The course is primarily designed for teachers who have successfully completed the introduction course. It is based on project-like sessions when participants make secondary lesson plans for the year in groups, present their ideas and deliver small sections of their plans.
Throughout the course, there will be a progression from trainer-led tasks to project-like sessions, where participants present their ideas and deliver small sections of their plans. In addition, there will be a move from whole group sessions to working in groups based on school subjects and later even these will be broken up into pairs/threes to allow participants to work with secondary course books, which are relevant for them.
430 CTS in Introduction to CLIL in Secondary Science
The course is primarily designed for teachers who:
are familiar with student-centred approaches and attitudes
are aware of the challenges facing the present-day generation and of the ever-changing trends in technology
are in tune with the changes the future might bring to the world of professional educators.
The course is also highly useful for teachers who have not completed the above mentioned course but who are, however, ready to face the challenges of preparing their students to live up to the requirements of their future career and who are prepared to think forward to ensure that their students will not be left behind by the rapidly changing world of the 21st century.
Requirements for a Certificate:
Minimum attendance requirement is 75% of course events.
a paper-based portfolio with the individual participant’s notes, completed handouts, drafts, feedbacks of peer-observations and peer-presentations, and short essays on relevant issues
an e-portfolio including 2-4 lesson plans and an extract of the participants’ own annual teaching plan incorporating 3-4 months and encompassing the participants’ notes based on peer and trainer feedbacks.
440.01 – Group Building – Teacher Roles and Attitudes
440.02 – Recap of CLIL Secondary instruction
440.03 – Planning the Year and Lessons
440.04 – Video Lesson Analysis – teacher perspective
440.05 – How to Exploit Videos – How to work with a Text
440.06 – Learner Styles – Learner Autonomy
440.07 – Project Work in Secondary CLIL Classroom
440.08 – 1st Project Work – Mapping the Course Book
440.09 – The Importance of Supplementing
440.10 – Video Lesson Analysis – student perspective
440.11 – 2nd Project Work – Unit Lesson Planning
440.12 – Ways to Measure and Assess Learning