Incontro di Formazione

 Incontro di Formazione 09/03/2026

Link 

https://padlet.com/caledoniantrue/docenti-nell-era-dell-ai-osc7eswrjqy95vyu

https://read.bookcreator.com/MZDwAsJb3FWMrHtU1Y8XE5UYAO22/EXWLDzJUSiKOk7MCkosnxA

https://gamma.app/docs/Intelligenza-Artificiale-a-Scuola-7xncknznm6a3r3v

Incontro 13

                                          Incontro 13

https://infograph.venngage.com/

ECCO Error Correction Code

Growing mindset 

https://youtu.be/KUWn_TJTrnU?si=otz_rAUb-PG4_qOq

................................

                                            PADLET

https://padlet.com/estest7/our-learning-diaries-clil-settore1-95l4zegx11u4

..........................................................

CLIL and GAMIFICATION

SCRATCH

Punti di forza e punti di debolezza del CLIL 

Siti interessanti

https://ed.ted.com/lessons.html?sort=featured-position

https://teachflix.org/elementary/

....................................................

Owen and Mzee "The True Story of a Remarkable Friendship"

https://reptilis.net/2008/02/09/owen-and-mzee/

https://youtu.be/KV9hXNh_3OE?si=uxLk24zx-sT46BFf

https://youtu.be/hKfNU9Dv7XA?si=ENb045E5nPphQmEz

...................................

Punti di forza e punti di debolezza del CLIL

Punti di forza del CLIL 👍	Punti di debolezza del CLIL  👎
Sviluppa fluidità e vocabolario Libertà di essere creativi Divertente e interessante Ambiente di apprendimento coinvolgente Più interessante dell'inglese generale Opportunamente impegnativo	Esigente in termini di tempo di preparazione Aule funzionali essenziali Non sostituisce le lezioni di inglese generale Nessun progetto fisso da seguire Materiale disponibile I risultati richiedono tempo, i progressi non sono sempre evidenti

 

Strumenti online

Online Tools A I

http://www.classtools.net/

Qwikslide

Venn Diagram

Image Reveal

------------------------
https://www.teach-nology.com/

https://www.teach-nology.com/web_tools/work_sheets/

https://www.teach-nology.com/web_tools/

................................................................


A I

https://app.twee.com/

https://lesson-plan-generator.vercel.app/

https://toolbaz.com/                                https://app.schoolai.com/                      https://app.steve.ai/dashboard

https://originality.ai/blog/ai-prompt-generator

Disegnare https://strumentiperdocenti.blogspot.com/search/label/Disegnare

Lezioni CLIL

https://clilstore.eu/clilstore/clilstore_ing.php

Lesson Plans

CLIL 

SCIENCE

Primary School

---------------------Materiali e Risorse 

Pearson pag. 11 

Zanichelli

Loescher 

Raffaello

Guida Arte

CLIL Excellence

https://www.activityvillage.co.uk/

Siti creativi

https://www.languageisavirus.com/

https://piclits.com/piclit/457/


Blog https://www.blogger.com

Pubblicare online
http://www.calameo.com/books/000118407e2b71a5112ba

Podcast 

https://vocaroo.com/ (Registrazioni immediate' carica audio file)

https://creators.spotify.com/ (creare un account)

https://open.spotify.com/episode/1PfnjTOdNyPeOq4lJWC2Hg?si=YiwdPx4iQhabvnlJhlqvqA

https://speechma.com/ (possibilità di fare registrazioni con scelta di voci e lingue)

https://creators.spotify.com/pod/show/true-caledonian/episodes/Storytelling-e2tkq39

Reading Materials

• Reading Materials – Sara Davila
• https://www.freechildrenstories.com/
• https://www.bookbotkids.com/free-books-for-kids?unit=Unit+1

Sito Web

https://sites.google.com/site/estest7/basic-english

https://www.calameo.com/accounts/118407

Siti Vari

https://ed.ted.com/lessons.html?sort=featured-position

https://teachflix.org/elementary/

https://nearpod.com/

https://kids.nationalgeographic.com/

Incontro 12

 Incontro 12

Alcune riflessioni sul corso

Le 6 C dell'istruzione

Osservazione critica dei percorsi proposti

Le novità più recenti 

Reading Strategies

Lesson 1 2

Extensive Reading

Test d'uscita (fotocopia)

Le 6 C dell'istruzione

Osservazione critica dei percorsi proposti

Elaborati Corsisti

Strategie per migliorare

https://www.onestopenglish.com/children/clil/lessons

Risorse online

CLIL per tutti. Riparte la formazione sulla metodologia CLIL

Gruppo Editoriale La Scuola

.............................................

