ceta xiii 20 de abril 2012
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BASIC COMPETENCES
IN BILINGUAL DIVERSITYSOME STRATEGIES TO TACKLE CLIL
IN FORTHCOMING INSTITUTION-WIDE PROGRAMMES
XIII JORNADAS CETA Trinidad Jerez
20 ABRIL 2012 IES SANTA ROSA DE LIMA
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VIDEO PEANUTS
Teachers should firsttake into
account every student and then
the whole group. A teacherspeaking onlyto the group does
not cater for different learning
styles.El Curriculum Bimodal
http://peremarques.blogspot.com
http://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/charlie%20brown%20teacher.mp4http://peremarques.blogspot.com/2011/09/que-es-el-curriculum-bimodal-i.htmlhttp://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/2011/09/que-es-el-curriculum-bimodal-i.htmlhttp://peremarques.blogspot.com/2011/09/que-es-el-curriculum-bimodal-i.htmlhttp://peremarques.blogspot.com/2011/09/que-es-el-curriculum-bimodal-i.htmlhttp://peremarques.blogspot.com/2011/09/que-es-el-curriculum-bimodal-i.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_6/MATERIALES%201%C2%AA%20FERIA%20DE%20PLURILINGUISMO/taller%20DOCS/Quien%20ense%C3%B1a%20sin%20emancipar%20embrutece.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/charlie%20brown%20teacher.mp4 -
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SOME REFLECTIONSON INTELLIGENCEAND DIVERSITY
XIII JORNADAS CETA Trinidad Jerez
20 ABRIL 2012 IES SANTA ROSA DE LIMA
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Are students so diverse?
Different orequal students? DIVERSITY EQUALITY
According to rules, educationshould be inclusive INTEGRATION MAINSTREAMING www.library.linedandunlined.com
Attention to diversity is tangled with the methodology applied byteachers
The role of the teacher: Jacques RanciresIGNORANT TEACHER THEORY
The role of the teacher should be restr icted to keepstu den ts attention . A ll intell ig ences are alike
Students learn and discover meanings
according to their abilities
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Are there multiple intelligences?
Howard Gardner s 8 Multiple Intelligences
Spatial Musical
Linguistic Interpersonal
Logical-mathematical IntrapersonalBodily-kinesthetic Naturalistic
8 Basic Competences proposed by the European Union and supported by theOrganic Law 2/2006, May 3rd.
Key competences are all interdependent, and the emphasis in each case is oncritical thinking, creativity, initiative, problem solving, risk assessment, decisiontaking and constructive management of feelings.
EMOTIONAL COMPETENCE: 9th competence in Castilla la Mancha
http://enlaescuela.aprenderapensar.net/2010/05/13/una-novena-competencia-la-competencia-emocional/http://enlaescuela.aprenderapensar.net/2010/05/13/una-novena-competencia-la-competencia-emocional/http://enlaescuela.aprenderapensar.net/2010/05/13/una-novena-competencia-la-competencia-emocional/http://enlaescuela.aprenderapensar.net/2010/05/13/una-novena-competencia-la-competencia-emocional/http://enlaescuela.aprenderapensar.net/2010/05/13/una-novena-competencia-la-competencia-emocional/ -
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Guy Claxton ( University of Bristol)
Students who are more confident of their own learningability learn faster and learn better. They concentratemore, think harder and find learning more enjoyable.They do better in their tests and external examinations.
And they are easier and more satisfying to teach.IQ bears no relat ion to being real-l i fe smart
www.buildinglearningpower.co.uk/
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Ken Robinson ( University of Warwick)
He champions a radical rethink of school systems, to cultivatecreativity and acknowledge multiple types of intelligence.
Creativity in educat ion is as important as literacy
All Our Futures: Creativity, Culture, and Education
www.sirkenrobinson.com/skr
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BIMODAL CURRICULUM DEVELOPMENT
Pre Marqus ( UAB )
http://peremarques.blogspot.com
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Enhanced memory or Personal on-line memory
The auxiliary memory is apersonal environment incyberspace (it can be a website,a blog, a wiki ...)where each o f
us s tore in an order ly mannerresources we think can behelpful:
Notes, documents, photographsand other multimedia resources.
