Clil Reflective Essay Sample

During the school year 2014/2015, I have practised the Clil module in the Vth C class of the Human Sciences High School, for a total of 22 hours of lessons. I followed in most parts the project module and my internship was splitted into two parts: one of 11 hours, (from module 1 to 9), the second of 10 hours, (from 10 to 12). Some differences that arose between the provisions and the achievements are due to several factors: first, I had not properly calculated the times, both for skim and corrections of the assigned works, which are activities at the base for an effective learning. Secondly, I have realized as well that proceeding by working without a reference text made the students often need scaffolding like reviews, summaries and further
As a result, having focused on the electrostatics within the Clil module, I had to play in a non-rigorous part on the electromagnetic field. It can be said that, in order to avoid too much “shock” to the students, who were already working to face a new teaching both for language and way, and due to the fact I was an internal member of the State exam I "partially adjusted" the program to the Clil. Hereafter, I noticed that the interactive learning has been essential to prepare the State exam
In the past school year, I have already realized that I have changed my own way of teaching in every class, mostly thanks to the attention of the student. The Italian school gives importance to skills, but I do not know how many people have clear in mind the radical change that involves a teaching actually focused on them. Just think of the assessment: for me, preparing evaluative folders for the Clil output was almost liberating, because I had, at last, the tools to make it clear to students that is not enough to store knowledge, (it doesn’t matter if a many or a few), because this is not a skill. My path of the Clil has just begun, and I am keeping on this year, trying to strengthen the students and my skills. Programming by skills would require to be able to break free from the constraints of a rigid program (but without coming to the other extreme, a drastic reduction of the content), to give importance to the growth of the student, his critical spirit, its autonomy. Moreover, the centrality of the student is an essential aspect of the Clil methodology; a centrality that can result in more strain for the teacher, and more insecurity for the student, but that is certainly worth