We will show you just how easy it is to make a film (a screencast) in order to flip the classroom.. Come and see it yourself!

Transcriptie

1 6 th National CLIL Day- Workshop Abstracts Workshop round 1 1. The flipped classroom (VOL!) Guus Perry & Rosa Njoo, APS The concept Flipping the classroom is best described as a class in which the instruction from the teacher is watched at home and class time is used by students to work on tasks. The instruction is captured as a 'screencast' by the teacher. As a result a teacher can spend more time interacting with students in his class instead of lecturing. By setting classroom instruction as homework, there is more time during class to work on tasks. This way of time-saving also offers the opportunity to help students more effectively and more customized. Moreover students are better prepared when coming to class as it gives students the possibility to rewind the teacher s explanation and watch it twice or even more. This can be of help to students who have greater difficulty with content or with language. We will show you just how easy it is to make a film (a screencast) in order to flip the classroom.. Come and see it yourself! 2. BRICKS Biology Onno Rook, OVD Educatieve Uitgeverij Speciaal voor de tto-scholen die (een deel van) hun lessen digitaal invullen, is voor BRICKS Biology een volledig digitale uitgave gepubliceerd. Tijdens de workshop zal de methode getoond worden met onder andere de interactiviteit en het leerlingvolgsysteem. Deze workshop is speciaal voor docenten die hun onderwijs met het tablet of notebook geven. 3. Physical Education and Cricket: Your subject as the core of a cross-curricular project week. Bas van Beek & Nanco Tempelman, RSG N.O.-Veluwe This workshop will address the organisation and format of a project week designed around a core subject or theme. The workshop leaders draw from practical experience in secondary education. They have set up a successful and widely appreciated week-long cross-curricular cricket project, focusing on both sports and culture. We will have a look at parental participation and joint ownership among teachers as keys to success. Other factors in designing a successful week will also be discussed, such as creative ideas for starting and ending the week, evaluation on product or process basis, and the organisation of a project week versus a project day. 4. The benefits of the doubt for t-havo/bilingual havo (VOL!) Willem Gebuis, Stedelijk College Eindhoven When schools consider starting or continuing a bilingual havo stream, they can think of as many opportunities as threats! As a contributor to the EPF brochure on bilingual havo, I was confirmed in my belief that bilingual havo offers both teachers and students the added ingredients for a challenging track! Don t make bilingual havo into a watered down version of bilingual vwo, find inspiration in exploring untrodden paths instead! 5. On speaking terms: focus on CLIL speaking skills (VOL!) Loes Coleman, Radboud in to Languages The world is a CLIL student s oyster. Being able to communicate in good English opens countless doors and thereby broadens your horizon. Students and teachers go abroad on exchanges, talk to their peers face-to-face and online. Even with current social media trends still 80% of daily communication is done orally so clear, accurate and appropriate speaking skills are vital in today s

2 world. How does one best deal with speaking activities, feedback and correction when doing speaking tasks in the CLIL classroom? This workshop offers practical ideas for subject teachers that can be put to immediate use in the classroom. There is special attention for idioms and other phrases used in typical English conversations which will truly impress your peers and help you stay on good speaking terms with your international contacts. So, the ball is in your court now, be our guest, come along and start talking. 6. Implementing Cambridge Global Perspectives in a TTO context Casper Gardeniers, Porta Mosana Maastricht Ann Gibson, Cambridge International Examinations Global Perspectives is a syllabus available from Cambridge International Examinations that helps learners develop flexible communication and research skills that universities and employers really value. This workshop will provide practical advice on the implementation of Global Perspectives at AS and Pre U level within a TTO school context with reference to a case study. Cambridge International AS and A Level Global Perspectives prepares learners for positive engagement with our rapidly changing world. Learners broaden their skills and outlook through the critical analysis of and reflection on issues of global significance. Learners develop research, thinking, reasoning and communication skills by following an approach to analysing and evaluating arguments and perspectives called the Critical Path. The skills gained through study of Cambridge International AS and A Level Global Perspectives enable students to meet the demands of 21 st century learning and make a successful transition to study in higher education. The Global perspectives program fills the gap between the existing subjects in the Dutch curriculum and empowers young learners with a set of important 21 st century analytical skills. The program also creates possibilities for e-learning and long distance exchange programs with other students around the world. 