My CLIL workshops and teacher trainings are always personalized, matching the specific needs and wishes of the school and staff.
I have developed a series of effective and informative CLIL workshops for teachers in bilingual schools:
- CLIL for beginners – for teachers who are (relatively) new to CLIL;
- Intermediate CLIL – for teachers who have a good working knowledge of CLIL and would like or need to expand their CLIL toolkit and create more extensive (project-based) CLIL lessons;
- CLIL Advanced – a train-the-trainer course for teachers who would like to become CLIL coaches and train / coach their colleagues.
A general workflow of my workshop series can be the following:
1. General introduction to CLIL
3. Providing and choosing lesson input
4. Guiding understanding (scaffolding)
5. Guiding output
6. CLIL in Action: projects and lesson series
I have recently trained teachers from Haarlemmermeer Lyceum, Ichtus Lyceum and Het Schoter in a series of CLIL workshops. For more information and referrals, please contact these schools. My workshops are usually in English and / or Dutch.
Topics of my CLIL workshops:
Topics can include, but are not limited to, the following:
- What is CLlL? What are the basic premises and how CLIL are you?
- Glossaries, PIF’s (personal idiom files), vocabulary exercises;
- Language development: going from BICS (Basic Interpersonal Communication Skills) to CALP (Cognitive Academic Language Proficiency);
- Subject language: the CEFR (Common European Framework of Reference for Languages): how to teach typical subject language and how to adapt your materials to the language levels of your learners;
- Authentic lesson materials development;
- Collaboration between subject teachers and language teachers: how to complement each other;
- Multiple intelligences: different ways of learning and the use of multimodal input;
- How to use visuals, audio, graphic organizers and kinesthetics in your CLIL lessons;
- How to activate both content and language;
- Speaking tasks, information gaps and other spoken output;
- Writing tasks and written output;
- Active learning, engagement and cooperation between learners: how to create a need for communication in English;
- Scaffolding and guiding understanding;
- Questioning and thinking skills: going from LOTS (Lower Order Thinking Skills) to HOTS (Higher Order Thinking Skills)
- Giving appropriate feedback to your learners by focusing on both language (spoken and written) and content;
- Working with colleagues in developing useful cross-curricular and EIO projects;
- Developing and keeping learner portfolios.