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Process report:
As a group the first order of business was trying to pick a topic that everyone would be comfortable
with and that would at the same time meet the course requirements. In order to maintain
communication we decided on making a mobile group app where we could interchange ideas. The
first ideas we had to choose from were: cross cultural society, capital punishment, the slave trade,
The UK, The Crusades and South Africa. After shrinking this list top a Top 4 we decided to show
Stephanie what we had come up with for feedback. Most of our ideas were shot down for being too
projecty(opinion) leaving us with: The Crusades. We then had to meet up and decide how to break
down this Big topic into smaller topics while finding a way to integrate English using CLIL. Easier said
than done. We encountered hardships finding the right way to use English to teach about the
Crusades and How to use the Crusades to teach English. After wandering lost for a while we spoke to
Stephanie and she gave some useful tips on how to better structure our lessons. We then started
working in reverse , first picking what we wanted to teach the students , to how we were going to
accomplish this. With the goal first everything became much clearer though it was tough finding a
suitable text and/or video with the goal already established. Another method we wanted to employ
was the Flipped classroom approach, semi flipped at least. We say semi, because we provide the
students with the material to watch and listen to individually at their own pace but we prefer that
this is done in a classroom and not so much at home most of the assignments are then taught by
having them do different activities some of which are done outdoors for example. The reason being
that we feel that full independence might be too much of a responsibility to hand over to a Vwo 3
class. By giving the students a lot a topical input we were also able to weave in a lot on language
input, grammatical as well as vocabulary. We then had them process it on two levels, content and
form, inductively as well deductively, which then should lead to them chucking out output! As for
task division, we chose to do the following: John would do the social aspects of the Crusades
,Mohamed the Historical, Vita the Cultural and Tim the Economical. We would then divide the rubric
assignments amongst ourselves and submit these to each other for peer feedback. Problems we
encountered along the way were; that us all being adults with our own private lives and issues found
it hard to coordinate everyone at the same time, we did although manage to do this for the most
part. We then went into the Dragons Den in week 7 for a ten minute presentation and for feedback
on our site, the feedback we received was then analyzed and incorporated into our final product. We
tried to make the subject more appealing to female students and tried to make the site more
uniform instead of four different interpretations. All in all we are satisfied with the progress we have
made.