7. Improving subject specific literacies and academic language performance through CLIL Professor Oliver Meyer, Katholische Universität Eichstätt Kevin Schuck, Penta College Gerrit Jan Koopman, UTEACH, Centrum voor Onderwijs en Leren (Universiteit Utrecht) CLIL has been a tremendous success-story. However, there is now growing evidence that embracing the CLIL approach does not automatically lead to successful teaching and learning. This is especially true for productive language skills, higher order thinking skills and the development of subject specific literacies. Based on latest research findings and our recent ECML Project (CLIL 2.0: Literacies through CLIL), we would like to introduce ways to systematically address those shortcomings in our workshop and show how to improve the subject specific academic language performance of CLIL students. The workshop will also focus on the context and cultural importance of CLIL in a global society. One where borders are changing at an unprecedented pace and where students have the world at their fingertips. The workshop leaders are all members of the Graz group in connection to the project (CLIL 2.0: Literacies through CLIL), including two members of the project group itself. 8. etwinning de online community voor scholen in Europa Sabine Buth, Europees Platform- internationaliseren in onderwijs Met etwinning doen leerlingen internationale ervaring op, worden ict-vaardigheden gestimuleerd en kan de verplichte lesstof op een inspirerende manier worden gegeven. etwinning is een online community voor scholen in meer dan 30, voornamelijk Europese, landen. Via het platform kunnen leraren scholen in het buitenland benaderen om gezamenlijk een internationaal project te starten en het vervolgens met behulp van ict uit te voeren.

3 De gratis online community is bedoeld voor iedereen die verbonden is aan een basisschool, een middelbare school of het middelbaar beroepsonderwijs. Aan de hand van praktische voorbeelden zal worden uitgelegd wat etwinning precies is en wat de mogelijkheden zijn. Daarnaast wordt er aandacht besteed aan hoe u deze internationale projecten binnen het lesprogramma kunt integreren. Om vervolgens zelf aan de slag te gaan met uw projectideeën! 9. Modern technology: making it work in the classroom! Edward Duval, The Royal Lyceum Antwerp, Pearson Longman In keeping pace with modern technology, we have developed some new and innovative digital tools which will change the way students learn and equip them with the necessary skills to succeed in the 21st century. Active Teach brings together everything a teacher needs in one place and brings the course to life on an interactive whiteboard. MyEnglishLab is an online learning platform where teachers can instantly assess students progress. But I m sure what you really want to know is: How effective is educational technology? Will it transform the way you teach? Does it motivate students to learn English and more importantly, do they become better learners? Our presentation will answer these questions. Drawing from his own personal experience, Edward Duval will take you through common classroom scenarios and demonstrate how you can easily integrate technology in to your lessons. He will use examples from our new secondary course Choices. 10. How to EIOfy your lessons four possible teaching strategies (VOL!) Jason Skeet, Centre for Teaching & Learning, Utrecht University Rosie Tanner, CLIL consultant European and International Orientation (EIO) is often an aspect of bilingual education that teachers find difficult to integrate with their subject. Of course, for some subjects (for example: social studies, geography and history) incorporating EIO can be as straight forward as identifying the relevant content of their subject that can be linked to EIO. But what about other subjects in the curriculum? How does a science teacher, for example, add an international dimension to their lessons? In order to try and offer teachers a concrete approach that includes examples for actual teaching practice for how to EIOfy a lesson, this hands-on workshop explores four distinct EIO teaching strategies. We would hope that potentially every subject in the TTO could make use of at least one of these strategies. 11. CLIL, Implicit Language Learning, the Brain and Dyslexia in Belgium Piet van de Craen & Stephanie Blom, Vrije Universiteit Brussel This contribution examines how and why in Belgium children get smarter because of the CLIL approach. A VUB research group examined six research questions related (i) to target and (ii) mother tongue proficiency, (iii) subject matter knowledge, (iv) attitudes and motivation as well as (v) cognitive and (vi) brain related aspects. The group also came up with a number of language pedagogical principles related to CLIL education and considered important knowledge for teachers. However, the most important and surprising results are seen in two seemingly unrelated areas, namely mathematics and dyslexia. Part of the explanation for this refers to the difference in nature between explicit and implicit learning, showing how CLIL education by far surpasses language learning. In other words, we consider CLIL to be an innovative educational approach that boosts learning performance. 12. International Perspectives in the CLIL Science Classroom Liz Lakin & Anna Bartrum, Cumbria CLIL TTO schools in the Netherlands already provide their students with many ways of exploring different cultures outside the classroom there are countless exchanges, projects and field trips. Culture is also inextricably linked to language and CLIL (Coyle, 2006) so you could argue that Dutch teachers are well on the way to ticking the intercultural/international box.

