Este documento presenta los Estándares Básicos de Competencias en Lenguas Extranjeras (Inglés) del Ministerio de Educación Nacional de Colombia. Explica qué son los estándares, las competencias lingüísticas, pragmáticas y sociolingüísticas que se desarrollan en inglés, y los niveles comunes de referencia para medir el desempeño en cada grado escolar, que van desde principiante hasta competente. Además, detalla cómo se estructuran y deben leerse los estándares para cada habilidad comunic
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language simultaneously. It discusses key CLIL concepts like integration of content and language, using language to learn new content and develop thinking skills. It also covers frameworks like the 4Cs, Bloom's Taxonomy, Cummins' Matrix. It outlines new roles for teachers and students in CLIL with a focus on facilitating thinking rather than imparting knowledge. Elements of planning, interaction, scaffolding, assessment and cooperation among teachers are also summarized.
Este documento presenta diferentes modelos y métodos de la lectoescritura. Explica que la lectoescritura implica la adquisición de habilidades cognitivas, sensoriales y motoras para descifrar palabras y textos. Luego describe varios modelos como el de procesamiento ascendente y descendente, así como métodos como el alfabético, silábico y de palabras generadoras. Finalmente, analiza enfoques como el maduracionista y psicológico-cognitivo, y concluye que el método más adecuado es aquel que lleva al
Este documento propone lineamientos para realizar juegos de simulación e imaginación histórica en el aula. Explica que estos ejercicios permiten reproducir situaciones históricas de forma simplificada para desarrollar habilidades de investigación e reflexión histórica. Luego, detalla diferentes momentos en que se pueden aplicar durante una unidad didáctica y ofrece ejemplos como programas de radio, noticieros, debates y juicios históricos que involucren dramatizaciones.
Este documento presenta una introducción a conceptos clave de la sociolingüística como variación lingüística, variable, variante, comunidad idiomática y de habla. Explica que la sociolingüística estudia cómo la lengua varía según factores sociales como género, edad y clase. También describe técnicas como encuestas y entrevistas para recolectar datos y analizar la variación fonética, léxica y gramatical en relación con factores sociales.
Content and language integrated learningPaula Lauria
Content and Language Integrated Learning (CLIL) is an approach where students learn new content in a foreign language at the same time. The theory is that focusing on meaningful content helps students understand and use the target language as a learning tool. CLIL differs from topic-based approaches in that the main objective is for students to learn new content while also learning the language. The document discusses the AICLE approach used in upper secondary schools, which complements communicative task-based learning in lower secondary schools by motivating students to solve problems and learn how to do things in other languages.
El documento describe los enfoques didácticos para la enseñanza del español en el primer grado de educación primaria. Se enfatiza que los estudiantes deben participar en situaciones comunicativas reales para aprender de manera constructiva. También se destaca que el lenguaje es un objeto social y que el centro del proceso educativo es el aprendizaje del estudiante. El enfoque actual utiliza proyectos didácticos basados en prácticas sociales del lenguaje para enseñar los temas y habilidades de una manera signific
CLIL (Content and Language Integrated Learning) is an approach that integrates teaching academic content with the teaching of a non-native language. It has 4 guiding principles and involves 5 stages: building a shared vision, reflecting the context, focusing on content, communication, cognition and culture, providing resources, and monitoring/evaluating. The methodology creates a safe environment for active, peer-cooperative learning with scaffolding. Teachers act as facilitators and provide authentic input while students use their background knowledge to participate and apply new content knowledge.
Este documento presenta los Estándares Básicos de Competencias en Lenguas Extranjeras (Inglés) del Ministerio de Educación Nacional de Colombia. Explica qué son los estándares, las competencias lingüísticas, pragmáticas y sociolingüísticas que se desarrollan en inglés, y los niveles comunes de referencia para medir el desempeño en cada grado escolar, que van desde principiante hasta competente. Además, detalla cómo se estructuran y deben leerse los estándares para cada habilidad comunic
This document provides an overview of Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused educational approach where an additional language is used for teaching content and language simultaneously. It discusses key CLIL concepts like integration of content and language, using language to learn new content and develop thinking skills. It also covers frameworks like the 4Cs, Bloom's Taxonomy, Cummins' Matrix. It outlines new roles for teachers and students in CLIL with a focus on facilitating thinking rather than imparting knowledge. Elements of planning, interaction, scaffolding, assessment and cooperation among teachers are also summarized.
