My review and reflections on Moodle MOOC7 by Bob Lejkowski-Clark (englishwithbob.org)
Monday, 14 December 2015
Closing Ceremony
Well this is the last post on MMOOC7 and the closing ceremony gave participants a chance to reflect on what they had got out of the course.
First of all, I didn't complete the Moodle part of the MOOC because I was so engrossed in all the wonderful webinars provided by a host of presenters with Nellie Deutsch at the helm. I wish that I had taken the opportunity to find out more about the inner workings of Moodle that Nellie provided but may be next time (Roll on MM8!) What I did learn, is that it is a versatile learning platform which can be used to provide courses online. Perhaps I will play a little more with MoodleCloud to try and see what I missed.
The webinars covered a variety of topics both theoretical and practical and although I originally intended to attend as many as possible, I found that I wasn't able to keep up with the pace and write this blog at the same time. (I don't know how Nellie managed, it must be something to do with her power poses.) Accordingly I focused on watching the replays which Nellie and others kindly posted in various places online. The main disadvantage of this was that I was not able to participate in the chats and live questions which are an integral part of any online webinar.
I watched presentations by people I had come across online before and other new (to me) people who also enriched my teaching with their ideas, anecdotes and resources. There have been too many excellent presentations to say which one I thought best. I have collated a list of resources from the webinars which are in a separate post for me to go through when I have time - they are in no particular order, just the order in which I found them and I am sure that I have missed loads! Some of them were presented and some were found from digging around when I saw a reference to them in a slide or in the chatbox.
The one thing that I thing I have got out of the webinars, and it cropped up many times with different presenters was the importance of learning by doing for teachers and students, as well as empowering students to take more responsibility and control of their own destinies. Having now written this blog I will go back through it after a short break and see which aspects I can introduce into my new teaching life online.
Thank you Nellie for creating and organising this wonderful online learning opportunity for so many and thank you to all of the presenters from around the world who took the time to prepare their sessions and share their valuable knowledge with us all. I apologise if I was not able to do justice to your presentation in this blog and apologise for any screenshots which you may have not intended to share. Once again thank you all.
Tools I would like to look at later.
In this month long fest of webinars there have been many tools that I have seen for the first time and I thought that it was a good idea to make a list of the ones that I personally would like to investigate further, apologies if your favourites are not included.
Socrative
Trello
Jognog
Coggle
Buildyourwildself
Plotagon
StoryboardThat
Websites
http://bilingual-communications.weebly.com/websites-i-recommend.html
quickrubric
photosforclass
efltalks
buildyourwildself
http://nimrodflores.com/internet-marketing/video-marketing/how-to-embed-youtube-videos-with-specific-start-and-end-times/
http://www.schrockguide.net/literacy-in-the-digital-age.html
http://sophiamavridi.edublogs.org/
http://sophiamavridi.com/
https://books.google.pl/books?id=8AacBAAAQBAJ&pg=PA251&lpg=PA251&dq=exploring+learning+and+teaching+in+higher+education+kroth&source=bl&ots=FqoTbnrSBY&sig=v-QzEjDTipAWqxI-3w9yEdsrJRQ&hl=en&sa=X&ved=0ahUKEwibpZ20pdnJAhUH4XIKHX8oDJIQ6AEIJTAC#v=onepage&q=exploring%20learning%20and%20teaching%20in%20higher%20education%20kroth&f=false
Socrative
Trello
Jognog
Coggle
Buildyourwildself
Plotagon
StoryboardThat
Websites
http://bilingual-communications.weebly.com/websites-i-recommend.html
quickrubric
photosforclass
efltalks
buildyourwildself
http://nimrodflores.com/internet-marketing/video-marketing/how-to-embed-youtube-videos-with-specific-start-and-end-times/
http://www.schrockguide.net/literacy-in-the-digital-age.html
http://sophiamavridi.edublogs.org/
http://sophiamavridi.com/
https://books.google.pl/books?id=8AacBAAAQBAJ&pg=PA251&lpg=PA251&dq=exploring+learning+and+teaching+in+higher+education+kroth&source=bl&ots=FqoTbnrSBY&sig=v-QzEjDTipAWqxI-3w9yEdsrJRQ&hl=en&sa=X&ved=0ahUKEwibpZ20pdnJAhUH4XIKHX8oDJIQ6AEIJTAC#v=onepage&q=exploring%20learning%20and%20teaching%20in%20higher%20education%20kroth&f=false
Promoting Digital Citizenship through Edmodo
This session was given by Sophia Mavridi, a Teacher Trainer, EAP Lecturer, and Joint Coordinator of the IATEFL Learning Technologies SIG, who I had not come across before but obviously I should!
