Learning differences and Inclusion in CLIL teachin..
Learning differences and Inclusion in CLIL teaching
Start date: Jul 1, 2016,
End date: Jun 30, 2017
Over the course of the last number of years, our classes have become tremendously heterogeneous in terms of language ability when taking on board the English language, basic skills in core subjects like Maths or Science and in terms of learning styles. Therefore, we do need to come up with measures which help us contribute to an inclusive type of Education when using CLIL and teaching the different curriculum areas in order to equip students with the necessary basic skills in core subjects regardless of their background or learning style.What is more, we do want to get our teachers to work cooperatively with other European schools through a working network we aim to set up through this project and "twinspace" and which will survive in the long run. This will allow teachers to share resources, disseminate our experience on this project, set up cooperative activities between schools where pupils play an active role, e.g. pen friends activities, videoconferencing, sharing pupils´ assignments through the use of ICT, and so on. For this reason, we are applying for this Erasmus project which aims to meet the objectives and needs from our European Development Plan, especially in terms of internalization and inclusive Education for the teaching of core subjects and more specifically those areas which are being taught using CLIL which are actually being more awkward to deal with. Within this Erasmus + project, we aim to train three teachers through a structured course in the UK where they will have the chance to meet teachers from all over the world and make contacts for our European working network, share resources to use CLIL and deal with mixed-ability classes, set up a future KA2 Strategic Association, plan future pupils´ exchanges during their school year or summer breaks, etc. These teachers would be meant to participate in a number of activities on returning to share what they have learnt with each other and other teachers, not just from our school but others.Through this Erasmus project, we also aim to send a teacher abroad to complete an actual teaching assignment in a CLIL school in Riga which has been implementing inclusive policies for a number of years and which have been proven to work out very successfully. In our contention, teaching and working with other colleagues in real situations is the best way to complement more formal training in the UK and be able to share what you have learned more efficiently as that teacher would have already used those measures himself.As for the participants, we have some written criteria to select them but we have provisionally chosen the project co-odinator and we have a team of teachers who are already interested in participating in the activities that this project brings about. We will take into account their motivation, academic background and possibilities to disseminate the achievements.Needless to say that all the results from these activities we apply for will be branched out throughout other schools from Spain and as we have previously put forward, we already have some contacts with governors from the Educational Authorities, Spanish Universities or other teaching organizations from Andalusia which will play an active role to achieve this goal. We will even offer our school as job shadowing through "etwinning" and "School Education Gateway" in order to share what we learn and apply in the classroom with other teachers from the EU.After sharing the experience with others, even if the project comes to an end, the idea is to get our teachers to work cooperatively within an European working network sharing resources, experiences, etc. and come up with another Attention to Diversity Plan for our schools where we include many of the ideas we learn through this Erasmus project and the wonderful experience it will provide students and the whole school community.
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