A frequently mentioned advantage of teaching Maths in English is that it is based on a theory of practice, with an intrinsic flexibility and heterogeneity. Nonetheless, there is often confusion regarding the factors of success and failure among teachers applying the approach, which often leads them to misapply CLIL.
On the latest trends in mathematics education, this course will deepen the participants understanding of mastery, rich tasks, and teaching to the top. Drawing on practical experience, this course presents CLIL’s unique and defining factors and presents guidelines for Maths teachers who wish to apply it.
470 CTS in Introduction to CLIL in Secondary Maths
Requirements for a Certificate:
Minimum attendance requirement is 75% of course events.
Assessed portfolio work for practical tasks like group and individual planning, observation, demonstration, micro-teaching, discussion and feedback sessions.
1000-word end of course Reflective Essay.
480.01 – Group Building – Teacher Roles and Attitudes
480.02 – Recap of CLIL secondary instruction
480.03 – Planning the Year and Lessons
480.04 – Video Lesson Analysis – teacher perspective
480.05 – How to Exploit Videos – How to work with a Text
480.06 – Learner Styles – Learner Autonomy
480.07 – Project Work in Secondary CLIL Classroom
480.08 – 1st Project Work – Mapping the Course Book
480.09 – The Importance of Supplementing
480.10 – Video Lesson Analysis – student perspective
480.11 – 2nd Project Work – Unit Lesson Planning
480.12 – Ways to Measure and Assess Learning