CLIL in Italy and Friuli Venezia Giulia Assessment and Evaluation in CLIL practices Monfalcone 20121022

CLIL in Italy and Friuli Venezia Giulia Assessment and Evaluation

in CLIL practices

Monfalcone 20121022

a cura isp luigi torchio 2

A COUPLE OF REMARKS

Language / languages Questions and interaction

Who am I?


STARTING POINTS ABOUT STARTING POINTS ABOUT ORGANISATIONORGANISATION

THE MINISTRY: ROME


OUR REGIONAL OFFICE



EUROPE TELLS US THAT … CLIL's multi-faceted approach can offer a variety of benefits. It: builds intercultural knowledge and understanding develops intercultural communication skills improves language competence and oral communication skills develops multilingual interests and attitudes provides opportunities to study content through different

perspectives allows learners more contact with the target language does not require extra teaching hours complements other subjects rather than competes with them diversifies methods and forms of classroom practice increases learners' motivation and confidence in both the

language and the subject being taught



CLIL WHY? 1989 Globalisation New awareness: primary school programs 1985

and the teaching of a foreign language The teaching of a second foreign language in the

middle school Awareness because in a multilingual region Parents Good headmaster and teachers New technologies Since 1999 school autonomy Industry

HTTP://WWW.MALIGNANI.UD.IT/#



HTTP://WWW.LICEOCOPERNICO.IT/


«A MACCHIA DI LEOPARDO»


WHAT HAVE WE DONE? Supported already running project Contributed in various ways to the training

of teachers› With financial investments from the ministry and

from the region› Through coordinating activities European

classes Organized training courses

› University of Venice› International experts Example 1 Example 2

Example 3 Detected the best practices


HTTP://WWW.ICFAGAGNA.IT


THE NEW SECONDARY SCHOOL


ASSESSMENT AND EVALUATION IN CLIL PRACTICES - 1

Secondary school› Before 2010 / after 2010

The tasks of the universities / the in service training

Other schools: middle and primary schools› Nothing has changed, but ….



In secondary schools are / should no longer be «practices» like in the past, because of the legal consequences in the official evaluation



The interesting case of multilayered evaluation and assessment in Clil› Partecipated and careful attention is to be paid on both sides: learners and teachers


“En cuestiones de cultura y de saber, sólo se pierde lo que se guarda; sólo se gana lo que se da.” Antonio Machado

GEORDIE, DE ANDRE’ Testo Geordie, Artista: Fabrizio De Andrè Album: In Direzione Ostinata E Contraria

U Mentre attraversavo London Bridge un giorno senza sole vidi una donna pianger d'amore, piangeva per il suo Geordie. D Impiccheranno Geordie con una corda d'oro, è un privilegio raro. Rubò sei cervi nel parco del re vendendoli per denaro. U Sellate il suo cavallo dalla bianca criniera sellatele il suo pony cavalcherà fino a Londra stasera ad implorare per Geordie D Geordie non rubò mai neppure per me un frutto o un fiore raro. Rubò sei cervi nel parco del re vendendoli per denaro. D U Salvate le sue labbra, salvate il suo sorriso, non ha vent'anni ancora cadrà l'inverno anche sopra il suo viso, potrete impiccarlo allora U Né il cuore degli inglesi né lo scettro del re Geordie potran salvare, anche se piangeran con te la legge non può cambiare. D U Così lo impiccheranno con una corda d'oro, è un privilegio raro. Rubò sei cervi nel parco del re

vendendoli per denaro.

GEORDIE

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GEORDIE
















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CLIL in Italy and Friuli Venezia Giulia Assessment and Evaluation in CLIL practices Monfalcone 20121022