Seventh National CLIL Conference
CLIL for All 10 November 2015
Workshop round 1
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1.CLILling around: a research carrousel 2.Studying abroad after secondary education 3.Topics voor de tto-coördinator 4.CLIL FOR ALL: Maximising student engagement in classroom presentations. 5.Werken met de online tool EIOpener 6.Subject meeting: Drama, an essential (mandatory) subject in current Education 7.Subject meeting Economics 8.Subject meeting: science, chemistry and physics 9.Approaches to teaching and learning in the IB Diploma Programme: how do they support language teaching 10.Content and language integrated learning in Belgium: challenges and perspectives in research and practice 11.How to effectively use language in a Mathematics lesson 12.Connecting better with Erasmus+ 13.Interculturele wat? Laagdrempelig starten met interculturele competenties 14.ROUTE DUITS & FRANS: Inhoudsgerichter werken in de Duitse/Franse les. 15.ROUTE TVMBO: Wooden Shoes and CLIL 16.Inspirerende voorbeelden van internationale projecten 17.GLOBE: CLIL opportunity for STEM teachers 18.All about Cambridge (good practices)
Workshop round 2
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19.Subject meeting Mathematics: Three steps to…CLIL Mathematics? 20.Subject meeting History: Have your students ever struggled with the language that is used during a History lesson? 21.Subject meeting Biology: CLIL and the scientific enquiry 22.Subject meeting: Art, culture and CLIL 23.Online samenwerken via eTwinning: activiteiten voor in de les 24.From TED to Calp: Global Perspectives and how the programme stimulates the elaboration of higher thinking order education 25.EIO: How Europe Meets India in EUmIND: a presentation on content-based and crosscurricular exchanges. Digital projects as well as students’ visits. Examples of best practices. 26.Differentiation in the English classroom 27.CLIL What elements constitute a good CLIL activity? 28.ROUTE DUITS & FRANS: Duits en Frans: samen sterker! (good practice) 29.ROUTE TVMBO: Boosting Bilingual VMBO 30.Using Drama-based techniques to extend English language fluency, and to illuminate study of English literature and other subjects taught using the 'tweede taal'. 31.Keep CALM and carry on CLILing
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32.Meaningful Interaction Across the Borders for ALL 33.Speaking Activities in the CLIL Classroom 34.No English Please- We're too young! 35.Paving the Way: Anglia TTO Prep Course 36.Good practices EIO (ervaringsterras)
Workshop round 3
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37.Subject meeting: CLIL-ify your Geography lesson 38.Subject meeting: Physical Education 39.Subject meeting: Social Studies 40.Subject meeting: English 41.How to become a European Parliament Ambassador School 42.CLIL FOR ALL: Supporting Students' Language in the TTO Classroom 43.Help?! How to give feedback on language? 44.EIO-leerlijn 45.De plek van de tto-coördinator in de schoolorganisatie 46.Hé, is dat B2? Of…? Handreikingen voor gebruik van het ERK in het TTO 47.Connection through Comedy and Drama 48.CLIL for all…students at technical colleges, and multiple challenges 49.ROUTE DUITS & FRANS: Haal de doeltaal in de les! 50.ROUTE TVMBO: Good practice workshop 51.THINK TALK WRITE: Improving Writing Skills for 11-14 year olds 52.From scientific pictures into words 53.How to get more out of an exchange? Internationalisation and intercultural competencies. 54.Pluriliteracies the Graz Group Model & Moving from the 4Cs Framework to a PluriLiteracies Approach to CLIL
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Workshop round 1 1. CLILling around: a research carrousel Rick de Graaff, Universiteit Utrecht Liz Dale, Hogeschool van Amsterdam Huub Oattes, Hogeschool van Amsterdam Jenny Denman, Hogeschool Rotterdam Anne Martens, Universiteit van Amsterdam Ard Elzenga, Universiteit Utrecht
Over the past couple of years several research studies on CLIL have been carried out in bilingual secondary schools. With the collaboration of CLIL teachers and their pupils researchers are able to better understand processes, outcomes and needs in bilingual education. In this presentation we will share results from PhD and MA research in progress and ask feedback from the participants. Topics include the role of the English teacher in bilingual education (Liz Dale), practices and perceptions of CLIL history teachers (Huub Oattes), experiences in bilingual vmbo (Jenny Denman), the use of Dutch in CLIL lessons (Anne Martens) and motivation for English and French in CLIL classes (Ard Elzenga). Recommendations for teaching practice will be discussed with the audience. Hop on the CLIL research carrousel and get happy and dizzy! Target group: intermediate/advanced Type of session: presentation
2. Studying abroad after secondary education Rob Terwel, Netherlands Worldwide Students Going to a foreign university after secondary education in the Netherlands is still an exceptional choice. High school students may not know studying abroad is an option, their family and friends might not encourage them, or deans and teachers might not have the information to give students the advice they need. Netherlands Worldwide Students (NWS) aims to make studying abroad more accessible to all students, and we invite you to this workshop on counseling students who want to go abroad. Living abroad and studying at a foreign university is a transformative experience for young students. Academically, the different types of education offered abroad, often in combination with smaller class sizes, allow students to develop in the way of their personal preference. On a personal level, they acquire language skills and intercultural communication skills (both highly valued upon their return to the Netherlands), and their experiences abroad will profoundly shape their understanding of foreign culture and society, their own, and the world as a whole. NWS can help high school deans, counselors, and students with their first steps abroad. Our workshop will touch on topics including foreign education systems, financing a foreign education, application deadlines, and (campus) life abroad.