Este documento presenta diferentes modelos y métodos de la lectoescritura. Explica que la lectoescritura implica la adquisición de habilidades cognitivas, sensoriales y motoras para descifrar palabras y textos. Luego describe varios modelos como el de procesamiento ascendente y descendente, así como métodos como el alfabético, silábico y de palabras generadoras. Finalmente, analiza enfoques como el maduracionista y psicológico-cognitivo, y concluye que el método más adecuado es aquel que lleva al
Este documento propone lineamientos para realizar juegos de simulación e imaginación histórica en el aula. Explica que estos ejercicios permiten reproducir situaciones históricas de forma simplificada para desarrollar habilidades de investigación e reflexión histórica. Luego, detalla diferentes momentos en que se pueden aplicar durante una unidad didáctica y ofrece ejemplos como programas de radio, noticieros, debates y juicios históricos que involucren dramatizaciones.
Este documento presenta una introducción a conceptos clave de la sociolingüística como variación lingüística, variable, variante, comunidad idiomática y de habla. Explica que la sociolingüística estudia cómo la lengua varía según factores sociales como género, edad y clase. También describe técnicas como encuestas y entrevistas para recolectar datos y analizar la variación fonética, léxica y gramatical en relación con factores sociales.
Content and language integrated learningPaula Lauria
Content and Language Integrated Learning (CLIL) is an approach where students learn new content in a foreign language at the same time. The theory is that focusing on meaningful content helps students understand and use the target language as a learning tool. CLIL differs from topic-based approaches in that the main objective is for students to learn new content while also learning the language. The document discusses the AICLE approach used in upper secondary schools, which complements communicative task-based learning in lower secondary schools by motivating students to solve problems and learn how to do things in other languages.
El documento describe los enfoques didácticos para la enseñanza del español en el primer grado de educación primaria. Se enfatiza que los estudiantes deben participar en situaciones comunicativas reales para aprender de manera constructiva. También se destaca que el lenguaje es un objeto social y que el centro del proceso educativo es el aprendizaje del estudiante. El enfoque actual utiliza proyectos didácticos basados en prácticas sociales del lenguaje para enseñar los temas y habilidades de una manera signific
CLIL (Content and Language Integrated Learning) is an approach that integrates teaching academic content with the teaching of a non-native language. It has 4 guiding principles and involves 5 stages: building a shared vision, reflecting the context, focusing on content, communication, cognition and culture, providing resources, and monitoring/evaluating. The methodology creates a safe environment for active, peer-cooperative learning with scaffolding. Teachers act as facilitators and provide authentic input while students use their background knowledge to participate and apply new content knowledge.
WHAT IS SCIENTIX: INTERNATIONAL TEACHERS MEETING -BRATISLAVADonatella Cortese
Incontro tra Insegnanti di Scienze e Matematica - Fisica in un Liceo Internazionale di Bratislava.
Si é parlato di SCIENTIX e EUROPEAN SCHOOLNET.
Confronto sui Progetti europei.
eTwinnig e le Indicazioni per il Curriculo, sviluppi futuri della piattaformaalexandra tosi
Presentazione del 12 dicembre a Caltanissetta durante l'evento regionale eTwinning per la Sicilia "Discovering the eTwinning Galaxy". Argomenti:
- numeri eTwinning
- aggiornamento professionale docenti
- eTwinnig e le Indicazioni per il curriculo Infanzia e primo ciclo
- sviluppi futuri di eTwinning
La presentazione di Maria Chiara Pettenati, Maria Guida e Valentina Toci, ricercatrici Indire alla seconda giornata nazionale per i referenti della formazione Neoassunti 2015/2016 organizzata a Napoli il 10 marzo 2016.