First of all Sophia gave us a quick overview of Edmodo, which is a social learning network, where students and teachers can collaborate online and it is sometimes called Facebook for schools.
As sign up and personal information is not required from the students it is particularly useful for younger learners although it is used by learners of all ages. It is useful to teach digital literacy as it is necessary to create online communities to teach this subject in context. Digital Literacy Skills include online participation, netiquette, quality commenting, copyright and setting strong passwords.
We can encourage online participation by adding a picture, text or audio and asking students to post comments. This activity encourages netiquette, and quality comments as well as language use. Sophia then gave us an activity that we can use in class. She asked us what we know about digital footprints and whether it is a good or a bad thing and then she showed us the following video.
After the students have watched the video they are asked how they will express themselves, what they will do to protect their, and others, digital privacy. There were also some follow up activities including writing definitions and giving advice. This activity would easily lend itself to use in an online learning environment. (I like it!)
She then explained why we should do this activity on Edmodo rather than real life and there were various answers including ease of access, the fact that it is online - but it actually teaches digital literacies as well - online community, quality commenting and some others too.
Students are often banned from using tech in the classroom, but surely it is better to allow this tech so students learn digital responsibility in context.
She then went on to tell us other things that we can do with Edmodo, the first one was a webquest.
But she pointed out that especially for young learners that the teacher should provide the links, so we know they are safe. They will obviously learn about the topic, some language and also some digital literacy skills.
As it says in the slide the students can be taught to evaluate the source by asking the 3 questions, again another digital literacy skill, before going on to the follow ups. The first part is also part of critical thinking which is another skill which is essential in the digital world. At this stage in the chatbox Peggy put up a link to a site by Kathy Schrock which apparently has some good materials.
You can also use Edmodo as a repository for files and links.
We can also use the internet to educate students about the modern version of plagiarism and copyright abuse, they can be taught how to paraphrase and cite references as well as licensing their work online too.
You can ask students to post pictures to show changes in their lives and ask others to comment, you can also use polls and surveys, badges can be used to encourage learners too.
As parents get a code they can be kept in the loop about their children's work, they can be sent messages about events. There is also a free app for the phones.
She left us with this thought.
This was a useful webinar, even though I don't teach children as it opened my eyes to another tool as well as another useful person to follow online (to add to my PLN!) Thank you Sophia.
First of all Sophia gave us a quick overview of Edmodo, which is a social learning network, where students and teachers can collaborate online and it is sometimes called Facebook for schools.
As sign up and personal information is not required from the students it is particularly useful for younger learners although it is used by learners of all ages. It is useful to teach digital literacy as it is necessary to create online communities to teach this subject in context. Digital Literacy Skills include online participation, netiquette, quality commenting, copyright and setting strong passwords.
We can encourage online participation by adding a picture, text or audio and asking students to post comments. This activity encourages netiquette, and quality comments as well as language use. Sophia then gave us an activity that we can use in class. She asked us what we know about digital footprints and whether it is a good or a bad thing and then she showed us the following video.
After the students have watched the video they are asked how they will express themselves, what they will do to protect their, and others, digital privacy. There were also some follow up activities including writing definitions and giving advice. This activity would easily lend itself to use in an online learning environment. (I like it!)
She then explained why we should do this activity on Edmodo rather than real life and there were various answers including ease of access, the fact that it is online - but it actually teaches digital literacies as well - online community, quality commenting and some others too.
Students are often banned from using tech in the classroom, but surely it is better to allow this tech so students learn digital responsibility in context.