3. Topics voor de tto-coördinator Annette Koster, Koster en Liefaard, Coaching Training en Advies Waar moet een tto-coördinator zich zoal mee bezig houden? Als je begint als coördinator zie je a.h.w. een enorme berg voor je en je weet niet waar je moet beginnen te klimmen. Overigens, ook als je al een tijdje bezig bent, kan je soms de weg weer even kwijt zijn. In deze workshop komen de taken van en de belangrijke thema's voor een tto-coördinator aan de orde. Wat pak je aan en hoe zou je het aan kunnen pakken? In de workshop wordt een overzicht gegeven van taken en thema's, maar ook willen we leren van elkaar. Ook bij de deelnemers is er ongetwijfeld al veel expertise. De workshop wordt gegeven door Annette Koster, kerndocent van de Opleiding Coördinator tto. Level: beginners Type of session: workshop
4. CLIL FOR ALL: Maximising student engagement in classroom presentations. Janet Streeter, Cumbria CLIL Nowadays, most people involved in TTO are aware that there are many CLIL activities that can be used in teaching and learning subjects through the medium of a foreign language. However, many teachers find it difficult to make the link between what they do already when they teach their subject and what is widely perceived in the Netherlands as “CLIL.” Through a series of interactive activities and tasks, this workshop will consider the role of PRESENTATIONS in the TTO classroom: both by the
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teacher and the students. Our main focus: enhancing student engagement in presentations in a timeefficient way. This means that our aim is not to distract from the knowledge transfer aspect of the lesson, but to enhance it by keeping the “I” in CLIL strictly in mind – “integration”. By integrating subject matter and language we intend to model presentation techniques and strategies that increase student involvement. We will also give delegates the opportunity to discuss and exchange ideas, resources and experience. We hope that you will leave the workshop with practical ideas that you can use immediately in your own teaching. Level: Beginners/Intermediate Type of session: workshop
5. Werken met de online tool EIOpener Willemijn Balk, EP-Nuffic Om scholen te helpen met het inventariseren van de EIO-leerlijn ten opzichte van het CFEC, is de online tool EIOpener ontwikkeld. In deze tool vult een docent of coördinator gegevens in over een lessenreeks, project of reis. De tool analyseert deze gegevens en doet een voorstel voor de CFECcompetenties die door de leeractiviteit worden behandeld. Ook genereert de tool op basis van de ingevulde leeractiviteiten een helder overzicht van de EIO-leerlijn. Dat overzicht kan bijvoorbeeld worden ingezet als ondersteunende documentatie bij een visitatie. Tijdens deze workshop gaan de deelnemers actief aan de slag met EIOpener en leren ze de mogelijkheden van de tool kennen. De workshop is toegankelijk voor docenten van scholen die EIOpener gebruiken, maar ook voor docenten van scholen die dat (nog) niet doen. Deelnemers dienen zelf een laptop/tablet met Wifi mee te nemen. Level: beginners
6. Subject meeting: Drama, an essential (mandatory) subject in current Education Saskia Vugts, Wolfert Tweetalig Rotterdam In this subject meeting we will share our knowledge of the subject Drama and we will discuss why it is important that the subject Drama is provided in your school. When you join us as a Drama teacher, please bring your curriculum and your favorite warm up exercise!
7. Subject meeting Economics Hugo van der Graaf, Rijnlands Lyceum Sassenheim During the workshop we will have time to exchange concerns, best practices and material on the following topics: - What content does everybody use (in terms of books etc) in their lessons and how do we prepare TTO students for Economics and M&O in the upperforms? - What intra,- or extracurricular activities do people perform to make their course more interesting?
8. Subject meeting: science, chemistry and physics Gertjan Goossens, 2College Cobbenhagen Tilburg This practical workshop focuses on CLIL methodology and materials in science, chemistry and physics. It provides teachers with practical fresh ideas for classroom activities and ready-made materials on a variety of topics. In this workshop we also take a look at how to evaluate ready-made teaching materials, adapt and create materials for teaching science in English.
9. Approaches to teaching and learning in the IB Diploma Programme: how do they support language teaching Katrin Fox, International Baccalaureate Organisation What does effective teaching and learning look like in an IB Diploma Programme language classroom? How can students be encouraged to manage their own learning? This workshop will draw insights from the International Baccalaureate’s five approaches to learning (learning that develops thinking skills, social skills, communication skills, self-management skills and research skills) and six approaches to teaching (teaching that is inquiry-based, conceptually focused, contextualised, collaborative, differentiated and informed by assessment). Although these approaches to teaching and learning
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underpin the key values and principles of IB pedagogy, they are also equally relevant to all language classes regardless of system or setting. In this workshop, time will not allow for a detailed exploration of all these approaches, so potential teaching ideas will be modelled using a focus on selfmanagement skills and inquiry-based learning. Participants will have the opportunity to work in small groups in the guided exploration of scenarios that model how these approaches can be applied to participants’ own high school language lessons. Target group: Teachers of Post 16 education and those at EP-Nuffic schools
10. Content and language integrated learning in Belgium: challenges and perspectives in research and practice Esli Struys & Piet Van de Craen, Vrije Universiteit Brussel This workshop will present current developments of CLIL in Belgium, where the language communities are individually responsible for public educational policy. In 1998, a legal framework for CLIL was created in the French-speaking community. Only 15 years later, the Dutch-speaking community (in Flanders and Brussels) was to follow. This workshop will deal with some of the most salient features of CLIL in Belgium, revealing research challenges and classroom practice. CLIL in the Dutch-speaking community of Belgium. Here, three specific features characterise CLIL: first, it is restricted to secondary education; second, it can only account for 20% of the content curriculum; three, teachers must have a certified C1 level of the target language. CLIL in Brussels. Brussels harbours public schools from both the Dutch- and French-speaking communities. In Dutch-speaking schools in Brussels, most pupils speak at home other languages than the instruction language. CLIL in Brussels often equals home language education. CLIL in the French-speaking community of Belgium. In contrast to the Dutch-speaking community, this community boasts a long tradition of CLIL (even though labelled as ‘immersion’). In 2014, an ambitious large-scale research project on the linguistic, cognitive and socio-emotional outcomes of CLIL was launched. Level: beginners Type of session: presentation