4 In this workshop we explore not only how you can introduce international perspectives, but also how you can use them to enhance Science teaching. Incorporating different cultural, moral, ethical and social perspectives into your day-to-day Science teaching can present a bit of a challenge. This is something that is not necessarily part of your textbook and is often viewed as being easier to implement in other subjects, such as Geography or History. Delegates will be involved in a range of activities modelling how you can broaden your TTO students horizons when exploring a current scientific issue such as genetic modification, climate change and sustainability, vaccination and herd immunisation and inheritance. 13. Shakespeare Discovered Jeremiah Fleming & Antonie Knoppers The Shakespeare workshop covers all the elements of the TTO curriculum that students need to learn: Elizabethan language, iambic pentameter, blank verse & rhyme. Using a series of theatrical, hands-on exercises Antonie Knoppers and I will demonstrate both what the exercises are and more importantly, how they can be incorporated in an organic manner to make the school material come alive in a dynamic and visceral manner. The goal of the workshop is to show teachers how they can make Shakespeare relevant for their students while achieving the very real pedagogical goals of developing language, expanding vocabulary and stimulating creativity simultaneously. 14. The Friendship Armband, historical research at the museum Eva Vesseur, Airborne Museum, Hartenstein Bas van Rooijen, Dorenweerd College, Doorwerth In this workshop you learn all about the new education programme at the Airborne Museum Hartenstein which is developed and tested with the help of (international) teachers and pupils. The programme is an excellent activity for an exchange programme for your own and the exchange students since different nationalities and perspectives are being investigated. In The Friendship armband TTO students can find out more about their own history in an English education programme. This programme encourages pupils to actively and independently conduct source research inside the museum. Based on a historical review and a storyboard, they find out more about the Battle of Arnhem and the personal stories behind it, using original sources in the form of objects, photographs, documents and interviews with eyewitnesses. 15. What s normal? As we and others see things. Deborah Robson, Hilderstone College As multi-cultural environments become more and more part of our lives in schools, universities, and in our and our students working lives, we must cultivate an awareness of and sensitivity to others perceptions. As well as living and working in other countries, I have worked in multi-cultural classrooms for much of my teaching career both in secondary schools and in adult education. Over the years, I have noticed that it is often the seemingly small things that can lead to significant misunderstandings and breakdowns in intercultural relations. In this workshop, I will present some instances of inadvertent breakdowns in communication between students (as well as some potential misunderstandings between students and the teacher) and how, together, they and I sought to repair these. You will have the opportunity to sample and consider some practical classroom activities I have found engage students interest, help them become more aware and tolerant of each other s normal, while also providing opportunities for the students to develop their English and communication skills. 16. DELF Junior, les bonnes pratiques (route Duits en Frans) Michel Wauthion & Joost Overwater, Institut Français Comment réussir à installer une nouvelle dynamique d'apprentissage du français où tout se passe en français et où les quatre compétences sont évaluées systématiquement selon le Cadre de Référence Européen? L'atelier passera en revue les bonnes pratiques mises en œuvre au cours de ces

5 dernières années par plus de 120 établissements scolaires aux Pays-Bas qui proposent aux élèves une certification internationale en langue française, le DELF Junior et qui s organisent dans le réseau DELF. Dans l atelier on se concentrera surtout sur les compétences productives : la production orale et écrite. Comment intégrer l apprentissage de ces compétences dans votre enseignement et évaluer le progrès de vos élèves? 17. Prüfungen und Zertifikate des Goethe-Instituts (route Duits en Frans) Gudrun Müller, Goethe-Institut Das Goethe-Institut bietet verschiedene Prüfungen und Zertifikate auf allen Niveaus des Europäischen Referenzrahmens an, von den Stufen A1 bis C2. Viele Zertifikate können auch im Rahmen einer Prüfungskooperation mit Schulen oder anderen Bildungseinrichtungen abgenommen werden. In diesem Workshop werden die verschiedenen Zertifikate im Überblick vorgestellt. Auf A2 und B1 Niveau schauen wir uns verschiedene Prüfungsteile etwas genauer an, z.b. Leseverstehen, und Hörverstehen. Weiter werden Beispiele von Schülerleistungen aus den Teilen Schreiben und Sprechen gemeinsam besprochen, verglichen und bewertet. Passt das A2 Niveau zum Leistungsstand meiner Schüler oder kann ich sie auch eine Prüfung auf B1 Niveau machen lassen? Neben den Prüfungen wird auch das Modell der Prüfungskooperation zwischen dem Goethe-Institut und den Niederländischen Schulen vorgestellt: Wie sieht das konkret aus? Was sollte man beachten bei der Vorbereitung und Durchführung von Goethe-Prüfungen an einer Schule? Was bringt das eigentlich? Ein Schnupperkurs in die Welt der Goethe-Prüfungen mit konkreten Beispielen und Gelegenheit zum mitmachen, fragen und diskutieren.

