and assessments, and descriptions of teaching methodology and assessment strategies. The conclusion references self-evaluation and improving the course based on feedback.
Curriculum policy is less discussed Topic though it is the Most needed issue of today. As The concept of curriculum is as dynamic as the changes that occur in society. In its narrow sense,
curriculum is viewed merely as a listing of subject to be taught in school. In a broader sense, it refers to the total learning experiences of individuals not only in schools but in society as well.
The document defines key terms related to competency-based curriculum. It discusses definitions of curriculum, competence, and competency-based curriculum. It outlines the background and characteristics of competency-based curriculum, including its student-centered principles. The document also examines components, implementation through teaching and learning activities, and evaluation of competency-based curriculum. It concludes that competence refers to intelligent actions and responsibilities to perform tasks, and that competency-based curriculum emphasizes developing student abilities and mastery of competencies.
1. A syllabus specifies the content and organization of a course of study, including learning objectives, materials, sequence, and evaluation. It provides a framework for what will be taught and learned.
2. There are different types of syllabi, such as analytical, synthetic, situational, and notional, which organize content in different ways based on language skills, functions, or structures.
3. A syllabus differs from a curriculum in that a syllabus focuses on the content of a specific subject area, while a curriculum encompasses the overall goals and design of an educational program across multiple subject areas.
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
This document summarizes a presentation on learner models in online personalized educational experiences. It discusses the context of technology enhanced learning and the problem of disengagement in online learning. A proposed solution called GVIS creates user profiles by aggregating data from multiple sources and presenting it visually to support self-reflection and tutoring. Initial analysis found that simpler, more aggregated visualizations were preferred. GVIS was integrated with Moodle and Adapt2 to test social visualization. Results found an impact on user behavior enhanced by social aspects, and that tutors preferred compact, intuitive information. Further development of GVIS was suggested to better support instructional design.
The document discusses planning goals and learning outcomes for language education curricula. It examines different approaches to stating curriculum aims, such as academic rationalism and social reconstructionism. The document also analyzes how to describe learning outcomes through objectives, competencies, and nonlanguage outcomes to provide clear guidelines for curriculum development.
The document discusses the past, present, and future of curriculum development. It notes that definitions of curriculum are varied and focus on content, experiences, objectives or processes. Curriculum of the past focused on discipline, control and standardization, while trends are challenging current approaches. Five key trends - personalized learning, mobile learning, open education, informal/social learning, and inclusion/diversity - present challenges around balancing standardization with personalization, sustainability with fast changing technologies, measuring informal learning, and ensuring equal access. The future of curriculum is envisioned as customized, collaborative, skills-focused, available anytime/anywhere, and open/democratic.
Pedagogical Approaches and Techniques of Non-Education Graduates Teaching Gen...IJAEMSJORNAL
Pedagogical approaches and techniques are common among teachers, but some are more effective and appropriate than others. The study is focused on identifying the basic pedagogical approaches and techniques of Senior High School non-education graduate teachers (SHSNEGT) teaching General Mathematics using the purposive sampling method, the main respondents of the study are 12 SHSNEGT and two experts per school in Aliaga District, Municipality of Aliaga in Nueva Ecija. With the use of concurrent mixed-method research design and data statistical analysis, the results show that teacher-respondents whose age ranges from 25 to 38 are categorized as "young adults and professionals" and 83.33% are female with two years teaching experience in SHS, having BS Degree and specialization related in business courses as well as in their previous work. Using logical/matrix and inductive analysis and weighted mean, the subject matter-centered approach has weighted mean3.92 and the teacher-centered approach has 3.31 mean and considered dominant and "significantly evident" in teaching General Mathematics. With regards to pedagogical techniques applied by the teachers using weighted mean, "setting of objectives" has the highest weighted mean of 3.44, lesson development has 3.39, application 3.36, evaluation 3.35 and materials being used have 3.28. All items with a verbal description of “outstanding". They set their objectives based on learning competencies with three domains of learning, using board, with motivational activity on lesson development and board-work, group activity, problem sets, and quiz as a means of evaluation. Using ANOVA test analysis, previous work has significant differences in the pedagogical approaches(F=10.667, sig = .004) but there are no significant differences in terms of techniques (F=.510, sig=.65). The majority of the teachers are challenged about the attitude and behavior of the students towards learning. To develop productive notions of teaching, teachers must think of appropriate pedagogical approaches and techniques for every topic/lesson.
1. The document discusses unit planning, which refers to planning instruction for a unit of study that lasts 2-3 weeks and includes standards, skills, and learning outcomes.
2. A unit plan consists of selecting the unit, analyzing its content, determining objectives, deciding learning experiences, selecting teaching aids, planning evaluation, and assigning work.
3. Following pedagogical principles like comprehensiveness, clarity, systematic presentation, and economy of time is important for effective unit planning.
Maratis Moses is a professional spoken word poet from Swaziland who focuses on educational, inspirational, and sensitive subject matter in his performances. He began writing poetry while in a juvenile detention center to cope with his rehabilitation process. Since then, he has established himself as a leading poet in Swaziland, performing for a wide range of audiences and collaborating with other local artists.
La Convención sobre los Derechos del Niño establece que cada niño tiene derecho a un nombre y nacionalidad desde su nacimiento (Principio 3). También estipula que los niños deben ser protegidos contra prácticas discriminatorias y educados en un espíritu de comprensión, tolerancia y fraternidad para servir a los demás (Principio 10). La Convención ha sido ratificada por 191 países.
Haiku Deck is a presentation platform that allows users to create Haiku-style presentations. The document encourages the reader to get started creating their own Haiku Deck presentation on SlideShare by providing a link to do so. It is a short promotional message for Haiku Deck's presentation software.
Haiku Deck is a presentation platform that allows users to create Haiku-style slideshows. The document encourages the reader to get started creating their own Haiku Deck presentation on SlideShare by providing a link to do so. It aims to inspire the reader to try out Haiku Deck's unique presentation style.
This short document promotes creating presentations using Haiku Deck, a tool for making slideshows. It encourages the reader to get started making their own Haiku Deck presentation and sharing it on SlideShare. In a single sentence, it pitches the idea of using Haiku Deck to easily design presentations.
Este documento compara el sistema educativo de Ecuador y Finlandia. En Ecuador, los estudiantes se sienten desmotivados y falta afecto, y no hay una buena organización de actividades extracurriculares. En contraste, en Finlandia se da importancia al estudiante individual, se brinda un ambiente cálido y acogedor, y se adaptan los ritmos de aprendizaje a cada estudiante. Finlandia también tiene mayores recursos, menores tamaños de clase, y profesores mejor capacitados.
