Innovación docente e iniciación a la

investigación educativa en Lengua Extranjera (inglés)

October 2024-25

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02/12/2020
 Session 4

Educational Innovation and Introduction to Foreign

Language Educational Research

Sandra Moro Ramos

[email protected]

27/3/25
02/12/2020
Contents
UNIT 2. EDUCATIONAL INNOVATION. METHODOLOGIES,
RESOURCES AND ASSESSMENT

2.1. Innovative methodologies in ELT

2.1.1. Introduction
2.1.2. Competence-based learning
2.1.3. Problem-based learning
2.1.4. Design thinking
2.1.5. Thinking-based learning

2.2. The use of ICT in ELT

2.2.1. Web 2.0. CALL (computed assisted language learning)
2.2.2. Open educational resources (OER)
2.2.3. Language MOOCs
2.2.4. Mobile assisted language learning (MALL)
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Specific goals

• To analyse innovative projects and activities for English teaching and

learning.
Plan de estudios
• To know and apply innovative proposals in the English language classroom.

• To integrate training in audiovisual and multimedia communication in the

teaching-learning process.

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2.1. Innovative methodologies in ELT

Plan de estudios

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https://encuesta.com/survey/KdJejhAAwR/innovative-
Plan de estudios

methodologies-october-24-25

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Task-based language learning

Task-based learning (TBL) is an instructional approach in which learning

activities are structured around the completion of meaningful tasks.
Characteristics:

- Focus on real-life tasks Plan de estudios

- Communication-centered:
- Problem-solving orientation
- Student-centered approach
- Language as a tool
- Authentic materials
- Focus on meaningful communication
- Feedback and reflection
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Flipped learning

- In a flipped learning environment, students engage with instructional content

outside of the classroom, typically through pre-recorded lectures, videos,
readings, or online activities, prior to attending class sessions. Then, class time is
used for interactive, collaborative activities, discussions, problem-solving, and
deeper exploration of the material.

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2.1.2. Competence-based learning

- Competence-based learning is an approach to teaching and learning which is

used to develop specific skills.

- It’s an approach that focuses on the acquisition and demonstration of specific

competencies or skills rather than the completion of a predetermined curriculum.

- The emphasis is on what students can do with the knowledge and skills they
have acquired.

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Key features of competence-based learning include:

- Clear Learning Outcomes

- Flexible Progression

- Demonstration of Competence

- Personalized Learning

- Applied and Practical Learning

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LOMLOE. Royal Decrees

Royal Decree 217/2022, de 29th March, Royal decree243/2022, de 5th Abril,

establishing the organization and establishing the organization and
minimum curriculum of Secondary minimum curriculum of the Baccalaureate
Education

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LOMLOE. Key competences

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Competence-based learning methodology aligns closely with the principles of
LOMLOE (2020) in several key ways:

- Focus on Skills and Competencies: Both emphasize the importance of developing

skills and competencies in students rather than just transmitting knowledge.

- Flexible Learning Pathways: LOMLOE emphasizes flexibility in the educational

system. Competence-based learning methodologies often incorporate flexible
learning approaches.

- Assessment for Learning: LOMLOE advocates for assessment methods that focus
on evaluating students' competencies and skills rather than solely relying on
traditional testing of memorized facts. Similarly, competence-based learning
methodologies utilize various assessment tools and techniques, such as performance
assessments, portfolios, and project-based evaluations.

- Promotion of Lifelong Learning: Both aim to foster a culture of lifelong learning.

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2.1.3. Problem-based learning (PBL)

It’s a learner-focused pedagogy in which students learn about a subject

by solving an open-ended problem posed and designed by the teacher to reach
the lesson’s goals.

The PBL process leads to the improvement of skills and attributes such as
knowledge acquisition, critical thinking, teamwork and communication.

This methodology is centred on the student’s reflection and learner autonomy.

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Project-based learning (PBL)

- It’s a student-centered instructional approach where students work

collaboratively on an extended project that involves addressing complex
questions, solving real-world problems, or creating a tangible product.

- It has the same acronym as Problem-based learning (PBL).

