Welcome from Marian and Kent - J All Excited to Be Here

Minutes CLIL4U Workshop in Madrid

Monday 28th September Welcome from Marian and Kent -  All excited to be here. Walk through of week’s agenda.

Reminder* We have not finished the project! We have one more year to exploit and share our work!

Video created by SUPSI for the project was presented by Jan and Germana. All feedback is positive and members of the group feel that it is easy to understand and interesting. The debate is to divide the video into two parts, as 14 minutes is too long. Should be divided into primary and secondary sections. It is suggested by Niki that perhaps we can divide into part 1 (pri) and part 2(sec).

There is a small amount of text. Jan and Germana have the subtitles that need to be translated into their team’s language. They will email the scripts. They also have the extra worksheets for Inter to be added to their scenarios.

Walk through of achievements: CECE-Marian and Katia- translated work, dissemination of activities is ongoing. In November there is going to be the CECE conference which will provide an opportunity for further dissemination. They are also working on the CLIL scenarios for feedback. They are sharing the course to other schools. Italian team- Patrizia, Simona and Albiliasa have had a huge number of downloads and there were over 14,000 downloads of the guidebook in Italian. Spanish at just over 5,000. Great job! They shared a PPT- took part in the E-Learning National Conference and they won a prize for the best poster and wall display! They took part in the full day presentations and they shared all the scenarios primary and vocational. They have had articles in the local papers. Also, they are running the first CLIL Course. During the summer school they used the Seaside Scenario adapted from Inter and then presented at the final day. Also, they presented in March and April at the National Conferences for different Italian regions. Sandra asked about the ages that they teach and confirmed that they teach both in primary and middle school which is 12-14 year olds. There is an explanation about how the children (infant school) have many languages in the class and they learn the vocabulary of their languages so they learn new languages and the common language English to carry forward to the development of children into the next school. They used the super hero scenario to help teach positive behaviour and how to show empathy; how every person who works and contributes to the better of the society can be super hero. There was a lot of positive feedback for even secondary schools wanting the use the material. This is a great success as at the beginning there was a lot of resistance.

Clil4U has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Page 1 of 10 SUSPI- Jan and Germana - Video work completed and now for final adjustments. They have read through scenarios to check they were following the format. Translations: there was a question about the voice changing in the course guide. But Kent feels that it will not be noticed and will be fine. They had a meeting with a Director at the University of Lugano, which is doing MOOC Courses and they feel that from the discussion SUPSI could get CLIL scenarios and course into their programme. They are exploring where the opportunities for CLIL are within this context. There is a meeting with the Department of Health Care and they have accepted to consider raising the language level and using CLIL as part of the language curriculum. The Swiss team is going to hand out the brochure to teachers. There is also a project with other universities, related to improving teacher’s’ competencies. The SUPSI participation in this project consists of creating mini-scenarios for trainee- teachers to use in their lesson planning. Some of these scenarios draw on some CLIL4U material, and the final results will be uploaded onto a platform. . One CLIL course has been completed: one whole day with 15 language teachersThe content teachers were unable to come but sent material, which was used by the participants to create clil-type materials and lessons. This is all uploaded on Moodle so all SUPSI teachers can access these materials. They are working with the Italian team to conduct another CLIL course in Italy with Italian secondary school teachers. Viceversa, the Italian team will conduct a course in Switzerland, for primary school teachers. ETI- Sandra They work on an international basis and have disseminated to over 900 teachers from EU countries and outside of EU. These are the number of teachers worldwide who have been disseminated to for CLIL. Sandra has shared with the Italian and Spanish members of her classes to provide closer home links and contacts, which has been a success. She will share contacts info to the country team of origin for extra information and follow up if her students wish. They have expressed interest in doing the online course in their countries and then doing the F2F with them. Sandra asked if the teams can let her know the dates of planned online courses and she can forward them to her contacts. She has also been showing trainees on Teacher Training courses the pre-course and explained that access is unlimited for teachers and the hits are 200-300 per module. Kent will show her later how to access the hits. The EU Language Label was not given t5o ETI for CLIL4U, unfortunately, but in its present format. Now in November she will contact them to find out how she can tweak the application. She contacted Denmark about Sarah Nakel (a UK teacher in Denmark) who has a broad base of teachers in their area to help increase numbers for courses. Resources i.e., database could they be links to articles. Can we discuss this in greater length later in the week? The problem with the database is being able to catagorize the data. It is agreed that the course is around 40 hours of work to complete the CLIL Course. (F2F 6 hours)

