CLIL & ITS EVALUATION

[In Primary]+[In Secondary]

ACTIVIDAD Y CARACTERÍSTICAS

Cursos presenciales. Formación Metodológica.

«CLIL & its Evaluation in Primary» y «CLIL & its Evaluation in Secondary»

Las sesiones se llevarán a cabo en lengua inglesa. Nivel mínimo de competencia: B2.

 

CONTENIDOS

Los cursos se estructura en tres talleres. En horario de 17:00 a 20:30 horas.

CLIL & its Evaluation in Primary: Talleres>

CLIL & its Evaluation in Secondary: Talleres>

 

LUGARES Y AGENDA

CLIL & its Evaluation in Primary: Agenda>

CLIL & its Evaluation in Secondary: Agenda>

IMPORTANTE: Se realizarán los tres talleres en la misma sede, elegida por el usuario.

 

CERTIFICACIÓN

La superación del curso conlleva un reconocimiento de 1 crédito ECTS para los docentes de centros públicos y concertados.

 

INSCRIPCIÓN

Hasta el 23 de noviembre de 2016 a las 23:00 horas.

DESTINATARIOS

CLIL & its Evaluation in Primary: Maestros de Educación Infantil y Primaria en activo, en centros bilingües de la Comunidad de Madrid y, en segundo término, auxiliares de conversación que trabajen en esos centros. 40 plazas para cada DAT.

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CLIL & its Evaluation in Secondary: Profesorado de Educación Secundaria en activo, en centros bilingües de la Comunidad de Madrid y, en segundo término, auxiliares de conversación que trabajen en esos centros. 40 plazas para cada DAT.

 

OBJETIVOS

  • Analizar las demandas lingüísticas en el aprendizaje de contenido a través del inglés.
  • Conocer los principios metodológicos de CLIL en el contexto de la práctica en el aula.
  • Desarrollar estrategias de trabajo.
  • La evaluación CLIL: conceptos, herramientas y rúbricas.
 

LISTAS

Las listas de admitidos se se publicarán a partir del 24 de noviembre de 2016.

Los admitidos se seleccionarán por riguroso orden de inscripción, siempre que cumplan los requisitos.

 

CONSEJERÍA DE EDUCACIÓN,
JUVENTUD Y DEPORTE

Dirección General de Innovación, Becas y Ayudas a la Educación

Subdirección General de
Programas de Innovación

EducaMadrid Plataforma Tecnolgica

2016 © Comunidad de Madrid

Comunidad de Madrid
 

CLIL & its Evaluation in Primary: Agenda

TALLER FECHA SEDE
CLIL Science in the Primary bilingual classroom
Lola Thomsom-Garay Abad
12/12/2016 CTIF Madrid-Capital
13/12/2016 CTIF Madrid-Oeste
14/12/2016 CTIF Madrid-Este
15/12/2016 CTIF Madrid-Norte
16/12/2016 CTIF Madrid-Sur
Assessment & Evaluation In CLIL
Magdalena Custodio
17/01/2017 CTIF Madrid-Oeste
19/01/2017 CTIF Madrid-Norte
24/01/2017 CTIF Madrid-Capital
26/01/2017 CTIF Madrid-Sur
31/01/2017 CTIF Madrid-Este
MAKE IT H.O.T.
Lola Thomsom-Garay Abad
20/02/2017 CTIF Madrid-Este
21/02/2017 CTIF Madrid-Sur
22/02/2017 CTIF Madrid-Norte
23/02/2017 CTIF Madrid-Capital
24/02/2017 CTIF Madrid-Oeste
 

CLIL & its Evaluation in Secondary: Agenda

TALLER FECHA SEDE
PLANNING LESSONS FOR THE CLIL CLASSROOM
Robin Walker
28/11/2016 CTIF Madrid-Norte
29/11/2016 CTIF Madrid-Oeste
30/11/2016 CTIF Madrid-Sur
01/12/2016 CTIF Madrid-Este
02/12/2016 CTIF Madrid-Capital
SUPPORTING LEARNING IN CLIL CLASSES
Robin Walker
20/02/2017 CTIF Madrid-Norte
21/02/2017 CTIF Madrid-Oeste
22/02/2017 CTIF Madrid-Este
23/02/2017 CTIF Madrid-Capital
24/02/2017 CTIF Madrid-Sur
ASSESSMENT & EVALUATION IN CLIL
Magdalena Custodio
13/03/2017 CTIF Madrid-Norte
15/03/2017 CTIF Madrid-Oeste
22/03/2017 CTIF Madrid-Capital
21/03/2017 CTIF Madrid-Sur
23/03/2017 CTIF Madrid-Este
 

CLIL & its Evaluation in Primary: Talleres

TALLER I:
CLIL Science: How project-based learning in STEM (Science, Technology, Engineering and Maths) enhances cognitive and linguistic development in CLIL Science in the Primary bilingual classroom.

 

CONTENIDO:
The implementation of project-based learning (PBL) in the CLIL Science classroom engages students in meaningful, real-world projects, which makes the learning of content more effective and triggers motivation. Planning a thematic unit of PBL in CLIL to integrate STEM topics into a foreign language classroom involves identifying final outcome goals, and creating scaffolding for the application of the scientific method which involves questioning, observing, hypothesising, experimenting and arriving to conclusions. In this workshop we will discuss ways STEM – PBL makes CLIL Science classes more experimental and meaningful and facilitates intake at linguistic and cognitive levels. We will look at ways to adapt textbook materials, make the content more interactive and work on functional language. We will also explore ways in which students can present their STEM projects. Teachers will take a look at practical ideas and resources from classroom experience.