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
eTwinning e le politiche nazionali per la scuolaalexandra tosi
Sinergie tra eTwinning e le nuove politiche per la scuola come le Indicazioni nazionali per il curricolo, il PNSD, Piano Formazione Docenti, la Buona Scuola, Clil...
This document outlines the itinerary and activities for a student mobility programme taking place from October 14-25, 2021 in Bologna, Italy. The programme will include visits to important cultural sites representing different historical periods, meetings and activities at the host school Liceo Laura Bassi, cultural heritage activities in Bologna and other cities, and opportunities for socializing and exchanging cultures. Students will learn about Bologna's history and cultural heritage through both guided tours and hands-on activities while fostering international cooperation.
This document outlines the itinerary and activities for a physical mobility program taking place from November 29th to December 9th, 2021 on Réunion Island. The program includes activities such as welcome ceremonies, job shadowing, debates, guided tours of local landmarks, hiking trips, and workshops on Réunion Island's culture and heritage. The schedule also allocates time for videoconferencing between coordinators and students attending classes at their host schools. The program aims to foster cultural exchange between visiting students and their Réunion hosts through immersive, hands-on experiences of the island's history, landscapes, and Creole culture.
WHAT IS SCIENTIX: INTERNATIONAL TEACHERS MEETING -BRATISLAVADonatella Cortese
Incontro tra Insegnanti di Scienze e Matematica - Fisica in un Liceo Internazionale di Bratislava.
Si é parlato di SCIENTIX e EUROPEAN SCHOOLNET.
Confronto sui Progetti europei.
eTwinnig e le Indicazioni per il Curriculo, sviluppi futuri della piattaformaalexandra tosi
Presentazione del 12 dicembre a Caltanissetta durante l'evento regionale eTwinning per la Sicilia "Discovering the eTwinning Galaxy". Argomenti:
- numeri eTwinning
- aggiornamento professionale docenti
- eTwinnig e le Indicazioni per il curriculo Infanzia e primo ciclo
- sviluppi futuri di eTwinning
La presentazione di Maria Chiara Pettenati, Maria Guida e Valentina Toci, ricercatrici Indire alla seconda giornata nazionale per i referenti della formazione Neoassunti 2015/2016 organizzata a Napoli il 10 marzo 2016.
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
eTwinning e le politiche nazionali per la scuolaalexandra tosi
Sinergie tra eTwinning e le nuove politiche per la scuola come le Indicazioni nazionali per il curricolo, il PNSD, Piano Formazione Docenti, la Buona Scuola, Clil...
This document outlines the itinerary and activities for a student mobility programme taking place from October 14-25, 2021 in Bologna, Italy. The programme will include visits to important cultural sites representing different historical periods, meetings and activities at the host school Liceo Laura Bassi, cultural heritage activities in Bologna and other cities, and opportunities for socializing and exchanging cultures. Students will learn about Bologna's history and cultural heritage through both guided tours and hands-on activities while fostering international cooperation.
This document outlines the itinerary and activities for a physical mobility program taking place from November 29th to December 9th, 2021 on Réunion Island. The program includes activities such as welcome ceremonies, job shadowing, debates, guided tours of local landmarks, hiking trips, and workshops on Réunion Island's culture and heritage. The schedule also allocates time for videoconferencing between coordinators and students attending classes at their host schools. The program aims to foster cultural exchange between visiting students and their Réunion hosts through immersive, hands-on experiences of the island's history, landscapes, and Creole culture.
Programme NoMI la salle st.charles 28-30 june 2021Elena Pezzi
This document provides an itinerary for a 3-day virtual exchange program between students in Reunion Island, France and other countries. On day 1, students will learn about Reunion Island's history and culture through videos and activities. They will have a live video call with students in Reunion Island to discuss stereotypes. On day 2, students will learn about Reunionese traditions like Maloya music and All Saints' Day. Day 3 focuses on Reunion Island's sports, cuisine, and UNESCO World Heritage sites through games and recipes. The goal is for students to learn about and appreciate Reunionese culture in an interactive way.
