Subject Name

Classroom Material: Design, Creation and Development

Study

Máster Universitario en Educación Bilingüe
ECTS Credits
6
Year and four month period
First year, second four month period
Type of subject Obligatoria

Presentation

This subject is designed to help teachers incorporate new technologies into their bilingual classrooms. Whether you are a technological expert or a first time user of ICT (Information and Communication Technologies), the different sections presented within aim to show you how you can take advantage of these new tools to create more interactive and motivating activities for your learning environment. If education is to evolve with the times, teachers must also evolve and adapt to the way students want and need to learn.

As you have already learnt about CLIL in a previous class, the main purpose of this subject will be to provide general guidelines in order for you to use ICT to complement your CLIL classes. There is some theory that needs to be assimilated in order to fully understand what is really meant by innovative use of technologies, but the weight of the subject will be practical.

Most of the following units follow a similar format by providing ideas for the adaptation of ICT resources which will allow for the development of the students’ skills and competences, both as ICT users and as bilingual content learners. The objective is to offer an array of possibilities and resources to make your classes effective, interesting and motivating.

ICT is a flexible tool that can support different language inputs, allow for more hours of exposure to the target language, open up cross-cultural communication and widen social interaction. It caters to a wide range of learning styles and fosters constant engagement, whatever your content may be. You will soon appreciate how ICT offers dynamic opportunities for effective and creative interaction in the CLIL classroom.

Competences

Basic competences

  • BC6. Achieve and understand the knowledge that provides a base and an opportunity to be original in the development and implementation of the ideas, often in a research context.
  • BC7. That the students are able to apply the knowledge acquired and their ability to solve the problems in new or not very well known environments among wider contexts (or multidisciplinary) related to their field of study.
  • BC8. That the students are able to integrate knowledge and face the complexity of judging from an information, that being incomplete or limited, includes reflections about the social and ethic responsibilities linked to the application of their knowledge and judgements.
  • BC9. That the students know how to communicate their conclusions and knowledge and reasons that support them to specialized and non-specialized audiences in a clear and unequivocal way.
  • BC10. That the students have the abilities to learn that allow them to continue studying in such a way that will be self-directed or self-sufficient.

General competences

  • GC1. Know the specific problems of teaching in a foreign language both linguistically and culturally, in an environment of bilingual education.
  • GC2. Develop skills to promote an atmosphere that ease learning and interaction among students.
  • GC3. Transmit social and cultural values in accordance with the multilingual and multicultural context.
  • GC5. Understand the effectiveness and necessity of promoting the integrated teaching of a foreign language and the own contents of the non-linguistic discipline.
  • GC6. Analyze critically the performance of teaching work and good practices using assessment models and quality indicators.
  • GC7. Understand and reflect on the impact of ICT on the society and culture of students.
  • GC8. Be competent users of L2 in all the skills necessary for teaching.

Specific competences

  • SC1. Teach a non-linguistic subject in their area of expertise through English.
  • SC2. Design an integrated curriculum in their area of expertise with linguistic contents.
  • SC3. Create and adapt learning materials for bilingual education considering the educational level of students according to the CEFR.
  • SC4. Develop, plan and guideline the contents of discipline in bilingual environments according to the formal format CLIL Module.
  • SC5. Design and develop educational activities based on CLIL methodology.
  • SC7. Add new teaching strategies and new information technologies to bilingual education for the design of new learning environments in the classroom.
  • SC11. Develop and implement teaching methodologies adapted to the diversity of students in a bilingual environment.
  • SC12. Be able to foster the application of different techniques and procedures to develop the students’ abilities.
  • SC13. Know and apply the advantages of the communicative approach and task-based learning for linguistic interaction in two languages.
  • SC14. Integrate training in audiovisual and multimedia communication in the teaching and learning process.

Transversal competences

  • TC1. Analyze reflexively and criticize the most important issues of today's society for a coherent decision-making.
  • TC2. Identify new technologies as teaching tools for communication exchange in the development of processes of investigation and group learning.
  • TC3. Apply the knowledge and skills acquired by the studies to real cases and in an environment of workgroups in companies or organizations.
  • TC4. Acquire the ability to work independently, promoting the organization and encouraging independent learning.

