27) Michele C. Guerrini on the use of images and arrows in a CLIL context

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CLIL For Teachers And Teams

Patrick De Boer

31 episodes

2 weeks ago

My name is Patrick and I am a CLIL teacher trainer, coach and maths teacher. In this podcast I'll share my thoughts, ideas and experiences on both CLIL training and teaching. Want to find it out more about CLIL or how I can help you become even better CLIL teachers or teams? You can find me at www.clilmedia.com. Enjoy!

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27) Michele C. Guerrini on the use of images and arrows in a CLIL context

CLIL For Teachers And Teams

1 hour 2 minutes 16 seconds

1 year ago

27) Michele C. Guerrini on the use of images and arrows in a CLIL context

What role do images play in a CLIL context? And how can you help students be aware of that to support their learning?

That is primarily what Michele and I talked about, but as always, we also talked about a lot of other things because we both just enjoy talking CLIL :).

About Michele C. Guerrini:

Michele C. Guerrini teaches at the Universidad de Alcalá de Henares Masters in TEFL, and develops CLIL science, geography and history projects for educational publishers. She is co-author of Learning Lab: Social Science (Santillana) and co-editor of CLIL across educational levels (Richmond). She is currently exploring A.I. tools for education. References mentioned in this episode:

Center for Advanced Research on Language Acquisition – Univ. of Minnesota Scaffolding techniques in CBI classrooms. (2004). ⁠http://carla.umn.edu/cobaltt/modules/strategies/scaffolding_techniques.pdf⁠

Cloud Community College. Revised Bloom’s Taxonomy Process Verbs, Assessments, and Questioning Strategies (n. d.). Based on Anderson, L. D. & Krathwohl, D. R. (2001). ⁠https://www.cloud.edu/Assets/pdfs/assessment/revised-blooms-chart.pdf⁠

Mayer, Richard. Multimedia Learning. 2nd edition. Cambridge, 2009. Mayer, R. and Moreno, R. (1998). A cognitive theory of multimedia learning: implications for design principles. ⁠http://esoluk.co.uk/calling/pdf/chi.pdf⁠

McTigue, E. and Croix, A. (2010). Visual Literacy in Science. Science Scope, 17-22. ⁠http://aholt.pbworks.com/f/VisualLiteracyinScience.pdf⁠

McTigue E. and Flowers, A. (2011). Science Visual Literacy: Learners’ Perceptions and Knowledge of diagrams. The Reading Teacher, 64(8), 578–589. DOI:10.1598/RT.64.8.3 ⁠http://reading763.pbworks.com/w/file/fetch/70643303/Science%20Visual%20Literacy.pdf⁠

Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro 21, 15-33. ⁠http://files.eric.ed.gov/fulltext/ED539729.pdf⁠

Nelson, J. and Olander, C. (2022). Meaning-making of arrows in a representation of the greenhouse effect. Journal of Biological Education, DOI: 10.1080/00219266.2021.2012229

Preston, C. (2018). Food webs: implications for instruction. The American Biology Teacher, 80(5), 331–338, ISSN 0002-7685. ⁠https://www.researchgate.net/publication/324568211_Food_Webs_Implications_for_Instruction⁠