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Problem-based learning vs. Project-based learning

Similarities Differences
• Authentic Learning Contexts: Both provide students Focus and Structure:
with opportunities to engage in authentic, real-world
contexts. • PBL typically revolves around solving a specific problem
• Student-Centered Approach: Both methodologies or addressing a challenge. Students identify the problem,
emphasize student autonomy and active participation in conduct research, and propose solutions.
the learning process. Students take ownership of their • PjBL involves the creation of a tangible product or
learning, fostering motivation and engagement. outcome. Students plan, execute, and present a project
• Collaborative Learning: Both promote collaboration related to a particular theme or topic.
among students. Learners work together to solve Timeframe and Scope:
problems or complete projects, developing teamwork and • PBL projects are often shorter in duration and more
communication skills. narrowly focused on addressing a specific problem.
• PjBL projects may span a longer timeframe and
encompass multiple tasks and activities leading to the
completion of a project.
Assessment Emphasis:
• In PBL, assessment is centered around the process of
problem-solving, critical thinking, and collaboration. The
focus is on the students' ability to apply knowledge and
skills to solve a real-world problem.
• In PjBL, assessment typically includes the evaluation of
the final project or product, along with reflections on the
learning process. The emphasis is on both the product
quality and the learning journey.

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2.1.4. Design thinking

Design thinking refers to creative techniques which are put into practice when
the process of designing takes place (Visser, 2006).

According to Razzouk and Schute (2012) Design thinking usually serves three
purposes:

- helping school administrators solve institution-based problems

- helping educators develop more creative lesson plans

- helping students develop design thinking skills

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Design thinking focuses on understanding the needs of users, generating
creative solutions, and testing and refining those solutions through prototyping.
The stages of DT are: Empathize, Define, Ideate, Prototype, Test and Implement.

Examples of how design thinking can be applied in EFL education:

- Designing a Language Learning App

- Creating Interactive Language Learning Materials

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2.1.5. Thinking-based learning (TBL)

- TBL in EFL education often focuses on Higher Order Thinking Skills (HOTS):
critical thinking, analysis, synthesis, evaluation, and application of knowledge.

- It aims to equip students with the skills they need to communicate effectively and
think critically.

- Routines that can help integrate TBL into EFL instruction:

Questioning Techniques
Think-Pair-Share
Journaling
Weekly Debates or Discussions
Weekly Projects
Literature Circles
Peer Feedback Sessions
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Other methodologies

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Gamification

Gamification involves applying game design principles and mechanics to non-

game contexts to motivate and engage learners.

Characteristics:

- Incorporation of Game Elements: Gamification doesn't necessarily involve

playing full-fledged games but integrates game-like elements into the learning
process.
- Progress Tracking: Learners can track their progress through visual indicators
like points, badges, or progress bars.
- Rewards and Recognition: Rewards such as badges or virtual currency are
often used to incentivize participation and achievement.
- Social Interaction: Gamification often includes social features like leaderboards
or collaborative challenges to foster competition or cooperation among learners.
- Flexibility: Gamified systems can be applied to various learning contexts and
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Examples in ESL:

- Duolingo
- Kahoot
- ClassDojo: While primarily designed for classroom management, ClassDojo
incorporates gamification elements to track ESL students' progress, participation,
and language development.

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Game-based learning

- Game-based learning involves using actual games, designed specifically for

educational purposes, to teach and reinforce learning objectives. These games
are often immersive and interactive, providing learners with hands-on
experiences.

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 Plan de estudios

https://es.educaplay.com/recursos-educativos/18423726-
innovative_methodologies.html

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Ideas for creating games

- Escape Rooms: Mobbyt, PowerPoint, Google Forms…

https://www.youtube.com/watch?v=jjKkmRdQ8ac
https://www.youtube.com/watch?v=uO8PKrlWTIM

- Crosswords, matching activities, Yes/No questions, etc.: Bookwidgets,

Eddpuzzle, Educaplay

- Quizzes: Google forms, Kahoot, Quizziz, Quizlet, Prezi, Genially

- Game-based learning/Gamification webs to review content: Eddpuzzle,

Educaplay, Kahoot, Lingoclip, Quizziz, Baamboozle, Padlet, Mobbyt, Wordwall,
Celebriti, TinyTap, Flocabualary, Arcademics
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2.2. The use of ICT in ELT

- The use of ICT in English Language Teaching (ELT) has revolutionized the way
languages are taught and learned.