Haiku Deck is a presentation platform that allows users to create Haiku-style slideshows. The document encourages the reader to get started creating their own Haiku Deck presentation on SlideShare by providing a link to do so. It aims to inspire the reader to try out Haiku Deck's unique presentation style.
El primer mensaje a través de la red Arpanet entre los ordenadores de Stanford y UCLA falló en la letra "g" en 1969, marcando el inicio de lo que se convertiría en Internet. En los años 60 también se creó Unix, el sistema operativo que influyó en Linux y FreeBSD. En 1971, Ray Tomlinson desarrolló el correo electrónico y utilizó el símbolo "@" para separar el nombre de usuario del dominio. Michael Hart inició el Proyecto Gutenberg para digitalizar libros de dominio público, escribiendo a mano la Declaración de Independencia
The document discusses hardware. Hardware refers to the physical parts of a computer system, such as the central processing unit, monitor, keyboard, mouse, and other physical components. These physical parts work together to take input, process data, store information, and output results.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness, happiness and focus.
Ervin N. Regado is seeking a position as a line cook or kitchen staff. He has over 10 years of experience in food preparation and customer service roles. Most recently, he worked as a line cook from 2012 to 2016 where he ensured food hygiene and consistency. Previously, he held merchandising roles from 2009 to 2012 where he displayed and maintained product inventory. He is married, lives in Quezon City, and completed a bachelor's degree in business management. His goal is to support his family and continue advancing his skills and knowledge.
Fotoherbarij biljaka na hrvatskome područjuBruno Bašić
Fotoherbarij 15 biljaka isto kao običan herbarij samo napravljen u digitalnom obliku. Svaka biljka sadržava informacije u tablicama na hrvatskom jeziku i ima latinske nazive.
Sina Razaghi Sigaroodi is submitting their resume and self-introduction, detailing their education in International Business Management from Asia Pacific University of Technology and Innovation in Malaysia, work experience including roles in e-commerce, marketing, and business, and skills in areas such as marketing, sales, data management, and computer programs. They are seeking new employment opportunities and provide their contact information as well as a reference.
This document discusses curriculum development at Bulacan State University College of Education. It provides numerous definitions of curriculum, including that curriculum encompasses the intended, taught, and learned experiences of students. Principles for curriculum design include linking national goals to assessments and involving teachers. Curriculum should focus on skills and values, not just facts. Effective evaluation examines the intended, taught and learned curriculum. The document also discusses curriculum approaches, components, and designs.
This document provides an overview of curriculum and its key components. It defines curriculum as the totality of a student's educational experience, including both formal and informal learning. The four main components of curriculum are identified as aims and objectives, content, teaching methodology, and evaluation. Examples are given for each component, such as developing students' moral character for aims, and lectures and group work for teaching methodologies. The document also discusses curriculum development models, content selection procedures, characteristics of good textbooks, and differences between assessment and evaluation.
The document discusses curriculum development and definitions of curriculum. It provides multiple definitions of curriculum from different perspectives, such as everything that happens in schools, a plan for achieving goals, and the experiences of learners. The curriculum encompasses intended, taught, and learned components. It also discusses curriculum approaches, elements, designs, types operating in schools, and principles for curriculum design. The document concludes by outlining a new teacher education curriculum for bachelor's in secondary education.
Curriculum development is a systematic process that involves designing an integrated framework with vertical and horizontal content strands for each course (curriculum matrix). It addresses factors like student demographics, healthcare changes, and professional standards. Over time, the approach has shifted from being process-oriented to outcome-oriented, requiring nursing faculty to ensure outcomes meet program and community needs. The development of an outcome-driven curriculum begins with defining desired endpoints, then shaping content and teaching strategies accordingly. Maintaining communication among faculty throughout this iterative process is important.
The document discusses different types of curriculum used in schools. It outlines two main categories of curriculum: formal curriculum which consists of official subjects and courses, and hidden curriculum which refers to unintended lessons learned through school environment and activities. There are two general types of curriculum - traditional and progressive. Traditional is teacher-centered while progressive is learner-centered. The document also discusses various curriculum design models and subtypes such as problem-centered, life-situations, core, and broad-field curriculums.
Curriculum and Course Planning_BINALET.pptxCedraBinalet1
The document discusses curriculum definitions and the process of curriculum development and course design. It provides definitions of curriculum from various scholars and outlines the key elements involved in curriculum planning including determining objectives, content, teaching methods, and assessment. It also describes the five phases of formal curriculum development as 1) defining learning outcomes, 2) selecting learning experiences, 3) choosing relevant content, 4) developing assessments, and 5) evaluating effectiveness. The five phases provide a systematic approach to curriculum design.
Application of the model of professional learning.docxwrite12
This summary outlines a plan to implement changes to curriculum, frameworks, teaching and pedagogy at an early childhood center called ABC.
The early childhood center currently follows an emergent curriculum based on children's interests. To improve practices, the plan will introduce the National Quality Framework and Early Years Learning Framework to enhance teachers' professional knowledge and align teaching.
Professional learning teams led by an educational leader and coordinator will be established. The educational leader will examine current practices, promote reflection among teachers, and emphasize applying principles of adult learning to staff development. Goals will be set and support provided to educators to foster positive change. Progress will be monitored through reflective practice and partnerships with families.
This document discusses curriculum development and provides definitions, importance, and steps in the curriculum development process. It defines curriculum development as a planned, purposeful, and progressive process aimed at creating positive improvements in education. The key steps outlined are: 1) identifying problems, 2) assessing needs, 3) defining goals and objectives, 4) choosing educational strategies, 5) implementing the curriculum, and 6) evaluating and providing feedback. The overall purpose of curriculum development is to address societal needs and improve education, individuals, and society.
A curriculum framework is a document that sets standards for curriculum and provides guidance for subject specialists in developing syllabuses. It describes the educational environment in which syllabuses are developed and defines a set of curriculum standards that allow different curricula to co-exist. A curriculum framework is significant for school education as it helps achieve the goals of developing well-rounded students, preparing them for their future roles in society, and enabling them to interpret and evaluate the world around them.
This document discusses the approaches to school curriculum and the foundations of curriculum development. It describes three approaches to curriculum - as content or body of knowledge, as a process, and as a product. It then discusses the foundations of curriculum development, including philosophical foundations like perennialism and essentialism, historical foundations highlighting important contributors, psychological foundations based on theories of learning, and social foundations focusing on thinkers like Dewey. It provides details on models of curriculum development and the phases of the curriculum development process.
This document provides an overview of the history and components of Second Language Teacher Education (SLTE). It discusses how SLTE emerged in response to changes in theories of teaching and learning. The key components of SLTE include teaching skills, pedagogical theory, and professional skills. Several models of SLTE are described, including the craft, applied science, and reflective models as primary models, as well as program-based, skills-based, and site-based models as secondary models. Theories that influence SLTE, such as sociocultural theory and constructivism, are also outlined.
