The activities revise concepts already learned in a unit, but not necessarily assimilated. How many birds would you like to kill with one stone? Number 2 is well illustrated by the Marx example from this article. The activity type recognises the probability that if the students engage in real content, they are more likely to confront a greater amount of text, often authentic. The students are therefore guided in their reading. Instead of reading the text in order to then perform a deductive task so often the case in standard language and subject teaching , the task involves the reading itself and leads the students to the key content.
The key content will relate to the conceptual objective.
In Number 3 , the activity type acknowledges the fact that in order to speak or write students need to have something to say! So instead of the instruction so beloved of language-learning textbooks:. In CLIL it is possible to do rather more. The students simply work on more complex content, with activities which involve stages of preparation for subsequent production.
The preparation provides a 'minimum guarantee', after which students depending on their ability or interest can improvise further. Number 4 acknowledges the power of meaningful engagement. According to psycholinguists, the more higher operations are involved in a task, the greater the probability of linguistic retention. The higher the level of thinking involved, the more likely the assimilation of the vehicular language.
And finally To sum up, whether or not the acronym CLIL will exist in ten year's time is probably irrelevant. The educational approach that it seems to encapsulate is in the here and now. David Graddol's important book 'English Next' 3 has made this very clear. The future is about 'competences', not about discussing the differences between the Past Simple and the Present Perfect. This is not to imply that CLIL does not work on, or that it is uninterested in, accuracy.
What it does imply is that the development of competences is much more likely to occur within an approach that prioritises thinking skills and communication. That's what CLIL does. Welcome aboard! References 1. Harmer, J. Stern H. Perhaps due to its relatively recent birth as an approach with a label, CLIL shelters a broad range of practice under its pedagogic roof. But if it is to be taken seriously as an approach, and then adopted by the world of pedagogy, it needs to have identifiable limits.
We need to be able to say what it is, but also what it isn't. In what ways does CLIL manifest itself in terms of curricular types, and perhaps more simply - how do you know if you're 'CLIL-ing', to quote a new verb?
This introductory article of four briefly analyses a series of broadly-accepted definitions of CLIL as a way of highlighting its most significant characteristics. Can CLIL improve language and subject teaching at the same time?
Phil Ball examines this bold claim by contrasting task design in native speaker and CLIL lessons, looking at the procedures and processes students undergo to acquire content knowledge. Powered by Webstructure. Search the site. Search by category. Making a start Planning the future The case against self-employment FT business news lessons FT business news lessons archive Teaching approaches First lessons Inter-cultural training Needs analysis Pre-experience learners Role-play and simulations Teaching one-to-one What's it all about?
Assessment matters What is assessment? British English Determiners Nouns and phrases Verbs and tenses Grammar teaching Exploiting texts Little words, big grammar Task-based grammar teaching The discovery technique Grammar resources by area.http://done.archidelivery.ru/scripts/suqawuxec/cell-phone.php
In at the Deep End: A Survival Guide for Teachers in Post-Compulsory Education
Getting to know you: Let's get personal First impressions Friends You choose! What is CLIL? Read the text on Socialism, Marxism and Anarchism. Compare and contrast the three ideologies. Define the three movements in terms of their principal ideological bases. Read the text on the three movements and answer the questions that follow.
Do not read the text yet.
In at the deep end : (Record no. 23833)
Below you will see various opposites to the philosophies of socialism and communism. Discuss the opening line of Humpty Dumpty in relation to the development of the English Civil War and the role of Royalist propaganda in its initial stages. All listings for this product Buy it now Buy it now. New New. People who bought this also bought. About this product Product Information Teachers working in Post Compulsory Education are recognised as being subject to a particularly acute set of pressures and challenges.
This book helps you to manage the varied demands of teaching in PCE more effectively by offering advice and a range of teaching activities which help you become an effective, committed and reflective teacher. Additional Product Features Author s. Show more Show less. This item has ratings and no written reviews yet. Be the first to write a review. Best-selling in Non Fiction See all. Oakland: New Harbinger Publications; Kyeong LW.
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Self-compassion as a moderator of the relationship between academic burn-out and psychological health in korean cyber university students. Personality Individual Differ. The term compassion consists of 4 Sanskrit words Karuna suspension of temporary happiness to attain ultimate happiness , Prajna insight in the true nature of reality , Maitri good will towards others and Upaya cultivation of a compassionate state of mind [ Burnell L.
Compassionate care: A concept analysis. Home Health Care Manage Pract. Germer CK. The mindful path to self-compassion: Freeing yourself from destructive thoughts and emotions.
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New York: The Guilford Press; Neff K. Self compassion: Stop beating yourself up and leave insecurity behind. New York: HarperCollins Publishers; Neff K, Germer CK. Mindfulness and Self-Regulation. New York: Springer; Gilbert P, Choden. Mindful compassion: Using the power of mindfulness and compassion to transform our lives. Great Britain: Constable and Robinson Ltd; Compassion: An evolutionary analysis and empirical review. Psychol Bull. The interest and attention self-compassion has received since , derives predominately from two research articles that defined and measured self-compassion — the Self-Compassion Scale SCS by Neff [ Neff KD.
Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self Identity. The development and validation of a scale to measure self-compassion.
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These three concepts are distinct conceptually but they can also overlap and engender one another [ As the MSC program was only developed in [ Self-compassion, achievement goals, and coping with academic failure. Motivation Emot. Start today or the very last day? The relationships among self-compassion, motivation, and procrastination.
Am J Psychol Res. Iskender M. The relationship between self-compassion, self-efficacy, and control belief about learning in turkish university students. J Personality. Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly.
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J Personality Soc Psychol. It is hypothesized that the practice of self-compassion gives students an opportunity to develop a healthy self-concept [ Building on this body of research, Neff and Germer found in a pilot randomized controlled trial RCT that self-compassion is a teachable skill that enhances overall quality of life, and this heightened sense of wellbeing is sustainable for at least 6 months post involvement in the course [ In addition, some recent studies indicate that teaching self-compassion is not only beneficial to students but has the capacity to assist professionals in the wider community.
Olson, Kemper [ What factors promote resilience and protect against burnout in first-year pediatric and medicine-pediatric residents?. J Evid-Based Compl Alt. Int J Nurs Pract. HI was selected for the inquiry because it is consistent with the underlying principles and characteristics of mindfulness. It involves focusing on the present moment with non-judgmental attention on the body, mind and spirit. It provides researchers with a process for reflection on a personal experience to gain understanding of the underlying structure, order and coherence of a problem, which is analogous to phenomenology.
Denford-Wood, who used the methodology to explore the mindfulness of Seminaria, explains that HI validates as research evidence the symbolic growth experience SGE [ Frick WB. The symbolic growth experience. J Humanistic Psychol.