- LOMLOE is competence-based, being “digital competence” one of the 8 Key

competences.

- Digital competence encompasses the knowledge, skills, and attitudes required to

effectively use digital technologies for various purposes, including communication,
collaboration, creativity, critical thinking, and problem-solving.

Prepares students for the demands of the digital age

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2.2.1. Web 2.0. CALL (computed assisted language learning)

- Dynamic and interactive online platforms

- User-centered approach

users collaborate, share information, and interact with

content in real-time

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- In the context of Computer-Assisted Language Learning (CALL), Web 2.0
technologies have significantly transformed language teaching and learning by
providing innovative tools and resources for language practice,
communication, and collaboration. Here are some examples of how Web 2.0
technologies are utilized in CALL:

Blogs: ESL Library Blog (https://blog.esllibrary.com/)

Wikis: English ESL Wiki (https://esl.wiki/en/start_page)
Social media: Facebook, Twitter, Instagram.
Collaborative Document Editing: Tools like Google Docs.
Online video platforms: YouTube, TikTok, TED-Ed, FluentU
Virtual Language Learning Communities: italki, HelloTalk

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Podcasting

Podcasting refers to the creation and distribution of digital audio or

video files over the internet for playback on portable media players
and personal computers.

How can podcasting be integrated into ESL instruction?

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Podcasting

How can podcasting be integrated into ESL instruction?

- Listening Practice
- Vocabulary Expansion
- Speaking Practice
- Cultural Understanding
- Critical Thinking and Discussion
- Language Production
- Authentic Materials
- Flexible Learning
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Blogging

A blog is a discussion website published on the World Wide Web which consists
of informal diary-style text entries or posts.

Blogging &ESL:

Popular ESL Blogs:

- language practice
Teach ESL Online
- creative expression
TESOL Blog
- authentic communication

- Foster critical and analytical thinking.

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Wikis

A wiki is a collaborative website whose content and structure can be changed by

users directly from the web browser.

Pedagogical considerations:

- Promote cooperative/collaborative learning and constructivism

- Foster collaboration
- Cultivate writing skills
- Promote peer feedback ESL Wikis:
- Foster research skills
https://esl.wiki/en/start

https://www.dokuwiki.org/dok
uinstall:esl.wiki

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Wikis

8 Ways to use wikis in the ESL classroom:

https://ontesol.com/blog/how-to-teach-english/technology-in-
the-esl-classroom/using-wikis-in-the-esl-classroom-part-2/

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Social networks

A social networking service or social media is an online platform where users

can build social networks with those who share similar personal or professional
interests, activities, backgrounds or real-life connections.

Features:

- user-generated content
- users connections
- instant messaging
- fosters socializing

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De Haro (2011) distinguishes two types of social networks:

- Horizontal social networks which provide completely open use, that is, the
user joins a network. Eg. Facebook.

- Vertical social networks which allow users to create independent networks

within the major one. Eg.Twiducate.

Table 1. Social Networks. Source: De Haro, J. J. (2011). Redes Sociales para la educación. Anaya Multimedia.

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Content curating with RSS

Content curation is the process of gathering information which is relevant to a

particular topic or area of interest.

Content curation & ESL teaching: ESL teachers can create dynamic and engaging
learning experiences that support language acquisition, cultural competence, and
critical thinking skills development. How?

- Authentic Materials Selection

- Language Skills Development Cultural Understanding
- Personalization and Differentiation
- Critical Thinking and Analysis
- Language Expansion and Enrichment
- Digital Literacy Skills

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Social bookmarking

Social bookmarking is a method of saving and organizing web pages, articles,

images, videos, and other online resources using social bookmarking websites or
platforms. Instead of saving bookmarks (or favorites) locally in a web browser,
users save them to an online account, where they can access them from any
device with internet access.

Eg.

- https://www.esl-lounge.com/student/reading.php

- https://learnenglish.britishcouncil.org/skills/listening

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Bookmark manager:

- Symbaloo.com

- Raindrop.io

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2.2.2. Open educational resources (OER)

Open educational resources (OER) are freely accessible, openly licensed text,
media, and other online assets that are useful for teaching, learning, and
assessing as well as for research purposes.

