Monday, 18 April 2016

Webmix of the week

Humbly honoured for having been chosen 'Webmix of the week' by Symbaloo for this webmix with some apps for storytelling.

Thank you very much to Symbaloo for choosing this webmix and thinking its curation might be useful for other teachers and for learners.

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Monday, 4 April 2016

A live CLIL Choco - Talk


On Thursday 7 April, 19:00 Spanish time, The #ictclil_urjc bunch, 2016 Edition, is having a live choco-talk about CLIL.

This live event is a crossover with the collaborative project 'Tertulias con Sabor a Chocolate' to which my Pre-Service CLIL Primary teachers at URJC are joining with the aim of sweetly debating about CLIL and how it can contribute to improving learners' emotional intelligence and making them happier people.

They will give tips, hints and will also share their own anxieties when approaching this methodology. You will have the chance to meet several speakers live, but the rest of the bunch will be curating content and spreading the word at social networks, so stay tuned for #ictclil_urjc and #chococharlas hashtags and don't miss it!

Besides, if you would like to leave questions and comments for them, do not hesitate to write below so they can answer live on Thursday.

We are looking forward to welcoming you all at our Google+ event, directly at our Youtube channel or right here:

See on Tackk

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Monday, 28 March 2016

Pitching a CLIL eProject Prototype


Over the last weeks I have been tipping on the importance of evaluating others' work, even if it is only for inspiration, as well as the essential part planning plays when drafting eprojects that focus on CLIL.

I have also shared the alligned goal-oriented work some of my students at URJC have been doing, as part of their Master's Degree on the use of ICT and Web Resources for Primary Bilingual Education, and how I have fostered their content curation skills.

After setting up the triggering scenario, I have next asked my target audience to create a basic prototype of what information, topics and activities they would like to include in their own CLIL eproject. 

It is extremely important to emphasize, and not to forget that a prototype is a first approach to the eproject they are bound to put into practice when they become in-service teachers, so when surfing their final products, please take it for granted that this first approach is not definite. 

When one prototypes, one does it so as to reflect on it, receive feedback and later enrich it. That is why sensibility, coherence, but also speed and flow are a must. Any prototype design should adapt to change, improving and redoing in a matter of secs.

Google Docs is a neat tool to craft a mission of this type, but my target audience are free to use any other tool as long as it can be posted online for peers to visit and evaluate. Peer-to-peer evaluation is the basics of it all at this stage of a PBL approach and it should be slightly guided.

It is essential that feedback contributes to peers' being able to further improve their prototypes, so evaluators should act as mentors and assess on the basis of a set of criteria and items, a rubric, a checklist, a set of questions and so forth, to be read before they even begin to prototype the eproject (provide them in advance), for prior knowledge:

1. Learning goals

Does the prototype of the CLIL eproject have clear, motivating, realistic learning goals?

2. Language Content/Communication

Is the outline solid? Does the prototype show clear examples of what will be developed in the eproject? Is it based on analysis, curation and investigation? If so, to what extent?

3. Methodology

Does the outline take methodological aspects into account? Are those aspects well structured? Does the prototype focus on lesson timing, key competencies, resources, ICT challenges and a good schedule of activities?

4. Assessment tools and criteria

Does the prototype include clear, coherent and realistic assessment criteria and tools, which match the learning goals?

5. Dissemination means

Does the prototype include clear disseminantion means?

Right, so here we are, after having searched for inspiring work and having assessed it; after having curated content for a potential CLIL eproject; after having planned and prototyped our e-project. 

Now, what is next?
Pitching the protoype for other peers to know, love and want to join it.

Here you are the final video pitches that my 2016 pre-service URJC teachers have come up with. Please watch, enjoy and connect by commenting!

Consider getting in touch with them through their portfolios for further information and maybe joining their CLIL projects if that is your area of interest.

Follow Mª Jesús's board Pitching CLIL eProject Prototypes on Pinterest.
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Wednesday, 23 March 2016

Evaluating before designing

Before designing any kind of educational project, or even before planning it, it is essential to evaluate works by other teachers, especially if they inspiring ones or school tested projects. 

This evaluation stage is a bridge to be crossed when approaching a Project Based Learning methodology and enriches any hands-on flipped classroom technique too.

Here you are the experience at evaluating CLIL projects carried out by a group of pre-service Primary teachers at URJC in Spain, prior to their own e-project drafting. 

The experience was divided into two steps:

Step 1. Pre-service teachers are provided with a range of eprojects and ebooks to evaluate designs and determine how they want to design their own e-project:

They are asked to consider using this rubric when evaluating edesigns and use an essential PBL checklist to test this approach against the chosen eprojects.

Step 2. The target audience is asked to choose one e-project to evaluate and analyse it in depth to later present the concluded assessment online and point out the most enjoyable design elements, tasks, skills, proposals and so forth as well as giving positive feedback and reasons for their evaluation. In order to produce their final outcome they are provided with these presentation tools:

And, finally, here you are a webmix that compiles their final digital outcomes:

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Thursday, 10 March 2016

Planning a CLIL e-project

When planning a CLIL eproject, it is important to know various techniques and strategies that help it become successful. Consider surfing the tips and tools for outlining eprojects below for further help.

Check the lists below:

Consider looking for inspiration at various previously published eTextbooks by teacher participants in EVO Sessions on Digital Textbooks along 2014 - 2016. And check the tips for a successful ebook:

Check the strategies and techniques below for planning eprojects:

At prototyping stages, it is important to draft, visually organise and map out any project before actually creating it.

Well-designed CLIL e-projects ask students to:

• Tackle real problems and issues that have importance to people beyond the classroom. Projects emanate from issues of real importance to students and adults in the community and answer the age-old student question 'Why do we need to know this?'