Examination of relevant syllabi and curriculum guidesleesha roberts
The document outlines Trinidad and Tobago's curriculum development process, which involves designing curricula through consultation with stakeholders, developing written curriculum documents, implementing curricula through teacher training, monitoring classroom practice, evaluating curricula effectiveness through data analysis, and reviewing curricula based on evaluation findings. Key aspects of the process include establishing philosophical underpinnings and goals, producing resource materials, providing technical support to schools, and identifying deficiencies to inform corrective actions.
The document discusses key concepts related to curriculum development and implementation. It defines curricular policies as the rules and guidelines that control curriculum development and implementation. It also defines and distinguishes between curricular goals, fields of study, programs of study, courses of study, units of study, and lessons. Finally, it concludes that accurately differentiating between these curriculum components is important for effective curriculum planning.
This document defines curriculum and discusses its different types and conceptions. It states that curriculum refers to planned learning experiences and has five elements: curriculum intent, content, learning experiences, and evaluation. The document outlines nine types of curriculum including ideal, intended, implemented, achieved, and hidden curriculum. It also discusses three foundations of curriculum: studies of learners and learning theories, studies of life, and studies of knowledge. Finally, it presents several conceptions of curriculum such as the academic rationalist, cognitive processes, and social reconstructionist conceptions.
Curriculum is one of the most important things that an aspiring teacher needs to know. This will help teacher identify different types of curriculum to be able to give a quality education to learners.
Competency-Based Language learning for EFL.pptxwddiraq
This document discusses competency-based language teaching (CBLT), an outcomes-based approach to language education. CBLT focuses on what learners can do with the language rather than how they learned it. It breaks language learning down into specific, measurable competencies. Advocates believe this approach individualizes learning, clearly defines expectations, and ensures students master competencies through continuous assessment. The document outlines eight key features of CBLT programs and reviews the theoretical perspective on language that CBLT is based on.
This document outlines a six-stage tool kit to help teachers develop personalized CLIL (content and language integrated learning) practices for their own contexts. The first stage involves constructing a shared CLIL vision through activities that identify ideal classrooms and learner outcomes. Teachers then prioritize these ideas to establish global goals for their CLIL program. Subsequent stages analyze the context, plan units, prepare lessons, monitor progress, and reflect collaboratively to continually improve CLIL implementation. The tool kit is meant to guide inquiry-based professional learning rather than prescribe specific lessons.
This document provides guidance on developing a tool kit to plan CLIL (Content and Language Integrated Learning) lessons. It outlines a six stage process for creating a personalized tool kit, including constructing a shared CLIL vision, analyzing the teaching context, planning a CLIL unit, preparing and monitoring the unit, and reflecting on lessons. Key aspects are developing global goals for the CLIL program and using questions to guide planning tailored to each teaching environment. The stages are meant to help CLIL teachers develop confidence in their practice through collaborative professional learning.
El documento resume los resultados del primer trimestre y establece planes de mejora y objetivos para el segundo trimestre. Los resultados del primer trimestre muestran que los estudiantes necesitan más apoyo en comprensión lectora, dictados y problemas matemáticos. Los objetivos para el segundo trimestre incluyen mejorar la comprensión lectora, expresión oral y resolución de problemas matemáticos cotidianos a través de la organización de rutinas de estudio y el fomento de la autonomía de los estudiantes. El documento también describe las actividades complementarias planeadas
Learn the bus timetables as soon as possible to know where they go. The experience with the host family could be wonderful or a nightmare, depending on your ability to adapt. Try to go out and do activities with your host family to get to know interesting places and talk to people about different issues. To make new friends and talk about issues other than education is important to improve your English away from the "comfort area" of the campus.
This document outlines the criteria for a teacher assessment task involving analyzing samples of one's own classroom language use. Candidates must audio or video record part of a lesson they teach and select at least six examples of their spoken language to comment on. For each sample, they should briefly describe the context and assess whether the language used was accurate and appropriate, noting any areas for improvement. The analysis should demonstrate understanding of terminology to describe teacher language and use an appropriate professional tone. Samples should showcase a range of language features and inform a professional reader about the candidate's competence in using English for teaching.
This document provides a 15-point checklist for analyzing the language used in educational materials. It prompts the user to consider elements like the text type, required CEFR level, reading and listening tasks, grammar structures, vocabulary difficulty, and opportunities for speaking and writing activities. The goal is to evaluate if the material is appropriately leveled for students and how it can be supplemented with additional exercises.
3.2 the development of teaching competences els_pc_5Javier Garcia
This document discusses effective teaching techniques observed in classroom teachers. It notes that teachers establish relationships by pacing around the classroom and mingling with students to maintain close proximity. They engage and motivate students by nodding, gesturing, capturing ideas, conducting learning, and reinforcing the type of responses sought. Reinforcement of learning occurs through non-verbal cues, animation, inviting participation, praise, and modeling thinking poses. Lessons end with the teacher giving specific tasks, monitoring completion, retaining attention through praise and discussion until dismissing students in an orderly manner.
Classroom management refers to how a teacher organizes and controls what happens in the classroom to ensure effective and efficient learning. It involves not only academic climate and teaching practices, but also teaching students to manage their own behavior. Good classroom management can be defined as orchestrating all aspects of the classroom environment so that all students can reach their learning potential.
This document provides links to resources for developing teaching competences for Programme PDTC 101. It lists links to the English Profile website for vocabulary and grammar profiles aligned to the Common European Framework of Reference for Languages (CEFR).
The document describes characteristics of cells and their functions using grammatical structures like the present simple tense and pronouns to link sentences. It provides multimodal input like diagrams and introduces specialist vocabulary related to cells, such as "mucus", "cilia", and "haemoglobin". Prepositions and noun phrases are used to explain the purpose and direction of cell processes. Both everyday words used in specialist ways, like "cells", and less common terms without visual support, such as "goblet cells", are presented. Linking words and comparatives help connect ideas about differences and similarities between cell types. Information is also provided in a chart format.
Physical education (PE) involves shooting a basketball with the correct form and technique. Instructions include spreading your feet shoulder-width apart and keeping your eyes on the target as you shoot. It would be beneficial to focus on maintaining balance and developing the proper heel-to-toe relationship as you shoot according to the complex instructions outlined.
Music and drama provides instructions for musical activities using specialized vocabulary like cello, keyboard, piano, xylophone, triad, accompaniment, root. It describes how to play simple musical notes and chords, explaining that the simplest musical chord consists of three notes in a major or minor pattern. Students are directed to play, try, and remember the musical notes and terms.