Links (websites, blogs, videos ...)
and contacts (e-mail, networks ...) Internet Tools
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Personal and Social Skills
http://peremarques.blogspot.com
http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/http://peremarques.blogspot.com/ -
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ATTENTION TODIVERSITY IN
INSTITUTION-WIDEBILINGUAL
PROGRAMMES
XIII JORNADAS CETA Trinidad Jerez
20 ABRIL 2012 IES SANTA ROSA DE LIMA
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ORDER 25th Ju ly 2008
by m eans o f wh ich at tent ion to divers i ty is regulated for s tudents of
Basic Educat ion at pub l ic schoo ls in And aluc ia.
Flexible grouping.
Group splitting in instrumental subjects.
Ordinary group support with anotherteacher.
Flexible timetable model.
Subject grouping into fields ofknowledge.
Programming of activities for freedisposition hoursin the 1st and 2nd
years of Compulsory SecondaryEducation.
Offering optative subjects akin to the
school organisation principles.
Grouping optative subjects in the 4thyear.
ARTICLE 6 ARTICLE 7
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CONTENT: Lesson paceIt is a challenge for non-linguistic subject
teachers to minimize the impact that lack oflinguistic knowledge may cause in their own
subjects .
METHODOLOGY: Multiple Intelligencesand ICTs usages
Interesting for visual and kinetic learners:IWBs
EVALUATION: Competence Indicators
Instrumental competenceslinguistic anddigital - favour learning in a context of
diversity.
ORDEN 28th Jun e 2011
by m eans o f which bi l ingu al stud ies are regulated at schoo ls in Andalucia.
http://localhost/var/www/apps/conversion/tmp/scratch_6/RESEARCH/NORMATIVA/ORDENBILINGUISMO28JUNIO2011.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/RESEARCH/NORMATIVA/ORDENBILINGUISMO28JUNIO2011.pdf -
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Plurilingualism Promotion
Plan (2005)
Common EuropeanFramework of Reference
CONTENTS FOR DIVERSITY
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Plurilingualism Promotion Plan (2005)
The role of the teacher will be modified by:
Linguistic comparativestudy.
Anticipationof certain gramatical contents.
Introduction of techniques and procedures
from other non-linguistic subjects ( NLSs).
CONSEJERA DE EDUCACIN, 2005:59
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Common European Framework of Reference
The levels of linguistic competence displayed in the CEFR influenceand determine the objectives settled in Secondary Education.
Basic ( A1 y A2 ) Independent ( B1 y B2 ) Competent ( C1 y C2 )
Benefits in terms of diversity:
Students strive from and up to the next level.
Their blurred limits are natural and manageable.
Tasks can be graded accordingly.
It is a challenge for non-linguistic subject teachers to minimize theimpact that lack of linguistic knowledge may cause in their ownsubjects .
http://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/Global%20Scale%20of%20the%20Common%20European%20Framework%20of%20Reference%20for%20Languages.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/taller%20DOCS/Global%20Scale%20of%20the%20Common%20European%20Framework%20of%20Reference%20for%20Languages.docx -
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What is Sheltered
Instruction?
Collaborative Learning
METHODOLOGY FOR DIVERSITY
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What is Sheltered Instruction?
A means for making grade-level academic content(e.g., science, social studies, math) more accessibleforEnglish language learners (ELLs) while at the same timepromoting their English language development. Preparation Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment
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Teaching and learning strategy in whichstudents work in small groups structuredto achieve common objectives.
Every member of the group achieveshis/her objective as long as the rest of the
members of the group also does so.
It proves emotional intelligence.
Collaborative Learning
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Evaluating competence-
based tasks
Portfolio
EVALUATION FOR DIVERSITY
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Evaluating competence-based tasks
Alfonso Rodrguez
IES SANTA ROSA DE LIMA
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Portfolio
Students are active participants of their own learning process. Through their own self-evaluation, they reflect upon what they
are able to do.