6 Workshop round Living up to EIO Els de Hullu, (formerly) ICLON, Leiden University Parents, pupils and management expect TTO teachers to teach from a European and international perspective. To do so, teachers need to select and adapt their materials, and this can lead to feelings of teacher meltdown. This workshop aims to introduce you to some of the EIO teacher competencies and will provide you with ideas to help you live up to expectations without becoming overwhelmed. We will discuss examples of how to change, adapt, and/or reframe your teaching practice to work towards EIO aims. 19. Uitwisselen met China wat, hoe en waarom? Nelleke Bos, jialei&co China niet alleen een land met een fascinerende taal en cultuur, maar ook één van s werelds grootste opkomende economieën. Een uitwisseling met China stelt leerlingen niet alleen in staat om kennis te maken met deze economische grootmacht, maar is ook het perfecte podium voor het ontwikkelen van interculturele vaardigheden. Waarom zou u uitwisselen met China? Wat kunnen leerlingen leren van China en Chinese klasgenootjes? Wat doet een Chinese werk en onderwijsomgeving met ze wat is de concrete leeropbrengst? En stel dat u besluit om te gaan uitwisselen met China, waar moet u dan op letten? Hoe pakt u de organisatie aan? Kortom waar liggen de uitdagingen van een samenwerking met China? 20. What should IB Doing? Kevin Schuck, Penta College Allison Whitehurst This workshop will focus on Written Assignments One and Two and the IB portfolio. A hands on opportunity with materials and resources to guide teachers/students through the process from idea to product including peer review, self-reflection and assessment. The workshop will be focused on the Language and Literature course both SL and HL and if time permits Language B will be covered. 21. Broadening Your Horizon: The Real World In Your Classroom Ingrid de Beer, Utrecht University Bring the real world into your classroom when using tasks in English. In this workshop you will get practical suggestions and teaching ideas on how to use the language in other subjects than English. For example, how to use English (video) input and tasks in Economics, Geography, History and Art. With these tasks relating to the real world your students will be engaged in using English and broaden their horizon. Come and join us! 22. Cambridge Checkpoint: A CLIL Approach Helen Imam, Cambridge International Examinations Andre Piketh, Stedelijk College Eindhoven When preparing students for Cambridge Checkpoint Science and Mathematics, how can you support students for whom English is a second language? How can you use the subject class to enhance students English language skills? How can you liaise with the English department? Part 1 of this session outlines the Cambridge approach to language awareness for content teachers of subjects such as Checkpoint Science and Mathematics. Part 2 of this session demonstrates how a tto school uses a CLIL approach in preparing students for Cambridge Checkpoint qualifications. 23. Intercultural content and language learning across the horizon Professor Rick de Graaff, Universiteit Utrecht International exchange project are important for promoting European and International Orientation. But collaboration between pupils across the horizon may also facilitate subject learning, language learning and intercultural awareness. What tasks are suitable for subject, language and intercultural learning

7 across the horizon? And how can social media be used to support collaboration across the horizon before, after or instead of exchange programs? This workshop will raise your awareness on how international projects can broaden and deepen content and language learning for your subject. 24. The Awesome International Lesson Gerrit Jan Koopman & Sjaak Fonville, UTEACH, Centrum voor Onderwijs en Leren (Universiteit Utrecht) In this workshop participants will gain hands on experience and insight how subject related contents can be effectively used from an international or cross cultural angle. The idea is that bilingual learners will benefit intellectually and linguistically from an invitation to look at subject matter (a topic, artifact or concept) from a cultural perspective different than theirs. Samples of good practice across various disciplines designed by UTEACH student teachers will be provided to give participants an idea of the vast possibilities of the Awesome International Lesson. Participants will construct a lesson plan within their own subject which is inter-culturally sensitive and ready for use. 25. Erasmus+ ; what s in it for schools? Judith Dayus, European Platform- internationalising education Erasmus+, the new EU education and training programme will start on 1 January It offers grants for primary, secondary, vocational, higher and adult education as well as for the youth sector. The European Platform will be responsible for Erasmus+ for primary and secondary schools in the Netherlands. During this workshop we will inform you on the possibilities of Erasmus+ for in-service training activities in other countries and partnerships with other European schools. If you already are familiar with the current Comenius programme, which ends this year, you will discover that all possibilities from Comenius will come back in Erasmus+. And even more! Want to know more? Register for the Erasmus+ workshop! 