Presentació del portfoli en societat... Amb un Prezi

Aquí us deixo l'última tasca del curs AICLE...

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My AICLE unit: WHAT IS IT IN THE CENTRE?

WHAT IS IT IN THE CENTRE? My AICLE unit…

Do you know it?

We want to investigate it… but in a very particular point of view. We are going to travel back in time to the Ancient Greece, more than 200 years Before Christ.

We will know Sophie of Samos, daughter of the great astronomer Aristarchus of Samos, who had brilliant ideas about what was in the centre of the Universe. However, Aristarchus hypothesis didn’t achieve and Sophie decides to make a “Time Capsule” (final product) with all their achievements for people in the future more open-minded than their contemporaries.

Project Based Learning

Interdisciplinary between Social Science, Natural Science and Technology

Level: 1^st of ESO

Number of sessions 19^th.

 

So we are going to:

- Interpret the history of the universe using records of the past.

- Design and build simple technological objects, in this case construct a Solar System (to scale) in a rope, solve problems and assess the adequacy of the result to put all the distances to scale.

- Know the past the classical world: know social, political and economic organization, the culture and the art of the classical and Hellenistic Greece.

- Chronological  and map location of Ancient Greece. Main places (polis)

- Daily life aspects: family life, housing, beliefs, Olympic games.

- Science: position of the Earth and the Sun in the Universe.

- Legacy: what do we have from ancient Greece?

- The organization in Ancient Greece: polis. Social organization. Wars. Believes.

Different theories about the centre of the Universe: heliocentric vs. geocentric.

The Solar System. Seasons. Eclipses. Earth-Moon.

THE ACTIVITIES THOUGHT TO ACHIEVE ALL THAT OBJECTIVES ARE:

1. Maps

2. Keywords

3. Mindmaps: about the organization in city-states, about the Greek Wars, about Solar System

4. Tests: about democracy, about the planets in the Solar System, final test.

5. Timeline of the most famous Greek

6. Drawings: geocentric theory, heliocentric theory, seasons, eclipse, moon daily register.

7. Theatre performances

8. Investigations: the movements of the Earth and of the Moon, the planets

9. Constructing a Solar System (to Scale) in a rope

10. Comparison ancient Greece vs. modern Greece (Olympic Games). Legacy.

11. Compile one of every task elected in the group and put it in the “time capsule”

OUR DAY TO DAY TASKS:

In our project’s classroom the organization is in a different way as in other subjects. In this subject, called Projects, the students work in groups most of the time, so the tables are bigger enough to place 4 students face to face.

1^st Session: What is it in the centre?

1.Activity of previous knowledge of the contents: like a game they have to write the most words related to… (different topics related to Greece). In groups and with time countdown.

2.Activity introducing the Project: motivation activity: short performance made with volunteers. The main character is going to be Sophie of Samos, daughter of Aristarchus, the great astronomer. She is 12 year old Greek girl living in Athens. Is 280 century B.C. She heard his father arguing hard with other philosophers and scientists about what is it in the Centre of the Universe… And she wants to know the truth.

2nd Session: Where is Athens?

3. Where is Athens? Watch the video “introduction to the greeks” and locate different geographical important sites in a map (the country, the sea, the main polis, countries in their sides…)

4. The Polis: how do they organize? They need scaffolding with keywords with flashcards that they will construct, and read a text about the City-States. After that they will make a mindmap with the words in bold from the text (production scaffolding).

3^rd session: Democracy

5. Democracy: who rule Athens? They have to search hidden words related to Greek Society in a crossword, with the words given in a WordLe (scaffolding).

6. After that introduction, we will have an activity of an “Expert Groups” mixed with a role playing game based on the society in Greece: citizen, foreigner, women, slaves. We will discuss and give opinion about this social organization.

7. Check what we have learned with a “Test yourself” (hotpotatoes)

4^th session: Peaceful people? Conquerors? Traders?

8. More keywords to help the activity. We have to read a text and create a mindmap, underlining the main words. The mindmap is given, they have to fill the gaps (scaffolding).

9. Watch the trailer of the film: “The 300”. Opinion about the difference between Sparta and Athens, and nowadays. We give them useful expressions and time to prepare themselves.

