This course has been created for teachers who deliver Physical Education classes through the medium of the English language, or for those who would like to learn how to do so.
Teachers will learn more about the methodology involved in CLIL (Content and Language Integrated Learning) through practical demonstration, reflection and case scenarios, which encourage discussion and resolution of the most common dilemmas of bilingual education. Through interactive and engaging activities participants will learn how to focus on both language and content goals, boost motivation, establish rules, provide clear instructions, monitor, develop rapport and incorporate communicative pair, group and teamwork into P.E. lessons.
In addition, the course will include a discussion of what exactly a Flipped Classroom is and how this new teaching method can be put to use. Teachers will also become more familiar with Project and Task-Based Learning. Finally, assessment and evaluation will be addressed: What, when and how to evaluate both content and language in immersion scenarios.
Concept by: Petra Candida Mundy
The course will help the participants to understand how to:
- Manage bilingual classes by effectively implementing CLIL methodology;
- Deliver high-level content with low-level English language skills
- Give clear instructions, organize pair and group work, and develop positive relationships; when English is not the preferred language.
- Motivate learners to communicate through English whilst taking part in sporting activities
- Organize and plan for a Flipped Classroom experience;
- Assess students on physical, emotional and language skills and provide fair and meaningful feedback
Day 1 – Course introduction & “what is CLIL?”
- Introduction to the course, the school, and the external week activities.
- Icebreaker activities using drama for trust and ensemble building.
- Identification of needs and goals for each participant and relevant populations.
- Presentations of the participants’ schools.
“What is CLIL?”
- What is CLIL? Getting to know each other and our teaching situations;
- Quiz: Sport-related vocabulary and terminology;
- P.E. warm-up and cool-down activities;
Day 2 – Practice makes perfect
- Progress through making mistakes;
- Giving instructions in P.E. lessons;
- P.E. games that develop communication.
Day 3 – Assessment & evaluation
- Assessment and evaluation in CLIL;
- Grading your language to your learners’ level;
- P.E: collaboration versus competition.
Day 4 – Problem solving
- Problem-solving in the bilingual classroom;
- Case scenarios;
- P.E. Activities for individual, pair, group and team work.
Day 5 – Task-based learning
- Task-based learning;
- Practical lesson planning;
- Micro – teaching;
Day 6 – Course closure & excursion
- Course evaluation: round up of acquired competences, feedback, and discussion;
- Awarding of the course Certificate of Attendance.
- Excursion and other external cultural activities.
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.
If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.
The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.