26. Impact Physics and Chemistry: discover, apprehend, comprehend Kees Hooyman & Johan Verhaar, ThiemeMeulenhoff Impact is de nieuwe havo-vwo onderbouwmethode voor NaSk, natuurkunde en scheikunde. Impact biedt een beproefde didactische opbouw, aansprekende contexten en volop mogelijkheden voor differentiatie. De methode is erop gericht om jongens en meisjes in de onderbouw vertrouwd te maken met natuur- en scheikunde. Dit gebeurt door het zelf ontdekken van fenomenen en het creëren van ruimte voor begripsvorming. En: vanaf eind 2013 is er ook een tto-editie van Impact! Tijdens deze informatieve workshop geeft natuurkundedocent en auteur Kees Hooyman een kijkje in de keuken van zijn eigen school. Hij vertelt u hoe door het werken met Impact aantoonbaar meer meisjes en jongens dan gemiddeld kiezen voor een bètaprofiel in de bovenbouw en waardoor zij met bovengemiddelde resultaten slagen. Impact bereidt uw leerlingen namelijk in de onderbouw goed voor op het nieuwe examenprogramma. Workshop participants will receive a complementary copy of the coursebook: Impact Physics and Chemistry 1-2 havo-vwo. 27. Using Primary and Secondary Sources with Students: why it matters and how to avoid confusion Paul Shuter, Pearson Longman A source is anything that has been left behind by the past. It might be a document, a building, a picture or an object. In the study of history as an academic discipline, both primary and secondary sources expose students to historical concepts and are important tools for developing an understanding of past events. Students can find the distinction between primary and secondary sources confusing. This workshop will argue that making the distinction in the classroom is important. It will examine definitions

8 of primary and secondary sources that are more (and less) helpful, and look at how to construct activities which promote a clear understanding of the distinction, including examples of students work. 28. EIO learning line by using student competences Suzan van Dieren, European Platform-internationalising education A school based EIO learning line, that sounds really good! But, how can you achieve this by using the CFEC (Common Framework for Europe Competence)? In this workshop you will learn about the CFEC. We will put theory into practice and will provide you with an exercise that you can easily perform with your tto colleagues at your school. All participants in this workshop are requested to bring an EIO activity, that has already been done at your school. For example an international project, an etwinning project, a language village or an exchange. Target group for this workshop: All teachers that are looking for practical tools to give shape to EIO at school. 29. Rhetoric and Speech Making Marc Norris, Shakespeare in Performance Project The ability to construct and deliver a successful speech is a skill essential to informing, persuading and motivating an audience, be it within the fields of education, politics, company management or sports coaching. Rhetoric is an art that is especially valuable to students as they seek to share new ideas and concepts in their academic and professional careers, both locally and globally. However, some of the best ideas, visions and dreams of young people can lay silent, unexpressed and unshared due to lack of technique and confidence in public speaking. The rhetoric and speech making workshop is a dynamic and practical session that, as well as looking at rhetorical theory, gives practical tips on how to help students confidently put together and deliver a compelling speech to any audience. The workshop will be run by Marc Norris, a professional UK based actor, writer and director. He has over ten years of experience of working with TTO and IB students in the Netherlands with his company, The Shakespeare in Performance Project Bringing the world into CLIL Activities Liz Dale, Hogeschool van Amsterdam Rosie Tanner, CLIL consultant In this participatory workshop - aimed at subject teachers - you will experience two or three practical CLIL activities which work on both content and language. The activities will be based on some of the chapters from CLIL Activities: Activating, Guiding understanding, Focus on language, Focus on speaking, Focus on writing, Assessment, review and feedback. You will then deconstruct the activities to find out how they support content and language learning by bringing the real world into the classroom. You will go home with practical ideas for your own practice which you can use next week! 31. Children love interactive learning! in the Dragons Den... Jessica Hagemeijer & Adrian McCormick, Cambridge University Press English in Mind and Interactive have become really popular in Dutch schools. This workshop will be the opportunity to find out why this is the case. Both methodologies inspire confident communication and enable your CLIL students to think about world culture, as well as introducing them to crosscurricular topics. Online workbooks, interactive software, testmakers and lots of web resources for both teachers and students accompany both courses. Our Cambridge team will compete against each-other to present you 2 courses, 2 learning styles and 2 fun ways of learning English. You-the dragons will be able to choose your preference and take home a free copy. You will also have the opportunity to see an innovative demonstration of an online Comic Builder feature which lets your students imaginations run wild as they practice their English by creating their own graphic novels!