What is Extensive Reading?

• Read for fun. Read things that are interesting.
• Students choose what to read. 
• Read books with the right level.
• Read different types of books. 
• Do not use a dictionary while reading. 
• Read to understand the story, not every word.
• Read on your own.

• Reading Materials – Sara Davila
• https://www.freechildrenstories.com/
• https://www.bookbotkids.com/free-books-for-kids?unit=Unit+1

https://youtu.be/abN2aP_Dzd0?si=mOHmYTTHPE7a3RlT

https://www.youtube.com/@StorylineOnline

Incontro 11

 Incontro 11

CLIL and STEM STEAM 

Stem activities

Coding e Tinkering 

https://www.gaiaedizioni.it/public/flipbook/voce_terra_piu/tecno/index.html#p=87  da pagina 73

Engagement Strategies

Simulation

https://www.mindler.com/blog/simulation-based-learning/

Experiment

https://serc.carleton.edu/sp/library/experiments/what.html

Song 

https://blog.flocabulary.com/8-engaging-ways-to-incorporate-music-in-your-classroom/

Task 

1. Pianificare un'unità CLIL (Percorsi p.5-6)

2. Tipi di attività: alcuni esempi

CLIL SCIENCE

Primary School

---------------------Materiali e Risorse 

Pearson pag. 11 

Zanichelli

Loescher 

Raffaello

Guida Arte

wordpress.com/materiali/

CLIL Excellence

https://www.activityvillage.co.uk/

----------------------

                                                 AI

https://toolbaz.com/

https://app.schoolai.com/

https://app.steve.ai/dashboard

Incontro 10

  Incontro 10

Integrazione di strumenti digitali nelle lezioni CLIL

Uso di Padlet
Risorse online e piattaforme educative
Creazione di progetti digitali CLIL

Engagement Strategies:

Mirror

Rate it 

Response cards

AI and CLIL 

Prompts

Mirror

Mind mirror activities enable language teachers to integrate target language objectives with the development of critical thinking skills. According to Facione (2007), critical thinking is defined in terms of six cognitive skills: interpretation, analysis, evaluation, inference, explanation, and self-regulation. These activities focus on three key cognitive skills:

Interpretation: Students comprehend and express meaning based on experiences, situations, data, and beliefs. They categorize key elements from a story and apply them to create a visual representation of a character’s perspective in a mind mirror project.


Inference: Learners draw conclusions based on evidence and reasoning. In mind mirror projects, students clarify the connection between key elements and character identity.


Self-regulation: Students monitor and improve their critical thinking skills throughout the project, becoming more self-aware, confident, and autonomous critical thinkers2. Mind mirror activities provide a valuable tool for language teachers to foster these essential cognitive abilities in their students.

                                              Rate IT

https://www.teachinginprogress.com/2015/01/do-you-understand-umm-i-think-so.html?m=1

Response cards

Response cards are a valuable teaching tool that can enhance student engagement and participation. They are typically used in various educational settings, including language classrooms. Here’s how they work:

1. Purpose: Response cards serve as a quick and interactive way for students to provide answers, opinions, or feedback during a lesson. They encourage active participation and help teachers gauge student understanding.

2. Implementation:

   • Preparation: Teachers create a set of response cards (usually index cards or small pieces of paper) with different prompts or options. These prompts can be related to vocabulary, grammar, comprehension, or any other topic.
   • Distribution: Each student receives a response card at the beginning of the lesson.
   • Prompting: When the teacher asks a question or presents a prompt, students hold up their response cards to indicate their answer. For example:
     • If the teacher asks, “What’s the opposite of ‘happy’?” students can hold up cards with “sad” written on them.
     • If discussing a story, students can hold up cards with symbols (e.g., thumbs up for liking a character, thumbs down for disliking, or a question mark for confusion).
   • Variety: Teachers can use different types of response cards (e.g., multiple-choice options, true/false statements, or open-ended prompts).

