The document discusses the 4Cs framework for CLIL (Content, Communication, Cognition, Culture). It provides details on each of the 4Cs: Content refers to the subject matter being taught; Communication emphasizes using the target language to communicate thoughts and opinions; Cognition involves developing critical thinking skills; and Culture promotes understanding local and global cultures. The 4Cs should be used as a framework for creating successful CLIL lessons that engage students in meaningful interaction and authentic language use.
Ka2 a l'Erasmus+ i InimationInClay Diocesana de Navàsrcastel7
The document discusses how to submit a proposal for an Erasmus+ Strategic Partnership (KA2) grant. It provides details on the types of associations that can be proposed, the requirements for partners and their registration, how to fill out the application form, plans for mobility activities, budgeting, financing, and required documents. Evaluation criteria are also outlined, along with additional resources for more information on the Erasmus+ program. An example Erasmus KA2 project from 2014-2016 involving clay animation workshops in multiple European countries is then described in detail to illustrate what a successful partnership application looks like.
The document discusses the 4Cs framework for CLIL (Content, Communication, Cognition, Culture). It provides details on each of the 4Cs: Content refers to the subject matter being taught; Communication emphasizes using the target language to communicate thoughts and opinions; Cognition involves developing critical thinking skills; and Culture promotes understanding local and global cultures. The 4Cs should be used as a framework for creating successful CLIL lessons that engage students in meaningful interaction and authentic language use.
Ka2 a l'Erasmus+ i InimationInClay Diocesana de Navàsrcastel7
The document discusses how to submit a proposal for an Erasmus+ Strategic Partnership (KA2) grant. It provides details on the types of associations that can be proposed, the requirements for partners and their registration, how to fill out the application form, plans for mobility activities, budgeting, financing, and required documents. Evaluation criteria are also outlined, along with additional resources for more information on the Erasmus+ program. An example Erasmus KA2 project from 2014-2016 involving clay animation workshops in multiple European countries is then described in detail to illustrate what a successful partnership application looks like.
Formació i seguiment auxiliars i tutors 2014-15 CCErcastel7
Este documento resume una jornada de formación para auxiliares de conversación en Cataluña Central el 19 de noviembre de 2014. Los objetivos incluyen el seguimiento de los auxiliares y tutores, y mostrar aplicaciones web 2.0 para mejorar la expresión oral del alumnado. Se ofrecen estrategias para mejorar la interacción en clase como juegos de rol y limitar el tiempo de participación. También se discuten recursos TIC como Voki y Edpuzzle y la actitud positiva necesaria de los auxiliares.
El documento resume una jornada de formación para auxiliares de conversación en Cataluña Central el 14 de noviembre de 2013. La formación cubrió objetivos como compartir estrategias de enseñanza, mostrar aplicaciones web para el sonido y la imagen, y seguir el progreso de los estudiantes con sus tutores. También discutió funciones de los auxiliares, recursos TIC, y estrategias para mejorar la interacción oral en el aula como juegos de rol y limitar el tiempo de participación.
This document summarizes Session 4 of a seminar on Content and Language Integrated Learning (CLIL) in Catalonia in 2012-2013. The session objectives are to meaningfully use digital resources by exploring Web 2.0 tools and sharing them, and to review CLIL methodological principles by applying reflection and analysis tools and sharing improved activities. Participants are asked to use one of the apps discussed to create an activity for students and post it online. The document discusses best practices for using digital tools, Bloom's taxonomy, and a CLIL activity checklist.
This document summarizes the topics discussed in the second session of the PILE seminar for Catalonia Central in 2012-2013. The topics included sharing and improving action plans, discussing CLIL (Content and Language Integrated Learning) and its theoretical framework, analyzing teaching materials and tasks, and language scaffolding strategies for CLIL. Policies for integrated language and content learning were also addressed, emphasizing the teacher's role in providing active, culturally participatory learning experiences that meaningfully develop both content and communication skills.
Formació i seguiment auxiliars i tutors 2014-15 CCErcastel7
Este documento resume una jornada de formación para auxiliares de conversación en Cataluña Central el 19 de noviembre de 2014. Los objetivos incluyen el seguimiento de los auxiliares y tutores, y mostrar aplicaciones web 2.0 para mejorar la expresión oral del alumnado. Se ofrecen estrategias para mejorar la interacción en clase como juegos de rol y limitar el tiempo de participación. También se discuten recursos TIC como Voki y Edpuzzle y la actitud positiva necesaria de los auxiliares.
El documento resume una jornada de formación para auxiliares de conversación en Cataluña Central el 14 de noviembre de 2013. La formación cubrió objetivos como compartir estrategias de enseñanza, mostrar aplicaciones web para el sonido y la imagen, y seguir el progreso de los estudiantes con sus tutores. También discutió funciones de los auxiliares, recursos TIC, y estrategias para mejorar la interacción oral en el aula como juegos de rol y limitar el tiempo de participación.
This document summarizes Session 4 of a seminar on Content and Language Integrated Learning (CLIL) in Catalonia in 2012-2013. The session objectives are to meaningfully use digital resources by exploring Web 2.0 tools and sharing them, and to review CLIL methodological principles by applying reflection and analysis tools and sharing improved activities. Participants are asked to use one of the apps discussed to create an activity for students and post it online. The document discusses best practices for using digital tools, Bloom's taxonomy, and a CLIL activity checklist.
This document summarizes the topics discussed in the second session of the PILE seminar for Catalonia Central in 2012-2013. The topics included sharing and improving action plans, discussing CLIL (Content and Language Integrated Learning) and its theoretical framework, analyzing teaching materials and tasks, and language scaffolding strategies for CLIL. Policies for integrated language and content learning were also addressed, emphasizing the teacher's role in providing active, culturally participatory learning experiences that meaningfully develop both content and communication skills.