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