Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Communicative Language Teaching is a set of principles about teaching including recommendations about method and syllabus where the focus is on meaningful communication not structure, use not usage.
A comprehensive introduction to Content Language Integrated Learning - CLIL created to help pre and in-service EFL teachers understand the basics of this approach.
Materiale divulgativo sulla metodologia CLIL: WHO («Chi»), WHAT («Che cosa»), WHEN («Quando»), WHERE («Dove»), WHY («Perché») - Presentazione degli aspetti teorici e pratici sull'insegnamento di una disciplina non linguistica attraverso l'uso di una lingua veicolare a cura del Prof. Patrizio Berardi
CBI: Connect Build Integrate. Part I of the 2 part workshop presented to TICE faculty on March 10, 2011. This part covers the theory behind using content-based instruction in our program.
An Innovative, Competency-based InternationalCLIL Project: Are you brave eno...Neus Lorenzo
Lorenzo, N. (2018). An Innovative, Competency-Based International CLIL Project: Are you
brave enough? (International Projects, a space for expanding CLIL Methodologies). CLIL
Journal of Innovation and Research in Plurilingual and Pluricultural Education, 1 (1), 29-36.
Designing Blended Learning Experiences for the Language ClassroomBrent Jones
This workshop will walk participants through the course design and development process, with an emphasis on blended-learning curriculum for Content and Language Integrated Learning (CLIL) contexts. Highlighting the work of L. Dee Fink (2003) in the area of Significant Learning
Experiences, we will explore the different types of learning in Fink’s Taxonomy (foundational knowledge, application, integration, human dimension, caring and learning how to learn) while familiarising ourselves with his course design framework. Participants will be challenged to consider how each phase of this framework can inform and influence their own course design decisions, specifically the creation, adoption or adaptation of materials and methods to promote the acquisition of a new language as well as broader 21st century skills. Using examples of courses
recently developed for a content-based English language program for university students in Japan, the presenter will discuss how Fink’s concepts of backward design (what’s important now and years
after the course, and what should students do in the course to succeed?) and forward assessment
(imagining students in a situation where they would use the knowledge/skills, and focusing the learning on realistic meaningful tasks) have helped in both revamping existing courses and developing new ones. Participants will go away with several job aids to assist them in their own
curriculum, course and lesson planning endeavours.
Vàrem iniciar un blog a internet amb la intencióIniciamos un blog en internet con la intención de aumentar la motivación de nuestros alumnos por lo que se refiere a la impartición de contenidos en una lengua extranjera (AICLE-CLIL) y posibilitar que pudiesen seguir los aprendizajes desde casa mediante internet. Además, nuestra idea era la de servir como fuente de recursos para otros maestros que estén impartiendo AICLE. Pretèn ser una eina útil per al professorat, com a banc de recursos i idees que fan referència a la impartició de l’àrea de Medi Natural en anglès al cicle mitjà i superior d’educació primària. CLIL (Content and Language Integrated Learning) o AICLE (Aprenentatge Integrat de Contingut i Llengua Estrangera) fa referència a les situacions en què tota una àrea o una part d’aquesta s’ensenya mitjançant una llengua estrangera amb l’objectiu doble d’estudiar els continguts propis de l’àrea i l’aprenentatge simultani de la llengua estrangera.
intervento di Maria Jesus Frigols - Board of Education, Valencia
Cremona, 25.ott.2011
convegno "GLOCLIL, fron thoery to practice in the global village"
Guidelines for Collaborative Online International Learning - Mobility from Ho...Susana Galante
Handbook for practitioners on how to embed collaborative online international learning (COIL) created for Internationalization Department at Kibbutzim College of Education by Susana Galante and Dr Anya Glickman
Coloniality and ELT education programs: the need for disrupting alternatives ...Yamith José Fandiño Parra
This presentation will call for disruptive research practices that not only can question the rhetoric of modernity and the logic of coloniality, but also position epistemic disobedience and a grammar of decoloniality (Mignolo, 2010) in the production of knowledge in foreign language education programs (Fandiño, 2021). It will do so by first going over coloniality in general and coloniality of knowledge in particular. Then, it will discuss knowledge production in the field of foreign language education. After that, it will propose some preliminary ideas about the decolonization of research in foreign language education programs. Finally, it will encourage participants infuse their own research agendas and research projects with disruptive alternatives.
2020 05 - PONENCIAS ENCUENTRO DE SOCIALIZACIÓN DE EXPERIENCIAS INVESTIGATIVAS...Yamith José Fandiño Parra
2020: PENSAMIENTO CRÍTICO Y FORMACIÓN DOCENTE. DIDÁCTICAS Y MEDIACIONES PEDAGÓGICAS // FORMACIÓN DOCENTE Y PENSAMIENTO CRÍTICO. SISTEMATIZACIÓN DE UNA EXPERIENCIA BASADA EN SEMINARIOS DE PROFESORES
Una presentación con información básica sobre qué y cómo diseñar materiales a partir de las propuestas de varios autores. Se incluye una mención a análisis de necesidades.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
4. put in place rigorous monitoring and evaluation processes. (Coyle, Hood & Marsh, 2010) INTRODUCTION 2 YAMITH JOSÉ FANDIÑO
5.
6. Classroom content should be meaningful in a sense that it focuses on global problems mankind faces while connecting with the daily lives of our students and their areas of interest. CLIL STRATEGIES (Meyer, 2010) 3 YAMITH JOSÉ FANDIÑO
7.