11. How to effectively use language in a Mathematics lesson Patrick de Boer, Koningin Wilhelmina College Culemborg Numbers are an international language, but because of that the use of English is limited in a Mathematics lesson. In this workshop I will show you how language can be a part of your lesson without a lot of extra work. Using different activities as examples, we will discuss the different challenges you encounter when teaching Mathematics in English. I also hope to inspire you to create engaging activities to allow your students to use their language in a Mathematics lesson. That's why it is important to bring some source materials like your book, as part of the workshop will be focused on you creating something to be used in your lesson. Level: beginners/intermediate Type of session: workshop
12. Connecting better with Erasmus+ Elvira Arkesteijn & Katrin Pannekeet, NA Erasmus+ Education & Training, EP-Nuffic In deze workshop zullen wij specifiek ingaan op de kansen van het Erasmus+ programma voor ttoscholen, zowel voor KA1 en KA2. Aan de hand van best practices van afgelopen jaar gaan we in op het European Development Plan en de beleidsrijke invulling voor KA2 strategische (school) partnerschappen. Basiskennis van het Erasmus+ programma is vereist. Level: intermediate/beginners Type of session: presentation/discussion
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13. Interculturele wat? Laagdrempelig starten met interculturele competenties Suzan van Dieren, EP-Nuffic Ook wel eens gehoord van interculturele competenties? En….vraagt u zich ook nog steeds af wat dat nou precies zijn? Deze workshop is bestemd voor iedere docent die tijdens de les een aandacht wil besteden aan de ontwikkeling van interculturele competenties bij leerlingen, maar geen idee heeft hoe dit aan te pakken. De ontwikkeling van interculturele competentie gaat namelijk over meer dan dos and don’ts, maar hoe breng je dat ‘meer’ over op leerlingen zonder te vervallen in stereotypering? Naast basiskennis over intercultureel bewustzijn en interculturele effectiviteit worden u tijdens deze workshop laagdrempelige activiteiten aangereikt die makkelijk uitvoerbaar zijn tijdens de les. Uiteraard gaat u zelf ook aan de slag met deze activiteiten. Level: beginners Type op session: Presentation/Workshop
14. ROUTE DUITS & FRANS: Inhoudsgerichter werken in de Duitse/Franse les. Sabrina Comat, EP-Nuffic Eline Faes, Sint Ignatius Gymnasium Marja Ritterfeld, Levende Talen sectie Duits TTO/CLIL in klassieke zin wordt door zaakvakdocenten uitgevoerd. Zij maken gebruik van de vreemde taal als instructietaal in hun vak. Maar ook u als docent Frans/Duits kunt elementen van TTO/CLIL in uw talenonderwijs integreren. U werkt dan inhoudsgerichter. In deze workshop zullen twee LinQdocenten de materiaal die ze ontwikkeld hebben aan jullie presenteren, Eline Faes docente Frans (Sint Ignatius Gymnasium) en Marja Ritterfeld docente Duits (Levende Talen sectie Duits). Ook willen wij u ideeën aan de hand geven om zelf materiaal te maken gericht op inhoud. Hierdoor wordt het vak Frans/Duits aantrekkelijker, en kunt u vakoverstijgend werken. Level: Beginners Type of session: Workshop/Presentation/Discussion
15. ROUTE TVMBO: Wooden Shoes and CLIL Herman Wesselink College Amstelveen Niets is zo Nederlands als klompen, Koningsdag en Sinterklaas. Maar waarom zouden we al dat moois alleen voor onszelf houden? Vanuit dat idee organiseert Mieke van Berkel al sinds 2008 het internationale project `Wooden Shoes in California`. Leerlingen uit Amerika en Amstelveen ontdekken via hun eigen website elkaars cultuur, tradities en feestdagen. Niet alleen motiverend en leuk, maar ook nog eens `fantastic` voor je Engels! Elk jaar weer doen de nieuwe brugklassen VMBO-t mee aan dit uitwisselingsproject met de Glenwood Elementary School in Stockton, California. Door het uitvoeren van allerlei leuke opdrachten maken de leerlingen tijdens het schooljaar kennis met buitenlandse leeftijdgenootjes en hun cultuur, terwijl tegelijkertijd hun Engelse taalvaardigheid met sprongen vooruit gaat. Juist deze combinatie maakt `Wooden Shoes` volgens Mevrouw van Berkel tot een terugkerend succes. Doordat leerlingen met een eigen project bezig zijn krijgt het leren van een vreemde taal ineens een groter doel. Deze vorm van `natuurlijke taalverwerving` daagt de leerlingen uit om op een creatieve en authentieke manier met de Engelse taal bezig te zijn. Zoals zij zelf toelicht; “wat ik leuk vind is om mensen over een bepaalde streep te trekken zodat je echt wat kan bijdragen aan hun ontwikkeling.“ Doelgroep: coördinatoren en docenten tvmbo
16. Inspirerende voorbeelden van internationale projecten Rinke van der Valle, InterVal In deze workshop krijgt u voor allerlei vakken en vakgebieden inspirerende voorbeelden van projecten waarbij Nederlandse leerlingen samenwerken met die van buitenlandse partnerscholen. Dat kunnen zowel projecten zijn waarbij leerlingen elkaar ontmoeten (tijdens een uitwisseling of in het kader van een Erasmus+ School Partnerschap). Maar ook projecten waarbij ICT-hulpmiddelen worden ingezet. Uiteraard komen ook de praktische aspecten aan de orde bij het opzetten van dergelijke projecten. Type of session: workshop
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17. GLOBE: CLIL opportunity for STEM teachers Matthijs Begheyn, GLOBE GLOBE is a NASA science education program with 28.000 schools participating from 115 countries. Students do research on soil, water, atmosphere and nature in their school surroundings. Results are shared among the community and are used by scientists for real research. This workshop is interesting for teachers geography, physics, chemistry, biology and science. In this workshop you will work with the international website www.globe.gov to find out: - how you can find schools to collaborate with on a science project. - how you can do soil research and join the worldwide NASA campaign. - how you can visualize data measured by GLOBE students around the world. - how you can use the GLOBE cloud app to investigate clouds (bring your smartphone). - how you can join in the worldwide GLOBE virtual Science Fair and win a stipend for you and your students to come to the US for the next international GLOBE meeting. Please bring your own laptop! If you don’t have one you can collaborate with your neighbor. Level: beginners Type of session: workshop
18. All bout Cambridge (good practices) Het ervaringsterras Cambridge geeft een brede kijk op de programma’s die door Cambridge International Examinations worden aangeboden. Hoe werkt een ervaringsterras? In de zaal bevinden zich zes tafels. Aan iedere tafel zal een presentatie gegeven worden. De presentaties worden binnen één uur twee keer gegeven. Dat betekent dat deelnemers twee van onderstaande presentaties kunnen kiezen. Aan het eind van iedere presentatie is ruimte voor vragen.