Eg. OER & ESL:

- ESL Brains

- British Council LearnEnglish

Eg. OER & Images:

- Unsplash

- Freepik
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2.2.3. Language MOOCs

A massive open online course (MOOC) is aimed at unlimited participation and

open access via the web (Kaplan and Haenlein, 2016).

Benefits:

- Accessibility
- Cost-effectiveness
- Flexibility
- Diverse Learning Resources
- Community Support

Eg.

- Coursera
- FutureLearn
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2.2.4. Mobile assisted language learning (MALL)

Mobile learning or m-learning is “learning across multiple contexts, through social

and content interactions, using personal electronic devices” (Crompton, 2013, p. 4).

Eg.

- Duolingo

- Rosetta Stone

- Babbel

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Hands-On Activity: Applying Innovative
Methodologies in ELT

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Time to work!

Back at 9:45 pm

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 27/3/25
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Prizes

https://www.instagram.com/reel/C5JAFcaOi2H/?igsh=MW1vOTc2NGJzaDZm
YQ%3D%3D

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Class Management Tips

https://www.instagram.com/reel/C4pRd7UR2di/?igsh=M2I1azdpbHdxa2gz

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 27/3/25
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Next session

• Session 5: 31/03/25

• Content Language Integrated Learning (CLIL) (2.3.)

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References

• De Haro, J. L. (2011). Redes sociales para la educación. Anaya Multimedia.

• Montaner-Villaba, S. (s.f). Educational Innovation and Introduction to Foreign

Language Educational Research [Unpublished manuscript] Universidad Internacional
de Valencia.
Plan de estudios
• Organic Law 3/2020, of 29th December, which amends Organic Law 2/2006, of 3 May,
on Education. Official State Gazette, no. 340, 30th December 2020.
https://www.boe.es/boe/dias/2020/12/30/pdfs/BOE-A-2020-17264.pdf

• Razzouk, R. and Shute, V. (2012). What is design thinking and why is it important?
Review of Educational Research, 82(3), pp. 330-348.

• Visser, W. (2006). The cognitive artifacts of designing. Lawrence Erlbaum Associates.

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Thank you

27/3/25
Innovación docente e iniciación a la
investigación educativa en Lengua Extranjera (inglés)

October 2024-25

31/03/25
02/12/2020
 Session 5

Educational Innovation and Introduction to Foreign

Language Educational Research

Sandra Moro Ramos

[email protected]

31/3/25
02/12/2020
Contents

UNIT 2. EDUCATIONAL INNOVATION. METHODOLOGIES,

RESOURCES AND ASSESSMENT

2.3. Content Language Integrated Learning (CLIL)

2.3.1. What is CLIL
2.3.2. Plurilingual education
2.3.3. Skills in the CLIL classroom
2.3.4. Planning and classroom-based assessment for CLIL
2.3.5. The use of ICT in the CLIL classroom

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Specific goals

• Understand the concept and significance of Content Language Integrated

Learning (CLIL) in language education.

• Explore the integration of language and learning skills within the CLIL
classroom context. Plan de estudios

• Learn effective strategies for planning CLIL lessons.

• Develop an understanding of assessment principles in CLIL.

• Familiarize with various online tools and resources for improving both
written and oral competences in CLIL.

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2.3. Content Language Integrated Learning (CLIL)

Plan de estudios

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Content + Language

Plan de estudios

Content + Language

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Content + Language

Content &
Language

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2.3.1. What is CLIL?

According to David Marsh

(1994) Content and Language
Integrated Learning (CLIL)
refers
Plan de estudios

to learning an additional
language (foreign or second)
through a content-based
subject or topic.

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 The European Commission
has recognized CLIL as an
important innovation in
education, particularly for
Plan de estudios

fostering plurilingualism
and enhancing language
learning opportunities for
students.

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 - Facilitates language
acquisition
Integrating language - Promotes a deeper
understanding of
learning with academic content
content-based -
Plan de estudios
Offers opportunities for
subjects such as Art, students to engage with
Music, or Science subjects in an additional
language
- Promotes inclusivity
- Empowers learners

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2.3.2. Plurilingual education

• Europe’s linguistic diversity.