Espoo programme Leppävaaran 8-10 march 2021Elena Pezzi
1. This document outlines the itinerary and activities for a 3-day virtual exchange between students in Finland and another country. The schedule includes introductory videos about Finland, a welcome to Leppävaaran Lukio high school, discussions of Finnish culture and sports, and activities exploring Finnish language, music, nature and science.
2. Each day focuses on a different topic, such as learning about daily life and landmarks in Helsinki on day 1, traditions and education in Finland on day 2, and the Northern Lights, Finnish culture and sports on day 3. Students will participate in online synchronous classes, watch informative videos, and complete companion activities and discussions.
3. The goal is for participating students
This document outlines the program for an international student exchange hosted by Escola Básica e Secundária Gonçalves Zarco in Madeira Island, Portugal from May 9th to 15th, 2019. The program includes welcome and introductory activities, cultural excursions to local museums and sites, workshops on tile painting and traditional games, a debate on multiculturalism in the EU, presentations by partner schools, a boat trip and sunset viewing, certificate award ceremony, and closing dance and stargazing event. Students and teachers from multiple countries will participate in sharing their cultures and learning about Madeira through various educational and social activities over the course of the week-long exchange.
This document outlines the itinerary for a student mobility program taking place from March 7-14, 2019 in Aldaia, Spain. The program, called "No Man is an Island", brings together students from partner schools in Italy, Spain, Romania and Turkey. The week-long program includes cultural activities exploring the themes of "The Island of Heart", "The Island of Wind" and "The Island of Stones". Students will visit landmarks in Valencia, participate in workshops, debates and performances, and experience Spanish traditions like paella and the Falles festival. The goal is to promote inclusion and understanding between the visiting international students.
El proyecto involucró a 19 docentes y 180 estudiantes en el desarrollo de actividades para fomentar la inclusión. Los objetivos fueron profundizar en la sensibilidad hacia la inclusión, conocer figuras inspiradoras, y aplicar metodologías como el aprendizaje cooperativo y basado en proyectos. Los estudiantes investigaron biografías de figuras inspiradoras y crearon pruebas de escape room (Breakout Edu) sobre ellas en diferentes idiomas. El proyecto final se presentará a otros estudiantes y socios europeos.
This document provides a program for a mobility project taking place from October 13-19, 2019 in French Polynesia. The program includes cultural activities such as visits to a market, beach, and city center, a debate on political institutions, outrigger canoeing, and day trips to surrounding islands. Participants will take part in workshops on traditional dance, songs, handcrafts and create a jingle. They will also receive training on mobility tools, cross-cultural newscasts, webradio, and Twinspace platform. The program aims to promote cultural exchange through experiencing the natural heritage and culture of French Polynesia.
The document outlines a 9 day program for students visiting Escola Básica e Secundária Gonçalves Zarco in Madeira Island, Portugal from May 9-14, 2019. The itinerary includes welcome activities, cultural visits to museums and gardens, outdoor excursions such as hiking and boat trips, workshops on tile painting and music, student presentations, and a closing ceremony. The schedule incorporates sightseeing, cultural exchange, and hands-on learning experiences for the visiting students.
The story follows three little pigs who leave home to seek their fortunes. The first builds a house of straw, the second of sticks, and the third of bricks. A big bad wolf blows down the houses of straw and sticks, forcing the pigs to take shelter with the third pig in his brick house. The third pig built strongly by combining techniques learned from the other pigs. Just like a levada spreads water, the two pigs spread information to the third pig to ensure everyone's safety from the wolf.
1) Students and teachers from different countries debated multiculturalism and the EU in Madeira, Portugal.
2) They discussed the meaning of multiculturalism versus interculturalism and examples in their countries.
3) A formal debate was held at the Madeiran Legislative Assembly on Europe Day, where different views on multiculturalism's impact were presented.