9 32. Op welk ERK niveau is het productief taalgebruik van mijn leerlingen? Marjolijn Verspoor, Rijksuniversiteit Groningen Stel, je wilt weten op welk niveau je leerlingen presteren, met name op productief taalgebruik. Mondelinge taalvaardigheid bepalen kost erg veel tijd, maar korte schrijftestjes zijn snel en goed te beoordelen. In deze workshop, gaan we een officiële assessment nabootsen waarin een team van docenten samenwerkt om gezamenlijk tot zo n objectief mogelijke score te kunnen komen. Marjolijn Verspoor heeft in de afgelopen jaren duizenden tekstjes laten beoordelen door verschillende teams voor haar onderzoek en zal in deze workshop de participanten trainen en laten zien hoe ook een groep docenten aan een school samen zou kunnen werken om ERK niveaus zo objectief mogelijk te bepalen in schrijfopdrachten. 33. CLIL in VMBO- Using activities to scaffold learning in the CLIL classroom Sandra Piai, Pilgrims Teacher Training The aim of this practical workshop is to demonstrate how many English as a Foreign Language (EFL) activities can be exploited not only to scaffold learning but also to develop students language skills and confidence in the CLIL classroom. You will be given the opportunity to try out some of these activities, all of which are suitable for the different stages of a CLIL lesson and can be easily adapted to suit the four strands of VMBO, viz Technology; Health, Personal Care and Welfare; Economics, Agriculture. Participants will leave the workshop with a set of materials and ideas that they can take away and use in their classrooms. 34. Werken met een ééntalige methode (route Duits en Frans) Jeanette Noordermeer & Marion van der Kruissen, Carolus Borromeus College Helmond In de workshop willen wij laten zien hoe er in de praktijk gewerkt wordt met een ééntalige methode. Wij laten zien wat de mogelijkheden zijn en wat er verandert in de didactiek van het vak Frans en Duits en in hoeverre leerlingen beter gaan communiceren in de doeltaal. Voor ons docenten is het lesgeven nog leuker geworden dan voorheen. Natuurlijk laten we materiaal zien dat hoort bij de methodes en is er gelegenheid tot het inzien van de boeken, het bijbehorende toetsmateriaal en, indien mogelijk, de digibordversie.

10 Workshop round Subject meeting Drama Saskia Vugts, Wolfert Tweetalig In this workshop we will take a practical look at the subject Drama and we will share knowledge and information. It is the focus of the national TTO day to spend some time on the international environment of bilingual education. In this Subject Meeting we are going to discuss the international posibillities of theatre. We all know the western forms of 'traditional' theatre but let us be inspired by other form of theatre from around the world. What about the African storytelling? Or the Chinese dance, song and theatre? The participants are asked to take a look at theatre outside of their own borders and come with examples of how you can incorporate these form and types of theater in your own lessons. We will discuss some theory but we will mostly inspire each other in an active way. Next to an example of 'theatre outside your border', participants are also asked to bring their favorite warm up game. The main goal is to inspire each other and to broaden the world of Theater in TTO! 36. Subject meeting Arts getting language and international context into the artwork itself Peter Sansom, Maaslandcollege The Arts subject meeting will have two main areas of focus. To link up with the main themes of the conference we will be looking at how international perspectives can be worked into Arts and CKV lessons. International perspectives in terms of content shall of course be important, but also what practical opportunities are there? We will also be focusing on how language can be incorporated as a visual element in practical pieces of work and the CLIL opportunities such lesson strategies can offer. To do this we will be referring to artists who work in similar ways and by looking at specific examples language rich projects from the TTO Arts classroom. If you have a favourite artist or assignment that fits either of these areas, feel free to bring a little documentation along to the meeting to share in the exchange of ideas. 37. Subject meeting: Social Studies Mar Robillard, Maaslandcollege Social studies follows a set of set themes to explore society. Most books focus largely on exploring Dutch society, but it possible to expand these horizons by focusing more on the global and comparatives perspectives from these themes. This workshop will look at some creative possibilities for doing this in pluralist society, politics and rule of law. 38. Subject meeting Physical Education: PE and the world Chris van Klompenburg, Ulenhof College Roderick Lyall, Koninklijke Nederlandse Cricket Bond We will start with a discussion "if" we should bring the world into our classroom. When the answer is yes we will continue with the "how" can we do this then. Together we will come up with and exchange ideas. When there's time left we will split up in groups and work out an example per group. In addition, Roderick Lyall, will speak about the cooperation between the KNCB and tto schools in a cricket school project. 39. Subject meeting: Mathematics Brian Dixon, Cals College Most CLIL mathematics teachers in the Netherlands use English translations of a Dutch publication. These publications do not have EIO as a goal, so there is little reference to international matters. It is then for the teacher to include EOI within the mathematics syllabus. However the accent put upon EIO will probably depend upon three things. Firstly, the teacher s CLIL experience. Secondly, the time available to complete the mathematics syllabus. Finally, the teacher s inspiration to use (private) knowledge of international settings.

