EIGHTH SESSION: Start translating theory into action

Session objective:

Students had time to start thinking about how to give good use to what they have learnt so far in this course. It was the time to start aligning the different levels of the curriculum, it was the time to start working on a concrete proposal to start implrmenting CLIL in their core subjects lessons.  

Before starting this serious piece of work some things had be discussed and agreed upon.That is why, in this session we talked about the importance of always bearing in mind that whatever we design for our lessons has to be coherent with an upper level of  the curriculum, we ( teachers) are accountable for, the meso-curriculum and even a higher one which is the macro-curriculum; yet, we must always remember what the real world demands from all of us. In short, all of this can be summarised as in the illustration below.  

ACTIVITIES
You analised the learning objectives of your core subject programmes.
You thought about the way to align them with your student's outcome.
You started thinking about ways to insert a CLIL model that fits your student's needs, interests and resources available.

ARTICLES_RESOURCES AND MORE

SEVENTH SESSION: Giving instructions

Session objective:
Students learnt how to give instructions properly in both general and academic situations.


A few things you need to bear in mind when giving instructions, I hope this helps you clear things out.

ACTIVITIES
In this session students learnt in a practical manner how to give instructions to improve their lessons outcome.
Students  had to create a game, write the intructions and then give them to another team.
Students worked on improving their portfolios.

ARTICLES_RESOURCES AND MORE
Here is a short article about this topic. You'll find it useful http://nelearn.myelearning.org/mod/page/view.php?id=194 . More to come

SIXTH SESSION: Getting and giving valuable feedback

Session objective:

In this session we talked about what happened last session in which students were assessed throughout a practical exercise. Everyone had the chance to state how they felt about the exercise and what it meant for them.

This very interesting video summarises what we did in our session of today. We really apreciated your comments and suggestions and will take them into account to improve our next tasks. Please, check the video and consider if our feedback fits the criteria of good feedback. Thanks

ACTIVITIES
In this session we had a plenary session where all of you assessed the activity of the previous session.
You received personalised feedback.
You had time to make good use of the feedback given by tuttors and colleagues in order to improve your reading comprehension task.

ARTICLES_RESOURCES AND MORE
Now that you are rethinking what feedback is all about, I invite you to watch this nice video from the Virginia Apgar Academy of Medical Educators.I hope you like it. More articles to come.

FIFTH SESSION: Assessment and its importance

Session objective:

Students will be assessed throughout a practical exercise that will allow them to show how much  they have comprehended and taken in from this course. The importance of a clear previously stated criteria will be discussed to.


Before we begin this session it is important to establish what the difference between assessment and evaluation is. Have a look at this short video.

One question arises then, how do we move from simply evaluating to assessing?  This video will give you a few tips. Have fun.

ACTIVITIES
In this session you assessed our CLIL course so far. A huge thank you for that.
You prepared a reading exercise comprehension based on a real- text given.
You presented your activity to the class.
You helped us assess your colleagues and you self-assessed you reading exercise.

ARTICLES_RESOURCES AND MORE
An article I recommend to get the basics of assessment is this article. More will be added soon.
http://www.thenationalacademy.org/readings/assessandeval.html

FOURTH SESSION : Tasks and Questions

Session objective:
Students will understand the close relation between the tasks and the need to ask questions properly.

The importance of this topic is easily shown in this short video. How to find out how much your students know, understand or have learnt? What type of questions are we asking our students?

ACTIVITIES
You classified questions and matched them to the levels of reading.
You learnt and practiced how to make different types of questions.
You read an academic text and practiced your reading strategies.
You improved a previously made reading excercise based on the theory presented today.

ARTICLES-RESOURCES AND MORE
Read this interesting article on How to write questions effectively: http://www.thelearningmanager.com/pubdownloads/writing_effective_questions.pdf

THIRD SESSION: Different levels of Reading and strategies

Session objective:
Students wil understand what the different  levels of readings  are and strategies they must make their readers aware of to cope with reading tasks.

Watch this video to remember the most important reading strategies you should encourage your students to use before-while and after reading.