The document provides examples of language features that can be used when teaching math concepts through CLIL (content and language integrated learning), such as using imperatives for instructions, linking words, everyday language related to mathematical problems, visual mathematical symbols, specialized math terms, everyday words used in a math context, modals to advise and suggest, gerunds to explain processes, and providing multimodal inputs like images. It aims to demonstrate effective integration of language learning alongside math content.
The document provides examples of language features that can be used when teaching math concepts through CLIL (content and language integrated learning), such as using imperatives for instructions, linking words, everyday language related to mathematical problems, visual mathematical symbols, specialized math terms, everyday words used in a math context, modals to advise and suggest, gerunds to explain processes, and providing multimodal inputs like examples. It aims to demonstrate effective integration of language learning alongside math content.
ICT refers to technologies that provide access to information through computers and other electronic devices. These technologies include the internet, wireless networks, cell phones, and other communication mediums. ICT allows for the transmission of information across virtual spaces and involves digital or computerized devices like personal computers, laptops, and tablets. Common applications of ICT include email, websites, digital media, educational software, productivity tools, and social media platforms. When used appropriately, ICT has the potential to support teaching and learning in various subject areas.
The document discusses teaching history through CLIL (content and language integrated learning) by using primary sources, visuals, and specialist vocabulary to recount past events. Students learn to place events in time and use past and past perfect tenses, as well as first person accounts with evaluative language. Vocabulary like "earthenware crocks" and "dinars" and phrases like "in the thirteenth century" help immerse students in historical contexts.
Workers offer their labor to employers in the labor market. The relationship between the quantity of labor supplied and demanded can be shown on a graph. If there is an increase in demand for labor, employers may need to raise wages to attract more workers.
The document provides vocabulary and grammatical structures for teaching about rainforests, including prepositions of place, passive voice, facts and figures, specialist vocabulary like canopy and buttress roots, superlatives to describe size, present tense to describe features, annotated photos and sketches, everyday words used in specialist ways, and linking words. It aims to equip students with the linguistic tools to discuss geography topics related to rainforests.
Wood is made up of cells that contain lignin and cellulose. When wood absorbs water, the cells can become damaged or change shape due to warping, bowing, and cupping. To prevent water damage, wood is often treated with resin, which is made from tree sap or synthetic materials. The treatment process involves exposing wood to resin under pressure or heat so the resin penetrates the cells. Generally, resin seals the cells and prevents water absorption, protecting the wood from long-term damage.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
3. Introduction
This introductory section describes in gen-
eral terms the European Framework for CLIL*
Teacher Education. The importance of curricu-
lum development in general, and more specifi-
cally in a CLIL context, is outlined. Challenges
faced in establishing a common European CLIL
curriculum are discussed, as are the implica-
tions of these challenges for teacher training
and professional development.
* CLIL (Content and Language Integrated learning) is a dual-
focused approach in which an additional language is used for
the learning and teaching of both content and language.
2
4. 1. Aim
This European Framework for CLIL Teacher Education
aims to provide a set of principles and ideas for design-
ing CLIL professional development curricula. Addition-
ally, the Framework seeks to serve as a tool for reflec-
tion. It is proposed as a conceptual lens and model,
not as a prescriptive template.
2. Background
This framework is the result of a CLIL curriculum devel-
opment(CLIL-CD)projectfinancedbytheEmpowering
Language Professionals Programme of the European
Centre for Modern Languages. As CLIL programmes in
the Council of Europe member states differ from coun-
try to country, in their organisation, content, intensity
and choice of languages, this European Framework for
CLIL Teacher Education focuses on macro-level univer-
sal competences of CLIL educators. These have been
identified through an examination of teacher educa-
tion learning and curricular needs in CLIL contexts, and
through a pan-European process of consultation.
3. Curriculum development
In the literature on curriculum design at least five dif-
ferent functions can be distinguished. These functions
are also relevant for the development of a CLIL curricu-
lum:
(1) A curriculum defines an educational programme.
Curricula list the contents of a programme which the
learners are expected to acquire within a fixed period
of time. Content is sequenced in the curriculum, i.e.
built according to different parameters depending on
desired learning outcomes and existing learner com-
petences.
3
5. (2) A curriculum is seen as a source of innovation by
education authorities and/or higher education provid-
ers. New subjects or fields can be introduced; already
existing content can be renewed. A new curriculum
contains renewed learning aims, content and method-
ological guidelines.
(3) A curriculum serves as a tool for planning and
carrying out teaching-learning sequences. A de-
tailed curriculum helps teachers, for example, to plan,
prepare and carry out a sequence of learning. An edu-
cationally grounded curriculum is fundamental for
constructing modules and designing courses.
(4) A curriculum is used as an instrument to evaluate
teaching and learning. Curricula are issued by min-
istries of education or higher education authorities.
These authorities need to evaluate and assess what
is going on in a learning environment. Curricula also
serve as terms of reference for the individual teacher
to evaluate and improve his/her own teaching, and for
students and parents to evaluate student progress and
to guide them in planning for improved learning.
(5) A curriculum serves as a means for regulating,
standardising and comparing teaching and learn-
ing at all levels. The curriculum is an important instru-
ment for streamlining standards in a region, country,
or collection of countries such as those of the Council
of Europe.
Curriculum development is also a means for building
high quality CLIL programming. This European Frame-
work for CLIL Teacher Education is intended to serve
as a point of reference for providers of teacher training
across Europe. It aims to contribute to the develop-
ment or enhancement of CLIL training that will sup-
port teachers in enriching their students’ learning ex-
perience.
4
6. This European Framework for CLIL Teacher Education
provides curricular modules that can be adapted to
meet the needs of educators working in diverse re-
gional and national contexts. As well, this Framework
seeks to provide a conceptual lens and model for situ-
ating discussion about CLIL. The Framework can also
offer a focus for additional research into CLIL. Such sit-
uated discussion and research can assist in the further
legitimisation of this educational approach, facilitating
its progression from that of an innovative ‘project’ to
that of an even more solidly-rooted and potentially
widespread modern educational practice.
4. Challenges
The overall major challenge, in the development and
implementation of a teacher education curriculum in
CLIL, is its integrative nature. This is the case at all levels
of education – primary, secondary, tertiary, vocational
and adult. CLIL seeks to teach two subjects in one –
a content subject and a language. Content subjects,
such as mathematics and an additional language, are
usually taught separately.
With the exception of primary teachers, other edu-
cators are often trained to teach just one subject be
that a content subject or a language, as opposed to
both. Even where teachers are trained in both a con-
tent subject and a language, training in the integration
of language and content is not widespread. Teachers
undertaking CLIL will need to be prepared to develop
multiple types of expertise: among others, in the con-
tent subject; in a language; in best practice in teaching
and learning; in the integration of the previous three;
and, in the integration of CLIL within an educational
institution.