5^th session: Science, Maths, Philosophy…

10. WordLe with names of the most famous Greeks. The have websites in moodle where they can find the dates and the facts and build a Timeline online.

11. Astronomy. Another short performance acted by the students. Aristarchus is watching the night sky. He can distinguish between stars, planets, satellites… Aristarchus asks Sophie for help. He needs to make a moon daily register (with a template)

We show the students a picture of a night sky. They have to write a question about something of the Universe they want to know. Search an image in the net and send the question as a task in moodle. (at the end of the unit we speak about all this questions…

how many of them can we answer?)

6^th session: Is the Earth or is the Sun?

12. Aristarchus is in a trouble. Aristotle is more famous than him. Everybody believes Aristotle’s ideas about astronomy, but he thinks he’s wrong about what is it in the centre of the Universe… Short performance again (in this case we imagine we are in Epidaurus Theatre, we have the image in our digital board).

- Video showing a selected piece of the film “Agora” where Hypatia discovers the ellipse in the Earth’s orbit.

13. Heliocentric versus Geocentric. Drawing each theory and explain it with their own words. Search information on internet.

14. Exercice: correct the sentences about the two theories.

7^th session: going deeper in the Solar System knowledge (I)

15. Aristarchus is a hard working man. He never give up. He is one of the first scientists in history…

What is it in the Solar System? Reading a text and organize the ideas about what are the celestial bodies in the Solar System, which are the inner planets, which the outer planets, which the dwarf planets, the Kuiper belt, etc…

16. Organize all the main concepts in last exercise in a mindmap with pictures of the website of NASA. The words used in the mindmap are given in bold in the text. (scaffolding for production)

We revise the registers of the Moon.

8^th session: going deeper in the Solar System knowledge (II)

16. Video: “Spyboots the solar system”. Activity 1-2-4. First individually every student takes a sheet and writes the major number of words they can remember, of the song, related with the subject. Listen again and check it with a partner. After that they put in common the four members in the group (as a reception scaffolding activity)

17.  We increase our knowledge of the Solar System and all the celestial bodies in it. Every group has to check the information of every planet, but is mixed! They have to decide which sentence is for every planet. (webs helping in moodle). They will need this information for the next activity.

9^th , 10^th, 11^th and 12^th session: A Solar System in a rope!

18. How big is the Solar System? Can we imagine the distances between the planets and the Sun? Let’s make an exercise calculating the distances and diameters of the planets to scale.

To motivate the activity we watch the video in youtube: “Solar System to scale”

19. Construct the Solar System to scale in the Technology Workshop, with the correct tools, DM boards, painting them as they are in real, and hanging them in a rope where the distances between them are also to scale.

20. The evaluation is going to be with a Rubric and between them.

13^th – 14th session: Eppur si muove... And yet it moves!

21. Many centuries after Aristarchus and Aristotle, Galileo Galilee has real problems with the authority when he tries to explain his theories about the centre of the Universe… Aristotle won!

We want to demonstrate that the Earth spins around itself in a rotation mode (program Celestia).

22. And why do we have the Seasons: cold winter and hot summer. Make a drawing showing the sun rays impacting in different ways in the different regions of the Earth and in different moments of the year.

The “Centre de Recursos Educatius” has a resource, “The parallel Earth” that fits in this activity. Is a big planet placed in the playground that shows perfectly how after some minutes, the Sun heats more in Ecuador than in the Poles. Shows the seasons, day and night…

15^th session: Let the gods help us!

This month Aristarchus can’t really develop his theories because they have to go to Olympia, to the Stadium, where the Olympic Games are hold. It’s important to thank gods, have them happy and not angry them.

Sophie’s favourite god is Athena, goddess of wisdom (also warfare and handicrafts). Which is your favourite god? We have a lot of them, you can choose!

23. Video about Greek Goods and activity where they can name their favourite god and explain why.

24. The Olympic games are about to start! Activity with key words comparing the ancient and the modern Olympic Games.

16^th – 17^th session: Final Task, present failed… let’s think of the future!

Aristotle’s ideas prevail. He is a big philosopher and scientist, but he is wrong with his Geocentric Theory, and Sophie, a girl in a man’s world, has no chance to help her father.

She decide to keep all the knowledge in a “time capsule” to preserve all the investigations.

25. With all the group we collect all the activities made in this project and choose the bests to keep it for the future in a box as a Time Capsule. Sophie wants to bury it in the most important place in Greece: the Acropolis in Athens, in Parthenon Temple, those with corintian style in its columns, just under the sculpture of Laocoon and his sons… 

They have to draw an unreal map, as a pirate treasure map, using a design program, for the further generations to know where is the time capsule.

26. And that’s all… really? Do we really know what is in the centre of the Universe?... Final activity watching images from “Hubble’s telescope” of the different galaxies.

27. “Planeta mòbil”: a resource from La Caixa. They set an inflatable structure in our high school where students can go in and see a planetarium. It’s amazing!

19^th session: Can you demonstrate what do you have learnt?

28. Test to evaluate concepts and competences achieved along this unit. They have to give the handout with all the tasks and activities done.

When we have the exams and handouts corrected, we give them and have a feedback in another session.

¿Con qué objetivos he escogido alguno de los REA?

Recursos con el objetivo de introducir el tema:

- WordLe (nubes de palabras relacionadas con el tema para introducirlo)

- Vídeo: fragmento de la película “Los 300” (hacerse una idea de cómo debía ser la vida en la Esparta del siglo IV AC) y fragmento de “Ágora” (sobre cómo se iba construyendo el conocimiento con los recursos que tenían en esa época)

Practicar vocabulario y estructuras

- Las distintas “mini-obras” de teatro escritas para la ocasión (no son REA… aún)

Comprender, analizar

- Vídeos: Spyboots (Song “The Solar System”). Animado y con información sobre la posición de los planetas y alguna curiosidad sobre cada uno.

- Vídeo en youtube “Star size comparison” (llama mucho la atención sobre las medidas gigantescas con las que se mueve la astronomía. Da mucho que pensar, a los alumnos les gusta mucho)

Profundizar, investigar:

- Stellarium (se ve el cielo nocturno y diurno de cualquier parte del planeta, la rotación y traslación de la Tierra y de la Luna. Se puede ir adelante y atrás en el tiempo, buscar algún eclipse conocido e ir a cualquier parte de la Tierra para comprobar cómo se vio…)

- Google Earth (no necesita descripción… ahora se puede ir a la Luna y a Marte!)

Desarrollar, producir:

- Eclipse Interactive (para entender el fenómeno de la rotación y traslación, la posición relativa de la Luna y sus consecuencias)

- Dipity (para realizar líneas del tiempo)

- Mind42 (para realizar mapas conceptuales)

Ampliar, repasar contenido:

- Cellestia (parecido a Stellarium)

- Hotpotatoes (pequeños tests de autoevaluación)

Animar, motivar alguna actividad:

- Stopwatch bomb (una bomba de cuenta atrás, para realizar alguna actividad con tiempo, a los alumnos les motiva y así no pierden tanto el tiempo distraídos sin trabajar…)

Materiales para llevar a cabo las actividades AICLE

Aquí dejo 10 materiales diseñados para llevar a cabo la unidad didáctica AICLE...

Which is the AICLE methodology chosen for study?

In our project’s classroom the organization is in a different way as in other subjects. In this subject, called Projects, the students work in groups most of the time, so the tables are bigger enough to place 4 students face to face.

1^st Session: What is it in the centre?

1.Activity of previous knowledge of the contents: like a game they have to write the most words related to… (different topics related to Greece). In groups and with time countdown.

2.Activity introducing the Project: motivation activity: short performance made with volunteers. The main character is going to be Sophie of Samos, daughter of Aristarchus, the great astronomer. She is 12 year old greek girl living in Athens. Is 280 century B.C. She heard his father arguing hard with other philosophers and scientists about what is it in the Centre of the Universe… And she wants to know the truth.

2nd Session: Where is Athens?

3. Where is Athens? Watch the video “introduction to the Greeks” and locate different geographical important sites in a map (the country, the sea, the main polis, countries in their sides…)

4. The Polis: how do they organize? They need scaffolding with keywords with flashcards that they will construct, and read a text about the City-States. After that they will make a mindmap with the words in bold from the text (production scaffolding).

3^rd session: Democracy

5. Democracy: who rule Athens? They have to search hidden words related to Greek Society in a crossword, with the words given in a WordLe (scaffolding).

6. After that introduction, we will have an activity of an “Expert Groups” mixed with a role playing game based on the society in Greece: citizen, foreigner, women, slaves. We will discuss and give opinion about this social organization.

7. Check what we have learned with a “Test yourself” (hotpotatoes)

4^th session: Peaceful people? Conquerors? Traders?

8. More keywords to help the activity. We have to read a text and create a mindmap, underlining the main words. The mindmap is given, they have to fill the gaps (scaffolding).

9. Watch the trailer of the film: “The 300”. Opinion about the difference between Sparta and Athens, and nowadays. We give them useful expressions and time to prepare themselves.

5^th session: Science, Maths, Philosophy…

10. WordLe with names of the most famous Greeks. The have websites in moodle where they can find the dates and the facts and build a Timeline online.

11. Astronomy. Another short performance acted by the students. Aristarchus is watching the night sky. He can distinguish between stars, planets, satellites… Aristarchus asks Sophie for help. He needs to make a moon daily register (with a template)

We show the students a picture of a night sky. They have to write a question about something of the Universe they want to know. Search an image in the net and send the question as a task in moodle. (at the end of the unit we speak about all this questions… how many of them can we answer?)

6^th session: Is the Earth or is the Sun?

12. Aristarchus is in a trouble. Aristotle is more famous than him. Everybody believes Aristotle’s ideas about astronomy, but he thinks he’s wrong about what is it in the centre of the Universe… Short performance again (in this case we imagine we are in Epidaurus Theatre, we have the image in our digital board).

- Video showing a selected piece of the film “Agora” where Hypatia discovers the ellipse in the Earth’s orbit.

13. Heliocentric versus Geocentric. Drawing each theory and explain it with their own words. Search information on internet.

14. Exercice: correct the sentences about the two theories.

7^th session: going deeper in the Solar System knowledge (I)

15. Aristarchus is a hard working man. He never give up. He is one of the first scientists in history…

What is it in the Solar System? Reading a text and organize the ideas about what are the celestial bodies in the Solar System, which are the inner planets, which the outer planets, which the dwarf planets, the Kuiper belt, etc…

16. Organize all the main concepts in last exercise in a mindmap with pictures of the website of NASA. The words used in the mindmap are given in bold in the text. (scaffolding for production)

We revise the registers of the Moon.

8^th session: going deeper in the Solar System knowledge (II)

16. Video: “Spyboots the solar system”. Activity 1-2-4. First individually every student takes a sheet and writes the major number of words they can remember, of the song, related with the subject. Listen again and check it with a partner. After that they put in common the four members in the group (as a reception scaffolding activity)

17.  We increase our knowledge of the Solar System and all the celestial bodies in it. Every group has to check the information of every planet, but is mixed! They have to decide which sentence is for every planet. (webs helping in moodle). They will need this information for the next activity.

9^th , 10^th, 11^th and 12^th session: A Solar System in a rope!

18. How big is the Solar System? Can we imagine the distances between the planets and the Sun? Let’s make an exercise calculating the distances and diameters of the planets to scale.

To motivate the activity we watch the video in youtube: “Solar System to scale”

19. Construct the Solar System to scale in the Technology Workshop, with the correct tools, DM boards, painting them as they are in real, and hanging them in a rope where the distances between them are also to scale.

20. The evaluation is going to be with a Rubric and between them.

13^th – 14th session: Eppur si muove... And yet it moves!

21. Many centuries after Aristarchus and Aristotle, Galileo Galilee has real problems with the authority when he tries to explain his theories about the centre of the Universe… Aristotle won!

We want to demonstrate that the Earth spins around itself in a rotation mode (program Celestia).

22. And why do we have the Seasons: cold winter and hot summer. Make a drawing showing the sun rays impacting in different ways in the different regions of the Earth and in different moments of the year.

The “Centre de Recursos Educatius” has a resource, “The parallel Earth” that fits in this activity. Is a big planet placed in the playground that shows perfectly how after some minutes, the Sun heats more in Equador than in the Poles. Shows the seasons, day and night…

15^th session: Let the gods help us!

This month Aristarchus can’t really develop his theories because they have to go to Olimpia, to the Stadium, where the Olympic Games are hold. It’s important to thank gods, have them happy and not angry them.

Sophie’s favourite god is Athena, goddess of wisdom (also warfare and handicrafts). Which is your favourite god? We have a lot of them, you can choose!

23. Video about Greek Goods and activity where they can name their favourite god and explain why.

24. The Olympic games are about to start! Activity with key words comparing the ancient and the modern Olympic Games.

16^th – 17^th session: Final Task, present failed… let’s think of the future!

Aristotle’s ideas prevail. He is a big philosopher and scientist, but he is wrong with his Geocentric Theory, and Sophie, a girl in a man’s world, has no chance to help her father.

She decide to keep all the knowledge in a “time capsule” to preserve all the investigations.

25. With all the group we collect all the activities made in this project and choose the bests to keep it for the future in a box as a Time Capsule. Sophie wants to bury it in the most important place in Greece: the Acropolis in Athens, in Parthenon Temple, those with corintian style in its columns, just under the sculpture of Laocoon and his sons… 

They have to draw an unreal map, as a pirate treasure map, using a design program, for the further generations to know where is the time capsule.

26. And that’s all… really? Do we really know what is in the centre of the Universe?... Final activity watching images from “Hubble’s telescope” of the different galaxies.

27. “Planeta mòbil”: a resource from La Caixa. They set an inflatable structure in our highschool where students can go in and see a planetarium. It’s amazing!

19^th session: Can you demonstrate what do you have learnt?

28. Test to evaluate concepts and competences achieved along this unit. They have to give the handout with all the tasks and activities done.

When we have the exams and handouts corrected, we give them and have a feedback in another session.

Ja tinc planificada la Macro Unitat AICLE del Centre de l'Univers!

We are in Athens, in year 250 BC.
Athens is the polis where democracy born.
All citizen can be a part of our government.
Athenian are peaceful people. They made great discoveries in maths and science, great astronomers too.
We believe in a big family of Gods living in Mount Olympus and, to great them, we organize a big sporting event: The Olympic Games.
Greek people is very interested in harmony, beauty and proportions, so my people have done great paintings, buildings and sculptures, in a very special style never seen before.

Wellcome to Greece!

Aquesta és la introducció de la Sophie, la filla de l'astrònom Aristarc de Samos, protagonista de la història. Mitjançant breus representacions teatrals fetes en grups de 4, s'aniran introduint diferents conceptes per arribar a la pregunta final "Què hi ha al centre?"

Ja sé fer webmix amb Symbaloo!

Aquí us deixo la primera webmix feta amb Symbaloo, i pensada per una unitat didàctica mescla de socials i naturals amb metodologia AICLE i en llengua anglesa.

http://www.symbaloo.com/mix/escriptoriaicleunivers

La unitat didàctica vol mostrar la part de la història de la Grècia Antiga i quina importància va tenir en l'estudi del Planeta Terra, de la seva posició al Sistema Solar, dels seus moviments relatius amb el sistema Terra-Lluna i el sistema Sol-Terra...

És per això que s'han seleccionat diferents recursos, com ara:
- Google Earth
- Stellarium
- Eclipse Interactive
com a programes de visualització molt bons, animacions per entendre eclipsis, estacions, equinoccis-solsticis...

Recursos per donar suport al professor a l'hora de preparar una unitat en una llengua estrangera (recordem que el professor no és especialista en llengua, és de formació científica):
- uefap.com (Using English for Academic Purposes)
- teaching english de la BBC (CLIL resources)
-http://www.csun.edu/science/ref/language/ (academic language- Science)

Recursos més lúdics: vídeos divertits, animacions sorprenents sobre les escales i les mides a l'univers, fragments de pel·lícules de temàtica adient (Àgora, sobre Hypatia d'Alexandria)...

Altres blogs amb enllaços a unitats didàctiques semblants amb metodologia AICLE.

In my course “uses of open educative sources for the learning of contents in foreign languages (CLIL)" we had to revise the principles and basic aspects of CLIL methodology. Here I’m exposing the analysis of one source in the web under the focus of this method.

I’ve chosen one unit about “Ancient Greece”, thought for 6 sessions lasting 1 hour each.

Here’s the link to see the unit.

http://reaaicleintef.blogspot.com.es/2014/05/unidad-ancient-greece.html

About how is reflected the language and content all together I’ve seen hard work in this unit. Above all, there’s an intense focus on language, as it if was one unit of Ancient Greece but not in the Socials Sience lesson, but in the English Classroom. This fact is important because is different what is going to emphasize the English teacher than a history teacher…

This fact can be an advantage if both teachers are well coordinated, in my opinion. But some of the activities in this unit, are completely addressed at the learning of the language.

There are so many characteristics of CLILmethodolgy reflected in this unit, as known:

-          SCAFFOLDING: there are a lot of activities where the student can support on to give his answer in English. Lots of examples, images that can be a good help to comprehension difficulties with an only text…

-          PAYING ATTENTION TO DIFFERENT SKILLS: with listenings, videos, readings, speaking activities in pairs using “structure models” and sentences done so the student can use them correctly. Writing texts is also demanded to practice the different language abilities.

-          FLEXIBILITY AND EASYNESS: is important to begin with easy activities to get more confident about the subject studied, and to have more specific vocabulary to go on with. Beginning with activities that the students feel nearer to their lives is a good principle to success. Examples of known and near real situations.

-          INTERACTION: when you prepare the activities you have to pay attention on those that allow the students work in pairs to practice the dialogue.

-          AUTONOMY: you may give them tools to discover, investigate by themselves. Self-evaluation, pairs-evaluation… to empower them a bit more every day.

-          VARIETY OF SOURCES: and uses of different educational resources in the internet, different technologies…

-          WORK IN TASKS: reception tasks to work the abilities of listening and reading, as identifying information, images… and production tasks to work the abilities of speaking and writing, as answering questions after listening a record, a final text giving opinion about what they have learned…

Después de revisar los “Principios y Aspectos Básicos AICLE” y los “Elementos y Características de la Metodología AICLE” del curso actual, he analizado una unidad didáctica real en los recursos que se nos ofrecen en abierto sobre “Ancient Greece”( http://reaaicleintef.blogspot.com.es/2014/05/unidad-ancient-greece.html)

Aquí os dejo mi análisis.

1. ¿Cómo se ve reflejado el trabajo con la lengua y el contenido a la vez? ¿Qué actividades lo evidencian? En realidad hay mucho trabajo de lengua en toda la Unidad Didáctica. Leyendo la introducción que hace la autora parece ser que en realidad está incorporando contenido de sociales en una clase de lengua, y no al revés, como estaríamos acostumbrados a ver. Es decir, parece que en la clase de inglés se ha querido incluir currículo de sociales com el pretexto de quizás motivar más el alumnado.

 Eso puede ser muy bueno, a mi entender, siempre que el profesor de sociales en este caso y de inglés estén en buena coordinación. Aunque sin duda tiñe de carácter de "clase de lengua" alguna de las actividades y/o sesiones enteras.

- una actividad en línea sobre las partes de la casa, moderna y griega, dan pie a adquirir vocabulario y conocer las construcciones de la grecia antigua. Otra actividad parecida con la ropa actual y de esa época reflejaría también ese doble objetivo.

 -  actividades sobre el origen del alfabeto griego donde deben leerse un texto y saber responder preguntas de comprensión, para después jugar un poco con el alfabeto...

- sin duda la actividad final que consiste en una WebQuest donde deben responder cuestiones sobre Grecia puede ser un buen recurso para poner en práctica los contenidos utilizando la lengua L2.

2. ¿Que características de la metodología AICLE se ven reflejadas y de qué modo?, ¿uso de andamiaje, flexibilidad, cercano al alumno, variedad de recursos, trabajo por tareas, etc.?

ANDAMIAJE: Realmente en prácticamente todas las actividades el alumno se puede apoyar en estructuras para dar su respuesta. Hay muchos ejemplos, imágenes que suplen los problemas de comprensión que puedan surgir...