MCAST- Alfred and Julie – Scenarios have all been uploaded and translated. We have published in the MCAST Link which is online to all MCAST students, teachers and administration, as well as public. They applied to give the CLIL course workshop

Clil4U has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Page 2 of 10 in July, but unfortunately it is on a volunteer basis and no one applied. However, we will be able to reapply in December for July 2016. We met with the Coordinator of Teacher training and are talking about ways to expose our lecturers to CLIL in a broader spectrum to reach the maximum amount of lecturers. We participated in the video and got great feedback from the experience from our students and staff, thanks to Jan and Germana! Cyprus team – Nikki and Maria attended a Conference of EPALE (ePlatform for Adult Learning) and they disseminated to the participants. They are also thinking of going towards primary and disseminating to this sector, as they have a lot of contacts. They have to get permission from the Ministry, but think it may be a good route to go. F2F course in July- 25 participants mixed Vocational and Primary and now waiting for feedback. Niki is now going to be in a third technical school and now will try and convince the Head master to allow at least one of the days to hold CLIL training. There was a lot of interest from the vocational teachers. Reflecting on the course and workshops they realized that they need to show the practical side of CLIL first and then the theory because there was a lot more interest. Scenarios complete and waiting for Julie to finish editing one of them. Denmark-Translation of scenarios finished – visitors from Bill Blair who visited their classrooms to show how to teach using CLIL. They have created a parent’s brochure  well done. It is the first try, so a work in progress. Initial feedback is positive from the other teams. Lise and Rikke would like editing and also the Italian team would like to use it and translate it as well. It has been put on the drop box. Teachers course in February from CVU-Lillebælt. They are going to do a very practical course, so that participants leave the course ready with a plan for their lessons. Lisa is waiting for an appointment for teaching English and German with another school. Now Lise has a new job and is not teaching and not in direct contact with Rikke as before so they are now working out these kinks.

Kent online data is not ready and he is waiting to get further feedback. The participants are really not using the email platform for feedback as he thought they would. He will know mid-October if they have completed it or have just dropped out.

Kent has been in contact with CVU-Lillebælt to set up a course and they are trying to sort out a date. One of the managers from SDE and is now at CVU-Lillebælt. He would like to run the course for future teachers who are in training.

He has disseminated in Edinburgh and that set in motion interest in using CLIL and scaffolding technique and perhaps using CLIL for Inclusive education. (ICLIL) At least there is interest in a new sponsor for the ICLIL and he set up a round table discussion in Pafos EFVET. A week ago he was allowed to write a new programme for Electronics that MCAST may be working on.

He has been working on the Database and there are over a 1000 entries in the Database.

He started the online course and shared the first paper received back from the course. Feedback was given and there was discussion regarding the participants PapeR and how it is not meant to be a lesson plan, but a skeleton to build the lesson plan using the format.

Clil4U has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Page 3 of 10 Sandra emphasises that using the PPT grounds you. Also, Marian points out that some of the links do not work. Can each of the teams check the scenarios and the links inside the scenario? MCAST has to put the scenarios into one folder to get the links to work. This week we can go through our own scenarios and download the zip and make sure that links are all working. It is very important that we fix this as it was pointed out in our interim report that not all the links worked and this must be addressed.

Kent has also disseminated to a large Spanish company and they work with language teaching. He ran a small course on how to use CLIL4U.

He disseminated to a teacher at Gothenburg who teaches Arabic.

