PPLI Annual Report 2020 - Flipbook - Page 34
“I found that some students were
interested in the topic of fair trade and this motivated them
to engage with the language. There were many weak
students in the class who do not engage with lessons
normally, but some of those seemed interested in some of
the fair-trade themes and participated because of this.
Others were not interested at all in either the topic or the
language element! Because of Covid 19 restrictions, the
students had no opportunity to work in pairs or groups, so
the lessons were not as interactive as I would have liked – I
had to rely a lot on ICT and worksheets which the
students did individually.”
Next Steps
•
Investigate increased accessibility and a blended approach that might work for
future cohorts, so that geography doesn’t prevent teachers from becoming involved.
•
Further upskilling opportunities in CLIL for teachers, including those who completed all stages of their
initial training
•
Resources review by teachers
•
Design, trial, and share new resources
•
Future CPD training role for CLIL teachers
•
CLIL Teacher Self-Evaluation Tool to be used as a reinforcement exercise
•
Expand Facebook group to encourage future collaboration and progress
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