ISTITUTO DISTRUZIONE SUPERIORE BOCCIONI-FERMI (REGGIO CALABRIA)

SCHOOL YEAR 2016/2017

E-CLIL PROJECT FOR SECONDARY SCHOOLS - MIUR RETE DI SCUOLE

PROJECT TITLE:

WINDOW ON THE FUTURE OF INTEGRATED COMPETENCES:

EXPERIMENT_ING NEW DIGITAL LEARNING ENVIRONMENTS

TEACHERS:

Prof. Salvatore Favasuli

Prof.ssa Teresa Scordino

CLASS:

III^ D Healthcare and Social Services Curriculum Dental technology

 INTRODUCTION

The present project aims to develop the traditional CLIL methodology applied
to professional-technical subjects such as, dental technology, promoting and
enhancing learning in digital contexts and implementing e-tools and ICT in the
learning-teaching process. The development of both content knowledge and
language skills in L2 (English) and digital competences will be the point of
strength of the path as a whole. Multimodal approaches and resources will be
based on some key aspects: content, communication, cognition, competence
and community. According to the Project proposal, four preliminary steps have
been accomplished before starting the classes: teachers preliminary training;
survey on the students needs and expectations, and selection of domains
specific area of contents and language; research and selection of the most
suitable materials in CLIL team; planning.

PRESENTATION
The class is made up of twenty-five pupils that are quite the same age group
and is a great example of a multicultural integrated aggregation of teenagers.
It is a mixed-level class and the presence of students coming from Egypt can
be regarded as an added value in terms of cultural and linguistic contributions
they brought about. The will work with their classmates playing the role of
peer-tutors. Regarding the class syllabus, the learning contents selected for the
project will revolve around the output professional profile of the curriculum
dental technician - and dental prostheses, with specific focus on the
constructing procedures of a temporary fixed prosthesis.

PLANNING
PERIOD MARCH MAY 2017
SECOND TERM
TIME 20 HOURS (TOTAL)

CLASSES STRUCTURE MODULES

III^ D - DENTAL TECHNOLOGY MODULE 1 (8 h)

DENTAL TECHNICIAN PROFESSION

-MAIN FEATURES: QUALIFICATIONS,

SKILLS AND DUTIES
_______________________________________
MODULE 2 (5 h)

WORKING IN THE LAB

DENTAL EQUIPMENT
-INSTRUMENTS

-MATERIALS
________________________________________
MODULE 3 (7 h)

DENTAL PROSTHESES

-CLASSIFICATION

-CONSTRUCTING A TEMPORARY FIXED

PROSTHESIS: PROCEDURES

GENERAL OBJECTIVES
- Enhance learning skills
 - Improve communicative skills to
convey the main aspects of the
subjects involved

- Develop thinking skills :

remembering/recall ;
understanding/interpreting;
applying to new situations (lower-
order thinking skills)

- Develop social and life skills

- Take responsibilities in team work

and time management to
accomplish effectively groups
goals

- Get familiar with the use of ICT

and e-tools

- Experience the virtual community

on the Etwinning platform ;
interact and exchange with peers
in the Twinspace

LANGUAGE LEARNING OBJECTIVES

-Guide and support learners in the
process of language-learning through
technical and professional contents

-Promote the learners language

autonomy

-Develop self-confidence in using L2

LEARNING OUTCOMES
At the end of the E-CLIL path learners
should:

- Know the specific vocabulary and

main contents related to the topics

- Acquire knowledge and

competences in the target
language linked to job-related
skills

- master mechanisms related to E-

CLIL learning contexts
 At the end of the E-CLIL path learners
should be able to.
- communicate contents in an
effective way, interacting in
situational frames

- use some e-tools properly and

produce digital items as a result of
a co-operative group work

- share their unique experience with

other students involved in totally
different subjects and learning
environments

At the end of the E-CLIL path learners

should be aware of:

- the benefits in terms of language

and content improvement, required
in the short-term, by the school-
work alternating training and
fundamental in the perspective of
developing their own lifelong
learning skills

- the importance of peer-exchanges

with the other students involved in
the Schools Web
METHODOLOGIES BRAINSTORMING
SCAFFOLDING TECHNIQUES (VERBAL AND
PROCEDURAL)
FLIPPED CLASSROOM
PEER TUTORING
COOPERATIVE LEARNING/TEAMWORK
LEARNING BY DOING
ACTIVITIES LAB CLASSES
FOCUS ON VOCABULARY
SPEAKING: OPEN DEBATE
CIRCLE TIME ACTIVITIES
AUDIO-VIDEO REPORTING
WRITING (REPORT)
WEBQUEST
WORKING MEMORY ACTIVITIES
DICTOGLOSS
E-TOOLS TASKS
WRAPPING UP ACTIVITIES (SPEAKING
WRITING)
FILLING LAB REPORT SCHEME
 TOOLS MATERIALS & ENVIRONMENTS
ICT: COMPUTER IWB INTERNET - E-
TOOLS
TEXTBOOK HANDOUTS FILLING
REPORT SCHEME LABELLED PICTURES
ICT LABORATORY
DENTAL TECHNOLOGY LABORATORY
ASSESSMENT FORMATIVE
SUMMATIVE
DIGITAL OUTPUT ITEMS ANIMATED MIND MAPS AND POWERPOINT
PHOTOGRAPHIC AUDIO-VIDEOS WITH
CAPTIONS
SHORT E-BOOK
TUTORIAL

LEARNING - TEACHING PROCEDURES

Each lesson will be based on a multimodal approach and generally built on

three phases: lead-in, tasks and revision (presentation, practice, problem
solving).

Brainstorming activities will be used to get students motivated to the CLIL

learning process. Elicitation activities such as, guessing, answering questions
and describing images through visual aids (visible language and content) will
be activated. Scaffolding will be provided to guide and engage students
properly. Vocabulary related to the professional branches involved and contents
frames will be provided, through mindmapping, Power Point presentations,
short-topic related texts and webquest. Role-play situational dialogues and
guided open debate on the focused contents, will encourage learners to
develop their knowledge and communicative skills in a low-risk situation,
developing some thinking skills: understanding, remembering, applying
knowledge. A general reinforcement of familiar chunks will be developed.
Language and cultural know-how will be improved through other engaging
activities such as, circle time and working memory activities.
Focus on vocabulary will be a constant feature of the teaching activities. To this
purpose, word bank, visual organizer (labelled diagrams), mindmaps, online
monolingual dictionaries will be part of the learning cycle as well as targeted
assignments (online research, report writing) and playwork such as, dictogloss,
hot-seat, etc.
In order to promote an active-learning classroom, group-work and cooperative
learning strategies will be implemented. Micro-teaching of peers will encourage
students self-confidence and make them aware of their potentiality.
ICT will be used properly as research sources and for problem-solving activities.
Teaching the use of e-tools and providing a selection of useful websites and
online dictionaries will represent a valuable reference to build a well-rounded
language awareness.
Writing frames will be provided to let students tackle more difficult tasks (e.g.:
report). At the end of any learning step CLIL team teachers will be monitoring
learners needs and expectations: if necessary, revisit all or part of the subject
concept again, give them additional language and the opportunity to reflect on
what they have learned before moving on to a new topic.
Lab activities will be based on learning-by doing tasks. For instance, students
belonging to the indirizzo odontotecnico will experience through a dual-
focused educational approach, linguistic performances to convey the technical
procedures related to the subject, necessary to construct a temporary fixed
prosthesis.
Assessment and evaluation tests will be structured on different tasks: open
questions, multiple-choice , matching, cloze-test (gap-filling).