After lunch transcripts will be translated into the different languages for Jan and Germana. Then we will meet at 1800 – 2000 for a walk with Marian and dinner at 20.00.

Tuesday, 29 Sep. 15  All primary teachers have met to attend Zola School and vocational teachers are at CECE working on translations, scenario finalization and review.

 Finishing the subtitles after watching the video for a second time.

 Everything in a scenario must be saved in one folder. Use another computer that doesn’t have your work on it (ie the scenario), download and open lesson plan, right click on your links and confirm. Checking the links – you need to go onto the CLIL website and following links to download scenarios and check the links. All online PPTs need to be checked too, as these are jpegs and not the original PPT. Wednesday, 30 September 2015  Welcome back primary school teachers. They had an excellent day and thanks to Marian and Katia’s efforts! They were fantastic and well received. The primary teachers were pleased and excited to see the 4 different scenarios being taught and enjoyed observing the different styles and techniques of delivery by the Spanish partners.

 There were decisions made yesterday on changing the online format of the scenario jpeg – first jpeg, from where viewers can enter the ‘scenario PPT’. Three buttons at the bottom have been removed and replaced with one button that links to the zip file.

 We decided that we would need to go through our work again and double check the links. Also, there is a problem with the slide called cognition. There should be three links to Cognitive Skills, LOTS & HOTS and Bloom’s Wheel. This needs to double checked, as well.

 If you make a change in the power point slide please let Kent know the specific slide that you have changed and then he will go in an update it. This does not include link changes and please only major changes otherwise keep the slides as they are.

Clil4U has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Page 4 of 10  Can everyone agree to the changes?

 Some of you have had problems with tracking changes and removing them. Sandra gave a demonstration. You need to prepare and inspect the document and make sure that the document is in final form and save. Then all the changes will not show up when you email it. Sandra is going to send a quick email to bullet out what she has demonstrated. Kent demonstrates on Mac.

 The large button is now going to read ‘ Download the Lesson Plan, PowerPoint, Worksheets, and much more in a zipped (compressed file) Maria Jesus Frigols Martin arrives and we introduce ourselves to explain our positions and where we all fit into the project and go through the video  Ken suggests if we divided the video into 6 different scenarios then we could link the actual scenario to the video.

 Comments on videos from Maria- she likes the idea as well so that teachers could actually be able to see the material in action. So this would be a great guide for teachers to implement the material.

 Sandra suggests that we should look into how we could use the playlist on YouTube.

 Jan confirms that Life Long Learning logo is at the beginning. Suggestions from Maria:  David’s and my opinion is ‘excellent’ and we see that it has been very well coordinated. Everyone has been carrying out the tasks that they are responsible for.

 One of the elements from the interim report is that it is difficult to have a feeling of who is doing what. As soon as we started we realized that all partners are taking their part seriously and doing all the work necessary. This can be quite a rare happening so we are very excited about the collaborative effort being made and that everyone was working together in developing the materials. Including dissemination, materials, books, scenarios. For the EU Commission it is very important that everything can be used by other people throughout the EU.

 I took used the Guidebook and the CLIL4U Main course, together with the scenarios, in Croatia as I had a training for teachers and it worked very well. As Croatia is behind in the implementation of CLIL and they have a very traditional way of teaching. They were quite impressed with the Domotics scenario and they managed to create the basis for developing a CLIL Unit.

 Our main interest now is to help you to achieve two objectives;

o to help you run the CLIL courses

o Face to Face and online – and it may be a suggestion to provide f2f sessions via skype to observe teaching

 What we are working on now is how we can develop outreach and transferability of the project to outsiders. Having resources and material being used by many people. There is a group of CLIL experts who have been

Clil4U has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Page 5 of 10 developing a CLIL course and they are running it mainly in Spain. I think you can do the same thing and you are starting to do. The difficult thing now is to reach a greater teacher audience. David and I are reflecting on this and we will let you know soon our feedback about this.