The European Framework for CLIL Teacher Education
5
7. cannot focus on all the content subjects which are
taught in school systems, or on the languages which
might be used as a medium of instruction. The Frame-
work as such is neutral with respect to these aspects,
and it does not cater for specific competence develop-
ment in any one content subject or language. Rather,
it is focused on the competences necessary to teach
content subjects and an additional language in an in-
tegrated manner.
6
9. Terminology
The definitions presented here seek to situate
key terms used in the Framework within a de-
fined scope of meaning. Where pan-European
bodies have already defined terms, those defi-
nitions are given preference.
8
10. Attitude
(Preconceived) ideas or beliefs which a person has to-
wards other persons, situations, members of society,
ideologies, events, etc. Sarnoff (1970) defines attitude
as ‘a disposition to react favourably or unfavourably to
a class of objects.’Attitude becomes visible through be-
haviours and an outward expression of beliefs or feel-
ings and can either support or impede learning. Critical
reflection and dialogue about the socially constructed
nature of attitude can help individuals to better under-
stand and manage their own attitudes and learning, as
can meta-affective and meta-cognitive awareness.
Assessment
A process of collecting and interpreting evidence for
some purpose. In education, assessment is intended
to be a tool that supports learning and helps measure
progress being made toward achieving planned learn-
er outcomes. The term assessment is sometimes used
interchangeably with the term‘evaluation’. Assessment
more often relates to individual students’ achieve-
ments, whereas‘evaluation’deals with systems, materi-
als, procedures and their values.
A distinction is made between formative and sum-
mative assessment. In formative assessment the stu-
dent’s learning (attitudes, skills, habits and knowledge)
is analysed with the student over longer stretches of
time and used to improve learning and teaching. Sum-
mative assessment is based on discrete-point testing
of a student’s learning, often at the end of a unit or year
of study.
Summative assessment procedures are often linked to
external tests validated by statistical measures and are
oftenusedtomakeveryimportantdecisionsaboutstu-
9
11. dents (e.g., pass/fail) and/or teachers (e.g., adequate/
inadequate teaching performance).
Whereas formative assessment helps build learner
and teacher autonomy including the capacity to bet-
ter manage learning, so-called ´high-stakes´ summa-
tive assessment is considered by many researchers to
lead to significant negative consequences including
reduced learning outcomes.
Change models
Change models are frameworks that support organisa-
tions in managing change such as the introduction of
innovation in education.
Kotter (1995, 2002) details eight steps that character-
ise change: establishing a sense of urgency; creating a
guiding coalition; developing strategy and vision; com-
municating the change vision; empowering broad-
based action; generating short-term wins; consolidat-
ing gains and producing more change; and anchoring
new approaches in culture.
Fullan (2001) proposes: maintaining a focus on moral
purpose; understanding change; increasing coher-
ence among various aspects of a planned change; re-
lationship-building; knowledge creation and sharing;
and building commitment among an organisation’s
internal and external members (stakeholders).
Bennet and Bennet (2008) suggest professionals un-
dertake the changes they see fit. Individuals are en-
couraged to manage their own learning, and to plan
change by taking into account the following factors:
awareness, understanding, personal feelings and be-
liefs, ownership, empowerment, and impact.
Awareness of change models can help educators man-
age change more effectively. Moreover, awareness of
10
12. and building skills in using these models can help both
educators and students develop autonomy and agen-
cy.
CLIL (Content and Language
Integrated Learning)
CLIL is a dual-focused educational approach in which
an additional language is used for the learning and
teaching of content and language with the objective of
promoting both content and language mastery to pre-
defined levels (Maljers, Marsh, Wolff, Genesee, Frigols-
Martín, Mehisto, 2010).
Competence
The demonstrated ability to use knowledge, skills and
personal, social and/or methodological abilities, in
work or study situations and in professional and per-
sonal development. In the context of the European
Qualifications Framework, competence is described in
terms of responsibility and autonomy (European Com-
mission, 2008).
(European key) competences
for lifelong learning
Theseeightinterdependentkeycompetencesdescribe
the essential knowledge, skills and attitudes central to
lifelong learning. They all emphasise critical thinking,
creativity, initiative, problem solving, risk assessment,
decision taking, and constructive management of feel-
ings. The eight key competences are: communication
in the mother tongue; communication in foreign lan-
guages; mathematical competence and basic compe-
tences in science and technology; digital competence;
learning to learn; social and civic competences; sense
11
13. of initiative and entrepreneurship; cultural awareness
and expression (European Parliament and the Council,
2006).
Evaluation
Thetermisoftenused ‘todenotetheprocessofcollect-
ing evidence about programmes, systems, procedures
and processes‘ and the interpretation of that evidence
with respect to stated or desired objectives (Harlen,
2007). For example, evaluation provides information
about the quality of a curriculum, a study programme
or teaching. Like assessment (cf.), evaluation makes use
of formative and summative approaches; but instead
of assessing the student’s individual efforts and results
these are analysed with respect to wider‘system-based’
issues such as a whole programme, significant parts of
the programme or key features such as how teachers
teach and how groups of students learn.
Grounded professional
confidence
Knowing when one’s thinking and skills are sound
enough to make one’s own decisions, and taking ac-
tion thereon when appropriate, whilst maintaining a
high level of professional standards and advancing
one’s own learning (Mehisto, 2010).
Knowledge
The outcome of the assimilation of informa-
tion through learning. Knowledge is the body
of facts, principles, theories and practices that is
related to a field of work or study. In the context of the
European Qualifications Framework, knowledge is de-
scribed as theoretical and/or factual.
12
14. Learner autonomy
‘The ability to take charge of one’s own learning’(Holec,
1981). Expanding on this definition, David Little (1991)
states that learner autonomy includes a ‘capacity for
detachment, critical reflection, decision-making and
independent action’.
Learning outcomes
An outcome describes the enduring knowledge, skills,
abilities and attitudes which allow a student to exercise
and apply learning in his or her personal and profes-
sional life. More simply expressed, it is what a student
knows and can do as a result of what he or she has
learnt. Outcomes are often defined in terms of com-
petences.
Professional learning
communities
‘A professional learning community is an inclusive
group of people, motivated by a shared learning vi-
sion, who support and work with each other, finding
ways, inside and outside their immediate community,
to enquire on their practice and together learn new
and better approaches that will enhance all pupils’
learning’(Stoll et al., 2006).
Professional learning communities tend to:
have shared values and visions•
assume collective responsibility for student learning•
foster reflective professional inquiry•
facilitate collaboration, which includes open and•
frank debate
promote group, as well as individual learning (Bolam•
et al., 2005).