Cambridge International Examinations (CIE), algemene informatie Global Perspectives IGCSE, Good Practice Global Perspectives AS/A level, Good Practice Checkpoint, Good Practice Good Practice Alfrink CollegeZoetermeer over inzet andere syllabi (Economics, Biology& History) Good Practice RSG Enkhuizen over IGCSE Enterprise en BEC English voor t-havo
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Workshop round 2 19. Subject meeting: Three steps to…CLIL Mathematics? Brian Dixon, Cals College Nieuwegein CLIL math teachers need to be just a little bit inspired in order to give effective mathematics lessons. Which sources provide inspiring, thought provoking (and easily adaptable) ideas. Are those ideas suitable for CLIL lessons? We will look at sources that are not in the standard text books, then discuss if these sources are suitable as inspirational sources for CLIL mathematics.
20. Subject meeting: Have your students ever struggled with the language that is used during a History lesson? Floor de Ronde, ORS Lek en Linge Culemborg Have your students ever struggled with the language that is used during a History lesson? During this subject meeting we will focus on the History methods in combination with CLIL activities as means for teachers to help struggling students gain a better grasp of History as well as the English language. This means we will look at what is on offer in the History methods that we use. I invite every teacher who joins the meeting to bring their method so we can share our experiences and stimulate each other to get the most, at least CLIL-wise, out of these books so our students will benefit. An integral part of this meeting are your contributions of best practices in CLIL-activities. The goal is to leave the meeting with a renewed inspiration to use your History method in combination with CLIL activities so students will build up their language and historical knowledge.
21. Subject meeting Biology: CLIL and the scientific enquiry Janny de Wit, Tabor Hoorn By means a variety of activities and using group work students develop language skills and understanding of the scientific enquiry.
22. Subject meeting: Art, culture and CLIL Peter Sansom, Maaslandcollege Oss The main aim of the arts subject meeting at this year’s CLIL conference is to explore the CLIL opportunities that the area of art and culture can offer. We will be looking at and discussing various specific examples. Some may be fully formed extensive projects, but others will be smaller scale. The all-important shared criteria is that approaches are offered to take the familiar content of your art lesson into a more language focused direction. We will also be giving some thought on how we, as teachers in the creative sector of the school, can creatively approach developing our own CLIL practices and lesson strategies. Come prepared to share ideas and think along with the process of developing new ones.
23. Online samenwerken via eTwinning: activiteiten voor in de les Marjolein Mennes Online internationaal samenwerken: hoe doe je dat? Wat is er voor nodig? Een sessie voor docenten die hun leerlingen samen willen laten werken met leeftijdsgenoten in het buitenland. Tijdens de workshop zie je voorbeelden van hoe docenten wiskunde, biologie, techniek etc. online internationaal samenwerken. En hoe zij dit geïntegreerd hebben in hun bestaande lessen. Via eTwinning, de online community voor docenten in Europa leer je hoe je dit kunt organiseren. Wat moet je vooral wel doen en wat niet? We gaan in kleine groepjes aan de slag om een concrete activiteit te bedenken voor in jouw les. www.etwinning.net. Level: intermediate & beginners Type of session: workshop
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24. From TED to Calp: Global Perspectives and how the programme stimulates the elaboration of higher thinking order education Paul Bullen-Smith, Cambridge Assessment Casper Gardeniers, Porta Mosana Maastricht Cambridge Global Perspectives ® is an innovative programme of syllabuses produced by Cambridge International examinations at IGCSE, Pre-U and A level; taught in many bi-lingual schools in the Netherlands. Cambridge Global Perspectives takes a cross-curricular approach to learning the skills needed for success in higher education and ultimately the world of work in the 21st century. We would look at the pedagogy and educational thinking behind the programme, the assessment and learning objectives of the programme, and then finally how it is taught and delivered in the classroom of a bi-lingual school in the Netherlands This real life example looks at how, using TED talks as a starting point, a teacher can take their students from BICS (Basic Interpersonal Communication Skills, language skills needed in social situations) towards CALP (Cognitive Academic Language Proficiency). By empowering young people to develop their academic skills and gain a real subject knowledge at the same time, we have a good example of a stimulating 21st century education.