 Power point and activity to help reflect on the project and how you feel about where you are and how problems or difficulties have been worked out and shared amongst the partners.

 Recommendation – Maria and David are not able to find the dissemination actions. Some of the partners have not been able to fill information. Kent explains that they have been removed to a local drive due to size. There are some partners who have the dissemination plans have not been uploaded and can you send them to David and Maria. Kent will put it on a DVD and get it to Maria and David or another Drop Box. April / May / June time. May would be the best as it would prove that we have been able to take your feedback and use it.

 Our recommendations have been done along the way.

 The CLIL4U team have followed some of the recommendations with the links in the scenarios. We have been going through the links and double checking their working functions online. We have also changed the button at the bottom from 3 to 1. So that you can download all the materials in zipped format.

 Have you thought about keeping the website running after the project finishes, asked Maria. Kent will be continuing to host and maintain the site.

 The main course and pre-course are google sites.

Each team will go through individually through the reflective questions posed by Maria. These discussions are available on drop box.  Networking can be used increasingly through the partnerships

 ESHA (European Secondary and Primary Headmaster Association) This is a strong networking in EU is suggested to promote our project.

 The European Centre for Modern Languages to promote our courses and events

 Negotiate the format and widen the scope of networking for CLIL

 EPALE – E Platform for Adult Learning in Europe – all newsletters can be sent here a possible networking solution as well

 Maria’s reflection – you have been working very hard and achieving great outcomes, you are working with parents but can use them more to help with guiding students and helping to get them to understand why CLIL is a great way to learn parents (primary) and students (vocational) QAB with participating members  We have gone through all the outputs with Kent it was agreed that all the outputs for the plan have been delivered or planned for the months ahead

Clil4U has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Page 6 of 10  We have acted on all the proposals for layout, links and also that we will have only one button to link to a zip file.

 The cognition slide that did not always have the links working or linked properly are to be fixed and in working order

 We have walked through the video and we are all in agreement with the high quality and also that we would like it to be divided per scenario and found in one playlist. One version as a complete video will be on the side in addition to this.

 We gave verbal feedback from Kent’s online student for the CLIL online course output and discussed the best way to give feedback. We discussed whether this is the format we were looking for from the PapeR only. Also, this was without the F2F. This was helpful to see how someone has developed the PapeR and confirmed that she was ready to input her ideas into the Lesson Plan to see how the information has been developed into CLIL lesson.

 How can a teacher check that a teacher who has attended the CLIL Course is really a teacher of CLIL?

 For QA we can check papers and compare at the end of this period we can check that the method of CLIL is maintained across the board. As it is possible that a person teaches from one to another and they escape the method, so we as a group must be vigilant to check the output of the course.

 We need to make sure that we put in the exploitation report that the outcomes will be continuously used after the courses are run.

Thursday, 01 October 2015

We will look at our scenarios and how we can improve and test our scenarios. We will also look at how to construct QR Codes and work with them. Depending on time we will have a demonstration files to CLIL store. (time depending)

Exploitation and dissemination discussion – how can we create impact? We want to run as many courses as possible and use CLIL in their classroom.

Planned outputs and milestones.

Courses:

Denmark group pilot courses went well and had a surprising outcome with German teachers interested in more information. There are a couple of courses planned in spring and looking forward to future. Around 9 courses so far.

Cyprus pilot course problems were time limit, links and computer. They did enjoy it very much and their questions were; how can they use it in the classroom? They are dependent on the Dept. of Edu. There is a danger that the taster courses does not allow for follow through.

Clil4U has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Page 7 of 10 CLIL Store can be used by teachers and is a great resource for teachers, but it doesn’t cover everything. Sandra points out that although it is a great tool, it doesn’t always provide all the scaffolding needed in a lesson.

Malta: Line up the strengths and weaknesses of our courses and see what we are actually running.