She then went on to tell us other things that we can do with Edmodo, the first one was a webquest.
But she pointed out that especially for young learners that the teacher should provide the links, so we know they are safe. They will obviously learn about the topic, some language and also some digital literacy skills.
As it says in the slide the students can be taught to evaluate the source by asking the 3 questions, again another digital literacy skill, before going on to the follow ups. The first part is also part of critical thinking which is another skill which is essential in the digital world. At this stage in the chatbox Peggy put up a link to a site by Kathy Schrock which apparently has some good materials.
You can also use Edmodo as a repository for files and links.
We can also use the internet to educate students about the modern version of plagiarism and copyright abuse, they can be taught how to paraphrase and cite references as well as licensing their work online too.
You can ask students to post pictures to show changes in their lives and ask others to comment, you can also use polls and surveys, badges can be used to encourage learners too.
As parents get a code they can be kept in the loop about their children's work, they can be sent messages about events. There is also a free app for the phones.
She left us with this thought.
This was a useful webinar, even though I don't teach children as it opened my eyes to another tool as well as another useful person to follow online (to add to my PLN!) Thank you Sophia.
Sunday, 13 December 2015
Culture of Learning
This presentation was given by Halina Ostankowicz- Bazan who is a senior University Lecturer from the University of Wroclaw in southern Poland.
She started by telling us that she was going to focus on the Transformative Culture of Learning and started off by showing us the following video.
Halina then gave us the definitions of learning from different points of view and then showed us the following slide which highlights when learning has happened.
I would certainly like to do something with all the knowledge I have gained this month.
Halina told us that there are three dimensions to transformative learning, they are psychological, behavioural and convictional. (psychological is the change in understanding, behavioural is the change in people's actions and convictional is the change in people's beliefs.) All of these ideas were proposed by Mezirow. The latest definition of transformative learning is from 2014 Knud Illeris and reads as follows- "The concept of transformative learning comprises all learning which implies changes in the identity of the learner."
She then went on to look at the differences between transactional learning and transformative learning. Transactional learning is the old idea of learning, that the student is an empty vessel which needs to be filled (sometimes called passive learning), whereas transformative learning is the expansion of consciousness by accessing and receiving the symbolic contents of the unconcious and critically analysing the underlying premise. Unlike transactional learning it is active learning.
Halina presented this slide from John Wenger to show us what this means in the real world
She explained that the research does not have much explanation of transactional learning but many learning experts say that self-directed self-controlled learning is most useful. The teacher's job is to provide dilemma for the students to experiment with and find solutions. She then showed us part of the 10 strategies provided by Mezirow and the technologies that can support these strategies. (Click to see full size picture!)
https://sites.google.com/site/transformativelearning/technology-impacts-in-transformative-learning-practices
But she did, like other presenters, point out that the technology is not the driver, just a means of reaching the objective and if it is not the best means then we should look again as to whether another tool can do the job in a better way.
She then went on to talk about a learning culture and highlighted that every human being has an inbuilt learning culture.
She said that a personal culture includes everything a person finds meaningful and is developed through social interaction with family and others in your environment. Teachers need to create a trust between themselves and students in order to facilitate learning.
She said that human beings are wired for learning and there was a link to a talk by Alan November of this topic - Alan November, I notice that there are some other parts on the playlist which may be worth looking at later. She also gave us a few books that she highly recommends on the subject. The slide seemed to flash past very quickly so I captured it and publish it below.
The latest problem is that terminology is changing and they are looking for new ways to describe things.
She also said that the Polish education system is not designed for the new world, it is set in the past. i do not teach in the school system but from what I see of students here, this seems a reasonable assessment but it may be changing slowly. Halina does what the school dictates and then she has fun using different resources and methods. She recommended the 'Handbook of Transformative Learning by Taylor and Cranton. Then she gave us some comments about transformative learning.
She then went on to talk about mindset, which I have come across several times now. Open mindsets are to be encouraged, She touched on blended learning and flipped classrooms. She then gave us this quote
“We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us.”