11 In the Mathematics subject meeting there will be the chance to discuss with other mathematics subject teachers: a) Good practice in CLIL mathematics b) The place for EIO within CLIL mathematics All participants are encouraged to bring with them any work, publications or website addresses that could help stimulate fellow participants. 40. Subject Meeting: Religious Education Ron van de Poll, Gregorius This subject meeting will cover matters regarding the subject Religious Education at TTO schools. 41. Subject meeting History: Collaborative projects: a historical task (VOL!) Maurice Kammam, Canisiuscollege History often plays a big role in EIO. Besides that, there are also many examples of history projects used for practical assignments. In what way can a history project be used for an international collaborative project? What are the difficulties and how can we face/overcome these problems? What criteria do you need to set up such a project? During this subject-meeting examples of historical projects will be shown and together we will consider specific criteria for a project. Own ideas or examples of projects are very welcome. 42. Subject meeting: Biology Aafke Oldenbeuving, Berlage Lyceum The aim of this workshop is to exchange teaching practices, ideas and experiences by means of discussion. We will address two topics; (1) How 'CLIL' are our written exams? Should they be 'CLIL'? (2) How internationally oriented are our biology lessons? Should they be international? Participants are invited to bring their ideas and share them in this meeting. 43. Subject meeting: English (VOL!) Hester Anniek Buesseler, Utrecht University, Schoonhovens College This subject meeting will cover matters regarding the subject English at TTO schools. 44. Subject meeting: Geography Pieter Creemer, Revius Lyceum Doorn Veel tto-scholen gebruiken de vertaalde boeken van Nederlandse aardrijkskundemethodes binnen het vak Geography. Gezien het gemak die een bekende methode biedt, is de keuze hiervoor begrijpelijk. Blijkbaar is de vraag naar vertaalde methodes dusdanig groot dat Engelse vertalingen van nieuwe edidities of methodes gelijktijdig met het gewone boek uitkomen. Denk hierbij aan Humboldt van uitgeverij Malmberg dat het afgelopen jaar in beide talen tegelijk uitkwam. De in de boeken gebruikte voorbeelden en didactische doelen, echter, zijn in de vertaalde lesmethodes niet noodzaklijkerwijs aangepast aan de doelen die het Europees Platform heeft opgesteld voor een goede tto-les. Zo wordt er weinig gebruik gemaakt van authentiek materiaal en bieden de methodes weinig aanknopingspunten voor een CLIL-les. Een tto-docent zal daarom nog flink wat tijd moeten besteden aan het aanpassen van de lessen om te voldoen aan de eisen van het EP. De vraag is: Hoe zet je bestaande lesmethodes in om een zo goed mogelijke CLIL-les te geven? Ook de input van docenten die geen methode van Nederlandse uitgeverijen gebruiken is nadrukkelijk gewenst! 45. Subject meeting Science Gertjan Goossens, 2college Cobbenhagenlyceum This practical workshop focuses on CLIL methodology and materials in science, chemistry and physics. It provides teachers with practical fresh ideas for classroom activities and ready-made

12 materials on a variety of topics. In this workshop we also take a look at how to evaluate ready-made teaching materials, adapt and create materials for teaching science in English. 46. Internationaal samenwerken (VOL!) Rinke van der Valle, InterVal Hoe kun je Europese en Internationale Oriëntatie (EIO) vorm geven? Hoe organiseer je het? Hoe krijg je een logische opbouw van je EIO-leerlijn? In deze workshop krijgt u voor allerlei vakken en vakgebieden inspirerende voorbeelden van projecten waarbij Nederlandse leerlingen samenwerken met die van buitenlandse partnerscholen. Dat kunnen zowel projecten zijn waarbij leerlingen elkaar ontmoeten (in het kader van een uitwisseling of Comeniusproject bv.) of projecten waarbij ICThulpmiddelen worden ingezet. Daarnaast komt aan de orde hoe je al die projecten, zowel die binnen de les als activiteiten die buiten de les plaats vinden, een logische plek geeft in een EIO-leerlijn. 