CLIL in Practice: Planning, Scaffolding, and Assessment

Properes convocatòries

Aquest curs inclou

45 hores
100 % en línia, ASÍNCRON
Ed. Primària i Secundària
Tutoritzat per Andra Dumitru
Reconegut Departament Educació
perfil AICLE + info

Il.lustració entranyable que acompanya el curs CLIL in Practice: Planning, Scaffolding, and Assessment

This second level of the CLIL course continues to explore the principles introduced in the first level, adopting a more practical, reflective, and classroom-oriented approach. Throughout the modules, teachers focus on how to provide effective support for learners, how to select and apply appropriate teaching strategies, how to design meaningful tasks, and how to assess learning coherently and in a balanced way within CLIL contexts.

The course places special emphasis on the connection between language, content, and cognition, as well as on the role of scaffolding and interaction as key elements for learning. In addition, participants work on the importance of designing activities that promote critical thinking, active participation, and meaning-making.

Finally, the course consolidates a view of assessment as an integrated part of the learning process, allowing teachers to gather evidence of both the development of curricular knowledge and linguistic competence in context. This journey enables teachers to move towards a more conscious, structured, and learner-centred CLIL practice.

Aquest és el teu curs

perquè aconseguiràs...

Apply scaffolding strategies to facilitate comprehension and language production, adapting support to learners’ needs in CLIL contexts.
Design tasks that integrate content, language, and cognition in a balanced way, adjusted to learners’ levels and learning objectives.
Select and use teaching resources and tools that promote meaningful interaction and the active participation of all learners.
Create competency-based tasks that foster higher-order thinking skills and the construction of meaning.
Integrate coherent formative and summative assessment strategies that allow evidence of progress in both content and language to be collected.
Analyse and justify the methodological decisions made when designing a CLIL proposal, according to the principles explored throughout the course.

Continguts del curs

Module 1. The Supportive Bridge
- Why Support Matters in CLIL: Learning Is Not Linear - Challenge Without Support Means Exclusion - CLIL, Equity, and Access to Content
- The Zone of Proximal Development (ZPD): What the ZPD Really Means - Learning Just Beyond Comfort - ZPD Across Educational Stages
- What Scaffolding Really Is: Scaffolding vs. Simplifying - Temporary Support, Not Permanent Help - Why CLIL Is Not “Doing Everything in English”
- Types of Scaffolding in CLIL: Linguistic Scaffolding - Cognitive Scaffolding - Visual and Multimodal Scaffolding - Social Scaffolding and Interaction
- Reducing Cognitive Load Without Lowering Expectations: What Cognitive Load Actually Is - When Language Overload Blocks Thinking - Designing Clarity: Fewer Distractions, Deeper Understanding - High Challenge, High Support
- From Support to Autonomy: Gradual Release of Responsibility - When to Step Back - Helping Learners Need You Less
Module 2. The Teacher’s Toolkit
- Making Learning Visible: Learning in CLIL: Why It Is Often Invisible - Learning Processes vs. Final Products - Visibility as a Condition for Support and Progression - Externalising Thinking in CLIL Contexts
- Opening Access to Meaning: Cognitive Load in CLIL Classrooms - Visual Thinking as a Learning Support - Dual Coding in CLIL Contexts - Multimodality and Inclusion
- Structuring Thought: Why Learners Need Structure to Think - Types of Graphic Organisers and Their Purposes - Graphic Organisers as Scaffolding - From Organiser to Language Production
- Learning Together: Cooperative Work in CLIL Classrooms - Peer Scaffolding and Co-Construction of Meaning - Rich Interaction as a Driver of Learning - Designing Interaction for Inclusion and Safety
- Orchestrating the Classroom: Classroom Management as a Learning Tool - Routines That Reduce Cognitive Load - Participation Structures in CLIL - Emotionally Safe and Risk-Taking Learning Environment
Module 3. The Crafting Workshop
- What Makes a CLIL Task a CLIL Task: Activities vs. Tasks: A Crucial Distinction - The Anatomy of a CLIL Task - Dual Focus Revisited: Content and Language - Cognitive Demand and Purposeful Outcomes
- Sequencing Tasks: Designing Learning Journeys: Why Order Matters in CLIL - From LOTS to HOTS Through Task Design - Scaffolding Across a Task Sequence - Mini-Sequences: Lesson vs. Mini-Unit
- Mehisto’s Criteria as a Design Compass: Why Quality Criteria Matter in CLIL Design - Mehisto’s Criteria Revisited - Using the Criteria to Choose, Not to Decorate - Common Design Pitfalls and How the Criteria Help Avoid Them
- From Input to Output: Designing for Meaning: What Counts as Rich Input in CLIL - Guided Processing: Making Thinking Visible - Designing Meaningful Output - Aligning Input, Processing, and Output
- CLIL Materials That Work: Materials as Cognitive and Linguistic Tools - Visual Design That Supports Learning - Worksheets, Task Sheets, and Flexibility - Adapting Materials Across Stages
Module 4. Assessing in CLIL Classrooms
- Rethinking Assessment in CLIL: Assessment as Part of the Learning Process - Why Traditional Assessment Models Fall Short in CLIL - Dual Focus and Assessment Tension: Content vs. Language - Assessment as Guidance, Not Control
- What Do We Assess in CLIL Classrooms?: Assessing Content Understanding - Assessing Cognition: Thinking, Reasoning, Decision-Making - Assessing Language for Learning (Not Language Perfection) - Balancing Meaning, Intelligibility, and Accuracy - What Not to Penalise in CLIL Assessment
- Assessment Inside Tasks: Why Well-Designed Tasks Are Already Assessable - Observing Learning During Interaction - Assessing Processes, Not Just Products - Using Outcomes to Collect Evidence of Learning
- Formative Assessment in CLIL: Feedback as Part of Scaffolding - Errors as Information, Not Failure - Monitoring Progress Over Time - Making Expectations Visible to Learners - Formative Assessment in Real Classrooms
- Summative Assessment Without Breaking CLIL: Aligning Summative Assessment With Tasks and Outcomes - Transparent Criteria and Learner-Friendly Language - Avoiding Unfair Language Penalties - Ensuring Coherence With CLIL Principles - The Role of Summative Assessment in Real Schools
- Learners and Assessment: Self-Assessment as Metacognition - Peer Assessment as Learning Support - Reflection as Part of Assessment - Building Learner Autonomy and Confidence