25. EIO: How Europe Meets India in EUmIND: a presentation on content-based and cross-curricular exchanges. Digital projects as well as students’ visits. Examples of best practices. Ms Jeanne Corsten, Pius X-College, Bladel Ms Haitske van de Sande, CSW Van De Perre, Middelburg Sinds de oprichting in 2007 heeft EUmIND zich ontwikkeld tot een goed georganiseerd en enthousiast netwerk van ongeveer 30 Europese en 40 Indiase middelbare scholen in Mumbai, Pune en Delhi. De bilaterale activiteiten concentreren zich op internetprojecten met video-bijeenkomsten over een breed scala aan onderwerpen alsmede leerlinguitwisselingen. Alle initiatieven zijn van hoge kwaliteit en moeten “content-based” zodat contacten tussen scholen ook duurzaam zijn. Leerlingen van zowel onder- als bovenbouw engageren zich in intercultureel leren en verbreden hun horizon in vakoverstijgende samenwerkingsverbanden. Het Pius X-College in Bladel is actief binnen EUmIND sinds de oprichting in 2007 en CSW Van De Perre in Middelburg is een nieuwe loot aan de EUmINDboom. Beide docenten informeren u over de aard van hun projecten, de organisatie en het digitale medium hiervoor. Ook de leerlinguitwisselingen en de positie van EUmIND binnen hun school in het algemeen en de TTO-afdeling in het bijzonder komen aan de orde. In mei 2014 hadden meer dan 1000 leerlingen uit India en vooral Nederland en Belgie deelgenomen aan een EUmINDleerlinguitwisseling. Tijdens de jaarvergaderingen blijkt steeds weer hoe geweldig verrijkend de projecten en de uitwisselingen zijn voor de leerlingen en hun docenten.
26. Differentiation in the English classroom Janneke Geursen, ICLON, Universiteit Leiden Liz Dale & Babette Meijer, Hogeschool van Amsterdam Challenging all students and taking into account various learning styles and preferences is not easy. This past year ten teachers of English in bilingual schools and three facilitators from HVA and ICLON have been exploring ways to enable students to follow their own trajectories, making use of differentiated tasks including formative assessment tools and scaffolds. Their starting point was the CLASSmodel, developed by Fred Janssen and designed to help teachers decide on different trajectories using a task-based approach. During this interactive workshop we will introduce you to the CLASS model and discuss various ways in which we can differentiate. We will illustrate these with examples from the designs made by our participants. Some of the teachers are present, to tell you how they experienced making the tasks and working with them in their own schools. Level: all Type of session: workshop
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27. CLIL What elements constitute a good CLIL activity? Phil Ball, Federation of Basque Schools Good educational materials are the best teacher-trainers, because they illustrate the central principles involved in any paradigm, and they are always to hand – there on the shelf, ready to be used or consulted. This practical workshop will try to illustrate various key components of CLIL-based methodology, within the context of materials design. The participants will be able to analyse and discuss a variety of successful working examples.
28. ROUTE DUITS & FRANS: Duits en Frans: samen sterker! (good practice) Maja Broekema & Maartje van Meersbergen, OSG De Meergronden, Almere Een aantal jaar geleden namen wij als docenten Frans en Duits deel aan het LinQ-project. Wij zijn werkzaam op een succesvolle TTO school waar het vanzelfsprekend lijkt dat alle aandacht van schoolleiding en leerlingen uitgaat naar het Engels. Om de positie van het Frans en Duits binnen onze school te versterken hebben we de handen ineen geslagen en zo ontstond een intensieve samenwerking. Dit ging veel verder dan een gebruikelijk MVT overleg over wegingen en hoeveelheid en wijze van toetsen. Tevens hebben wij een aantal vakoverstijgende projecten ontwikkeld. Uiteraard kunnen deze lesideeën ook voor de talen afzonderlijk gebruikt worden en voor elk niveau taalleerders. Graag vertellen we u over onze werkwijze en laten we u deze ervaren!
29. ROUTE TVMBO: Boosting Bilingual VMBO Rosie Tanner, Education Consultant CLIL activities for bilingual vmbo need to be simple, interactive, fun and do-able. In this practical, hands-on workshop, you will experience and evaluate a number of simple CLIL activities which are suitable for bilingual vmbo classes.
30. Using Drama-based techniques to extend English language fluency, and to illuminate study of English literature and other subjects taught using the 'tweede taal'. Roland Allen & Georgina Philip Big Wheel Theatre Company Based on material Big Wheel Theatre Company deploys in our workshops for Dutch TTO classes, we will encourage teachers to use drama dynamically in ways that their students will enjoy learn from. We will model techniques to move away from conventional role-play that especially TTO students can find dull and/or embarrassing. This is an interactive session in which the teachers can use Big Wheel presenters as ‘tools’ to explore different approaches to learning English and to studying other topics in English – such as History, or Science. Teachers will be able to ‘direct’ the presenters in how to vary the same basic exercise for students in a mixed ability group so that even in a very diverse group ranging from beginner to mother tongue, every student feels included and challenged. The session will be entertaining, inspiring, relevant to the very particular needs of the tto classroom, and ‘gezellig’! Level: all Type of session: workshop
31. Keep CALM and carry on CLILing Erwin Gierlinger, University College of Education of Upper-Austria This workshop will introduce you to CALM, a teacher training model for CLIL. CALM stands for CLIL Appropriate Language Methodology and is based on the following premises: -
Language and content represent a unity that cannot be separated into two different systems. In other words, most school based learning is language learning and all teachers are also language teachers.
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School-based language learning is primarily expressed through an academic register and subject specific registers.
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At the heart of any CLIL teaching is therefore the identification of language features that are characteristic of the target register.
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Explicit language teaching is beneficial to CLIL.
The model comprises four different quadrants each representing a key area of instructed CLIL language learning:
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SLC “Strategies for language competencies” EAP “encourage ALL language practices” TRL focuses on the “topic-relevant language” MML “multi-modal languaging”
We will explore the model’s potential by dealing with the practical classroom consequences of the following questions:
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What does it mean being a language aware CLIL teacher? What is the role of academic language? How to turn translanguaging into an asset for CLIL? How can I encourage reading, writing and interthinking skills for CLIL?