13
15. Skills
The ability to apply knowledge and use know-how to
complete tasks and solve problems. In the context of
the European Qualifications Framework (European Par-
liament and Council, 2008), skills are described as cog-
nitive (involving the use of logical, intuitive and creative
thinking) or practical (involving manual dexterity and
the use of methods, materials, tools and instruments).
14
17. Target Professional
Competences
These are the target professional competences
that the CLIL teacher is expected to acquire
or further develop during the training pro-
gramme.
16
18. 1. PERSONAL REFLECTION
Commitment to one’s own cognitive, social and affec-
tive development is fundamental to being able to sup-
port the cognitive, social and affective development of
students.
CLIL teachers are able:
a) to explore, and to articulate their own understand-
ing of, and attitudes towards, generally accepted
principles of teaching and learning (Professional
Development Component 3).*
b) to explore and to articulate their understanding of,
and attitudes towards content and language (L1,
L2, L3) learning, as well as learning skills develop-
ment in CLIL (PDC 3)
c) to define their own pedagogical and content (sub-
ject field) competences, and related developmental
needs (PDC 3)
d) to define their level of language competence ac-
cording to the Common European Framework of
Reference (CEFR), and to articulate related develop-
mental needs (PDC 8)
e) to explore and to articulate ways of working with
learners to jointly identify teacher and student so-
cio-cultural, personal and vocational learning needs
(PDC 4, 5, 6, 7)
f) to explore and to articulate the necessity to cooper-
ate with colleagues and other key CLIL stakehold-
ers, and describe mechanisms for cooperation (PDC
4, 8, 11)
g) to work according to the principles of grounded
professional confidence (PDC 6)
h) to develop and to update their own professional
* NB: The numbering of the twelve PDC components is con-
secutive throughout the three Professional Development
Modules.
17
19. development plan (PDC 2)
i) to explore and to manage the multiple roles and
identities of a CLIL teacher (PDC 6)
j) to explore and to manage the impact of one’s own
attitudes and behaviour on the learning process
(PDC 6)
2. CLIL FUNDAMENTALS
An understanding of the core features of CLIL, and how
these link with best practices in education, is central to
the CLIL approach, as are building inclusive and con-
structive relationships with students and other stake-
holders.
CLIL teachers are able:
a) to describe core features of the CLIL approach (def-
inition, models, planned outcomes, methodology,
driving principles) (PDC 1, 6)
b) to describe common misconceptions vis-à-vis CLIL
(PDC 1, 2, 3)
c) to contextualise CLIL with respect to the school, re-
gional and/or national curriculum (PDC 1, 4)
d) to articulate and discuss CLIL with school’s internal
and external stakeholders (PDC 4, PDC 5)
e) to describe strategies for integrating CLIL and exist-
ing school ethos (PDC 4)
3. CONTENT AND LANGUAGE
AWARENESS
In CLIL, successful content learning is particularly de-
pendent on language: enhanced language learning
is dependent on content learning. Research-based
knowledge of the interdependence of language (L1,
L2, L3) and cognitive development facilitates both
content and language learning.
18
20. CLIL teachers are able:
a) to identify the appropriate content to be taught
and obstacles to content learning (PDC 3, 5, 6)
b) to view content through different cultural perspec-
tives (PDC 5, 7)
c) to deploy strategies to support language learning
in content classes (PDC 3, 4, 5, 6)
d) to create opportunities for reinforcing content
learning in language classes (PDC 3, 4, 6)
e) to apply strategies for fostering critical thinking by
students about content and language (PDF 3, 4, 6)
f) to apply strategies for fostering in students the hab-
it of linking new learning with their personal expe-
rience (e.g., language, content subjects, personal
experience and the out-of-school world) (PDC 3, 9,
11)
g) to promote learner awareness of language and the
language learning process (PDC 3, 6)
h) to describe how the first language can support ad-
ditional language learning (PDC 3)
i) to model strategies for making the transition from
monolingual to bi/plurilingual teaching and learn-
ing (PDC 1, 2, 3)
j) to devise and implement strategies that take into
account key concepts such as (critical) discourse,
domains and registers, Basic Interpersonal Com-
munication Skills, Cognitive Academic Language
Proficiency in order to promote language and con-
tent learning, as well as learning skills development
(PDC 3, 6)
k) to describe the implication of age for language
learning and use (PDC 3, 5, 6)
l) to link language awareness issues to content learn-
ing and cognition (PDC 3, 5, 6)
m) to scaffold language learning during content class-
es (PDC 5, 6)
19
21. n) to propose instructional strategies that take into ac-
count social constructivist theory, including explor-
atory and other forms of discourse that promote
dialogic teaching and learning (PDC 3)
o) to draw on knowledge and theories from language
learning fields such as SLA to propose instructional
and learning strategies (PDC 3)
4. METHODOLOGY AND
ASSESSMENT
In CLIL aspects of good pedagogy are applied in a new
manner. Due to the challenges of learning through an
additional language, many aspects of good pedagogy
require enhanced and detailed scaffolding. A wide
range of knowledge and skills relating to methodol-
ogy and assessment are integrated in order to create
meaningful and supportive learning experiences for
students.