Program

Unit 1. Teaching in the 21st century: ICT in the bilingual classroom

Teaching in the 21st Century
Digital literacy
E-learning
Developing your Personal Learning Network

Unit 2. ICT and CLIL: the need to adapt

Elements and design of a CLIL unit
Why adapt materials?
How to adapt materials

Unit 3. Social Media

Types of social media and their uses
Pros and cons of connectivity in the classroom
Examples of classroom activities

Unit 4. Gamification and CLIL: playing for learning

What is gamification?
Gaming in the classroom
Vocabulary learning and games

Unit 5. Gamification and CLIL: games

Popular classroom games
Design your own games
Student-designed games

Unit 6. Working on communication: connect your classroom

Language skills: reading, writing, speaking and listening
Advantages of connecting: flipped classrooms
Connecting inwards: content sharing

Unit 7. Working on communication: connecting outwards

Sharing culture
Connecting outwards
Parents and community

Unit 8. Computational thinking: from robotics to programming

What is Computational Thinking?
(Pre) Programming
Robotics
App design and Hackathons

Unit 9. Imaging and videos: a picture speaks a thousand words

Visual technologies and content
Tablets and iPads
Green screen and Stop motion
Teaching through videos
Augmented and virtual reality

Unit 10. Content: presenting and sharing

Showing cognition
Presentations and infographics
Surveys

Unit 11. Improving language skills with ICT

Corpora and AWE
Improving writing skills
Online dictionaries: Student toolkit

Unit 12. Responsible ICT use

Limiting use
Types of shareable content
Getting copyright free resources
Plagiarism
Fact checking

Unit 13. Implanting ICT in education

Possible difficulties
Teacher attitude and belief system
Teacher Toolkit
Closing remarks

Methodology

Metodología

The different tasks and activities programmed during the semester have been developed with the goal of adapting the learning process to the different capabilities, necessities and interests of the students.

The activities included in the subject are:

  • Work. These are activities of different types: reflection, case analysis, practice, etc.
  • Participation in events. Events are scheduled every week of the semester: virtual face-to-face sessions, discussion forums, tests.
  • Reading commentary. This is a very specific type of activity that consists in the analysis of texts of articles by expert authors in different units of the subject.

In the weekly program you can find the specific tasks you need to complete in this subject.
Descarga el pdf de la programación

These activities are combined with the following aspects:

  • Personal Study
  • Tutoring. The tutoring class can be implemented through different tools and means. During the course of the subject, the teacher-tutor plans the individual tutoring on specific days for the resolution of academic-oriented doubts through “Consultation sessions”. Supplementing these sessions, students have also available the “Ask your teacher” forum through which they can formulate questions and check the corresponding answers on general aspects of the subject.  Due to the very nature of the media used, there are no fixed schedules for the students.
  • Mandatory on-site final exam.

 

You can personalize your study plan choosing the type of activity that best matches your profile. The tutor will advise you and help you elaborate your study plan. S/he will always be available to guide throughout the course.

Bibliography

Basic bibliography

The section Basic Bibliography is essential for the course. If any document (reading, article,…) is not available in the virtual classroom, you will have to find it by other means: UNIR bookshop, virtual library…

The necessary texts for the study of this subject had been elaborated by UNIR and are available in a digital format for consultation, download and print in the virtual classroom.

Beadle, S., & Scott, D. (2014). Improving the effectiveness of language learning: CLIL and computer assisted language learning. London: ICF Consulting Limited

Carrió-Pastor, M. L. (2009). Content and Language Integrated Learning: Cultural Diversity. Peter Lang.

Case, A. (2012). Advantages and disadvantages of using authentic texts in class. UsingEnglish.com. Retrieved from: www.usingenglish.com

Coyle, D., Hood, P. & Marsh D. (2010). The CLIL Tool Kit: Transforming theory into practice. In Authors, CLIL: Content and Language Integrated Learning (pp. 48-73). Cambridge: Cambridge University Press.

Fernandez, A. (2006). The design of ICT materials for L2 teaching. State of the art. Interlingüistica, 17, 333-344. Retrieved from: http://dialnet.unirioja.es/servlet/articulo?codigo=2317203

Gee, J. P. (2008).Learning and Games. In K. Salen (ed.), The Ecology of Games: Connecting Youth, Games, and Learning (pp. 21-40). Foundation Series on Digital Media and Learning. Cambridge, MA: The MIT Press.