Please bring along your laptop for some of the activities. Level: beginners/intermediate Type of session: workshop
32. Meaningful Interaction Across the Borders for ALL Kirsti Jauregie, Utrecht University Carrying out projects across the border with peers with a different cultural and linguistic background can contribute to enhance foreign language acquisition and knowledge construction as well as intercultural awareness. These international projects can easily be organized for all our pupils in the CLIL classroom of the 21st century, by resorting to digital communication environments. In this presentation we will see (1) which digital safe tools we can use for facilitating collaboration among minors, (2) which interaction tasks we can give to our pupils that stimulate meaningful interaction, (3) how these projects can be integrated in a blended approach to learning, (4) what conditions must be met for conducting successful telecollaboration experiences and (5) what the effect of such projects are on pupils and on teachers. The experiences presented here are based on a big European project: Telecollaboration for Intercultural Language Acquisition (TILA: www.tilaproject.eu). All those attending the presentation will get a USB-stick with relevant materials: tasks for interaction in different target languages and levels, teacher guides for introducing telecollaboration projects at schools, assessment tools, best practices and papers. Level: all Type of session: presentation
33. Speaking Activities in the CLIL Classroom Ingrid de Beer, Nederlandse Defensie Academie Breda Did you know you are working with students from Generation Z? Students from this generation have special needs when it comes to speaking. In this workshop you will get some practical suggestions for general speaking activities and speaking tasks related to Cambridge exams. Come and join us! Level: intermediate/advanced Type of session: workshop
34. No English Please- We're too young! Austin O'Connor, Hogeschool Arnhem en Nijmegen
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The introduction of early English programmes and bilingual education in schools at primary level poses a myriad of questions for schools offering bilingual education at secondary level. Is early exposure at primary school level a guarantee for successful L2 acquisition? How will the level of L2 competence of primary school pupils be assessed and who will carry out the assessment? Will primary school pupils lose their L2 head start when they enter secondary school? Is it necessary to collaborate with primary school colleagues with regard to curriculum content and didactic approach? Will bilingual departments in secondary schools have to change their admission procedures? These and numerous other questions will be posed and discussed in this workshop. Level: all Type of session: workshop
35. Paving the Way: Anglia TTO Prep Course Denise Lang, Anglia This workshop will introduce attendees to our freshly-developed TTO preparation course: designed to expose incoming and first-year TTO students to the core English vocabulary, subjects, level, and grammar of a standard TTO classroom. Set in an all-English environment, workshop attendees will work hands-on with course materials and methods, including CLIL activities for use in your own classrooms. With detailed and fun, pre-made lesson plans, this course can be taught by teachers at their own school, or by an external Anglia teacher. Level: all Type of session: workshop/presentation
36. Good practices EIO (ervaringsterras) Het ervaringsterras EIO geeft een brede kijk op de EIO good practices door scholen uit het netwerk tto. Hoe werkt een ervaringsterras? In de zaal bevinden zich zes tafels. Aan iedere tafel zal een presentatie gegeven worden. De presentaties worden binnen één uur twee keer gegeven. Dat betekent dat deelnemers twee van onderstaande presentaties kunnen kiezen. Aan het eind van iedere presentatie is ruimte voor vragen.
Beatrix College Tilburg: good practice: Bringing EIO to life (onderbouw) Cambreur Dongen: good practice: international work experience 2College Cobbenhagen Tilburg: Good practice bovenbouw met o.a.: Crashcourse European institutions, crashcourse United Nations, Exellence in biligual education, .... 2College Durendael: good practice: tto students and the EIO portfolio (competentiegericht) Metameer Stevensbeek: Good practice: Het EIO-portfolio en persoonlijk leren Jan van Brabant Helmond: Good practice: Intercultural competence and EIO at JvB
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Workshop round 3 37. Subject meeting: CLIL-ify your Geography lesson Esther Mestebeld, Isendoorn College Warnsveld Marlous Oud, Maaslandcollege Oss The terminology within geography is not the most easiest for students to learn, let alone if it is in a language which is not native to them. How could you solve this problem, especially for first year bilingual students, so that they understand the content ánd make these words their own? In this subject meeting we are going to brainstorm about the possible solutions.
38. Subject meeting: Physical Education Luutzen van der Spek, Driestar Gouda At the PE subject meeting we will focus on CLIL and how to apply this in our PE lessons. Of course there is time to share lessons and lesson ideas. We will discuss questions such as how to make sure our students keep on speaking English during the PE lesson. I am looking forward to meeting you all in Utrecht.
39. Subject meeting: Social Studies Richard van der Watt, Farel College Amersfoort In this workshop subject teachers will share CLIL activities and discuss materials.
40. Subject meeting: English Hester Buesseler, Schoonhovens College, Schoonhoven This year the English subject meeting will focus on two key points: 1- CLIL for All? Even English Teachers? Role of CLIL for EN-teachers 2- CLIL Projects for English Teachers Specifically, we will briefly take a look at what CLIL is and how it relates to the role of English teacher, and how we can usefully apply CLIL ideas to our lessons and then take a look at the projects that are necessary and interesting for CLIL. Can we work together to make Cross-English CLIL projects? Instead of creating cross-curricular projects for us to try to implement at school, space will be given for English teachers to create CLIL projects which meet EIO (European and International) criteria together.
41. How to become a European Parliament Ambassador School Anne-Marie Eekhout & Wil Willemsen, European Parliament Information Office in The Netherlands Level: all Type of session: presentation The teaching programme has been specially designed for lower secondary level schools. The various modules provide a clear picture of the activities, competences and influence of the European Union. There are currently more than 60 schools in the Netherland participating in the European Parliament´s Ambassador School network. The teaching material is provided free of charge and contains modules which allow participating pupils to work actively. The modules provide information and reinforce any existing knowledge pupils may have; they also comply with European and International Orientation (EIO) guidelines. The programme includes material about the functioning of the European Union both for basic and advanced levels, not only in Dutch, but also in English, French and German. Also we will present you the new teaching module about the European Presidency of the Netherlands during Jan-July 2016.