Priority development and practice • The mobility of Europe’s citizens.
Results
of plurilingual education • Social cohesion.
• Accessible, quality education for all.

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 Percentage of
Plan de estudios
Europeans who speak
three or more languages
(Eurobarometer
‘Europeans and their
Languages’, 2012)

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Plurilingualism vs. Multilingualism

Plan de estudios

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Definition of Plurilingualism

Plurilingualism refers to the ability of individuals to

use multiple languages in their daily lives and to
Plan de estudios

switch between these languages depending on the

context, purpose, or communication partner.

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Aspects of Plurilingual education

Plurilingual education consists of two aspects:

Plan de estudios

a) Education for plurilingualism

b) Education through plurilingualism.

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Education for Plurilingualism

"Education for plurilingualism" refers to

educational strategies and practices aimed at
developing individuals' ability to speak and
Plan de estudios

understand multiple languages.

Example: A school curriculum that integrates several

foreign languages from an early age, encouraging
students to learn these languages concurrently.
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Education through Plurilingualism

"Education through plurilingualism," involves using

multiple languages as mediums of instruction and
interaction within the educational setting.
Plan de estudios

Example: A bilingual or multilingual school program

where subjects are taught in two or more languages.

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CEFR

The understanding and definition of plurilingualism closely align

with the perspectives and definitions promoted by the Council of
Europe, particularly in their work on language education policies
and the Common European Framework of Reference for
Languages (CEFR).
Plan de estudios

• Council of Europe. (2001). Common European Framework of

Reference for Languages: Learning, Teaching, Assessment.
Cambridge University Press.

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What is the CEFR?

Plan de estudios

https://www.youtube.com/watch?v=UAehOcVfr3Y

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2.3.3. Skills in the CLIL classroom

In relation to the academic language

skills, the learners need language for
learning, that is, what Cummins (1979)
calls cognitive language academic
proficiency (CALP) which refers to
Plan de estudios

formal academic language, as

opposed to Basic Interpersonal
Communication Skills (BICS) which
is an informal, contextualised, social
variety of language.

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Cummins’ Iceberg Theory

Plan de estudios

Figure 1. Rahamat, R. & Gelau, J. (2016). 31/3/25

02/12/2020
Skills in the CLIL classroom
Basic L2 Skills Academic L2 Skills Metacognitive Skills
Listening: The ability to understand Critical Thinking: Analyzing, Self-awareness: Reflecting on one's
spoken language, including lectures, synthesizing, and evaluating information own learning process, strengths, and
instructions, and discussions related to presented in both language and content areas for improvement in both language
the content being studied. to develop a deeper understanding and proficiency and content understanding.
Speaking: The ability to express construct meaningful responses. Goal Setting: Establishing clear
oneself fluently and accurately, using Research Skills: Conducting objectives for language learning and
appropriate vocabulary and grammar in independent investigations, gathering content mastery, developing strategies
both formal and informal contexts. relevant information from various to achieve these goals effectively.
Reading: Comprehending written texts sources, and citing evidence to support Monitoring and Evaluation: Assessing
related to the content being taught, arguments or findings. one's progress regularly, identifying
including textbooks, articles, and other Note-taking: Developing strategies to challenges, and adjusting learning
academic materials. capture key information during lectures strategies accordingly to enhance
Writing: Conveying information or while reading academic texts, performance.
effectively through written organizing it effectively for future Problem-solving: Applying cognitive
communication, which may include reference. and linguistic strategies to overcome
essays, reports, summaries, and Presentation Skills: Delivering obstacles encountered during the
reflections on the content studied. structured and coherent presentations, learning process, whether related to
utilizing appropriate language and language comprehension or content
visuals to convey information effectively comprehension.
to an audience.

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2.3.4. Planning and classroom-based assessment for CLIL

Plan de estudios

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CLIL Planning

Classroom principles:

- Language is used not only for learning but also for communicating
Plan de estudios

- Content comes before language.

Dual-focused approach

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According to Coyle (1999), a successful CLIL lesson should combine the 4 Cs
curriculum:

• Content: Basic knowledge (knowledge, skills and attitudes) related with specific
elements of a defined curriculum.