Marsh, D., Mehisto, P., Wolff, D. & Frigols, M. J. (2011). European Framework for CLIL Teacher Education. Graz: European Centre for Modern Languages of the Council of Europe.

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evaluación

Evaluation and assessment

The evaluation system is based on the following numerical chart:

0 - 4, 9

Suspenso

(SS)

5,0 - 6,9

Aprobado

(AP)

7,0 - 8,9

Notable

(NT)

9,0 - 10

Sobresaliente

(SB)

The grade is made up of two components:

calificación

On-site final exam (60 %). At the end of the semester, you need to assist a mandatory on-site final exam. You need to pass the final exam so the grade obtained from the assignments (continuous assessment) is summed up to the final grade of the subject. 

Continuous assessment (40 %): this type of assessment will be measured through the different assignments you need to complete during the course:

    • Active participation and involvement in forums, online classes.
    • Tasks. The completion of the different activities the students need to send through our virtual classroom such as research, critical thinking, practice cases.
    • Self-evaluation tests. At the end of each unit, students will find a short quiz which will help the students to check the knowledge acquired during the course.

Remember that you can check the points (value) of each assignment in the weekly program.

Take into account that the sum of the grades of the assignments included in the continuous assessment is 6 points. You can do as many as you want to until a maximum grade of 4 points (which is the maximum grade you will be obtaining in the continuous assessment)In the weekly program, you can find the grade of each assignment. .

Assessment method
Min. Score
Max. Score
Participation in forums, classes, etc.
0%
10%
Task, practice cases and activities
10%
40%
Self-evaluation test
0%
10%
On-site final exam
60%
60%

 

Bear in mind…
That if you decide to only take the final exam, you will need to have 5 points out of 6 to pass the subject.

Tips

Orientación para el estudio

Studying online means you can organize your study as you wish, as long as you meet the due dates of the different assignments (activities, tasks and tests). In order to help you, we propose the following steps:

  1. From our online platform you will have access to each of the subjects you are enrolled. Apart from this, the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting). In this section, you have available all the documents on how to use the different tools included in the virtual classroom, how a subject is organized and you will also have the possibility to organize your study plan with the tutor.
  2. Do not forget to check the weekly program. You will see which part of the content of the course you have to work on every week.
  3. After knowing your work for the week, go to Temas in your virtual classroom. There, you will have access to the study material (theory and practice) from the unit you need to study throughout the week.
  4. Start by reading the Key ideas of each unit, there you will find the specific study material and it will help you understand the most important points of the unit. Afterwards, check out the sections Specially Recommended and More Information where you will find more resources in order to deepen on the topic of the unit. .
  5. Devote some time to the practical cases and tasks in the subject (assignments and test). Remember that in your weekly program you find all the information related to the schedule for each assignment and the maximum grade you can obtain in each of them.
  6. We strongly recommend you to participate in the Events of the course (online classes, forums….). To know the precise schedule of the events, you need to check the communications tools in the virtual platform. Your teacher and tutor will inform you on the updates of the course.
In the virtual classroom of Lo que necesitas saber antes de empezar (All you need to know before starting) you will always find available information on the structure of the units and information on their sections

Remember that in Lo que necesitas saber antes de empezar (All you need to know before starting) you can check how the different tools of the virtual classroom work: email, forum, online classes, sending the tasks, etc.

Please, take into account the following tips…

  • Whatever you study plan is, go often to the virtual classroom so that you are always up to date about the course and you are in contact with your teacher and your tutor.
  • Remember you are not alone: send an email to your tutor if you have any doubt. If you attend the online classes, you can also ask your teacher about the contents of the unit. Also, you can always write your doubts and questions about  the contents in the Forum of each subject (Ask the teacher).
  • Be active and participate!  Whenever it is possible, attend the online classes and take part in the forums. The exchange of information, opinions, ideas and resources enrich us and the course.
  • And, remember, you are studying online: your effort and perseverance are the key element to obtain good results. Don’t leave everything to the last minute!!!