czas na wspomnienia

 

Prezentacja z rady pedagogicznej

 Presentation prepared by the participants of the mobilities 

Malta

Blue lagoon 

 

Bloom's Taxonomy

Here are Bloom's brief explanations of these main categories from the appendix of Taxonomy of Educational Objectives (Handbook One, pp. 201-207):

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• Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.”

• Comprehension “refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications.”

• Application refers to the “use of abstractions in particular and concrete situations.”

• The analysis represents the “breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”

• Synthesis involves the “putting together of elements and parts so as to form a whole.”

• Evaluation engenders “judgments about the value of material and methods for given purposes.”

Content language integrated learning

(CLIL) was coined by David Marsh in 1994 to describe an approach that is related to, but separate from, language immersion and content-based education. 

The proponents of the word proposed the creation of an "umbrella term" that would include a variety of diverse approaches to employing language as a medium of education.

The methodology has been successfully used in a commercial setting in a number of nations and is widely recognized as an effective strategy. The approach is currently being utilized in Italy, for example, as an expedited method of teaching management principles in English to business professionals. 

Dr. Maurizio Morselli, a Human Resources professional and Executive Coach, is one of CLIL's proponents and practitioners. He believes that "this hybrid immersion approach produces a lot more immediate results and it appeals to self-motivated adult audiences who possess a basic knowledge and understanding of the target language."

CONTENT In conventional teaching, teachers plan a class around the logical progression of the topic or area of study that the students have been studying. It's exactly the same situation with CLIL. Lessons are developed based on what pupils already know, according to the teachers. Students develop their topic knowledge in this manner, one course of bricks on top of the next, much like a wall is being constructed.

COMMUNICATION In the past, students gained a great deal of knowledge about the lesson subject by just listening to the teacher talk. As a result of CLIL, teachers speak considerably less since the pupils do not have enough of the new language to acquire it in this manner. students work in groups instead of studying alone. They communicate and learn from each other while speaking as much as possible in the new language they are learning. 

COMPETENCE For example, "I am able to calculate the area of a triangle" describes the conclusion of a class. During CLIL lessons, teachers consider the can-do statements they want students to be able to make after the session, whether they are about the course material and skills, or if they are about the new language.

COMMUNITY CLIL teachers in the community assist students in making connections between what they are learning and the real world. Students see that what they are learning is more than simply a school topic; it is something that has relevance to the "real world" as well.

COGNITION, Of course, teachers were assisting students in developing critical thinking skills even before the CLIL technique was developed. They have always asked their kids the following questions: "when?" "where?" "which?" "how many?" and "who?" These questions are designed to elicit genuine, detailed, and definite responses. Learning to correctly answer these questions helps students to improve the cognitive abilities to recall, repetition, and listing, as well as comprehension

Source: The CLIL Guidebook, CLIL4U 

Going down the memory lane .... Exeter 2019