― Marcel Proust
which seems to sum up the best of tranformational learning.
Even though I found this session quite heavy going for some reason, I did find it very interesting with lots of good, relevant information and pointers for further investigation. Thank you very much Halina. I will leave this review with a picture about mindset that one of the participants linked to in the chatbox about.
Saturday, 12 December 2015
Minecraft as a model for gamification in teacher training.
This session was led by Vance Stevens who is the founding father of the webheads and is still very active in their fields. I must admit I have always thought of Minecraft as 'kid's stuff' and never been really interested so it will be interesting for me to see what Vance has to say about the topic. (It was also a joint presentation with learning2gether!)
First of all he talked a little about the learning organisations including this one run by Nellie, also learning2gether and EVO and then he went on to talk about cMOOCs and xMOOCS. (There is a basic run down here! ) and then he gave us the following slide.
He then moved onto the EVO Minecraft MOOC which is due to run in January 2016 - EVO online 2016 and started talking about gamification which apparently is quite complex and needs to be experienced to understand it properly. He also stated that gamification is not for everyone.
In the Minecraft MOOC, teachers are called guides because the principle is that they use their knowledge to guide other participants on their learning journey. Minecraft as a model for learning helps people gain experience and join a community. He talked about the difficulties of becoming a guide/teacher in Minecraft and showed us the following slide which shows the stages from beginner to expert.
The biggest initial problem is to find a community because most communities are school-based and therefore not open to everyone, Vance's solution was to open his own Minecraft community to encourage teachers to learn the game by being in the game on EVO online. They had fun playing the game and learning as they went along.
The second challenge is creating and finding a place to play on and they got round this when one of the members set up a server on a university site. They learned how to create, collaborate and survive. They actually learn by doing in this virtual world, Vance told us about one participant Filip (who is 11 years old) who created rabbits and then showed the other members how to form bows and arrows so they could shoot the rabbits in order to survive. You also need to have shelter at night because creatures which can eat you come out and they will eat you if you don't have shelter or a means of survival.
It appears that there are two modes. Creative mode and Survival mode, creative mode is where you make things and survival mode is where you play.
There was a badge for survival and they also used the things they learned in 2015 to take forward to 2016.
He told us how Filip (the son of teacher Marijana Smolcec) actually achieved quite a high standard of English by using Minecraft, using the videos and the game to create things. Learning in action and they both contributed to this article on Minecraft - tesl-ej minecraft
Maha asked in the chat exactly what gamification was and Vance gave us the image that the difference between games and gamification is that games is like sitting at home watching the football and gamification is actually playing football in the stadium. In gamification you are immersed in the game complete with the rewards for achievements rather than taking part from the outside so it is a more involving experience.
Having seen this webinar, I now have a better idea about the use of Minecraft in education and there obviously is a place for it. For me personally, sorry Vance, I think I will pass on this.
First of all he talked a little about the learning organisations including this one run by Nellie, also learning2gether and EVO and then he went on to talk about cMOOCs and xMOOCS. (There is a basic run down here! ) and then he gave us the following slide.
He then moved onto the EVO Minecraft MOOC which is due to run in January 2016 - EVO online 2016 and started talking about gamification which apparently is quite complex and needs to be experienced to understand it properly. He also stated that gamification is not for everyone.
In the Minecraft MOOC, teachers are called guides because the principle is that they use their knowledge to guide other participants on their learning journey. Minecraft as a model for learning helps people gain experience and join a community. He talked about the difficulties of becoming a guide/teacher in Minecraft and showed us the following slide which shows the stages from beginner to expert.
The biggest initial problem is to find a community because most communities are school-based and therefore not open to everyone, Vance's solution was to open his own Minecraft community to encourage teachers to learn the game by being in the game on EVO online. They had fun playing the game and learning as they went along.
The second challenge is creating and finding a place to play on and they got round this when one of the members set up a server on a university site. They learned how to create, collaborate and survive. They actually learn by doing in this virtual world, Vance told us about one participant Filip (who is 11 years old) who created rabbits and then showed the other members how to form bows and arrows so they could shoot the rabbits in order to survive. You also need to have shelter at night because creatures which can eat you come out and they will eat you if you don't have shelter or a means of survival.