The document discusses the cultural heritage of Valencia, Spain under three categories: tangible heritage as "The Island of Stones", natural heritage as "The Island of Wind", and intangible heritage as "The Island of Heart". Some of Valencia's notable sites of tangible cultural heritage mentioned are the Lonja de la Seda, the central market, and the City Hall square. The Albufera natural park and its importance to Valencian cuisine is highlighted as part of the natural heritage. Finally, the intangible cultural heritage is epitomized by the famous Falles festival celebrated in March, which was declared a UNESCO world heritage in 2017.
The document describes the education system in Finland. It begins with pre-school at age 6 and continues through primary school from ages 7-12, lower secondary school from 13-15, and upper secondary or vocational school from ages 15/16-18/19. Education is free, including meals and textbooks. Most students continue their education at upper secondary schools, where they have freedom to choose courses within the national curriculum. Students take a matriculation examination upon graduation to qualify for university entrance.
This document discusses definitions of various words related to places and community in different languages including island, shore, neighborhood, square, home, and courtyard. It provides dictionary definitions and questions about the meaning of each term. John Donne's meditations are referenced in relation to how each person is connected to humanity and their community.
This document outlines the itinerary for a student mobility program taking place from March 8-13, 2019 in Spain. The theme of the program is "No Man is an Island" and it will involve students from Italy and Spain. The schedule includes activities exploring different aspects of Spanish culture and heritage in Aldaia and Valencia such as music, women in science, art, theatre, food, and the natural environment. Key events include visits to historic sites, a debate, workshops, and a closing ceremony where students will present and receive certificates.
2. SPAGNOLO - STORIA
¿Por qué y para qué?
25/10/2010Elena Pezzi2
LICEO LAURA BASSI – BOLOGNA
CLASSE 2°D – a.s. 2008-09
Prof.sse Gabriella Vialli – Elena Pezzi
3. QUALCHE RIFLESSIONE
INIZIALE
Perché un modulo CLIL?
25/10/2010Elena Pezzi3
•Integra apprendimento di lingua
e contenuto
•Favorisce la motivazione
•Stimola la curiosità
•Incoraggia la ricerca di nuove
strategie
•Sviluppa le abilità trasversali
•…..
•Richiede collaborazione di gruppo
docente
•Dev’essere attentamente
pianificato (chi – fa – cosa - come)
•Deve prevedere modalità di
effettuazione e valutazione diverse
dalle attività standard
•….
4. 25/10/2010Elena Pezzi
CLIL – perché?
Il sito della Commissione Europea – sezione “Multilinguismo” 1
dà un elenco di vantaggi che
derivano dall’introduzione del CLIL. Esso
•costruisce una conoscenza ed una visione interculturale
•sviluppa abilità di comunicazione interculturale
•migliora le competenze linguistiche e le abilità di comunicazione orale
•sviluppa interessi ed una mentalità multilinguistica
•dà opportunità concrete per studiare il medesimo contenuto da diverse prospettive
•permette ai discenti un maggior contatto con la lingua obiettivo
• non richiede ore aggiuntive di insegnamento
• completa le altre materie invece che competere con le altre
• diversifica i metodi e le pratiche in classe
• aumenta la motivazione dei discenti e la fiducia sia nelle lingue sia nella materia che viene
insegnata
A questi vantaggi, possiamo aggiungere che, attraverso il CLIL, gli studenti sono esposti a più
lingua straniera e, soprattutto, imparano una lingua mettendo in pratica subito ciò che stanno
imparando in quella lingua. Anche questo contribuisce a rendere più forte la motivazione
all’apprendimento dal momento che lo studente vede subito di quali progressi è capace.
1. http://ec.europa.eu/education/languages/language-teaching/doc236_it.htm
Tratto da: Silvia Minardi, “CLIL – (s)punti di partenza”, pp.2-3, in
http://www.programmallp.it/lkmw_file/LLP///Tema/2010_CLIL_llp.pdf
5. QUALCHE RIFLESSIONE
INIZIALE
Perché nella 2°D?