Building learner capacity
CLIL teachers are able:
a) to support learners in building their capacity:
to self-motivate (PDC 1)•
to self-assess so that they can become more•
reflective and autonomous (PDC 6, 7, 8, 10)
to constructively give, receive and use teacher•
and peer assessment/feedback (PDC 6,10)
to cooperate with the teacher so as to reflect on,•
and improve learning (PDC 6, 7)
to identify and analyse preferred learning styles,•
and to expand and effectively use these and oth-
ers (PDC 3, 7)
20
22. Co-operating with colleagues
CLIL teachers are able:
a) to nurture cooperation with colleagues and have a
repertoire of cooperation strategies and skills (PDC
4, 5)
b) to cooperate with colleagues so as to reflect on and
improve learning (PDC 6, 7)
Deploying strategies
CLIL teachers are able to:
a) deploy strategies:
for the co-construction of knowledge with learn-•
ers and for cooperative learning (PDC, 3, 5, 6, 7)
for fostering critical thinking (PDC 3, 6)•
b) support continuous language growth through a
repertoire of didactic strategies (e.g., Zone of Proxi-
mal Development, error awareness and correction,
first language transfer and interference, translan-
guaging, anti-plateauing strategies and modelling)
(PDC 3, 6)
c) deploy blended learning approaches in the CLIL
classroom (PDC 3, 6)
Building direction and focus
CLIL teachers are able:
a) to work with learners to jointly identify learners’
needs in CLIL (PDC 3, 5, 6, 7)
b) to design CLIL modules and lessons within the con-
text of a given curriculum (PDC 4, 5, 6)
c) to identify key concepts of content subjects and
make them accessible to learners by modifying
teaching to take into account students’diverse lan-
guage competences and needs (PDC 6, 7)
21
23. d) to set outcomes together with learners regarding
language, content and learning skills (PDC 5, 6)
e) to maintain a triple focus that supports content,
language and learning skills development (PDC 6)
f) to build on prior language and content knowledge,
skills, attitudes and experiences of learners (PDC 6,
7)
g) to take guidance from the European Key Compe-
tences for Lifelong Learning (PDC 10)
Building safe and meaningful
learning experiences
CLIL teachers are able:
a) to support students in managing the affective side
of learning through an additional language (PDC
7)
b) to create authentic and meaningful learning envi-
ronments and experiences for students (e.g., group
work, peer teaching and work placement) (PDC 3, 5,
7)
c) to create supportive structures to foster contact and
communication with other speakers of the CLIL lan-
guage (PDC 6, 11)
22
24. Assessing
CLIL teachers are able:
a) to articulate CLIL-specific assessment needs and
goals, and to develop and implement related as-
sessment tools (PDC 8, 9, 10)
b) to identify what learners already know (PDC 5, 10)
c) to guide learner reflection on previously agreed
upon content, language and learning skills, goals/
outcomes, achievements (PDC 2, 10)
d) to guide learners in using portfolio-based ap-
proaches (including the European Language Port-
folio) as tools for fostering learning, teaching and
assessment (PDC 10)
e) to use formative and summative assessment strat-
egies to support content, language and learning
skills development (PDC 5, 6, 8, 10)
f) to use benchmarking in supporting progress in
learning (PDC 6, 8, 10)
g) to introduce the concepts of self-assessment and
peer-assessment to support learners in taking
greater responsibility for their learning (PDC 6, 8,
10)
h) to detail the pitfalls of assessment and propose
ways of circumnavigating these (PDC 8, 10)
23
25. 5. RESEARCH AND
EVALUATION
A dynamic CLIL teacher is a learner who follows a per-
sonal path of enquiry, reflection, and evaluation. This
provides an active model for students to develop the
ways and means of learning through their own re-
search and evaluation. These are powerful tools for im-
proving teaching and learning.
CLIL teachers are able:
a) to discuss, in a knowledgeable manner, classroom
and learner research methodology (e.g., action re-
search) (PDC 2, 9)
b) to conduct action research in collaboration with
colleagues and other stakeholders, including stu-
dents (PDC 2, 9)
c) to articulate key research findings relevant to CLIL
and learning in general (e.g., second language ac-
quisition research, psychology of knowledge and
evidence-based teaching) (PDC 2, 9)
d) to critically analyse research articles on CLIL (PDC
9)
e) to use benchmarking (regional, national or inter-
national) when interpreting and planning research
and evaluation (PDC 2, 10)
f) to describe strategies and instruments for self, peer
and student evaluation of their teaching practices
(PDC 2, 9, 10)
g) to use self, peer and student evaluation to improve
their own practice and student learning (PDC 2, 9,
10)
h) to critically interpret research and evaluation results
(PDC 2, 9, 10)
24
26. 6. LEARNING RESOURCES
AND ENVIRONMENTS
CLIL requires CLIL-specific learning resources, and
enriched learning environments. These are highly in-
tegrative, multilayered and cognitively demanding,
yet are balanced by enhanced scaffolding and other
support systems. These help students build a sense of
security in experimenting with language, content, and
the management of their own learning.
CLIL teachers are able:
a) to maintain a triple focus on content, language and
learning skills (PDC 4, 5, 8)
b) to design and use cognitively and linguistically ap-
propriate learning materials (PDC 4, 5, 8)
c) to create criteria for developing CLIL resources (in-
cluding multimedia) that embed the core features
of CLIL (PDC 8)
d) to describe criteria and strategies for using non-
classroom and non-school learning environments
(PDC 5, 11)
e) to assess learning resources and environments and
to identify potential difficulties and solutions to
overcome these (PDC 4, 8, 11)
f) to articulate techniques for developing cooperative
networks aimed at choosing, creating, adapting
and accessing materials or developing learning re-
sources and accessing learning environments (PDC
8,11)
g) to help students build cross-curricular links (PDC 4,
8, 11)
25
27. 7. CLASSROOM
MANAGEMENT
CLIL classroom management aims to facilitate the in-
tegrated learning of content, language and learning
skills. It requires specific knowledge about classroom
dynamics and management techniques and about
how these affect learning in CLIL. Classroom manage-
ment also centres on helping students to access in-
trinsic motivations for learning. This is partly done by
enabling them to share responsibility for classroom
management and the co-construction of learning.
CLIL teachers are able:
a) to use diverse classroom set-ups to promote stu-
dent communication, cooperative learning and
leadership (PDC 6, 7, 8)
b) to use appropriate language for classroom inter-
action in order to manage classroom proceedings
(PDC 5, 6)
c) to recognise and make use of opportunities provid-
ed by learners’linguistic and cultural diversity (PDC
6, 7)
d) to cater for learners with a wide range of needs (e.g.,
special and specific needs, socio-economic and so-
cio-cultural background, and gender) (PDC 5, 7)
e) to co-create with students a non-threatening envi-
ronment that is driven by learning and the active
participation of all students (PDC 5, 7)
26
28. 8. CLIL MANAGEMENT
Developing quality CLIL is a complex undertaking in-
volving many stakeholders including students, par-
ents, CLIL teachers, non-CLIL teachers and adminis-
trators. This calls on stakeholders to build common
knowledge about programme management and an
understanding of each other’s role in supporting its
development.
CLIL teachers are able:
a) to work within change models (PDC 1, 4, 5)
b) to apply the principles of professional learning com-
munities, models and strategies (PDC 4)
c) to work with internal and external stakeholders
(PDC 1, 4)
d) to apply the principles of professional self-manage-
ment (PDC 4)
e) to represent the interests of CLIL in public relations
(PDC 4)
f) to describe ethical issues pertaining to CLIL includ-
ing gender and other inclusion issues (PDC 4, 7)
27
31. Professional Development
Modules
These descriptions summarise the contents of
the modules in the European Framework for
CLIL Teacher Education. Each module consists
of non-sequential components and their de-
scription. These descriptions are based on, and
linked to, the Target Professional Competences
defined in the previous section of this publica-
tion.