3. Benefits:

   • Engagement: Students actively participate and feel involved in the lesson.
   • Assessment: Teachers can quickly assess student understanding and adjust instruction accordingly.
   • Variety: Response cards add variety to classroom interactions and break the monotony of traditional Q&A sessions.
   • Inclusivity: All students have an equal opportunity to respond, regardless of their comfort level speaking aloud.

4. Adaptation:

• Language Learning: In language classes, response cards can be used for vocabulary drills, grammar exercises, or discussion prompts.
• Content Areas: They are also effective in other subjects (e.g., math, science, history) to reinforce concepts.
• Digital Tools: Virtual classrooms can use digital response tools (e.g., polling apps) for the same purpose.

https://quizlet.com/786273220/pstmls-week-8-flash-cards/

---------------------------

  Lesson

Engage

https://www.classtools.net/reveal/202501-95kRaH

Scaffolding

Photocopy Wordsearch

Explore/Explain 

PPT

Elaborate

IT IS YOUR TURN 

Evaluate

My prompt

you are an EFL teacher, you need to prepare a CLIL lesson about St. Valentine day level of English B1 with activities and assessment use the 5E methodology

Certainly! Here's a sample CLIL lesson plan about St. Valentine's Day using the 5E methodology for an English language class at level B1:

**Topic: St. Valentine's Day**

**Level: B1**

**1. Engage:**

- Show pictures related to St. Valentine's Day and ask students what they know about the celebration. 

- Discuss the history and origin of St. Valentine's Day briefly.

- Engage students in a short conversation about the importance of love and friendship in their lives.

**2. Explore:**

- Provide students with a reading passage about the history and customs of St. Valentine's Day.

- Ask students to work in pairs or small groups to discuss the main ideas and share their thoughts on the topic.

- Have a class discussion to explore different perspectives on the celebration.

**3. Explain:**

- Introduce key vocabulary related to St. Valentine's Day such as "romance," "heartfelt," "affection," etc.

- Explain the cultural significance of the holiday and its traditions.

- Provide examples and explanations to ensure students understand the context.

**4. Elaborate:**

- Divide students into groups and assign them a task to create a short presentation about St. Valentine's Day customs in different countries.

- Encourage creativity and research to enrich their understanding of the topic.

- Allow groups to present their findings to the class and engage in discussions.

**5. Evaluate:**

- Assessment Task: Ask students to write a short essay reflecting on the importance of love and relationships in their lives, connecting it to the theme of St. Valentine's Day.

- Assessment Criteria: Language accuracy, coherence, relevance to the topic, and critical thinking skills.

- Provide feedback to students on their essays and discuss ways to improve their writing.

By using the 5E methodology, students will be actively engaged in the learning process and have the opportunity to explore, explain, elaborate, and evaluate their understanding of St. Valentine's Day in a meaningful way.

------------------

Task 1: visit this https://padlet.com/estest7/techno-clil-evo-2017-esterlato-qypixv27jhax

Task 2: https://padlet.com/estest7/our-learning-diaries-clil-settore-2-mwksyea2swj8

Task 3: Crea un Padlet da usare come Learning Diary, crea 2 post nei quali riassumerai brevemente qualche incontro, copiando i link usati e testati

 

https://padlet.com/

AI and CLIL

Prompting

AI prompting refers to the process of interacting with an artificial intelligence (AI) system by providing specific instructions or queries to achieve a desired outcome.

https://www.oneusefulthing.org/p/a-guide-to-prompting-ai-for-what

https://originality.ai/blog/ai-prompt-generator

Proviamo un nuovo tool

https://magictool.ai/chrome/signedin/

Incontro 9

Incontro 9

Lesson Plans (PPP-5E)

Lapbooks

Instructional Models

Planning and observation checklist

Mind Maps

Concept Maps

Inclusion

CAA, comunicazione aumentativa alternativa

--------------

PPP

---------------------------------

5E Model

http://www.recsam.edu.my/images/everything/OnlineLearning/Science/2020_Science_Gen_5E%20Instructional%20Model.pdf

------------------

Engage

  Meme: Leaving before she gets deported!