• Actively engage in their learning and make important choices during the project. Projects make room for student choice and creativity while still demanding student mastery of essential content, enabling students and teachers to interact as co-learners in the experience, rather than in the traditional student-teacher relationship.

• Demonstrate in tangible ways that they have learned key concepts and skills. Projects provide opportunities for students to produce observable evidence that they have mastered rigorous curricular standards as they apply their learning and solve the problem at hand. Projects and exhibitions also provide extensive evidence of process work and self-directed learning.

Take into account these tips above and visit the Project Based Learning Guide for a rich CLIL e-project when prototyping.

Good luck and rock your CLIL e-projects!
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Sunday, 6 March 2016

Digital Literacy and Open Content Curation for CLIL

Digital literacy is surfing the net with a critical eye. Designing a digital project, including digital resources and content in it often involves remixing content created by others.

Digital citizenship implies the responsible use of online images, texts, videos, audios and so forth. We must learn to respect copyright, and to identify where we have found images, text, sounds, videos, and so on, so we can teach our students to be respectful too.

Part of digital citizenship and literacy is that we have to responsibly use online materials. We want students to learn to respect copyright, and to identify where they found materials so we, as educators, must set an example and do what we have to do.

In order to create CLIL eprojects one will include material one has found on the Internet. We will include images, lesson ideas, articles, audios, videos and materials created and shared by other individuals. Creative Commons licensing has become a simple way for people to define how their images (and other works) can be used.

The author of the content can use the free licensing tool from the Creative Commons Organization to choose the best license. An image and text is generated for the author to post along with their content such as the one shown below.


This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Surf the links below and find Creative Commons resources that might be useful for CLIL eprojects as well as interesting links to learn more about digital literacy.

Feel free to contribute to the social lists, too!

Public domain resources are free and can be used without any restrictions. Public Domain works are those which: go into public domain because they lack copyright or their copyright is out of date their author has granted them to the public domain. Although they are completely free and do not need to be attributed, it is always advisable to cite the source.

In order to reflect about which attitudes one needs to develop digital literacy, it is extremely important to interact and share common knowledge, as well as to be aware of responsible use policies. It is time to begin thinking of Open Educational Resources and doing the right thing.

That is why at the Master's Degree for The Use of ICT and Web Resources for Primary CLIL Teaching, we have opened a Bank of Common Knowledge for CLIL e-projects and are contributing to gather Open Educational Material that might be later integrated in classroom practices.

If you are interested in contributing, feel free to ask for and invitation and become a collaborator of our Open CLIL board.

Follow Mª Jesús's board Open CLIL on Pinterest.
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Sunday, 28 February 2016

Surprise Visitor To The #ictclil_urjc Classroom

There is nothing better for a teacher than to welcome back one of her most brilliant students into class, and if it is a surprise visit, it is even warmer and sweeter. And that is what happened last Thursday, 25 February 2016, when at half past four, Marta López, better known as @MartaLFabero28 now, just turned up, out of the blue, and came to say hello. It was a very special hello, of course, as Marta herself is a very special girl, a genuine storyteller, and the storytelling began the minute she walked in class.

She is so discreet that I did not even see her when I waved this year's bunch into the classroom, but all of a sudden she was at my desk, fresh as ever, but having grown into a connected teacher. It was only 9 months since we have finished last year's Master's Degree, and there she was, a real teacher now, with real students, with so much to teach and give to her learners. I am so happy for you, Marta, you are my champion!

Measured as she is, but not able to stand still, chatty as ever and ever so jolly, in a minute Marta told us all about how important was to build a digital identity, how beneficial ICT are being for her own current teaching nowadays, and how gratifying being a globally connected Primary Teacher was. She has done more good to her peers in 20 minutes than what I have, for sure, in a month! Another piece of evidence that proves peer-to-peer learning is a little key treasure, especially if the methodological approach is Project Based Learning.

She generously volunteered to give her peers a taste of what had meant to her being part of the #ictclil_urjc 2015 experience and presented them with her e-project, played her fabulous CLIL opening challenge, which she designed in our 2015 Edition and that is still live, and offered a genuine viewpoint on what a CLIL teacher should be.

That is what teaching is all about: being able to see that students, when they fly away, are autonomous mentors and learners too, and are able to make a living, but that they still remember what they learned in 4 months at a humble classroom in a University in Madrid. 

Welcoming one of those students back is enough to keep any teacher going for another year, or maybe for a whole teaching life! Thanks ever so much, Marta, for coming back, for saying hello, but above all, for sharing. You have certainly made my day!!!!!!!!!!!!!

Never stop sharing, never stop connecting, and please, never stop teaching! There are lots of students out there needing your warmth, your talent and your knowledge, Marta, to be guided and enlightened with your happiness. As I have always told you, keep rocking it!

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As-you-go ePortfolios

The students at the Master's Degree on The Use of ICT and Web Resources for CLIL Primary Education, 2016 Edition, have started showcasing their evidence of learning at brand new as-you-go eportfolios, which they will be updating until the end of their course, on 9 May 2016, and hopefully even afterwards.

To show all their reflections, digital artifacts, progress and professional competences, they have opened blogs that they are now sharing through a webmix collection at Symbaloo.

Please feel free to check them from time to time, connect and comment and stay tuned for their progress and findings on CLIL for Primary Education.

They will also be permanently available on the right hand side of this blog, along with the collections from previous years.

We all hope you do enjoy their ePortfolios!

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Thursday, 25 February 2016

Learning by Twittering

Storify of #ictclil_urjc Twitter discussion on how CLIL teachers learn and teach nowadays, what CLIL means for them and why it is important to have a CLIL PLE. URJC. The use of ICT and Web Resources Master's Degree. 2016 Edition.
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