Session 6!

• Engels
• HBO
• Studiejaar 2

Session 6A

check-in

Peer Feedback

CLIL: Providing lesson input / Guiding understanding

How are you feeling today?

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Assessment time!

You've been asked to assess Sample Paper 1

• If you haven't handed in your assessment, why was that?
• You couldn't find where to hand it in, can you see it now?
• Let's look at the grades and feedback that the paper has received
• How does your grading and feedback compare to this?
  

Peer Feedback time! (20 min)

1. Swap papers with each other
2. First go over the list of requirements for the paper, listed on p.   of the Module Guide
3. Mark each section (with color) in the paper, showing that it's there. 
4. If something's missing, make a note
5. Now, grade the paper using the rubric, and give feedback and feed forward
6. Swap back your papers. Read the feedback. If something isn't clear, ask your peer to clarify. (5 min)
   

When you guide understanding
in a CLIL setting, it's important to...

Group 1: Processing vocabulary (Jip)

1. Identify 10 key phrases from Chapter 2 of the CLIL Skills book
2. Use one of the activity ideas from 3.9.1-3.9.6 to create an activity for processing this vocabulary
3. Carry it out in class

Group 2: Processing vocabulary (Timo)

1. Identify 10 key phrases from Chapter 3 of the CLIL Skills book
2. Use one of the activity ideas from 3.9.1-3.9.6 to create an activity for processing this vocabulary
3. Carry it out in class

Group 3: Guiding understanding through questioning (David, Kayleigh)

• Plan a question sequence to help learners think through chapter 2 of the CLIL Skills book. Identify 5 questions.
  
• For example, you could move from skinny to fat questions, or from the ‘lower’ level of Bloom’s taxonomy to a ‘higher’ level.
• Carry out the activity in class
  

Group 3: Guiding understanding through questioning (Thijmen, Roos)

• Plan a question sequence to help learners think through chapter 3  of the CLIL Skills book. Identify 5 questions.
  
• For example, you could move from skinny to fat questions, or from the ‘lower’ level of Bloom’s taxonomy to a ‘higher’ level.
• Carry out the activity in class
  

Mini lessons

13:45-13:50 Vocabulary Chapter 2

13:50-13:55 Guiding questions Chapter 2

13:55-14:00 Check for Understanding#1

14:00-14:05 Vocabulary Chapter 3

14:05-14:10 Guiding questions Chapter 3

14:10-14:15 Check for Understanding#2

Write a summary of 30 words max about input for CLIL, using at least 3 of the key terms.

Mini lessons

13:45-13:50 Vocabulary Chapter 2

13:50-13:55 Guiding questions Chapter 2

13:55-14:00 Check for Understanding#1

14:00-14:05 Vocabulary Chapter 3

14:05-14:10 Guiding questions Chapter 3

14:10-14:15 Check for Understanding#2

Write a summary of 30 words max about guiding understanding for CLIL, using at least 3 of the key terms.

What would you still like to learn about CLIL teaching?

Motivation assignment

DEADLINE:

5th April, Friday, 17:00 Brightspace