Since we are still struggling with this specific topic and specially needing more practice and tips on how to make questions to check our students' inferential reading..here you are these tips:

ACTIVITIES

Students improve the reading exercise they designed the lesson before taking into account all theory presented today.

ARTICLES- RESOURCES AND MORE

This short article summarizes what the 3 levels of reading entitle and the sort of questions to be asked for each of them http://www.rdg011.net/skill%20sets/Unit%202%20-%203%20stages%20of%20reading/Levels%20of%20Reading.pdf

SECOND SESSION : What reading is, its purpose and moments
Thurs, 18th of June

SESSION OBJECTIVE:

To make Ss aware of what reading is , the moments through which you go when reading a text and the importance of stating a purpose for reading.

Reading according to...

´Brunan W.K (1989) “ a two-way interaction in which information is exchanged between the reader and the author".

´Smith (1973)"Reading is an act of communication in which information is transferred from a transmitter to a receiver“   

Moments and purposes of reading from the teacher's point of view.

ACTIVITIES:
Prepare a reading activity based on a content base text from each one of the participant schools.

ARTICLES-RESOURCES AND MORE
I recomend you this link if you are interested in learning about types of reading and the purposes of them, the website also includes materials, skills and activities you can think of when statien the purpose of your readings. file:///C:/Documents%20and%20Settings/osmith/Mis%20documentos/Downloads/types%20of%20reading.pdf

FIRST SESSION

Session objective: Getting to know about your course, expressing expectations and showing how much you know about CLIL.

This entry is for you to get to know a bit about the course. First, what exactly is CLIL? Watch the video.

In here you'll find your CLIL course presentation
https://prezi.com/wx9vry3zgzt6/diploma-in-methodology-and-didactics-to-implement-content-su/  Please read it through to find out about the rules, procedures and times of the course.

ACTIVITIES:
1. Discussing CLIL settings and models.
2. Drawing a CLIL tutor's profile

ARTICLES -RESOURCES AND MORE
1. An article We found very useful for this session was the one about a study on  how CLIL is happening at at Universities in Spain. Here you are it. I highly recommend it.red-u.net/redu/index.php/REDU/article/view/739/pdf
2. An interview with David Marsh, one of the authors of this approach: http://ihjournal.com/content-and-language-integrated-learning
3. Rubric for your portfolio

Portfolio rubric

According to the Glossary of Education Reform “A portfolio is a compilation of student work assembled for the purpose of (1) evaluating coursework quality and academic achievement, (2) creating a lasting archive of academic work products, and (3) determining whether students have met learning standards or academic requirements for courses, grade-level promotion, and graduation.”

Criteria	Emerging (1-2)	Proficient (3-4)	Exemplar (5)	rating
Content-Selection of Artifacts ( What I learnt today and how do I plan to use it in my CLIL lessons, activities, extra material)	Some of the artifacts and work samples are related to the purpose of the e-portfolio. Includes only the required ones.	Most artifacts and work samples are related to the purpose of the e-portfolio. Goes beyond the required artifacts.	All artifacts and work samples are clearly and directly related to the purpose of the e-portfolio.  A wide variety of artifacts is included. Exceeds the required artifacts.
Reflective Commentary	Some of the reflections show growth and include goals for continued learning.	Most of the reflections show growth and include goals for continued learning. They show ability of effective critique.	All reflections clearly explain how the artifact demonstrates your growth, competencies, accomplishments, and include goals for continued learning (long and short term). Self-critique and suggestions for constructive alternatives.
Descriptive text	Some of the artifacts are accompanied by a text that clearly explains the importance of the item including title, author, and date. Citation is not taken into account. No editing is evident.	Most of the artifacts are accompanied by a text that clearly explains the importance of the item work including title, author, and date. Citations are somehow present and some edition is done.	All artifacts are accompanied by a text that clearly explains the importance of the item including title, author, and date. Citation is properly done always. Careful edition is done.
Total	Adapted from the University of Wisconsin. Retrieved from https://www2.uwstout.edu/content/profdev/rubrics/eportfoliorubric.html Definition Portfolio taken from  Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum