Clil & ict uimp valencia 2016

Jul 8, 2016Download as PPTX, PDF0 likes174 views

ENCOURAGE YOUR STUDENTS TO PRODUCE MATERIALS WITH THIS 50 TOOLS TO FOSTER CREATIVITY IN THE CLASSROOM. STUDENT CENTERED APPROACH. THEY CAN BE GREAT CONTENT GENERATORS.

ENCOURAGE
YOUR STUDENTS
WITH THEIR OWN
UIMP-INTEF. VALENCIA
2016
CLIL & ICInspiring Teaching and learning in a bilingual environment
1

#MECD_UIMP16 #INSPIRING #CLIL
▸@mgarasa
▸marcosgarasa@gmail.com
▸marcosgarasa.wordpress.com
2

TOP 100 TOOLS FOR TEACHERS
3
http://www.slideshare.net/janehart/top-100-tools-for-learning-2015-52992784?ref=http://c4lpt.co.uk/top100tools/
#MECD_UIMP16 #INSPIRING #CLIL

TWITTER - #MECD_UIMP16 #INSPIRING #CLIL
4#MECD_UIMP16 #INSPIRING #CLIL

CAN WE ENCOURAGE OUR STUDENTS WITH
THEIR OWN TOOLS?
#MECD_UIMP16 #INSPIRING #CLIL
https://youtu.be/E1JVP6VwP2I
SSyoutube.com/watch?v=E1JVP6VwP2I
https://www.youtube.com/watch?v=E1JVP6VwP2I
5

RELOCATING OURSELVES - TPACK
#MECD_UIMP16 #INSPIRING #CLIL
TECH
KNOWLEDGE
CONTENT
KNOWLEDGE
PED.
KNOWLEDGE
TPACK
PEDAGOGICAL CONTENT
KNOWLEDGE
TECHNOLOGICAL /PEDAGOGICAL
KNOWLEDGE
6

INTEGRATING EDTECH - SAMR - GAFE
▸Use google docs and research the internet to write a report.
▸Use google docs and research on the internet to create the report and
share the document with the teacher
▸Use google docs and research on the internet to create the report and
share the document with the teacher and other students. Insert comments
and rewrite your report
▸Use google hangouts to connect a virtual tour of your neighborhood city.
Create a promotional video with google slides and upload it to youtube.
Share questions and pictures through G+
#MECD_UIMP16 #INSPIRING #CLIL
REDEFINITION
MODIFICATION
AUGMENTATION
sUBSTITUTION
7

REDESIGN YOUR ACTIVITIES - B. BLOOM
▸PRODUCE NEW ORIGINAL WORK
▸ JUSTIFY A STAND OR DECISSION
▸DRAW CONNECTIONS AMONG IDEAS
▸USE INFORMATION IN NEW SITUATIONS
▸EXPLAIN IDEAS OR CONCEPTS.
▸ RECALL FACTS AND BASIC CONCEPTS
#MECD_UIMP16 #INSPIRING #CLIL
APPLY
ANALYZE
EVALUATE
CREATE
REMEMBER
UNDERSTAND
8

LICENSE/PHOTOGRAPHY
▸CREATIVE COMMONS
▸PIXABAY
▸SHUTTERSTOCK
9

BRAINSTORMING
▸PADLET
#MECD_UIMP16 #INSPIRING #CLIL 10

CHROME EXTENSIONS
▸PINTEREST
▸SCREENCASTIFY
▸QR
▸URL SHORTENER
#MECD_UIMP16 #INSPIRING #CLIL 11

GRAPHIC ORGANIZERS
▸MINDOMO
▸COGGLE.IT
▸SYMBALOO EDU
#MECD_UIMP16 #INSPIRING #CLIL 12

INPHOGRAPH
▸PIKTOCHART
▸CANVA
▸BLOCKPOSTER
▸GENIALLY
▸TAGXEDO
▸TAGUL
13#MECD_UIMP16 #INSPIRING #CLIL

BLOGGING
▸BLOGGER
▸WORDPRESS
▸WIX
▸WEEBLY
▸GOOGLESITES
14#MECD_UIMP16 #INSPIRING #CLIL

PODCASTING
▸SPREAKER
▸AUDACITY
▸SOUNDCLOUD
▸IVOOX
15#MECD_UIMP16 #INSPIRING #CLIL

CONTENT CURATION
▸PINTEREST
▸POCKET
16#MECD_UIMP16 #INSPIRING #CLIL

BOOK WRITTING
▸iBook
▸BOOK CREATOR
▸ISUU
17#MECD_UIMP16 #INSPIRING #CLIL

SCREENCASTING
▸EXPLAIN EVERYTHING
▸LENSOO CREATE
▸TOUCHCAST
▸ADOBE SPARK
18#MECD_UIMP16 #INSPIRING #CLIL

ANIMATION
▸POWTOON
▸MOOVLY
▸MINECRAFT
19#MECD_UIMP16 #INSPIRING #CLIL

ASSESMENT
▸RUBISTAR
▸CORUBRICS
▸GOOBRIC
▸DOCTOPUS
▸PLICKERS
▸KAHOOT
20#MECD_UIMP16 #INSPIRING #CLIL

BE INSPIRED,
BE CREATIVE,
USE
TECHNOLOGY
&
ENCOURAGE
YOUR @MGARA
21

Design thinking is a problem-solving philosophy and process that is user-centered and co-creative. It involves redesigning products or services to better meet user needs, such as IDEO's 1999 redesign of the shopping cart. Personal branding involves showing potential employers and clients who you are and what you stand for through consistency online and offline in order to stand out from others. The document discusses design thinking and personal branding, and provides various links to related videos and websites.

Using ICT in CLILsproker

��

This document discusses using information and communications technology (ICT) in Content and Language Integrated Learning (CLIL). It outlines that by the end of the workshop, participants will be able to understand what a content management system (CMS) is for, distinguish and use different types of educational applications for students, and distinguish and use specific resources to help teachers prepare and adapt educational resources. It also discusses understanding social bookmarking tools, registering and using a CMS platform and social bookmarking tool to improve organization of online resources.

Clil tool-kitSilvia Pérez

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This document provides guidance on developing a tool kit to plan CLIL (Content and Language Integrated Learning) lessons. It outlines a six stage process for creating a personalized tool kit, including constructing a shared CLIL vision, analyzing the teaching context, planning a CLIL unit, preparing and monitoring the unit, and reflecting on lessons. Key aspects are developing global goals for the CLIL program and using questions to guide planning tailored to each teaching environment. The stages are meant to help CLIL teachers develop confidence in their practice through collaborative professional learning.

CLIL - ICT- HE isaperez

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This document discusses key aspects of designing CLIL (Content and Language Integrated Learning) materials using open educational resources (OER) and information and communication technologies (ICT). It outlines several core features of the CLIL methodology, including scaffolding learning through visual and graphic support, facilitating active and interactive learning through strategies and group work, and identifying language needs. The document also notes that CLIL is not just translating content but changing methodologies. It recommends considering resources, formats, tools for planning and designing materials, and ways to collaborate when creating CLIL materials.

Implementing clil programmesGRETA - English Teachers Association of Andalucia

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This document discusses Content and Language Integrated Learning (CLIL), an approach to teaching subjects in a foreign language to improve both content knowledge and language skills. It provides an overview of CLIL, including definitions, benefits, different models of implementation, and considerations for applying CLIL such as teacher training, curriculum design, and methodology. Challenges of CLIL are also addressed, such as ensuring comprehension for students with varying language abilities and balancing language accuracy and content coverage.

Recursos educativos y de formación para docentes de programas bilingüesRosario Outes

��

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Blooms digital taxonomy for ESL teachersmadaboutelt

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Clil ictrosa batlle

��

The document discusses how information and communication technologies (ICT) can be used by EFL teachers to enhance communication, create new learning environments, and teach culture. It provides examples of using ICT for content-based instruction and exploring culture through online information. Recommendations are made for software like Audacity, GoEar, Skype, and Voicethread that allow students to communicate, assess themselves, and showcase their progress to teachers.

TLS/SSL MAC security flawNate Lawson

��

The document summarizes a security flaw in TLS/SSL that allows attackers to decrypt encrypted traffic by exploiting timing differences in error handling. Specifically, when padding is incorrect on encrypted records, servers may respond at different speeds depending on the stage the error is detected. This creates a timing side channel that can be used to gradually decrypt the last byte of records. The flaw was addressed in TLS 1.1 by standardizing error handling behavior. The document recommends not revealing too many error details and avoiding timing side channels to prevent similar attacks.

Marco Común de Competencia Digital Docente (versión en inglés)INTEF

��

This document proposes a common framework for defining the digital competence of teachers in Europe. It summarizes an existing framework developed by the European Commission called DIGCOMP, which defines digital competence across 5 areas and 21 competencies. This document aims to adapt the DIGCOMP framework specifically for teachers by providing descriptors and proficiency levels for evaluating teachers' digital skills.

CLIL and ICTVicky Saumell

��

The document discusses whether content and language integrated learning (CLIL) is a good match with information and communication technology (ICT). It argues that ICT can enhance CLIL in several ways. First, ICT allows students to access up-to-date content from the internet rather than relying only on teachers. It also helps develop students' digital literacy and cooperative learning skills. Additionally, using ICT with CLIL can personalize learning, increase student motivation, and foster creativity. The document provides examples of how tools like word processors, presentations, graphic organizers, and video editors can support CLIL. It concludes by thanking the reader and providing contact and reference information.

The use of ict for learning and teaching (week 1)Trudy Sweeney

��

This document discusses the use of ICT for learning and teaching. It examines several potential "traps" schools can fall into when implementing technology, such as superficial "cosmetic" use, overemphasis on the technology itself rather than pedagogy ("technological imperative"), and unrealistic "romantic visions". It also discusses debates around technological determinism in educational research and the need to consider social and cultural contexts of ICT use. The document concludes that technology should not be seen as the main driver of changes in education and that both in-school and out-of-school learning can complement each other with new technologies.

Rúbrica p2p unidad 2 cdigitalINTEF

��

Supporting children's learning in ICT - Powerpoint ruksana_kadir

��

The document summarizes an ICT lesson where the teacher used the wordfoto app with a class of 25 year 3 students. The purpose was for the students to use the app to create artwork by describing their friends using words. Students first brainstormed words in groups and then used iPads, laptops and computers to access the app individually. With guidance from the teacher, students were able to insert photos of friends and add descriptive words to create layered artworks. The activity helped students develop ICT, literacy and social skills. The teacher reflected that integrating technology engaged the students and supported learning, especially for lower-ability students.

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My didactic unit 3ºenglishxomonte

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This CLIL didactic unit is designed for 3rd grade primary students and focuses on the solar system. The unit has the following key goals: students will identify and classify the eight planets, understand the earth's movements of rotation and revolution, know how days, nights, and seasons occur, and distinguish the three layers of the earth. The unit content covers the sun, planets, phases of the moon, and earth's movements and layers. Activities include role playing the solar system, crafting a model of the earth's layers, watching educational videos, games, and a test to evaluate student learning. The unit utilizes various teaching methods including individual, paired, small group and whole class instruction and is designed to take place over six

#InsigniasMooc - Plantilla Reto U5INTEF

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Esta insignia propuesta busca ofrecer credenciales alternativas para los estudiantes de MOOCs. Se propone que la insignia sea emitida por los patrocinadores del curso y recibida por los usuarios que cumplan con los criterios, con el objetivo de que los consumidores valoren esta credencial. La insignia se basaría en evidencias del aprendizaje del estudiante y se distribuiría a través de varios canales, formando parte de un ecosistema de recursos educativos.

Bloom's Taxonomy PresentationHeather Higgins

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Bloom's Taxonomy Centre for Social Initiative and Management

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This document provides an overview of Bloom's Taxonomy, which classifies learning objectives into six levels: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each level is defined and examples of learning objectives for that level are given. The document also discusses using Bloom's Taxonomy to design classroom lectures and assessments that target different cognitive abilities.

Integration of ICT in Teaching and LearningSt.Xavier's College , Palayamkottai - 627 002

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Marco Común de Competencia Digital Docente - 2017INTEF

��

Este documento presenta una propuesta de Marco Común de Competencia Digital Docente en España. Resume los objetivos del proyecto, las conclusiones de un análisis comparativo de marcos existentes, y describe la propuesta de marco con cinco áreas y descriptores de competencia en seis niveles. El marco busca facilitar la evaluación y acreditación de la competencia digital de los docentes a través de un portafolio en línea.

Urjc master profesorado innovation & ICT in EnglishPlataforma Proyecta

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This document provides a list of over 100 different digital tools that can be used to encourage students, including tools for brainstorming, creating infographics, podcasting, screen casting, assessment, and more. It discusses frameworks like TPACK, SAMR, and Bloom's Taxonomy that can help teachers integrate technology into their lessons in meaningful ways. The overall message is that teachers can inspire and engage students by utilizing the digital tools and platforms that students are already familiar with in their daily lives.

Building Learning Experiences (IxDA 2015 Education Summit)Andre Plaut

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Andre Plaut gave a presentation about designing learning experiences. He discussed the elements of learning design, including curriculum, content, interface, delivery and experience. He described the progression of a learning experience from relevance to application. He explained how UXDI, a user experience design institute, was built using a consistent global structure but regional flexibility. The presentation outlined UXDI's curriculum, workshops, projects and feedback process to provide life-changing learning experiences to help people find work they love.

Social Media in Universities. International Staff Week 2013 Spain (Valencia)....Fernando Leandro

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How to rank for quick answers in Google - April 2017 - Adrian PhippsAdrian Phipps

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The document summarizes the 2015-16 year review for Scripps Jschool's social media efforts, which included various campaigns to increase brand awareness and engagement through hashtags like #WhyILoveScripps and events like Dad's and Donuts weekend. The social media team also created memes, live tweeted various events, expanded to new platforms like Snapchat and Pinterest, sold branded t-shirts, and held internal team building events.

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Clil & ict uimp valencia 2016

1. ENCOURAGE YOUR STUDENTS WITH THEIR OWN UIMP-INTEF. VALENCIA 2016 CLIL & ICInspiring Teaching and learning in a bilingual environment 1

2. #MECD_UIMP16 #INSPIRING #CLIL ▸@mgarasa ▸marcosgarasa@gmail.com ▸marcosgarasa.wordpress.com 2

3. TOP 100 TOOLS FOR TEACHERS 3 http://www.slideshare.net/janehart/top-100-tools-for-learning-2015-52992784?ref=http://c4lpt.co.uk/top100tools/ #MECD_UIMP16 #INSPIRING #CLIL

4. TWITTER - #MECD_UIMP16 #INSPIRING #CLIL 4#MECD_UIMP16 #INSPIRING #CLIL

5. CAN WE ENCOURAGE OUR STUDENTS WITH THEIR OWN TOOLS? #MECD_UIMP16 #INSPIRING #CLIL https://youtu.be/E1JVP6VwP2I SSyoutube.com/watch?v=E1JVP6VwP2I https://www.youtube.com/watch?v=E1JVP6VwP2I 5

6. RELOCATING OURSELVES - TPACK #MECD_UIMP16 #INSPIRING #CLIL TECH KNOWLEDGE CONTENT KNOWLEDGE PED. KNOWLEDGE TPACK PEDAGOGICAL CONTENT KNOWLEDGE TECHNOLOGICAL /PEDAGOGICAL KNOWLEDGE 6

7. INTEGRATING EDTECH - SAMR - GAFE ▸Use google docs and research the internet to write a report. ▸Use google docs and research on the internet to create the report and share the document with the teacher ▸Use google docs and research on the internet to create the report and share the document with the teacher and other students. Insert comments and rewrite your report ▸Use google hangouts to connect a virtual tour of your neighborhood city. Create a promotional video with google slides and upload it to youtube. Share questions and pictures through G+ #MECD_UIMP16 #INSPIRING #CLIL REDEFINITION MODIFICATION AUGMENTATION sUBSTITUTION 7

8. REDESIGN YOUR ACTIVITIES - B. BLOOM ▸PRODUCE NEW ORIGINAL WORK ▸ JUSTIFY A STAND OR DECISSION ▸DRAW CONNECTIONS AMONG IDEAS ▸USE INFORMATION IN NEW SITUATIONS ▸EXPLAIN IDEAS OR CONCEPTS. ▸ RECALL FACTS AND BASIC CONCEPTS #MECD_UIMP16 #INSPIRING #CLIL APPLY ANALYZE EVALUATE CREATE REMEMBER UNDERSTAND 8

9. LICENSE/PHOTOGRAPHY ▸CREATIVE COMMONS ▸PIXABAY ▸SHUTTERSTOCK 9

10. BRAINSTORMING ▸PADLET #MECD_UIMP16 #INSPIRING #CLIL 10

11. CHROME EXTENSIONS ▸PINTEREST ▸SCREENCASTIFY ▸QR ▸URL SHORTENER #MECD_UIMP16 #INSPIRING #CLIL 11

12. GRAPHIC ORGANIZERS ▸MINDOMO ▸COGGLE.IT ▸SYMBALOO EDU #MECD_UIMP16 #INSPIRING #CLIL 12

13. INPHOGRAPH ▸PIKTOCHART ▸CANVA ▸BLOCKPOSTER ▸GENIALLY ▸TAGXEDO ▸TAGUL 13#MECD_UIMP16 #INSPIRING #CLIL

14. BLOGGING ▸BLOGGER ▸WORDPRESS ▸WIX ▸WEEBLY ▸GOOGLESITES 14#MECD_UIMP16 #INSPIRING #CLIL

15. PODCASTING ▸SPREAKER ▸AUDACITY ▸SOUNDCLOUD ▸IVOOX 15#MECD_UIMP16 #INSPIRING #CLIL

16. CONTENT CURATION ▸PINTEREST ▸POCKET 16#MECD_UIMP16 #INSPIRING #CLIL

17. BOOK WRITTING ▸iBook ▸BOOK CREATOR ▸ISUU 17#MECD_UIMP16 #INSPIRING #CLIL

18. SCREENCASTING ▸EXPLAIN EVERYTHING ▸LENSOO CREATE ▸TOUCHCAST ▸ADOBE SPARK 18#MECD_UIMP16 #INSPIRING #CLIL

19. ANIMATION ▸POWTOON ▸MOOVLY ▸MINECRAFT 19#MECD_UIMP16 #INSPIRING #CLIL

20. ASSESMENT ▸RUBISTAR ▸CORUBRICS ▸GOOBRIC ▸DOCTOPUS ▸PLICKERS ▸KAHOOT 20#MECD_UIMP16 #INSPIRING #CLIL