ATENCIÓN A LAS DISTINTAS DESTREZAS: realmente están todas muy representadas. Hay audios (por ejemplo el de la Historia de la Guerra de Troya), videos, textos para leer, actividades para hablar en parejas utilitzando "modelos de estructuras" y frases tipo que el alumno sabe que son adecuadas. También se les requiere escribir textos.

FLEXIBILIDAD Y FACILIDAD: Se ha resuelto bien, a mi parecer, la manera como se presenta el contenido de partes de la casa de la Grecia Antigua, así como las ropas, introduciendo primero con actividades donde practican el vocabulario de la ropa que se lleva actualmente, y las partes de la casa actual. Parte entonces del contexto de los alumnos, y de lo particular a lo general. Son ejemplos y situaciones reales y próximas que conocen.

INTERACCIÓN: hay actividades para trabajar por parejas y practicar el diálogo, y la webquest de la última sesión en grupos.

AUTONOMÍA: con la webquest final se buscará ese trabajo de descubrimiento e investigación que se busca siempre con la metodología AICLE. Faltaría más trabajo de autoevaluación, o evaluación por parejas...

VARIEDAD DE RECURSOS: sin duda, mucha variedad en tipología de actividades y en uso de las TICs. Textos, vídeos, webquest, recursos abiertos, ...

TRABAJO POR TAREAS: hay tareas de recepción como rellenar espacios, identificar información, imágenes... y otras de producción como responder a preguntas de comprensión de audición, texto final con su opinión sobre lo aprendido...

Quizás faltaría un producto final con una tarea más personalizada, donde los alumnos se involucren más. La webquest es bueno pero quizás no es tan significativo como un producto que les suponga un reto, donde el alumno utilice más la lengua...

3. ¿De qué manera se refleja en las actividades de la unidad?

Por ejemplo, andamiaje en la actividad 5 de la página 3, donde se da el vocabulario con imágenes, y estructuras para practicar destrezas productivas orales, diálogos en parejas en este mismo ejercicio.

En el ejercicio 4 se pide que escuchen (y vean) un video con la historia de la Guerra de Troya con unas preguntas como tareas de recepción. De manera parecida en el ejercicio 7 con un texto, también con preguntas como tarea de recepción.

Flexibilidad y facilidad: ejercicio 2, 3, 5 y 8. Este último especialmente facilitador, un momento más relajado donde van buscando su nombre en el alfabeto griego, buscan palabras y juegan con él.

En això de l'AICLE... ja fa una pila d'anys que em rondava pel cap llençar-me a la piscina i fer alguna part de les ciències de l'ESO en anglès.
Però no va ser fins fa dos anys, després d'haver fet un curs d'iniciació a l'AICLE, i canviar de feina a un institut on feien les ciències, socials i tecnologia bona part del curs en anglès, que em vaig mullar de debò.

I llavors quan t'hi tires és quan hi veus les grandeses i els petits defectes que cal anar polint. Veus el que saps i el que et faltaria saber. El que fas i el que t'agradaria fer...
Què bé que van les formacions...

And about CLIL... some years ago I was near to start with the adventure and teach some science lessons in english.

But two years ago when, after taking the "Introduction to CLIL" course in Lleida, and changing my place of work, in a Highschool where social science, experimental science and technology are teached half in english, that I was really on it.


Then you can see the best and the little deffects that we have to improve. You can see what do you already know and what do you need to know better. You can see what do you do and what do you really want to do...


I love doing training...

Aquí us deixo la meva presentació 3,2,1

Hola a tothom!
m'estreno per segona vegada en això dels diaris per internet arrel d'un curs d'AICLE que he començat amb l'INTEF (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado). És un curs online i això penso que sempre acaba demanant una exigència extra en el treball personal i amb les TICs (Tecnologies de la Informació i la Comunicació). De moment ja vaig justa amb els temps de lliurament de les tasques, espero estar a l'alçada, arggg!

Hello everybody!
I'm new twice in bloggers... this time it's due to an CLIL course that I've started with the INTEF (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado). It's an online course and that needs more concentration, hard working to us, with tecnologies from information and communication.
By the moment I'm a bit late with the timing, I hope to live up to... arggg!