8. In order to help our learners construct their own learning, they need to be taught how to learn efficiently. Learning skills and strategies, especially study skills like working with maps, diagrams or pictures, must be practiced continually and become an integral part of every CLIL lesson. CLIL STRATEGIES 4 YAMITH JOSÉ FANDIÑO
9.
10. Learners need to be pushed to make use of their resources; they need to have their linguistic abilities stretched to their fullest, they need to reflect on their output and consider ways of modifying it to enhance comprehensibility, appropriateness and accuracy.CLIL STRATEGIES 5 YAMITH JOSÉ FANDIÑO
11.
12. Cultures differ in many aspects including view of self, perceptions of time, and verbal and non-verbal communication styles, which need to be taken into account also.CLIL STRATEGIES 6 YAMITH JOSÉ FANDIÑO
13.
14. Academic discourse functions, the intersection of content, cognition and language, the ability to express complex thought processes appropriately need systematic instruction, both in L1 and L2. CLIL STRATEGIES 7 YAMITH JOSÉ FANDIÑO
15.
16. Passive knowledge has to be turned into active knowledge. Competent learners are those who can deliberately retrieve knowledge and apply it to solve problems or complete tasks.CLIL STRATEGIES 8 YAMITH JOSÉ FANDIÑO
18. CLIL PYRAMID Quality CLIL based on the 4Cs-Framework can only be achieved when all of the four Cs are considered in lesson planning and materials construction. 10 YAMITH JOSÉ FANDIÑO
19. The CLIL-Pyramid suggests a systematical sequence for planning CLIL units and materials, starting with topic selection and ending with a review of key content and language elements that we have come to call the CLIL workout. 1. Planning a CLIL unit starts with content selection. The specific needs of the content subject are at the heart of every CLIL lesson and the starting point for material construction. 2. Providing multimodal input and distributing it evenly across the new CLIL unit produces highly differentiated materials which accommodate different learning styles and activate various language skills. Such multimodal input can facilitate the development of new literacies. CLIL PYRAMID 11 YAMITH JOSÉ FANDIÑO
20. 3. The nature of the selected input (i.e. texts, charts, maps, video clips, etc.) determines how much and what kind of input-scaffolding is needed. It also indicates which subject specific study skills need to be practiced with the students so they can successfully cope with that input. 4. Tasks need to be designed to trigger both higher order thinking skills and lead to authentic communication/interaction in different interactive formats (solo work, pair work, group work, etc.). 5. The nature of the desired output (poster, interview, presentation, map, etc.) determines how much and what kind of output-scaffolding is necessary. CLIL PYRAMID 12 YAMITH JOSÉ FANDIÑO
23. Scaffolding, study skills, and learning strategies are essential parts of the planning and teaching process.
24. The model raises awareness for multi-modal input. It accommodates individual learning styles, multiple intelligences and leads to highly differentiated lessons and materials.
25. It is very flexible regarding various models of interaction/cooperation (individual/pair/group work).
28. OTHER CLIL MODELS Enright and McCloskey’s ‘Integrating English’ (1988) 15 YAMITH JOSÉ FANDIÑO
29. They believe that the aim of the planning process is ‘to have a set of learning activities that allow your students to explore different subject matter areas using different thinking processes and language processes… that are exciting and enjoyable… [that] have authentic goals… [that] build on students’ previous cultural and linguistic experiences… [that] involve students working cooperatively… and provide success to students at many levels’. In their approach to planning CLIL, they suggest the following framework: (i) Identify the topic/content to be taught (ii) Brainstorm activities and ideas using a topic web (iii) Use the topic web to develop learning objectives The learning objectives need to reflect our content aims as well as the language that we need to deliver the content. The needs of the pupils, as well as the school curriculum, will shape the whole planning process. OTHER CLIL MODELS 16 YAMITH JOSÉ FANDIÑO
30. OTHER CLIL MODELS (Echevarria, Vogt and Short, 2000) 17 YAMITH JOSÉ FANDIÑO
32. OTHER CLIL MODELS Content is the subject or the project theme. It is linked to the acquisition of knowledge, skills and understanding. Communication goes beyond the grammar system. The formula learning to use language and using language to learn is applicable here. Cognition is related to challenging learners to think, review and engage in higher order thinking skills. Learners construct their own understanding. Culture is the key for discovering self and fostering international understanding. (Coyle, 2005) 19 YAMITH JOSÉ FANDIÑO
36. Project Comenius 2.1 (2008). Planning CLIL classes and units of work. Europe: APEE. Coyle, D. (2005). Planning Tools for Teachers. Nottingham: University of Nottingham. Coyle, D. (2006). Content and Language Integrated Learning: Motivating learners and teachers. Scottish Languages Review, 13, 1-18. Available at http://blocs.xtec.cat/clilpractiques1/files/2008/11/slrcoyle.pdf Coyle, D., Hood, P., Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press. Echevarria J., Vogt, M. E., & Short D. J. (Eds.). (2000) Making Content Comprehensible for English Language Learners: The SIOP model. Boston, MA: Allyn & Bacon. Enright, D. S., & McCloskey, M.L. (1988). Integrating English. New York: Addison-Wesley Publishing Company. Meyer, O. (2010). Towards quality-CLIL: successful planning and teaching strategies. PULS, 33, 11-29. Putín, I. (2009). THE WEATHER CLIL Unit Lesson Plans. Nottingham: CEIP AlexandreGalí. REFERENCES 23 YAMITH JOSÉ FANDIÑO