25/10/2010Elena Pezzi5
•Classe non numerosa (20
alunni)
•Nel complesso motivata nello
studio dello spagnolo
•Competenza in spagnolo: A2
•Buone capacità individuali
•Collaborazione fra colleghi nel
CdC
•Evento contingente
•Alcuni alunni poco partecipi
•Poca abitudine a riconoscere le
interconnessioni fra discipline
•Tendenza alla passività /
ripetitività nelle discipline non
linguistiche
6. Tanto per cominciare …
25/10/2010Elena Pezzi6
“El enfoque aquí adoptado, en sentido general, se
centra en la acción en la medida en que considera
a los usuarios y alumnos que aprenden una lengua
principalmente como agentes sociales, es decir,
como miembros de una sociedad que tiene tareas
(no sólo relacionadas con la lengua) que llevar a
cabo en una serie determinada de circunstancias,
en un entorno específico y dentro de un campo
de acción concreto”. (MCER, cáp.2)
7. Approccio orientato all’azione
25/10/2010Elena Pezzi7
Se condividiamo queste idee adotteremo una
metodologia didattica che proponga tareas / attività
in cui si integrino le conoscenze acquisite
che gli studenti possano mettere in relazione con
qualcosa vicino ai propri interessi
Cioè, dovremo proporre qualcosa che sia rilevante per
loro.
11. Scambio scolastico
Liceo Laura Bassi -
Bologna
Cambridge House
Community College –
Rocafort (Valencia)
25/10/2010Elena Pezzi11
12. Le 8 competenze chiave per
l’apprendimento permanente
1. Comunicazione nella madrelingua
2. Comunicazione nelle lingue straniere
3. Competenza matematica e competenze di base in scienza e
tecnologia
4. Competenza digitale
5. Imparare ad imparare
6. Competenze sociali e civiche
7. Spirito di iniziativa e imprenditorialità
8. Consapevolezza ed espressione culturale
La versione italiana del documento si può reperire, ad esempio, in
http://www.indire.it/db/docsrv//PDF/raccomandazione_europea.pdf
13. I nostri obiettivi
25/10/2010Elena Pezzi13
Acquisire alcuni termini chiave del linguaggio storico
Saper esporre in L2 contenuti di argomento storico
Interagire con l’insegnante e con i compagni utilizzando la
L2
Consolidare la motivazione allo studio della storia
Imparare a ricercare criticamente informazioni in una
pluralità di contesti e materiali
Sviluppare strategie personali e di gruppo per risolvere
problemi
Interagire nel gruppo
Creare un prodotto finale destinato ad un pubblico preciso
14. Quali contenuti?
25/10/2010Elena Pezzi14
Storia medievale con particolare riguardo alla città di
Bologna:
La decadenza dei primi secoli
La ripresa cittadina
Arti e mestieri
L’università
Evoluzione della struttura urbana
Abolizione della servitù
La signoria
●Storia dell’arte: i principali monumenti medievali della città
15. Quali materiali e strumenti?
25/10/2010Elena Pezzi15
Libri di testo
Fonti iconiche e iconografiche di vario tipo
Materiali e documenti presenti in rete
Laboratorio informatico e multimediale
Presentazione in Power Point
Files multimediali
16. Quali modalità operative?
25/10/2010Elena Pezzi16
Docente di storia (compresenza anche con educazione
giuridica):
Modulo sulla storia medievale italiana
Approfondimento sulle peculiarità di Bologna
Docenti di spagnolo:
Attività lessicali mirate all’acquisizione dei termini tecnici
Attività comunicative di rinforzo delle abilità orali (narrare fatti
passati)
“Sostegno” tecnico
17. La classe:
Divisione in gruppi eterogenei
Negoziazione e scelta del tema di lavoro
Organizzazione dei contenuti
Sviluppo del tema
Creazione di una parte del prodotto finale
Assemblaggio in un’unica “opera”
25/10/2010Elena Pezzi17