Over the last weeks I have been tipping on the importance of evaluating others' work, even if it is only for inspiration, as well as the essential part planning plays when drafting eprojects that focus on CLIL.
I have also shared the alligned goal-oriented work some of my students at URJC have been doing, as part of their Master's Degree on the use of ICT and Web Resources for Primary Bilingual Education, and how I have fostered their content curation skills.
After setting up the triggering scenario, I have next asked my target audience to create a basic prototype of what information, topics and activities they would like to include in their own CLIL eproject.
It is extremely important to emphasize, and not to forget that a prototype is a first approach to the eproject they are bound to put into practice when they become in-service teachers, so when surfing their final products, please take it for granted that this first approach is not definite.
When one prototypes, one does it so as to reflect on it, receive feedback and later enrich it. That is why sensibility, coherence, but also speed and flow are a must. Any prototype design should adapt to change, improving and redoing in a matter of secs.
Google Docs is a neat tool to craft a mission of this type, but my target audience are free to use any other tool as long as it can be posted online for peers to visit and evaluate. Peer-to-peer evaluation is the basics of it all at this stage of a PBL approach and it should be slightly guided.
It is essential that feedback contributes to peers' being able to further improve their prototypes, so evaluators should act as mentors and assess on the basis of a set of criteria and items, a rubric, a checklist, a set of questions and so forth, to be read before they even begin to prototype the eproject (provide them in advance), for prior knowledge:
1. Learning goals
Does the prototype of the CLIL eproject have clear, motivating, realistic learning goals?
2. Language Content/Communication
Is the outline solid? Does the prototype show clear examples of what will be developed in the eproject? Is it based on analysis, curation and investigation? If so, to what extent?
Does the outline take methodological aspects into account? Are those aspects well structured? Does the prototype focus on lesson timing, key competencies, resources, ICT challenges and a good schedule of activities?
4. Assessment tools and criteria
Does the prototype include clear, coherent and realistic assessment criteria and tools, which match the learning goals?
5. Dissemination means
Right, so here we are, after having searched for inspiring work and having assessed it; after having curated content for a potential CLIL eproject; after having planned and prototyped our e-project.
Now, what is next?
Pitching the protoype for other peers to know, love and want to join it.
Here you are the final video pitches that my 2016 pre-service URJC teachers have come up with. Please watch, enjoy and connect by commenting!
Consider getting in touch with them through their portfolios for further information and maybe joining their CLIL projects if that is your area of interest.