La literatura como vehículo para el aprendizaje de..
La literatura como vehículo para el aprendizaje de una segunda lengua.
Start date: Jun 1, 2015,
End date: May 31, 2017
CEIP San Ildefonso de Talavera de la Reina (Toledo) encouraged by the concern motivating our students and foster improved their academic outcomes, we use the opportunity the European Community through its Erasmus program + provides us to improve the training of our teaching staff and, therefore, prevent school failure of our students as far as possible embarking on a project with a European dimension.
Our project proposes two training courses for teachers concerned to improve their skills and strengthen their European dimension.
The staff takes two courses of 14 days duration each related to CLIL methodology. One of them will have as a priority the use of this methodology in the stage of early childhood education, while the other will do the same with the stage of Primary Education. That is why participating teachers will be one who teaches in each of the two stages.
Course will be held in meeting the month of July 2016 as part of a two year project which aims to use literature as a vehicle to acquire a second language using CLIL methodology
The project was developed in four phases: preparation phase, implementation phase, evaluation phase and showing phase.
The preparation phase includes: Information and objective selection of candidates. Presentation of E-Twinning projects (related to the use of literature as a means of learning a second language) and partner search through the platform for these projects. Furthermore they will be included outreach activities to the Anglo-Saxon culture and activities of logistics and organization of the two mobility opportunities that it be held as part of the project.
The implementation phase will consist of; implementation of E-Twinning projects that will run during two academic courses and two teachers training activities in United Kingdom.
The evaluation phase will consist of: spreading the learning content and products made during the project and the development of a quantitative assessment and a final report on it.
Showing phase: We expect that a primarily a change in methodology in the classroom that allows a more active and motivating participation for students occurs. We also intend that our teaching staff and our students have a vision wider while nearest about Europe to embark on international cooperation projects.
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