OAPEE / ePortfolio Europeo de las Lenguaswww.coe.int/portfolio
UFEFUL FOR
Supporting the development of learner autonomy,
plurilingualism and intercultural awareness and competence. Allowing users to record their language learning
achievements and their experience of learning and usinglanguages.
https://www.oapee.es/e-pel/http://www.coe.int/portfoliohttp://www.coe.int/portfoliohttps://www.oapee.es/e-pel/https://www.oapee.es/e-pel/https://www.oapee.es/e-pel/https://www.oapee.es/e-pel/ -
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SHARING STRATEGIESTO TACKLE DIVERSITYWITHIN THE BILINGUALSCHOOL PROGRAMME
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Testing weak points
Content repetition
Supporting activities
Pacing up or down
Focusing on aspects of the five skills
Book sequencingRepeating explanations
Guidance and tutorial action
Flexible grouping
Reinforcing slow learners acquisition of contents
TEN STRATEGIES TO CATER FOR DIVERSITY IN BILINGUAL
GROUPS
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XIII JORNADAS CETA TrinidadJerez
20 ABRIL 2012 IES SANTA ROSADE LIMA
1. PLANS AND
PROGRAMMES2. INTEGRATEDCURRICULUM
3. MULTIPLE LEVEL TESTS4. PEER-TEACHING5. IWB
6. BLOGS7. WIKIS
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1. PLANS Y PROGRAMMES
MULTILATERAL COMENIUS SCHOOL ASSOCIATION Crdoba meeting in Nov 2011
COEDUCATION
Blog CONVIVIR EN IGUALDAD
PROFUNDIZA "Proyecto Globo Sonda LIMASAT
RESEARCH PROJECT Contribucin de la PDI a la adquisicin de las Competencias
Lingstica y Digital en el rea de Ciencias, Matemticas e Ingls( PIV-086/11)
http://www.flickr.com/photos/70875071@N07/sets/72157628235776981/show/http://convivirenigualdad.blogspot.com/http://www.juntadeandalucia.es/educacion/portal/com/bin/Delegaciones/Cordoba/ORDENACION_EDUCATIVA/Publicaciones/profundiza25112011/1322225924394_profundiza11-12.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/RESOLUCI%C3%93N%206%20DE%20JULIO.pdfhttp://www.juntadeandalucia.es/educacion/portal/com/bin/Delegaciones/Cordoba/ORDENACION_EDUCATIVA/Publicaciones/profundiza25112011/1322225924394_profundiza11-12.pdfhttp://convivirenigualdad.blogspot.com/http://www.flickr.com/photos/70875071@N07/sets/72157628235776981/show/ -
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COMENIUS MULTILATERAL SCHOOL ASSOCIATION2011-2013
SENSTUDENTS
ACTIVECOLLABORATION
TO PREPARETHE VISIT OFASSOCIATED
PARTNERS
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IWB RESEARCH PROJECT
TASK 1
MATHS-ENGLISH
21stDecember
2011
Oral
presentationson IWB
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2. INTEGRATED CURRICULUM
Languages Integrated Curriculum
L1 Spanish
L2 Spanish
L3 French
CLIL SEQUENCES 1 ESOScience, Maths, P.E.
2 ESO Science, Maths, P.E, Tecnology. 3 ESOScience, Maths, P.E, Tecnology and History.
http://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/1%C2%BA%20ESO.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/2%C2%BA%20ESO.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/3%C2%BA%20ESO.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/3%C2%BA%20ESO.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/2%C2%BA%20ESO.docxhttp://localhost/var/www/apps/conversion/tmp/scratch_6/PPT%201%20EXTRA/1%C2%BA%20ESO.docx -
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Basic competences in CLIL tasks
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CLIL lessons in English
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3. MULTI-LEVELLED TESTS
Ed.McMillan
VOICES
Standard
Extra
Ed.McMillan
INTERFACE
Basic Standard ExtraEd.Burlington
PASSPORT
Level 1 Level 2 Level 3
2 ESO1 ESO
4 ESO
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SKILLS
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WRITING
Standard Extra
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Non-Linguistic Subjects Tests
Exposure and
production. L1 and L2.
Degrees of help forstudents in 1st and2nd year.