 

PONENTE:
Lola Thomsom-Garay Abad (Trinity College) Lola Thomson-Garay Abad is a teacher and a teacher trainer, as well as a specialist in second language acquisition. She has been in education for the last 15 years. Classically trained in languages, methodology, CLIL and special needs in education, she has managed academic programmers, published classroom material and delivered professional development workshops to professionals of all stripes, in main stream education and language teaching. She is partner in a training consultancy, develops academic programs in educational institutions from primary to tertiary, and is involved in research in peer learning. At present, she writes, adapts and evaluates materials and books for the an educational publishing house, which is specialized in CLIL education

 
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TALLER II:
ASSESSMENT & EVALUATION IN CLIL

 

CONTENIDO:
- Assessment and Evaluation concepts.
- Assessment for Learning (Formative Assessment).
- Alternative assessment tools.
- Rubrics.

 

PONENTE:
Magdalena Custodio (Comunidad de Madrid). Magdalena Custodio Espinar is an English teacher graduated with honors from the Faculty of Education at Universidad Complutense de Madrid (UCM) and has got two Master’s Degrees in Management and Leadership of Schools at Universidad Internacional de la Rioja (UNIR) and Teaching Spanish as a Second Language at Universidad Camilo José Cela (UCJC). She was Technical Advisory Teacher for the Regional Ministry of Education in Madrid from 2008 to 2010. She has participated as a speaker at several national and international conferences and programs and has published several articles and works on bilingualism and CLIL. She has published books and materials for EFL teaching and learning too. She has provided training for university students, pre-service and in-service teachers in numerous courses. Magdalena collaborates as a consultant and author with the publisher Pearson. She is currently a PhD student and member of the PIMCD n. 10 at UCM and an English teacher at UCJC. She is also a professor in the Master in Bilingual Education at UNIR.

 
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TALLER III:
MAKE IT H.O.T. (HIGHER ORDER THINKING): PRACTICAL WAYS TO FOSTER CREATIVITY IN THE CLIL CLASSROOM

 

CONTENIDO:
How to help teachers create effective teaching means, in order to create environments in which students are engaged and explore various types of thinking without being overwhelmed.

 

PONENTE:
Lola Thomsom-Garay Abad (Trinity College).

 

CLIL & its Evaluation in Secondary: Talleres

TALLER I:
PLANNING LESSONS FOR THE CLIL CLASSROOM

 

CONTENIDO:
1. In the CLIL classroom – a comparison of a typical 60-minute CLIL lesson in the trainees' own school with models of a typical lesson from other schools.
2. The planning sequence – a reflection on the planning sequence of a typical lesson for teaching, from establishing aims, through to deciding cross-curricular activities.
3. The CLIL planning cycle – determination of the difference between a normal lesson and a CLIL lesson, so as to establish the additional language contents of the CLIL lesson. An analysis of the language and content demands in a typical CLIL lesson.

 

PONENTE:
Robin Walker (Trinity College) Robin has worked in English Language Teaching since 1981. For over 20 years he taught at the Escuela Universitaria de Turismo de Asturias before leaving in 2007 to found EnglishGlobalCommunication. He now works as a teacher educator, ELT author and materials writer, and as an ELT consultant. He regularly collaborates with Trinity College London, Oxford University Press, and MacMillan Education, and is the author of numerous articles on teaching English, and a handbook on teaching the pronunciation of English as a lingua franca.)

 
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TALLER II:
SUPPORTING LEARNING IN CLIL CLASSES

 

CONTENIDO:
1. The language quadrant. BICS and CALP. BICS in an EFL environment. CLIL matrix – Cummins. Classroom tasks and the Cummins quadrant. Tasks for CLIL.
2. Scaffolding – supporting content learning in L2. Use of diagrams and visual organisers. Cooperative/Collaborative work and big group discussion as ways of encouraging & facilitating peer-peer construction of understanding. Process language for pair and groupwork. The use of the L1 in the CLIL classroom.
3. Providing language support in CLIL classes An exploration of different ways that the content teacher can support language learning in the CLIL classroom, with a final focus on attitudes towards student error and the appropriateness of different correction techniques. Simplicity and clarity in teacher-language. Thought groups and focus words in T-talk.

 

PONENTE:
Robin Walker (Trinity College)

 
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TALLER III:
ASSESSMENT & EVALUATION IN CLIL

 

CONTENIDO:
1. Assessment and Evaluation concepts
2. Assessment for Learning (Formative Assessment)
3. Alternative assessment tools
4. Rubrics

 

PONENTE:
Magdalena Custodio (Comunidad de Madrid). Magdalena Custodio Espinar is an English teacher graduated with honors from the Faculty of Education at Universidad Complutense de Madrid (UCM) and has got two Master’s Degrees in Management and Leadership of Schools at Universidad Internacional de la Rioja (UNIR) and Teaching Spanish as a Second Language at Universidad Camilo José Cela (UCJC). She was Technical Advisory Teacher for the Regional Ministry of Education in Madrid from 2008 to 2010. She has participated as a speaker at several national and international conferences and programs and has published several articles and works on bilingualism and CLIL. She has published books and materials for EFL teaching and learning too. She has provided training for university students, pre-service and in-service teachers in numerous courses. Magdalena collaborates as a consultant and author with the publisher Pearson. She is currently a PhD student and member of the PIMCD n. 10 at UCM and an English teacher at UCJC. She is also a professor in the Master in Bilingual Education at UNIR.