It appears that there are two modes. Creative mode and Survival mode, creative mode is where you make things and survival mode is where you play.
There was a badge for survival and they also used the things they learned in 2015 to take forward to 2016.
He told us how Filip (the son of teacher Marijana Smolcec) actually achieved quite a high standard of English by using Minecraft, using the videos and the game to create things. Learning in action and they both contributed to this article on Minecraft - tesl-ej minecraft
Maha asked in the chat exactly what gamification was and Vance gave us the image that the difference between games and gamification is that games is like sitting at home watching the football and gamification is actually playing football in the stadium. In gamification you are immersed in the game complete with the rewards for achievements rather than taking part from the outside so it is a more involving experience.
Having seen this webinar, I now have a better idea about the use of Minecraft in education and there obviously is a place for it. For me personally, sorry Vance, I think I will pass on this.
Friday, 11 December 2015
From “I Can’t” to “I Can” Multisensory Activities for Inclusion in ELT Classrooms
This session was presented by Susan Hillyard, another presenter that I remember from EVO sessions among other places.
She explained that this title was for teachers as well as students!
First of all she talked about Special Education Needs (SEN), students that have different abilities and need extra help. She started off with a class of ELLs with different needs and she looked at ways of giving them equal opportunities to succeed and gain the confidence they needed. She realised that the odd ones out actually enrich the classrooms and other people can actually learn from them. She uses drama to engage the students.
She asked participants for examples of SEN students and the best answer I heard was from Nellie, 'Students who don't conform to normal expectations.' This includes physically and mentally challenged students as well as students who are gifted because often teachers don't know what to do with them!
She thinks that drama is a good way to engage these students because they use the 5 senses and this approach benefits them. ( This is also a good way to engage regular students too.) We also need to find other ways of using the other senses in the classroom, not just listening and reading.
Susan then went on to show us some activities using SPICE. First she asked everybody to stand and draw a large 'S' in the air while saying sss, sss, sss. Everybody was doing it together, this was to remind us that S stands for Social, students enjoy learning in a social atmosphere. She repeated this for 'P', which stands for Physical Development, I for intellectual (cognitive) development - every lesson must be a thinking lesson. C stands for Creative development - students need to be creative and they need to be up and thinking, not sitting and writing. E stands for Emotional development. Using this technique you can use all of the skills!
Then she went on to look at this expression which I have heard before, it means that we need to reassess the way we teach and implement new techniques as necessary. Susan believes that we need to increase the presence, participation and achievement of all learners. To do this successfully in multisensory education we need to look at three strategies, the first one is affordances - we must afford the students the chance to do something instead of giving them activities that they can't do. The next strategy is interventions - we intervene when we need to but we try to give the students as much independence as possible. The final strategy was differentiation - different students have different activities.
We then looked at a common problem, Dyslexia, in which people have problems with sound letter combination. It is not just a reading problem, it can affect many different parts of their lives. SPICE is a good way of helping dyslexic students, use a multisensory approach with touch as well as the other senses.
I really loved this picture which was used to introduce the idea of ADHD, if you introduce movement into the classroom, ADHD disappears according to Susan.
She then talked about students with SEBD - social, emotional and behavioural disorders, Susan says that we should allow them to bring their emotions into the classroom and let them talk about their emotions and act their emotions in the classroom so that they understand the difference between drama and reality. We need to teach them how to deal with their problems.
We then went on to look at Aspergers Syndrome and Autism and we had another beautiful slide.
Susan suggested using lots of realia and take learning out of the traditional system and allow them to learn in new ways. Let students use masks and they become a different person. She gave us a list of general hints for dealing with students with different needs.
She talked through the advice and clarified that 2 footed questions are questions which relate to the students' real life. Checking in chunks means that the students have regular assessment rather than end of course/term tests.
She finished off by looking at the difference between equality and equity, equity means everyone has the same opportunity rather than the same challenges.