30
32. Module 1: Approaching CLIL
(four components)
1. Situating CLIL
Competences for the information age•
Bi-, multi- and plurilingualism: overview•
Bilingual education: past and present; assump-•
tions and facts
CLIL contexts, models and variants•
CLIL objectives•
CLIL aims and objectives within a regional/na-•
tional and institutional infrastructure
Autonomy, authenticity, agency•
Professionalism and personal profile•
(Target Professional Competence standards: 1, 2, 4, 8)
2. Adopting action research
Grounded theory and cyclic learning•
Literature review and application•
Action research in the school context: objectives,•
tools, design
CLIL teaching and learning processes: data analy-•
sis
Evidence-based planning and action•
(Competence standards: 1, 5)
3. Examining good pedagogy and CLIL
Awareness-raising of personal established teach-•
ing practice
Socio-constructivist theories and content/lan-•
guage teaching
Autonomy, authenticity and agency•
Critical and creative thinking•
Language learning/acquisition theories•
31
33. Language awareness and knowledge about•
language learning
Content awareness and knowledge about con-•
tent learning
Content-subject specific awareness•
Awareness of language user profiles, identities,•
and affective factors
Integration of personal established practice and•
new approaches
Learning styles•
Learning skills•
(Competence standards: 1, 3, 4)
4. Focusing on CLIL in the school context
Legislative and policy frameworks•
School change management•
Self-management and professional capacity-•
building
Curriculum integration and team dynamics•
Student inclusion, exclusion and access•
Tools for planning and co-operation•
School ethos (i.e. beliefs, attitudes, work pro-•
cesses)
(Competence standards: 7, 8)
32
34. Module 2: Implementing CLIL
(four components)
5. Designing CLIL classroom curricula
Theoretical constructs of curriculum design•
CLIL course construction•
Objectives/targets of content learning--
Course syllabus (including learner-teacher--
negotiation)
Cross-curricular linkages--
Planned learning outcomes (content, lan---
guage, learning skills and cognition)
Intercultural aspects of course design--
Design of teaching and learning units/mod---
ules
CLIL course scheduling•
Embedding CLIL in the school curriculum--
Time allocation--
Teacher interaction and cooperation--
(Competence standards: 4, 7, 8)
6. Anchoring CLIL in the classroom
General principles of educational practice ap-•
plied to CLIL
CLIL core features•
Multiple focus--
Safe and enriching learning environments--
Authenticity--
Active learning--
Scaffolding--
Cooperation--
33
35. CLIL driving principles•
Cognition--
Community--
Content--
Communication--
Interdisciplinarity and multimodality•
Constructivist and cognitive psychological--
approaches
Lessons from brain sciences--
Integration of subjects--
Blended modalities--
Learner autonomy and agency•
Deciding on and managing one’s own learn---
ing
Planning targets--
Benchmarking and self-assessment--
Intrinsic motivation--
(Competence standards: 4, 5, 8)
7. Interweaving psychological and
pedagogical aspects in the CLIL
classroom
Affective dimensions of learning•
Impact of e-learning•
Vehicular language threshold levels•
Reduced personality syndrome•
Expansion of personal learning styles repertoire•
Attitude awareness•
Group dynamics•
Special and specific educational needs•
Intercultural and plurilingual dynamics•
Multicultural and multilingual issues•
Student learning profiles and identities•
(Competence standards: 4, 7)
34
36. 8. Accessing and adapting CLIL learning
resources and environments
Criteria for and evaluation of learning materials•
Common European Framework of Reference• for
Languages
Learning materials and environments which•
support peer co-operation, authenticity and
autonomy
Teacher co-operation through networking•
(Competence standards: 4, 6)
9. Becoming an evidence-based practitio-
ner
Evidence-based analysis, planning and decision•
making
Research questions, design and testing•
Data analysis and reporting•
Application of evidence-based learning•
(Competence standards: 5)
Module 3: Consolidating CLIL
(three components)
10. Assessing for learning
Principles and objectives of assessment and•
evaluation as a basis for improvement
Summative and formative evaluation: principles,•
modes and tools (Common European Framework
of Reference for Languages, European Language
Portfolio)
Risks and gate-keeping•
Certification•
(Competence standards: 4, 5)
35
37. 11. Networking locally, nationally and
internationally
Network theory, systems, tools and resources•
Professional support and synergy•
Professional learning communities•
Learning environments development•
Knowledge management•
Linkages to local, national and international•
communities
(Competence standards: 4, 8)
12. Practising CLIL
Criteria and frameworks for practice-teaching•
Planning tools•
Analysing and addressing individual needs•
Potential problems: diagnosis and solutions•
The mentor-practice teacher relationship•
Self-management•
Evaluation, assessment and analysis•
Professional development plan•
(Competence standards: 1, 2, 3, 4, 5, 6, 7, 8)
36
38. Acknowledgements
Numerouspeopleandinstitutionshavecontributedtothedevelopment
of this Framework. In particular, we would like to thank the European
Centre for Modern Languages for their advice and support. Valuable
input was received from representatives of Council of Europe member
states, and other experts attending a two-day workshop in 2009 (see
http://clil-cd.ecml.at for participants’ list). Additionally, the following in-
dividuals have made an important contribution to the development of
this document: Hugo Baetens Beardsmore, Patricia Bertaux, Carmel Mary
Coonan, Fred Genesee and Gisella Langé.
39. The European Framework for CLIL Teacher Education
The European Framework for CLIL Teacher Education (EFCT) is a tool for guiding the design
of curricula for CLIL teacher professional development. The EFCT is proposed as a conceptual
lens and model.
The European Centre for Modern Languages (ECML)
Promoting excellence in language education
Established in 1995 in Graz, Austria, as a Council of Europe institution, the ECML focuses on
bridging the gap between language policy theory and classroom learning practice. This
unique intergovernmental centre offers concrete approaches to issues and challenges facing
Europe’s multicultural societies in a period of unparalleled change and mobility.
The ECML, guided by its 34 member states*
, is committed to the Council of Europe’s policy
of fostering linguistic and cultural diversity as a means of promoting intercultural dialogue,
democratic citizenship and human rights.
The present publications series represents the results of international projects organised with-
in the Centre’s Empowering language professionals programme (2008-2011). Through this
programme the ECML has sought to increase awareness of and confidence in the capacities
of professionals in language education and to enable members of the profession to be more
actively involved in defining and delivering higher standards of language education.
The publications within the present series illustrate the dedication of the coordinating teams
and of all those who participated within the projects and their commitment to furthering in-
novation and good practice in language education.
For information on the European Centre for Modern Languages and its publications visit the
ECML website: http://www.ecml.at
The Council of Europe has 47 member states, covering virtually the entire continent of Europe.
It seeks to develop common democratic and legal principles based on the European Conven-
tion on Human Rights and other reference texts on the protection of individuals. Ever since
it was founded in 1949, in the aftermath of the second world war, the Council of Europe has
symbolised reconciliation.
* Albania, Andorra, Armenia, Austria, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Estonia,
Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Latvia, Liechtenstein, Lithuania, Luxembourg, Malta,
Montenegro, Netherlands, Norway, Poland, Romania, Slovak Republic, Slovenia, Spain, Sweden, Switzerland,“the
Former Yugoslav Republic of Macedonia”, United Kingdom
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