47. Expanding Learner s horizons through Global and Critical Thinking (VOL!) Jo Lally, Oxford University Press In our increasingly connected, globalized world, young people need to be prepared to work in virtual, multinational and multicultural teams. They also need the skills to navigate and evaluate the bewildering array of information and perspectives available to them via the Internet. This interactive workshop is aimed at developing global awareness and thinking skills in your learners. Activities will focus on: - Recognising and empathising with different personal, national and global perspectives - The critical thinking skills needed for independent learning in a global context. 48. The Working Person s Guide to CLIL (VOL!) Tanya Schadee-Broers & Carly Klein, Hogeschool Windesheim With the right tools, you can use CLIL too! Practical tips for every TTO teacher will be given during this workshop. Tips such as: Bringing prior knowledge to the fore. How to do this effectively? The seven smart. Are you the same smart as your pupils and why is this so very important when teaching in TTO. Scaffolding and CLIL. Careful scaffolding is essential for a good CLIL lesson. Tips and tricks will be shared and examples will be given. 49. Crossing the Dutch/English border: creating an English environment in your TTO classroom (VOL!) Janet Streeter & Anna Bartrum, Cumbria CLIL From a global perspective, the use of the target language (L2) in CLIL classrooms varies from country to country. However, our aim in the Netherlands is to maximise the use of the L2 in TTO, partly because this is inextricably linked to internationalisation and intercultural awareness. By using the L2 (English), our students should be able to take a different cultural perspective and develop a greater critical awareness of themselves and others and thereby become more adequately educated for an international world. (Byram, 2008) In this workshop we explore how you can create an English language environment in your classes in order to encourage students to use the target language as much as possible. We will consider such things as the teacher s expectations, classroom routines, the use of English in group and pair work, school and departmental policies and also the role of the L1 (Dutch). We will model practical activities and techniques that will not only keep delegates active and involved during the workshop, but will also be applicable to their own contexts and teaching. 50. Mind the APP, Taal leren met een tablet/i-pad/laptop

13 Patricia Rose, APS Tablets /i-pads/ laptops, zijn niet meer weg te denken in het dagelijks leven van onze leerlingen en hebben ook in de klas hun intrede gedaan. Leerlingen gaan ermee om alsof ze ermee geboren zijn, wij docenten hebben er vaak wat meer problemen mee. We laten u kennismaken met de ongekende en vaak nog onbekende mogelijkheden die tablets/i-pads/laptops bieden bij het leren van een vreemde taal. U hoeft geen IT-expert te zijn om aan deze workshopdeel te nemen, we gebruiken juist allerlei simpele applicaties die eenvoudig te bedienen zijn. Neem je mobile device mee! Opbrengsten: U leert werken met enkelen verschillende apps voor taal-leren, die niet in uw repertoire mogen ontbreken U weet welke inhoud eraan gekoppeld kan worden U leert de tablet/ i-pad /laptop beter in te zetten voor interactieve opdrachten U ervaart hoe motivatieverhogend het gebruik van apps in lesactiviteiten en huiswerktaken kan zijn 51. CLIL-materiaal in het Duits en Frans route (Duits en Frans) Synke Hotje & Marco Sombroek, Europees Platform-internationaliseren in onderwijs Binnen het LinQ-project (versterking van het talenonderwijs Frans/Duits) zijn scholen bezig met het ontwikkelen van CLIL-materiaal in het Frans en Duits. Het gaat hierbij om modules voor een aantal zaakvakken. Als docent Frans of Duits kunt u met behulp van dit materiaal vakoverstijgend aan de slag. In deze workshop laten wij u zien welke vormen van CLIL er in onze buurlanden bestaan, en stellen wij u bestaand materiaal voor.