Types of activities.
SCIENCE
MATHS TECHNOLOGY
P.E
Test criteria Some examples
http://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/enviar%20a%20ANA/EX%C3%81MEN%20CCNN%20BILINGUE%20IES%20Santa%20Rosa%20de%20Lima.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/enviar%20a%20ANA/EX%C3%81MEN%20MATEM%C3%81TICAS%20BILING%C3%9CE%20IES%20Santa%20Rosa%20de%20Lima.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/enviar%20a%20ANA/EX%C3%81MEN%20TECNOLOG%C3%8DA%20BILING%C3%BCE%20IES%20Santa%20Rosa%20de%20Lima.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/PE/CLASSROOM%20DIARY.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/PE/CLASSROOM%20DIARY.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/enviar%20a%20ANA/EX%C3%81MEN%20TECNOLOG%C3%8DA%20BILING%C3%BCE%20IES%20Santa%20Rosa%20de%20Lima.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/enviar%20a%20ANA/EX%C3%81MEN%20MATEM%C3%81TICAS%20BILING%C3%9CE%20IES%20Santa%20Rosa%20de%20Lima.pdfhttp://localhost/var/www/apps/conversion/tmp/scratch_6/ex%C3%A1menes%20ANLs/enviar%20a%20ANA/EX%C3%81MEN%20CCNN%20BILINGUE%20IES%20Santa%20Rosa%20de%20Lima.pdf -
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4. PEER-TEACHING
GROUPINGS
In pairs
In rows
ICT shared knowledgeOn-line
programmes
usage
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Prezi
It is a web-basedprogram that allows
you to think non-
linear.It allows you to
incorporate not onlytext and pictures,
but videos andother presentation
objects.
http://prezi.com/http://prezi.com/ -
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Glogster EDU
It is the leadingglobal
education
platform for thecreative
expression ofknowledge
and skillsinthe classroomand beyond.
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5. IWBs
Multimodality: the IWBs capacity to harness awider range of multimodal resources in order tofacilitate pupil learning.
Pace: its capacity to increase the pace andefficiency of classroom delivery and thereforebest use of teacher time.
Interaction: its capacity to enhance interactivewhole class teaching.
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Its Teachers MAGAZINE
IWBFORMAT
AVAILABLE
CURRENT
ISSUESCEFR
LEVELS
MICRO-TASKS
SKILLS
CULTURE
http://www.its-teachers.com/http://www.its-teachers.com/http://www.its-teachers.com/http://www.its-teachers.com/http://www.its-teachers.com/ -
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Didactic unit European Day of Languages
D.U+WIKI
III IWBCongress
4,5 Nov 2011
Madrid
www.pizarratic .com
http://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htmhttp://www.plumayarroba.com/publicaciones/unidadesIIIcongreso.htm -
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Creating Learning Objects using Author Programmes
CUADERNIA
EXE-LEARNING
NEOBOOK
MALTED
EDILIM
CONSTRUCTOR
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IWB resource banks
SMART
&
PROMETHEAN
www.smartexchange.com
www.prometheanplanet.com
http://exchange.smarttech.com/http://www.prometheanplanet.com/http://exchange.smarttech.com/http://www.prometheanplanet.com/http://exchange.smarttech.com/http://exchange.smarttech.com/ -
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CAIT Model : Sensibilisation Emotional Intelligence
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6. BLOGS
L2 and Non-Linguistic Blogs Maths Technology English
Post tasks to carry out project-based learning tasks withstudents.
Post prompts for writing. Provide examples ofclasswork, vocabulary activities, or
grammar games.
