The document emphasizes the need for selective content curation in education to enhance professional development and student learning. It explores themes such as the concept of 'home,' utilizing multimedia resources and engaging activities to prompt critical thinking and discussion among students. A variety of suggested resources and activities aim to create an interactive learning environment, fostering connections to real-world contexts.

1. What really counts? With the
overwhelming amount of
information reaching us, we must be
selective.

2. Filtering and organizing content for
professional development and
classroom use
• Content Curators • CLIL teachers
“Content and Lgg in
Integrating Learning”

3. What’s CLIL?

4. What’s Curation?

5. Digital Resident X Digital Visitor
Most of our students are residents...

6. How...?
• “tunning and feeding” • Promoting creative
Learning about different thinking through
sources and sharing classroom activities.

7. Sources
• Yahoo News
• Google News
• Twitter
• Facebook
• Memeorandumhttp://www.memeorandum.com/
• Techmeme Newshttp://news.techmeme.com/
• Flipboardhttp://flipboard.com/

8. Selecting by themes...
• Spigot http://spigot.org/
• Dmlcentral http://dmlcentral.net/
• Scoopit http://www.scoop.it/
• Mentormob http://www.mentormob.com/
• Slideshare
http://www.slideshare.net/rashmi/meet-
slideshare

9. Different ones...
• Diigo http://www.diigo.com/
• Themeefy http://themeefy.com/landing.php?
http_referrer=
• Flickr http://www.flickr.com/
• Idreambooks http://www.idreambooks.com/
• Pinterest http://pinterest.com/
• Voicethread http://voicethread.com/?
#q.b409.i848804

10. Hands on! Let’s have some fun!
Lame Excuses

11. Ask Ss to watch the opening
scene of the video and give their
opinions about the situation.
Discuss relationships, similar
excuses and the relation with the
world.
Show the complete video, work
with the lyrics, extend it.

12. Divide the class in 2 groups and ask
one to come up with questions to the
image, and the other the supposed
answers.

13. Bare in mind that questions like: How
old is she?
Where’s she? Etc...
Are OK, but what you really want is:
Why does she need to work?
Is this in Brazil?
Connect Ss to the world. What
really counts is the awareness of the
reality. Use unique images. Prompt
them to think beyond.

14. Content & Meaning
1. “The door is open”
2. “I feel tired”
3. “What are you looking at?”
4. “How could you do that?”

15. Divide Ss in pairs and ask them to
come up with situations for each
sentence.
Ask them to act out.
These are sentences from the books
we use. There are many others.
Good to work with intonation, linking
words and pronunciation.

16. There’s no place like home
• The theme HOME has always been in movies and
songs and has questioned people what home
actually means: if it’s a physical or illusory place
and where home actually is. For some, “My home
is where the heart is.” says the 80s song Blue
Savannah. For Macaulay Culkin, home is his
castle which he has to defend and protect.
Whereas for the Gladiator, home is freedom, it’s
his safe port, where he struggles throughout the
whole movie to get back to.

17. What does home mean for our
students? Have they ever thought
about the idea of ‘home’?
• 1. Write HOME on the board and ask students to brainstorm whatever
comes to their minds about it.
• 2. Give them slips of paper (Home is… ) with famous quotes about home
and ask them to match. Get feedback. Ask if they understand each quote
and if they agree with the quotes. Show them the answers.
• 3. Ask them if they ever came home after a long trip and what this meant
for them. How did they feel? Was their idea of home the same
before/after the trip?
• 4. Show the 1min video of the first scene from the movie Love Actually
which shows the Arrivals Gate at Heathrow airport. Ask them their
opinion about the scene.
• 5. Give them the lyrics of Didi’song Coming Home. Listen to the song and
ask students what the song is about. Ask them why they think she is
coming home and how different she must be after having left home for a
long time.
• http://www.youtube.com/watch?v=PMScPVO4rLw&feature=related

20. Follow-up Activities:
• 1. Show them the scene from The Wizard of
Oz and ask them to write a composition with the
title: ‘There’s no place like home’.
• 2. Record your students’ voice with Audioboo or
Voicethread and ask them to define ‘home’ in 1
minute.
• 3. Students use post-it notes to write their
definition of HOME and stick up on the classroom
walls. Tell them to complete the sentence: Home
is…

21. What if...
Maybe...
• First describe the
picture.
• Then, complete one
of the sentences
above giving your
opinion.

22. Call attention to the difference between
describing and giving opinion.
This is a good activity to be given right
after introducing may and might and the
first conditional. (Teens-3)
You can give the name of the bugs:
grasshoper, roach, beetle, mantis and
dragonfly, but again, why is she in that
position?
After the discussion, you can ask Ss to
create an ad with the ideas. You can even
record their voices!

23. Do you recognize what this image
means?
Why is this girl giving a speech?

24. This is an image of a beach right
before a Tsunami.
This girl is Tilly Smith, who received
an award for saving hundreds of
people.
Again, connect, explore,
personalize.

25. What is a tsunami? How does it start?
• Ask Ss to search online. Give groups or pairs
some minutes. Work with real geographical
terms. (be prepared!)
• Write on board Ss anwers. Go to this
linkhttp://oceanexplorer.noaa.gov/edu/learni
ng/player/lesson09/l9la2_a.html and explore.
• Connect to the lesson: The Angel of the Beach
(TE-3) or Explain a life-changing event
(Master-2)

26. Knowledgements
I wish to thank my Braztesol colleagues for
supporting me, sharing ideas and laughs.
Special thanks to Jeremy Harmer, Carla Arena,
Eduardo Santos and Courtney Pahl for the great
Workshops and hints. For this workshop, I’ve
just put together their ideas.