This was an eyeopening session for me as I had never really come in to contact with students with learning and other disabilities in the past and I had absolutely no idea how to deal with them if I did get them. Now I do have a better idea. Thank you Susan for opening my eyes.
She explained that this title was for teachers as well as students!
First of all she talked about Special Education Needs (SEN), students that have different abilities and need extra help. She started off with a class of ELLs with different needs and she looked at ways of giving them equal opportunities to succeed and gain the confidence they needed. She realised that the odd ones out actually enrich the classrooms and other people can actually learn from them. She uses drama to engage the students.
She asked participants for examples of SEN students and the best answer I heard was from Nellie, 'Students who don't conform to normal expectations.' This includes physically and mentally challenged students as well as students who are gifted because often teachers don't know what to do with them!
She thinks that drama is a good way to engage these students because they use the 5 senses and this approach benefits them. ( This is also a good way to engage regular students too.) We also need to find other ways of using the other senses in the classroom, not just listening and reading.
Susan then went on to show us some activities using SPICE. First she asked everybody to stand and draw a large 'S' in the air while saying sss, sss, sss. Everybody was doing it together, this was to remind us that S stands for Social, students enjoy learning in a social atmosphere. She repeated this for 'P', which stands for Physical Development, I for intellectual (cognitive) development - every lesson must be a thinking lesson. C stands for Creative development - students need to be creative and they need to be up and thinking, not sitting and writing. E stands for Emotional development. Using this technique you can use all of the skills!
Then she went on to look at this expression which I have heard before, it means that we need to reassess the way we teach and implement new techniques as necessary. Susan believes that we need to increase the presence, participation and achievement of all learners. To do this successfully in multisensory education we need to look at three strategies, the first one is affordances - we must afford the students the chance to do something instead of giving them activities that they can't do. The next strategy is interventions - we intervene when we need to but we try to give the students as much independence as possible. The final strategy was differentiation - different students have different activities.
We then looked at a common problem, Dyslexia, in which people have problems with sound letter combination. It is not just a reading problem, it can affect many different parts of their lives. SPICE is a good way of helping dyslexic students, use a multisensory approach with touch as well as the other senses.
I really loved this picture which was used to introduce the idea of ADHD, if you introduce movement into the classroom, ADHD disappears according to Susan.
She then talked about students with SEBD - social, emotional and behavioural disorders, Susan says that we should allow them to bring their emotions into the classroom and let them talk about their emotions and act their emotions in the classroom so that they understand the difference between drama and reality. We need to teach them how to deal with their problems.
We then went on to look at Aspergers Syndrome and Autism and we had another beautiful slide.
Susan suggested using lots of realia and take learning out of the traditional system and allow them to learn in new ways. Let students use masks and they become a different person. She gave us a list of general hints for dealing with students with different needs.
She talked through the advice and clarified that 2 footed questions are questions which relate to the students' real life. Checking in chunks means that the students have regular assessment rather than end of course/term tests.
She finished off by looking at the difference between equality and equity, equity means everyone has the same opportunity rather than the same challenges.
This was an eyeopening session for me as I had never really come in to contact with students with learning and other disabilities in the past and I had absolutely no idea how to deal with them if I did get them. Now I do have a better idea. Thank you Susan for opening my eyes.
Wednesday, 9 December 2015
TECHNO-CLIL
This session was given by Letizia Cinganotto a researcher and Daniela Cuccurullo an EFL teacher from Italy. First of all Letizia explained that CLIL is teaching a regular subject in a foreign language, which I have come across before. In this way students learn both content and language at the same time.
David Marsh provided the original definition of CLIL and he also produced this chart to show how many different ways that CLIL can be used.
David Marsh has also written book called CLIL: education for the internet generation. Obviously modern technology makes it far easier to integrate language into everyday learning with the great variety of resources available. In 2012 there was CLIL provision throughout most of Europe and the European Onion has recommended that that this be taken up on a greater scale.
Letizia then went on to talk about integrating technology rather than just using technology in the classroom for CLIL and gave us this slide about it (I seem to think I saw something similar on one of the other webinars!) Technology Enhanced Language Learning (TELL - another acronym!)
