This course combines the latest in best practice in general pedagogy, the utilisation of certain online tools for education, and the integration of content and language in the modern classroom. In this course, the participants will be given a general introduction to the key tenets of the integration of content into the language classroom, and the integration of language development into the subject classroom.
The primary aim of this course is to give each participant a clear idea of the nature of content and language integration and to help them build a roadmap for the integration of these two areas in their classroom. This course gives participants practical advice and tools to help them through this process. The creation of a community of best practice among the participants of this course helps the course aims develop and personalise.
WHO IS THIS COURSE FOR?
This course has been created with a focus on teachers who are currently in the process of integrating CLIL workings into their classroom. It will support teachers who have a limited experience of CLIL, and give a solid groundwork of information and best practice to teachers who have never experienced a CLIL lesson.
There is blend of synchronous and asynchronous content and task, as evidenced in the timetable. This allows for a great deal of differentiation which ensures that the course is able to focus on supporting each teacher within the realm of their own particular needs and expectations.
All potential participants will be sent a needs analysis questionnaire before the course begins. This helps to determine the individual needs of each participant. Participants of similar backgrounds, needs and levels will be grouped together as much as possible. We endeavour to ensure that these groupings benefit all our participants.
- The courses take place for two weeks (it's possible to join for only one week - first week of the two-week course).
- The schools run an extensive cultural and social programme in the afternoons which includes visits to the various cultural attractions in the location.
- Introduction and Ice Breakers
- Learner Style and Thinking Skills
- What is CLIL? - Theory and Terminology
- Classroom Tasks to promote Cognitive Skill Development
- Irish History and Politics
- Techniques for Teaching Vocabulary in the CLIL Classroom
- The Productive Skills: Speaking and Writing
- The Receptive Skills: Reading and Listening
- Strategies for Supporting Learners
- Irish Culture and Idiomatic Language
- Exploiting Websites and Other Resources
- Language Development
- Online Resources (Esp Blogs)
SATURDAY AND SUNDAY - Free Days
- Language Development
- Games, Activities and Drama in the Classroom
- Assessment in the CLIL Classroom
- Techniques for Reviewing and Raising Awareness
- Irish Literature
- Task Based Learning
- Planning a CLIL Lesson
- Exploiting the Course Book and Authentic Material
- Workshop: Lesson Design
- Blended Learning and e-Learning
- Presentation of Material and Rationales
- Course Evaluation and Further Professional Development Action Plan
COURSE FOLLOW UP:
Upon completion of the course, participants will be supplied with a list of further suggested reading and useful websites. They will be encouraged to stay in contact with their peers and the trainers. Peer networking is strongly encouraged and the Moodle page makes it easier to reconnect with peers after the course is completed. Participants will be asked to self-evaluate their input into the sessions during the course and we hope that this will promote self-evaluation of lessons once participant will return home.
Przykładowe zajęcia dodatkowe:
horse riding *, tennis *, volleyball *
dance lessons/workshops *, disco, international evenings, live music / music nights *, museum visits, pub and restaurant evenings
Isle of Wight *, Stonehenge *, Bath *, Brighton *, Walia *, York *, Cambridge *, Oxford *
* zajęcia dodatkowo płatne