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Desarrollo del emprendimiento del alumnado en un entorno bilingüe.
Start date: Jun 1, 2015, End date: May 31, 2017 PROJECT  FINISHED 

1-CONTEXT: High Scholl , situated in Leon. It´s a small building with 11 15students in number1115 and 65 teachers most of them highly skilled teachers. Good academic results. Families proactive medium-low socioeconomic status. TIC high use of resources. Bilingual centre with shortages of language training and bilingual staff. 2-PARTICIPANTS AND PROFILE: Project linked to the department of economics. It´´ll be bilingual next year. The head of department, only accredited B2, needs knowledge English terminology and business projects. The konwledge gained will be extended to others departmentf via basic specific activities in English.Moreover the experiences and contributions will be shared with other teachers through European exchange projects The profile has been previously describe:. Summary: Department Head, five years in training plans B2 certificate , adept at CLILL 1 and 2 training . Short training courses in in Cambridge and Chester. Five types of specialization. Diploma of Advanced Studies in ICT use in adolescents. Coordinator of 8 working groups. 5 regional awards in entrepreneurial projects. There is the possibility of adding a second teacher to project courses 2016 3-Description of Activities: Development of entrepreneurship and business project in the economic field in a bilingual and technological environment; as a summary of the activities will be specified a) Phase of project approval in center ,work plan, planning, control, monitoring and rehabilitation. b) Phase of prior training in center, coordination support the management team and other teachers involved. Preparing viajes.Create exchange protocols c)Training in the a stranger country, report preparation, use and applied methodology. d) Acquisition of materials, resources, information and contacts in the country, for future programs via e-twinning and via physical exchanges. e) In Spain confront information collected historically developed comparative tables .Create benefits / deficiencies. Web publication and dissemination of findings center EIFC and twitter. f) Updated teacher in bilingual methodology create conomic resources with web apps 2D tools. g) Making biweekly and quarterly work, all in group collaborative and shared in the cloud character generalizing the use of resource google +, drive, forms and worksheets job scheduling via Edmodo. g) Conducting assessment questionnaires of students on the learning process combined with the use of indicators previously identified. 4-METHODOLOGY: a) combining strategies of collaborative work for creating business projects with autonomic work activities requiring the use of apps and selective search for information. b) Teaching tutored in English and American websites for conducting type activities such as BBC, VOA c) Creation of materials in English and defense projects in public to promote the use of spoken language, with the help of an assistant explicit conversation. d) Exposure brief and audiovisual content for the subsequent resolution of questionnaires and activities as forms, self assessments, use of googlel-drive, cro sswords and ratios of simple business English terminology. 5-RESULTS AND IMPACT. Acquire skills so that students of economy will be able to create documents, develop projects and exhibitions company in English and using ICT facilities. The results in the development of work and experiences will be shared via web from the center, blogs, CFIE, PROCOMUN platform and channel "Youtube" panels on pinterest. Fundamentals are expected to develop an economy everyday English student with a methodology results: a) progressive adaptation of the language requirement in the quarterly progress and supervision of writing tasks by the dept of English. fbTutorización jobs in twin-space and promoting video conferences with other countries 6-LONG TERM BENEFITS: a) Increase the general interest of the teaching staff for international projects. b) Globalizing education through multinational work platforms. c) Improving the quality and training of school pupils. d) The possibility of stable agreements with Trinity College Cambridge or type educational agencies. e) Generate a teaching based economy jobs and skills rather than knowledge. f) Establish agreements with bilingual schools for creation and dissemination of standards work. g)Tutorización jobs in twin-space and promoting video conferences with other countries

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