• Communication: Using language to learn whilst learning to use language.

Plan de estudios

Language trychotomy: language of, language for and language through learning

• Cognition: Developing thinking skills, understanding and language (Bloom’s

Taxonomy tiers, LOTS and HOTS).

• Culture: Exposure to alternative perspectives and shared understandings, which

deepen awareness of otherness and self.
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 Plan de estudios

Figure 2. Rahamat, R. & Gelau, J. (2016).

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Coyle’s 4 Cs: Cognition

Plan de estudios

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Figure 3. Bloom's taxonomy. (n.d.)
Design of an EFL teaching unit

Plan de estudios

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Lesson framework of the CLIL lesson

According to Coyle (1999) a CLIL lesson looks at both content and language and
follows four stages:

1. Processing the text. Plan de estudios

2. Identification and organization of knowledge.

3. Language identification.

4. Tasks for students, which we shall next describe in detail.

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Design of a CLIL teaching unit

Plan de estudios

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CLIL assessment

The complexity of assessing in CLIL stems from three main reasons:

- Dual focus: CLIL involves focusing on both language and the subject, which
means there are two separate assessment processes.

- Language and subject assessment are assessed at the same time and
through the same tasks. Plan de estudios

- The mode of integration needs to be understood: Which language needs

assessment, along with the content?

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 Assessment Evaluation

Plan de estudios

Individual students’ Systems, materials,

achievements procedures, and
their values

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CLIL assessment principles

• Establish clear learning objectives that take into consideration the principles of the 4Cs
framework: focused on conceptual knowledge, procedural content and language (don’t leave
any of them behind)

• Use varied assessment methods (formal and informal). Eg. task-based and assignment-based,
formative and summative.

• Make sure students understand the assessment methods and what they need to do to
Plan de estudios
succeed.

• Content language should be assessed using the simplest format, adequate for students’ level.

• Language should be assessed for a real purpose in a real context.

• Give students time in oral-based assessment.

• Scaffolded activities can be used as part of assessment.

• Necessary to include self- and peer assessment 31/3/25

02/12/2020
Effective assessment

According to Genesee and Hamayan (2016) highlight five relevant qualities of

effective classroom-based assessment in CLIL lessons:

Linked to Optimize Communicate

objectives and student
Plan de estudios clearly defined
methods performance expectations

Continuous
assessment Carefully
(formative + planned
summative)
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2.3.5. The use of ICT in the CLIL classroom

The major characteristics of CLIL are:

• Multiple focus
• Safe and enriching learning environment
• Authenticity
• Active learning Plan de estudios

• Scaffolding
• Cooperation.

Therefore, to fulfil these features we can implement ICT tools during CLIL
lessons, which will bring us a variety of options for creating engaging and
interactive online tasks for teaching CLIL, helping students develop both
content knowledge and language proficiency in an integrated manner.
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Online tools for teaching CLIL

Plan de estudios

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Tools to work with written competence:

• Blogger: To create class blogs where students can write and publish written content related to CLIL topics.

• Google Drive: Teachers and students can use Google Drive to create, share, and collaborate on documents,
presentations, etc.

• Glogster: Glogster is a platform for creating interactive digital posters.

• Padlet: Padlet is an online virtual bulletin board where users can post notes, images, videos, and documents.
Plan de estudios
• Edpuzzle: Edpuzzle is a platform for creating interactive video lessons.

• Quizizz: Quizizz is a game-based learning platform for creating and playing multiplayer quizzes.

• Genially: Genially is a tool for creating interactive multimedia presentations, infographics, and other visual
content.

• ThingLink: ThingLink is a platform for creating interactive images and videos with clickable hotspots.

• Book Creator: Book Creator is a platform for creating and publishing multimedia ebooks.

• Storybird: Storybird is a platform for creating and sharing visual stories with written text and illustrations.
31/3/25
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Tools to work with oral competence:

• Prezi: Prezi is an online presentation tool for creating dynamic and visually engaging
presentations.

• Flipgrid: Flipgrid is a video discussion platform where students can record short video responses
to prompts or questions.

• Kahoot!: Kahoot! is a game-based learning platform for creating and playing multiplayer quizzes.
Plan de estudios
• Nearpod: Nearpod is an interactive presentation and formative assessment platform.