42. CLIL FOR ALL: Supporting Students' Language in the TTO Classroom 13
Janet Streeter, Cumbria CLIL In the Netherlands there is an expectation that the target language (English in most cases) should be used all the time by TTO students. This workshop focuses on how we can support students, with particular emphasis on the interaction language we would like them to use (i.e. when talking to teachers and with their peers). Delegates will work in groups to explore different language functions and expressions that can be used generically across all subjects. English teachers - you are welcome! This is a key way that the English Department can work together with the TTO teachers. Subject teachers - you'll not only practise your English, but will also become more aware of what language is used in your classroom. By the end of the workshop we intend to have a bank of material that you can easily transform into written language support (posters, hand-outs, PIFs) for your own classrooms - something that teachers often simply do not have the time to develop individually. This workshop will be very "handson" and creative with a tangible and practical result that we can all share. Dictionaries welcome! Level: Intermediate/advanced Type of session: workshop
43. Help?! How to give feedback on language? Els de Hullu, (former) ICLON One of the skills CLIL subject teachers need to master is giving feedback on language. Meaning well, they try to do so, but all too often they hardly have a clue about what language to give feedback on and they also lack practical knowledge of efficient and effective ways to give such feedback. So how can teachers give language feedback in ways that are not too difficult for themselves and which really provide opportunities for enhanced language learning? This workshop aims to give you pointers; we will practice giving feedback on both oral and written language. As it can also be a good idea to team up with your English colleagues, the workshop will give you some suggestions on how to do so. Level: beginners Type of session: workshop
44. EIO-leerlijn: inspireren en integreren Wendy Groen & Anniek de Vreede, Wolfert Tweetalig Rotterdam Nellie Pelkmans, Beatrix College Tilburg Een workshop waarin experts van het Wolfert Tweetalig en het Beatrix College een kijkje in hun EIOleerlijn geven. Er is ruimte voor Q&A en je gaat aan het werk om het Common Framework for Europe Competence (CFEC) over de huidige en nieuwe EIO-activiteiten van je school te leggen. Target group: beginners/intermediate Type of session: workshop
45. De plek van de tto-coördinator in de schoolorganisatie Annette Koster, Koster en Liefaard, Coaching Training en Advies Veel tto-coördinatoren worstelen met hun plek en rol in de organisatie. Vaak hebben ze formeel geen leidinggevende functie, terwijl zij toch moeten zorgen dat de tto-afdeling 'draait' en zich kwalitatief verder ontwikkelt. In deze workshop komen thema's aan de orde die belangrijk zijn voor je functioneren als ttocoördinator: je plek in de organisatie, wat is er nodig om je doelen te bereiken, draagvlak, teamvorming. In de workshop wordt theorie aangedragen, maar de workshop staat ook in het teken van 'leren van elkaar'. Het onderwerp van de workshop komt ook aan bod in de Opleiding Coördinator tto, maar in deze workshop gaan we op een andere manier hiermee aan de slag dan in de cursus. De workshop wordt gegeven door Annette Koster, kerndocent van de Opleiding Coördinator tto. Target group: beginners/intermediate
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Type of session: workshop
46. Hé, is dat B2? Of…? Handreikingen voor gebruik van het ERK in het TTO Rick de Graaff, Universiteit Utrecht Anne Beeker, SLO ERK, drie letters die staan voor Europees Referentie Kader, een beschrijvingssysteem dat door de Council of Europe is ontworpen om taalniveaus eenduidig te beschrijven. In het Engels meestal afgekort tot CEF of CEFR. De zes bijbehorende niveaus worden aangeduid met A1, A2, B1, B2, C1 en C2. Juist bij tweetalig onderwijs gebruiken we de tweede taal meteen als tool om kennis te verwerven en te verwerken. Volgens de standaard tweetalig onderwijs dienen tto-leerlingen vwo aan het einde van de derde klas een niveau B2 te hebben bereikt voor alle vaardigheden. Voor havo is dat B1. Door deze ERK niveau-eisen bewijst een tto-school dat een tto-leerling daadwerkelijk sneller tot een hoger niveau van taalbeheersing komt dan een niet tto-leerling. Hoe kan een tto-school aan een visitatiecommissie tonen dat de tto-leerlingen aan het eind van de onderbouw deze niveaus hebben bereikt? Wat zijn de mogelijkheden van toetsen en van portfolio’s? En minstens zo belangrijk: hoe kunnen docenten in hun lessen gebruik maken van het ERK om geschikte taal- en vaktaken voor hun leerlingen in te zetten en leerzame feedback te geven? Deze workshop wil daarbij hulp bieden. De workshop richt zich zowel op docenten Engels als op CLIL docenten van andere vakken: iedere docent is immers medeverantwoordelijk voor de taalontwikkeling van de TTO-leerlingen, en ieder vak is mede-afhankelijk van die taalontwikkeling. Type of session: workshop
47. Connection through Comedy and Drama Marc Norris Marc Norris is director of The Shakespeare in Performance Project and has worked with thousands of TTO students over the last 14 years. In this fun and interactive workshop, he will demonstrate how comedy and drama can be used to connect with, engage and motivate students from a wide variety of ages and backgrounds. He will also share some of his best practice, discovered through years of working with young people, and how these techniques can help all students feel more comfortable expressing themselves creatively in a second language. Target group: all Type of session: workshop
48. CLIL for all…students at technical colleges, and multiple challenges Andreas Bärnthaler, CEBS and HTL Leonding, Austria Introducing this new approach carefully, overcoming obstacles bravely and following the rules and regulations critically will open new paths to both teaching and learning. This presentation deals with implementation of CLIL in the national curricula for all Austrian HTLs, i.e. upper secondary technical and vocational colleges, since 2011. CLIL has thus become a compulsory element of teaching and learning for all the students aged 17-19, preferably in employment-related subjects for fostering students´ language skills, promoting employability and active citizenship as well as anticipating job lives in a globalized economy. All the stakeholders will be introduced, their hopes, fears and expectations will be identified and general and language requirements both from the students´ as well as the teachers´ points of view will be evaluated. Samples of practice from the fields of science and engineering will be provided and both organizational and administrative matters as well as responsibilities on national and school levels will be discussed. If available at this stage, first results of the ongoing evaluation processes will be presented and further steps to success will be announced. Key-words: vocational CLIL, organizational structure, quality management, teacher training, student experiences Level: all