She told us that in Italy, teachers have to provide at least 50% of the subject in a second language for upper secondary school students. The Ministry of Education has provided finance to train teachers to deliver this education.
Then Daniela told us about some of the resources that teachers can use in the classroom. First of all she talked about CLIL Magazine which has resources and guidance for teachers - this is a new one for me but it looks interesting. She then talked about other resources such as Khan Academy and TEDtalks using Flipped Classroom methodology before going on to edX, where you can actually learn things yourself to prepare yourself for flipped classrooms and also you can explore resources suggested by other people.
Daniela gave us another useful resource the CLILstore where there are lessons in different languages that can be utilised in the classroom and there are some other tools from the main page http://multidict.net/
Another really comprehensive resource she told us about was comeongetappy.com which give you the tools and guide to using them - a real gem!
And then another one The CLIL cascade network (It took a little while to load so you may need to be patient) which has a collection of links and ideas under the resources section as well as networking with people around the world. (Both of these sites warrant further investigation!) She also talked about EVO which I have been a part of before - more information here This is an amazing opprtunity to meet up with other teachers and learn and share ideas.
Daniela also recommended http://www.scoop.it/ where you can collate information and ideas as well as following other people with similar interests and the CLILEVO repository on pbworks which is still active after 2 years.
She also talked a little about the changing requirements for student literacies/fluencies in the 21st Century - After seeing her slide I found this site which has useful information and some resources too
https://globaldigitalcitizen.org/21st-century-fluencies
There is a journal which is published by the two ladies which also has useful information on the subject of CLIL and 21st Century Fluencies http://www.je-lks.org/ojs/index.php/Je-LKS_EN/index
A lot of really useful information included in this meeting, thank you Letizia and Daniela.
David Marsh provided the original definition of CLIL and he also produced this chart to show how many different ways that CLIL can be used.
David Marsh has also written book called CLIL: education for the internet generation. Obviously modern technology makes it far easier to integrate language into everyday learning with the great variety of resources available. In 2012 there was CLIL provision throughout most of Europe and the European Onion has recommended that that this be taken up on a greater scale.
Letizia then went on to talk about integrating technology rather than just using technology in the classroom for CLIL and gave us this slide about it (I seem to think I saw something similar on one of the other webinars!) Technology Enhanced Language Learning (TELL - another acronym!)
She told us that in Italy, teachers have to provide at least 50% of the subject in a second language for upper secondary school students. The Ministry of Education has provided finance to train teachers to deliver this education.
Then Daniela told us about some of the resources that teachers can use in the classroom. First of all she talked about CLIL Magazine which has resources and guidance for teachers - this is a new one for me but it looks interesting. She then talked about other resources such as Khan Academy and TEDtalks using Flipped Classroom methodology before going on to edX, where you can actually learn things yourself to prepare yourself for flipped classrooms and also you can explore resources suggested by other people.
Daniela gave us another useful resource the CLILstore where there are lessons in different languages that can be utilised in the classroom and there are some other tools from the main page http://multidict.net/
Another really comprehensive resource she told us about was comeongetappy.com which give you the tools and guide to using them - a real gem!
And then another one The CLIL cascade network (It took a little while to load so you may need to be patient) which has a collection of links and ideas under the resources section as well as networking with people around the world. (Both of these sites warrant further investigation!) She also talked about EVO which I have been a part of before - more information here This is an amazing opprtunity to meet up with other teachers and learn and share ideas.
Daniela also recommended http://www.scoop.it/ where you can collate information and ideas as well as following other people with similar interests and the CLILEVO repository on pbworks which is still active after 2 years.
She also talked a little about the changing requirements for student literacies/fluencies in the 21st Century - After seeing her slide I found this site which has useful information and some resources too
https://globaldigitalcitizen.org/21st-century-fluencies
There is a journal which is published by the two ladies which also has useful information on the subject of CLIL and 21st Century Fluencies http://www.je-lks.org/ojs/index.php/Je-LKS_EN/index
A lot of really useful information included in this meeting, thank you Letizia and Daniela.
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