ETI: Starting from about Mid November we will start the online course. I will set up targets where people will need to accomplish two units a week for example, you need to have a time limit for the course. If this is not given then you will have teachers drop out and give up. Germana suggests that for SUPSI they use a tutor to help give feedback as they go along. We haven’t run CLIL4U, but with our face to face with CLIL course that we are running it helps to have build up. Monitoring is very important.

An idea would be instead of blog, everyone could have a google document. Kent doesn’t want to use anything that you have to register to. Could the students comment at the end of each unit? Cyprus would like to set up an online course registration using email. Any partner can offer an online course. If you go into drop box under courses and you will find the registration that Kent used.

Patrizia and Simona adapted Kent’s form to simplify it a bit. Sandra suggest that she may want to add a line where she asks for what school they teach at and this was agreed to be a good idea, especially for exploitation.

We need to look at the actual certificate.

SUPSI: teachers worked in groups and they covered theory in the morning and then they worked on lessons from materials provided by content teachers and this was helpful in designing lessons. There was a lot of concern about the amount of work involved in finding materials and also the teachers need to work closely with the vocational teachers to use their material.

They are working on a two half days programmes. This is a better situation for keeping them focused and working. Feedback forms needed for standardisation.

Italian team started running course for their own school. The class started in June and the problem is that they did not work in summer and so we extended for a month and so the F2F will be at the end of October. The best thing is that they are coming from 2 different realities. Some at small schools, some teach German and some are from larger schools. We are collaborating with the SUPSI for our Secondary school teachers. We have a group in first of November with a group that asked for them specifically to a larger group of content teachers. For the fourth group we are trying to get a network of larger amount of nets. The government is trying something new with CLIL and want to develop it further so they are working together in collaboration to help each other. They used a simple Whatsapp group and this worked very well.

For our big dissemination for the next milestones is that we want to work more closely with the parents. We want to inform the parents more comprehensively so that they are all reached. Another thing we want to do is create a link to our newsletter for parents. We also have a teacher from University and she is doing her thesis and she

Clil4U has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Page 8 of 10 will be in infant school and primary school. She will be working in collaboration with Zola school.

Spain: We have run one course in one of schools. We were going to have the second F2F after summer, some of the participants have left to another school which means they will have to show new lesson plans and that will happen by the end of the month.

We have a seminar in CECE to disseminate and share the course. There is a school in Madrid that contacted Marian because they received the newsletter and they want to implement CLIL in their school.

Exploitation and Dissemination:

Danish- aim 9 courses (we do not know the number of participants until it begins)

Cyprus- aim 2 courses

Malta - 2-3 courses (5-15)

ETI - aim 2-3 courses (30 participants) CLIL4U will be disseminated to all our teachers

SUPSI - aim 4 courses average 15 participants (60 total)

Italy- aim 4 courses average 10-15 (50 to 60 total)

Spain and CECE- average 60 participants aim 3 courses

QR Codes demonstration AWESOME! 

Regards and thanks.

Certificates

They will differ depending on the course attended. It can be agreed that we all keep the same format, logos and paper. Adapt it to the course that you are giving. The hours can change depending on the course you are giving, as well as the objectives. They can all be found in drop box.

Evaluation- Possible use of a question Survey Monkey to get feedback regarding use of material. 1. Was the time allocated for the course adequate? Scale 1-4

2. To what extent did the course meet your expectations? Scale 1-4 3. How confident do you feel about using CLIL in your classes now? Scale 1-4

Clil4U has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Page 9 of 10 4. Would you recommend this course to other teachers? Yes/No/Maybe 5. What did you like best about the course? BOX 6. What could have been better? BOX

NOTE* Kent will put this together and mail it for final comments. Jan will put the final document into Survey Monkey.

We have found some missing links and we are working on it.

**If you can’t download the lesson plan write to via email Kent and tell him which scenario is not working properly.

CLIL Store information given and site walked through by Kent.

Friday, 2nd October 2015

Today teams are working individually on the missing and broken links in the online scenarios. Those teams who had to leave early filled out evaluation forms.

Clil4U has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Page 10 of 10