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Type of session: presentation & discussion
49. ROUTE DUITS & FRANS: Haal de doeltaal in de les! Synke Hotje, EP-Nuffic Inmiddels zijn zich de meeste talendocenten ervan bewust dat zij zelf de doeltaal moeten hanteren om optimaal leerrendement bij de leerlingen te bereiken. Maar hoe pak je het aan, en vooral – hoe hou je het vol? We gaan in gesprek over waar u zelf op dit moment staat, welke hulpmiddelen er zijn, en welke rol de sectie voor ‘doeltaal=voertaal’ kan spelen. Type of session: workshop
50. ROUTE TVMBO: Good practice workshop Noël Sies & Angelica Pardoen Maris College Houtrust Den Haag This Good practice workshop will be given by two teachers of the Maris College The Hague. In the first part you will be offered a hands on experience of one of the CLIL lessons made by history teacher Angelica Pardoen. (please bring a device with you). Miss Pardoen has recently finished a study in CLIL and will pass on some of her research results and findings. These CLIL lessons are part of the Maris digital TTO network. This network will be introduced by Noël Sies during the second part of the workshop. The TTO network provides a number of possibilities to publish interactive didactical content and to monitor student progress. Part of this being the students digital portfolio. Type of session: presentation
51. THINK TALK WRITE: Improving writing skills for 11-14 year-olds Jane Arredondo, Oxford University Press (OUP) This practical workshop aims to support teachers in using structured classroom discussion to help students improve writing skills for English, for Cambridge Checkpoint assessments, and across the curriculum. Participants will work individually, in pairs and subsequently in groups as if in class. Participants will look at the use of ‘Thinking Time’ and how it helps students improve their narrative and descriptive writing skills. Small groups then work together, to see how a similar method could be applied for discursive and informative essays. After feedback, we examine how ‘thinking and talking’ are used in class at any pre-writing stage and how students can apply this to their planning (mindmaps, spidergrams, wh analysis) for homework or assessment essays. We briefly review the demands of Cambridge Secondary 1 Checkpoint and IGCSE writing papers. The next stage is to examine the importance of editing and proofreading, considering also self-correction, peer-marking, and the form and content of a teacher’s written comments. The session ends with a consideration of Alexander’s dialogic teaching outline and we discuss its application across the curriculum in schools using English as the language of instruction to improve vocabulary, appreciation of different perspectives, and to consolidate writing skills. Level: for all language levels and teaching experience Type of session: workshop
52. From scientific pictures into words Nienke Smit & Deniz Haydar, Rijksuniversiteit Groningen Making sense of scientific graphs, charts and diagrams is a crucial skill in CLIL subjects such as biology, physics, maths, geography and chemistry. However, it is no easy task for students to master this skill and for CLIL teachers to give the appropriate student support. How can you equip your learners with the right skills to make sense of graphical representations? What problem solving skills do students need? How can you elicit information about the strategies your learners are using when they are examining graphs? How can you recognize your students’ responses and deal with these responses flexibly? And how do you do that in English? In this workshop for CLIL science teachers we will practice ways to put scientific pictures into words. Both content and language teaching strategies will be addressed. Level: intermediate/advanced
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Type of session: workshop
53. How to get more out of an exchange? Internationalisation and intercultural competencies. Rosanne Severs & Lisette Bouten, GLOBI Familiarizing with another culture, a look inside the life of an international peer, getting to work on fluency – an exchange is an instructive experience for both students and teachers. Furthermore it is an outstanding context to focus on the development of intercultural competences. What is intercultural learning, what are intercultural competences and how to organize your exchange in such a manner that students are enabled to actually work on it? This workshops informs you on how to place intercultural learning as a central theme within your exchange and offers practical guidance and examples for your international projects. Based upon three case studies you will gain insight in a number of practical components and developmental elements that you can encompass in the program of your (existing) exchange, in order for the exchange to become an experience that will be valuable to your students for the rest of their lives. Level: beginners/advanced Type of session: workshop
54. Pluriliteracies the Graz Group Model & Moving from the 4Cs Framework to a PluriLiteracies Approach to CLIL Kevin Schuck, PENTA college CSG Jacob van Liesveldt Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve their subject learning when compared to learners learning in L1. However, more recent studies have raised challenging questions concerning academic language competence which indicate that CLIL instruction may not be reaching its full potential. Unravelling the integrated approach and the inherent interrelationship of using language for progressing knowledge construction and meaning-making needs to be addressed, drawing together linguistic and pedagogic theoretical underpinnings. This session will demonstrate the Graz group Pluriliteracies Model incorporating CLIL can pragmatically address the growing educational malaise of functional illiteracy. Demonstrating that progression along the knowledge pathway towards deeper subject understanding requires a greater command of secondary discourse, and mastery of subjectspecific literacies. In traditional classrooms, content teachers do not usually focus on the quality of learners’ disciplinary literacy and discourse. In language classrooms, subject-specific literacies are considered irrelevant. We suggest that if ‘literacy’ were at the centre of the learning agenda, regardless of subject disciplines, a fundamental shift towards deeper learning would occur. The session , will addresses two fundamental issues: (i) the role of subject-specific or disciplinary literacies in CLIL and (ii) the iteration of a model building on the existing 4Cs framework, which maps literacy and language progression in CLIL contexts and serves as a guide for evolving classroom practices.
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