OUTPUT 4
The fourth and final output will consist in online pedagogical video guides for teacher training and course support. Here, the key figures in CLIL who participate in this project will provide key tips based on the outcomes of this project for teachers, students, teacher trainers, parents, and authorities to contribute to making CLIL accessible to all. These clips will build on the previous three phases of the project and address key questions which have arisen during the development of the project and which coincide with questions, which are recurrent at present within the CLIL debate.
The video guides will contribute to shedding light on the issue of diversity in CLIL and will also contribute to debunking a series of common myths which are currently proliferating around CLIL and which could demotivate participating teachers and misguide the CLIL implementation process. They will therefore contribute to setting the record straight on this issue by offering empirical evidence and tried-and-tested techniques delivered directly by the key figures in the field.
ADiBE Video Guide 1: What does ADiBE understand by diversity?
ADiBE Video Guide 2: The ADiBE Principles
ADiBE Video Guide 3: How can I (the teacher) cope with the extra work involved in catering to diversity?
ADiBE Video Guide 4: What can we learn from student views about learner diversity in CLIL?
ADiBE Video Guide 5: How does CLIL help content teachers become more aware of diversity?
ADiBE Video Guide 6: Is CLIL elitist?
ADiBE Video Guide 7: Why are both equality and equity important in CLIL?
ADiBE Video Guide 8: How can we adapt tasks to encourage speaking in the CLIL Classroom?
ADiBE Video Guide 9: How can feedback best support the progress of diverse learners?
ADiBE Video Guide 10: How can diversity be addressed through collaborative learning?
ADiBE Video Guide 11: What is translanguaging and how can it be used to cater to diversity?
ADiBE Video Guide 12: How does translanguaging work in a multilingual CLIL classroom?
ADiBE Video Guide 13: How can we enable diverse students to become more autonomous learners?
ADiBE Video Guide 14: What are strategies for organising group work in CLIL classrooms?
ADiBE Video Guide 15: How can we ensure that assessment takes account of diverse learner needs?
ADiBE Video Guide 16: How can text-heavy materials become multimodal resources for CLIL learners?
ADiBE Video Guide 17: How can differentiated scaffolding be set up for CLIL students?
ADiBE Video Guide 18: How can I cope with students who have different levels of the target language (e.g., due to different amounts of experience in CLIL programs)?
ADiBE Video Guide 19: Why we need to rethink task design to address diversity in CLIL classrooms.
ADiBE Video Guide 20: How can teachers support CLIL learners in developing subject literacies?