http://imancera.blogspot.com.es/http://bilingualiessantarosa.blogspot.com.es/http://bilingualiessantarosa.blogspot.com.es/http://imancera.blogspot.com.es/ -
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CLIL
Connectingcurrent
exhibitions
i.e ROME inCrdoba
( La Caixa )and Module
5 CLIL
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Films
FILMREVIEWS
OFFICIALTRAILER
OFFICIALWEBS
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Civic and Cultural Celebrations
14THFEBRUARY
VALENTINESDAY
8TH MARCH
INTERNATIO
NALWOMENSDAY
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7. WIKIS
Collaborative tool: Peer-evaluation
Portfolio: Task storage
Motivation: Learner autonomy
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SCHOOL BILINGUAL PROGRAMME WIKI
TEACHERS
IN THEPROGRAMME
UPDATE
RELEVANTINFORMATIONREGARDING
THEIRSUBJECTSAND THE
EVOLUTIONOF THE
PROGRAMMEEVERY
ACADEMICYEAR
http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/ -
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WIKI-PORTFOLIO 2 ESO
Linked to theBlog
CLILLESSONS
GRADEDREADER
IWBRESOURCE
S
MYPORTFOLIO
OPERACINXITO
http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/http://2eso2011-12bilingualiessantarosadelima.wikispaces.com/ -
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PENPAL Project
SPALDING
UK
CRDOBA
SPAIN
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PHOTONOVEL PROJECT
ARTS
EL CLUB DE
LAS IDEAS
NOVEMBER
2011
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OTHER USEFULRESOURCES TO
CATER FORDIVERSITY
XIII JORNADAS CETA Trinidad Jerez
20 ABRIL 2012 IES SANTA ROSA DE LIMA
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Studentspresentations: DIGITAL TALES WORKSHOP
CULTURALWEEK
WORKSHOP
1 ESO
ObjectivesOutline
Different paces
Differentpresentation
tools
Linguistic anddigital
competence atwork
BLOG+WIKI+IWBStudents explore the cultural relevance of theFairy Tales. They will be required to examine
modern and traditional interpretations.http://talesworkshop.wikispaces.com
http://bilingualiessantarosa.blogspot.com.es/2012/04/tales-workshop.htmlhttp://talesworkshop.wikispaces.com/http://talesworkshop.wikispaces.com/http://talesworkshop.wikispaces.com/http://bilingualiessantarosa.blogspot.com.es/2012/04/tales-workshop.html -
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On-line learning tasks
SOMEEXAMPLES
http://www.operacionexito.com/http://www.euro-scola.com/http://www.andaluciasemueveconeuropa.com/ -
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E-learning school network
Moodle allows for the development of courses from a social perspective as it isconsidered a common learning point, emphazising collaborative work through a series ofactivities:
Chat (real time chat)Forums (web debates)Glossary (accorded vocabulary)Wiki (collaborative web)Workshop (peer-evaluation)
Moodle
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Personalisation
Evaluation criteria
Basic competences
Every day notes
Students can access the information
Parents can access the information
PDA
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Alberca F ( 2011 ): Todos los nios pueden ser Einstein Un mtodo eficaz para motivar la
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Alberca, F ( 2011 ): Todos los nios pueden ser Einstein. Un mtodo eficaz para motivar lainteligencia. Ed.Toromtico.
Baker,C (2006): Foundations of Bilingual Education and Bilingualism. Clevedon. MultilingualMattera Ltd.
Byalistok, E (2005): Consequences of Bilingualism for Cognitive Development.New York. OxfordUniversity Press,
Caballero,M.G (2008): Las competencias bilinges como objetivo. Experienciasdocentes.CAUCE. Revista Internacional de Filologa y su Didctica, n 31.
CONSEJERA DE EDUCACIN (2005): Plan del Fomento del Plurilingsmo.Una poltica
lingstica para la sociedad andaluza. Sevilla
Corredera, R.M ( 2005):Atencin a la Diversidad en el Aula de Ingls en la EOI.Aldadis.net.Larevista de educacin.N5.
Daz, H ( 2005 ):Propuesta de estrategias de atencin a la diversidad para la enseanza dealemn en una escuela oficial de idiomas. Aldadis.net.La revista de educacin.N5
Gardner, H. (1983): Frames of mind: the theory of multiple intelligences.New York: Basic Books.
Marsh, D (2000): Using languages to learn and learning to use languages.( Eds) D.Marsh-G.Lang. Finland.University of Jyvskyl.
Palomera, R et ali. ( 2008): La inteligencia emocional como una competencia bsica en laformacin inicial de los docentes: algunas evidencias. Education & Psychology I+D+i and