Tools for CLIL teachers TOOLS has developed a free online tool, which enables you to create media rich webpages for language learning. The unique feature of this free online tool is the way it treats embedded texts, at the touch of a button all words are automatically linked to our bespoke dictionary interface Multidict, which places online dictionaries in +100 languages at the user’s disposal, thereby enabling them to interrogate the text at their own pace and according to their own personal need. The fully online tool has been optimised for mobile devices (e.g. iPads, smartphones etc.) thereby ensuring that content can be created and enjoyed on the move. Once you have created your webpage you can make it available immediately for free via the online service Clilstore (or other systems like dropbox.com), or save it for upload to your own website or VLE. The online service exploits two tools developed in a previous project, pools-t Register for the project newsletter here Back to Top Clilstore - Guided Tour.
Teacher Tricks | Tricks for Every Classroom Khanacademy Teaching Math With Art Teaching math with art is an excellent strategy. The connection between the two is often overlooked in articles about teaching math, but the truth is that using art in math significantly improves retention of key concepts and vocabulary. Once you see the relationship between the two, you will no doubt begin to see opportunities everywhere to use art in your math classroom. Benefits All students are gifted, and teaching math with art gives artistically gifted children a chance to shine. When and How to Include Art in Math Instruction Related art projects are perfect for centers. It doesn’t have to cost a lot of money, either. Along with math word walls, teaching math with art is the best strategy I know for helping children understand and remember math concepts and vocabulary. The brain works in cycles and remembers beginnings and endings best. Math Stories Remember the story about the “sick” (improper) fractions? Ambulance for taking sick (improper) fractions to the hospital Geometry
CLIL | Research Network Step 1: What is a PLN? Welcome to our professional learning series on building a PLN. This series guides you step by step through the process of setting up your own PLN. The aim of this first step is to: Explain what is a PLN.Help you understand why educators create their own PLN. The following information on PLN was co-written by Michael Graffin, a relief/substitute teacher and blogger from Western Australia. You can check out Michael’s original “What the heck is a PLN” post here. What is a PLN? The word “PLN” stands for “Personal Learning Network”, and it has its origins in connectivism theory (Siemens, G. & Downes, S., 2005). Why you should begin your own PLN —Ashley Azzopardi (@ashleyazzopardi) Let’s take this a little further… The Personal: Having a PLN is about making connections and building personal relationships with teachers, school administrators, university professors, and experts around the world. The Learning: Having a PLN is about sharing ideas and resources, collaboration, and learning. Your Task
Storyline Lesson plans & curriculum guides: PDP guide Search the Library Catalogue, using the keyword lesson plan or teacher guide Here are some examples of resources containing ideas or materials for lesson planning: resource binders - e.g. Math makes sense 1 [print] textbooks - e.g. Glencoe Science: Chemistry [print] books & e-books - e.g. TeachBC - start here! Not sure if the materials you've found are copyright-cleared for educational use in the classroom? General/multidisciplinary BCTF Provincial Specialist Associations List of specialist association websites, which can be an excellent source of subject-specific teaching information and resources. Arts education English language arts BC Teachers of English Language Arts Provincial specialist association of the BCTF. French Amélioration du français (Centre collégial de développement de matériel didactique (CCDMD) Worksheets, organized by topic. Mathematics BC Association of Mathematics Teachers Lesson plans and resources created and shared by BC math teachers. Physical education & health
Peter Sansom | Art, education and language RealizeIt Can Make Your Program Adaptive Imagine a platform that would turn static content into an adaptive sequence, and would get smarter the more it was used. RealizeIt, based in Dublin and Chicago, can semi-automatically ingest almost any form of learning content and, with a little coaching, can identify prerequisite relationships and build a competency-based sequence of granular learning nodes with assessment gateways. Founder David Collery spent 14 years teaching Mathematics in inner city Dublin schools. His first startup provides scheduling software still used by all of the schools in Ireland. Eight years ago he co-founded CCKF, the company behind RealizeIt, with Frank Claffey, another teacher and software developer, and John Keane, Chief Technology Officer. CEO Manoj Kulkarni was the CTO at Career Education Corporation, the first big customer of the adaptive platform, implementing the system in schools including CTU and AIU. The platform is designed to provide a personalized learning experience.
Lärandematriser; synliggör lärandet i handling com -- Discussion Questions and Projects for Use With Any Film that is a Work of Fiction Note: In some of the questions we have used the term "major characters." Before asking the questions, have the class identify the major characters. In addition, these questions can also be limited to one or more characters. 1. This question can be modified by naming the character which is the subject of the question. 21. [This question is designed to be asked after question #2.] 4. [This question can be limited to one particular character.] 7. [Try modifying the question by naming the character or a group of characters.] 9. [This question can be modified by naming one or several symbols as the subject for analysis.] 8. If the story is rich in allusions, increase the number of allusions that the student must discuss. 18. See Introducing Theatrical and Cinematic Technique. 1. See Introducing Theatrical and Cinematic Technique. 1. [Another way to ask this question is to show the class a short scene and ask the students to identify the short and long takes and discuss their use in the film. ]