Scaffolding

Vocabulary: symbol, iron, copper, torch, tablet, robe foot, chain, oxidation, crates, ties, riveted, sheets

https://www.kidsacademy.mobi/printables/statue-of-liberty/

..........................

Explore(jigsaw)

Set 1: The Statue's Origins- Set 2: The Construction- Set 3: The Design and Symbolism- Set 4: Moving and Assembling- Set 5: Interesting Facts

Jigsaw: Who knows (who-when-what.....?)

Questions: 

1. Who gave the Statue of Liberty to the USA? 
2. Where was the Statue of Liberty made?
3. Who designed the steel frame for the statue? 
4. What does the torch in the statue's hand symbolize? 
5. What is written on the tablet hold by the statue?
6. When was the statue's opening ceremony? 
7. What material is the statue made of? 
8. How did the statue arrive to the USA?
9. How tall is the statue? 
10. Why is the statue green?

Explain

https://kids.nationalgeographic.com/history/article/statue-of-liberty

https://learnbright.org/lessons/social-studies/statue-of-liberty/ (video)

https://www.britannica.com/quiz/statue-of-liberty-quiz

.......................

Elaborate

Who was the lady behind the statue of Liberty?

1-WebQuest (photocopy)

2-Reading Daily Mail Article

3- craft activity 

https://www.deepspacesparkle.com/lady-liberty-art-lesson/

https://3boysandadog.com/statue-of-liberty-craft-ideas/

.........

Evaluate

Rubric

---------------------------

Now it is your turn to evaluate!

Planning and observation checklist (rate today's lesson)

https://www.calameo.com/read/006963722107516ca6aea

Inclusione

Tutorial quaderno CAA, comunicazione aumentativa alternativa

Creare tabelle di comunicazione con Google Presentazioni

https://arasaac.org/

https://online-voice-recorder.com/

--------------------------

https://www.aichatting.net/

Mind Map:
- A mind map is a visual diagram that represents words, ideas, tasks, or other items linked to and arranged around a central key word or idea.
- It is typically more organic and free-flowing, with branches radiating outwards from the center.
- Mind maps are often used for brainstorming, note-taking, organizing thoughts, and creative problem-solving.
- They can include images, colors, and symbols to enhance understanding and creativity.

Concept Map:
- A concept map is a structured diagram that shows the relationships between concepts or ideas.
- It usually consists of nodes (representing concepts) connected by labelled lines that show the relationship between the concepts.
- Concept maps are more hierarchical and structured compared to mind maps, focusing on illustrating the connections and hierarchy between ideas.
- They are commonly used for organizing and representing knowledge, understanding complex systems, and aiding in learning and comprehension.

In summary, while mind maps are more visual and free-form, concept maps are more structured and focused on illustrating relationships and hierarchies between concepts. Both tools can be useful in different contexts depending on the purpose and type of information being organized.

AI Mind Map Maker - Generate & Organize Ideas in 3s

https://monica.im/en/tools/ai-mind-map-maker?id=8meW31AmurlhO9FOdhUOj

https://app.algoreducation.com/login

---------------------

Lapbooks

https://www.homeschoolshare.com/how-to-make-lapbook/

https://www.teacherspayteachers.com/Product/Statue-of-Liberty-Lapbook-571010

https://www.homeschoolshare.com/wp-content/uploads/2021/10/statue-of-liberty-lapbook.pdf

Task 1: visit https://kidsdiscover.com/free-lesson-plans/tg-statue-liberty/-and  https://learnbright.org/lessons/social-studies/statue-of-liberty/  decide the use and grade

Task 2: observation of Framework for teachers 

https://www.teachingenglish.org.uk/sites/teacheng/files/CPD_framework_for_teachers_WEB.PDF

Resources

https://clilteacher.altervista.org/materials-lapbook/

https://issuu.com/raffaelloeditrice/docs/clil_first_level

https://englishprimaryteacher.wordpress.com/2017/11/25/activities-for-the-art-class/

 https://www.symbaloo.com/library?q=CLIL