That's me My Techno Clil 4 Evo 2017

I'm Maria Pia Cascone and I've been teaching English for 21 years. I love my job and my students. I like working and learning with them. In my days off I like reading and going to the cinema. I'm interested in technology and whatever can improve my way of teaching.

THIS IS THE SCHOOL WHERE I TEACH

Liceo Scientifico "Francesco Severi" Castellammare di Stabia (Na)

What is CLIL for me?

CLIL is an approach which integrates the teaching of a content and the teaching of a non-native language. It is useful because students through another language develop skills in their first language and skills to communicate ideas about art,science,history to other people all over the world. It is amazing, motivating, interesting but difficult to apply. In my country ,Italy, it is not a well-organized experience because non-language subject teachers don’t have the required language competences to teach their subjects in a foreign language and they don’t know what CLIL methodology is. Most of them think that it is transferring in English, French or Spanish the content they teach. So more specific training courses, focusing on both language and methodology, are necessary to make CLIL a positive and great innovation.

It can spark interest in what is boring for the students

Interesting webinar.......I agree with him when he says that CLIL activity should include two things: Generate language output and encourage active learning.

How CLIL are you?

My score is 180! Amazing!

My score is 180

My flight to CLIL

BICS and CALP

Collaborative teaching

My first badge

WEEK 2: Surfing the Net

Collaborative teaching

Reflecting on my favourite webtool

Tools for CLIL teachers

Webinar with Ana Gimeno

Webinar with Oliver Meyer

  • While BYOD is widely used in schools in the U.S. it is not commonly used in Italy. Most teachers believe that it might create disparity as some students don't have access to a device. I think this is not a problem, students have at least one suitable device, and many had more than one or The school might issue equipment to the few students who are without. It is a great challenge but as Heynes says At the moment it is something extra to our IT facilities, but we will get to a point where if you don’t bring in your own device we will put you in detention”.

"Mobile phones at school"- Interesting article by Simona Tirocchi

This article seeks to contribute to the debate on the role of mobile phones in Italian schools. The first part describes the legal framework regulating the use of mobile phones in Italian schools, while the second part presents the results of a qualitative research project carried out in selected Piedmont schools. This study, which involved observing sessions and conducting in-depth interviews in five schools in the Piedmont region, led to wide ranging results. In particular, it revealed the differences between the most technologically advanced schools and the more traditional ones. In the former, mobile phones have become an integral tool for teaching, while in the latter, they tend to be seen as an alien instruments. These contrasting attitudes towards mobile phones can be explained by economic, geographical, and technological factors. This research is experimental and embryonic and should be integrated into other approaches in the future. Nevertheless, it has highlighted the need to promote a culture of media education in schools, while making adults aware of the educational and didactic uses of mobile technologies.

My second badge

WEEK 3- CLIL PATHWAYS

  • Implementing CLIL also means taking time in terms of school development. It means taking time to invest in subject teachers’ English and continuing to invest in it. English teachers at school can play a role in this, giving regular practical English workshops to their colleagues. And it takes time to integrate CLIL methodology into subject lessons. Moving into CLIL means adding extra, language-rich tasks into your subject lessons – and that takes time, too. It often means working closer with colleagues to develop a shared approach.If we take more time, maybe our CLIL students’ creativity will increase, you will be prouder of what they make or perform, and your lessons will be richer.

My peer review

This is the link to my learning design

Lesson plan of my learning design

CELT........Content Enhanced Language Teaching

My 3rd badge

Week 4-Reading in CLIL

Useful Tips

  • Setting up an extensive reading programme should not only lead your students to improve their reading proficiency and other language skills, but will hopefully enable them to take pleasure in reading for its own sake.
  • Don't let students read with a dictionary.
  • Don't test students.
  • Don't ask students to write summaries.
  • Don't ask students to read aloud around the class.

My idea about extensive reading

Reading is a basic skill but not easy to acquire and teach but reading for pleasure is what we have to aim to. Extensive reading is an alternative approach to have good readers who focus their attention on the meaning rather than the language of the text. My experience is limited because I’ ve always been afraid of losing time involving students in extensive reading as it takes time and I was obsessed by classwork to do and mark, programmes to develop and something more. But last year I enrolled in an on-line course which celebrated the 400th anniversary of Shakespeare and it was my source of inspiration. I took my students to the school library and I asked them to choose one of Shakespeare’s works. They took about twenty minutes before deciding but finally all of them made their choice. They read at school ( I gave them 20 minutes each week) and at home. I didn’t ask them to summarize or write a report about their book but I only asked them to underline the words they didn't know , sometimes I asked them some informal questions. During this period of extensive reading I showed them videos about the Elizabethan Period and Shakespeare without telling them that it was linked to their reading activity but they often helped them to understand what they were reading. After the extensive reading phase I asked them to use a tool to explain their book to us. Some students used prezi , some storyboardthat ,others calameo…. It was so successful that I decided to involve my art colleague and the activity continued using thinglink to analyse the symbolic meaning of Elizabeth’s portraits. I think they ‘ll never forget what they learnt by doing!

Extensive reading in CLIL lesson plan

Interesting video with the British Council

Malu Sciamarelli is great!

Reading is individual and silent!

This is my 4th week test part 2

My 4th badge

Week 5- CLIL repository

BYOD

BYOD (bring your own device) is the increasing trend toward employee-owned devices within a business. Smartphones are the most common example but employees also take their own tablets, laptops and USB drives into the workplace.It is useful to extend this trend toward our students.

CLIL and Technology

The way to communicate changes faster and faster and we are expected to run with it. I think that this is what the future holds for us and more. Nowadays technology lets us do things that few years ago were unimaginable . It makes our life easier but we should avoid an excessive use of it. Teaching with technology is what teachers should aim at trying to solve the “digital divide” that is a problem of our times. What can we do to solve it? It’s not an open-and-shut case!

Flipped classroom

The flipped classroom is a teaching model in which the traditional lecture and homework assignments are reversed. Students watch video lectures before class and the class session is made up of exercises, discussions, and problem solving with students receiving personalized attention from the professor. This model has grown in popularity over the past several years

Ideas worth spreading

Assessment and evaluation

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Maria Pia Cascone
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