• Socrative: Socrative is a formative assessment tool for creating quizzes and assessments.

• Seesaw: Seesaw is a digital portfolio platform where students can document their learning through
photos, videos, and recordings.

• Audacity: Free, open-source audio editing software available .

• iVoox: Online platform and mobile app for discovering, streaming, and sharing podcasts, radio
programs, and audiobooks.
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Other useful tools:

• Quizlet: Quizlet is a platform for creating flashcards and quizzes.

• Canva: Canva is a graphic design platform for creating visual content.

• Piktochart: Piktochart is a tool for creating infographics.

Plan de estudios
• Screencastify: Screencastify is a screen recording tool for creating
screencasts and video tutorials.

• Explain Everything: Explain Everything is an interactive whiteboard platform

for creating presentations and tutorials.

• Mindomo, Bubbl.us: Tools for creating mind maps.

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European Projects

E-Twinning is a European
Union-funded platform for
schools in Europe (and some
other countries) to collaborate Plan de estudios

online. It aims to promote

collaboration between schools
by providing a platform for
teachers to find partner schools,
communicate, and collaborate
on projects.

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E-Twinning is a European Union-funded platform for schools in Europe (and
some other countries) to collaborate online. It aims to promote collaboration
between schools by providing a platform for teachers to find partner schools,
communicate, and collaborate on projects.

The platform offers various tools andPlan

resources
de estudios
to support collaborative
projects, such as forums, project management tools, and a database of
schools looking for partners.

E-Twinning can be related to Content and Language Integrated Learning

(CLIL) in the context of educational collaboration.

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E-Twinning can be related to CLIL in the context of educational collaboration.

For example, two schools from different countries could collaborate on a science
project conducted in English. In doing so, students would learn about scientific
concepts while also practicing their English language skills.

Plan de estudios

https://www.youtube.com/watch?v=hAHuemJuqDU

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Dr. David Marsh, CLIL and LOMLOE

https://www.youtube.com/watch?v=gWhtzG9vBmQ

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Comments

31/3/25
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 31/3/25
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Next session

• Session 6: 02/04/25

• Group work. Applied Activity 2.

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References

• Bloom's taxonomy. (n.d.). Center for Instructional Technology and Training - University
of Florida. https://citt.ufl.edu/resources/the-learning-process/designing-the-learning-
experience/blooms-taxonomy/

• Council of Europe. (2001). Common European Framework of Reference for

Languages: Learning, Teaching, Assessment. Cambridge University Press.
Plan de estudios

• Coyle, D. (1999). Theory and planning for effective classrooms: supporting students in
content and language integrated learning contexts. In Learning through a foreign
language (pp. 46-62). Centre for Information on Language Teaching and Research.

• Genesee, F. and Hamayan, E. (2016). CLIL in context: Practical guidance for

educators (Cambridge International Examinations). Cambridge University Press.

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• Montaner-Villaba, S. (s.f). Educational Innovation and Introduction to Foreign
Language Educational Research [Unpublished manuscript]. Universidad Internacional
de Valencia.

• Rahamat, R. & Gelau, J. (2016). Generating authentic learning: weaving the pedagogy
of clil and hots. Conference: ICEHOTS2016. Universiti Teknology Malaysia (UTM).
Plan de estudios

31/3/25
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Thank you

31/3/25
Innovación docente e iniciación a la
investigación educativa en Lengua Extranjera (inglés)

October 2024-25

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 Session 6

Educational Innovation and Introduction to Foreign

Language Educational Research

Sandra Moro Ramos

[email protected]

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Contents

UNIT 2. EDUCATIONAL INNOVATION. METHODOLOGIES,

RESOURCES AND ASSESSMENT

2.3.4. Planning and classroom-based assessment for CLIL

2.3.5. The use of ICT in the CLIL classroom

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Specific goals

• Cultivate the ability to design engaging and interactive CLIL activities using
ICT tools.

• Recognize the importance of continuous professional development and

Plan de estudios

further exploration in CLIL and ICT integration.

• Reflect on the implications of CLIL and ICT integration for language

teaching and learning in diverse educational contexts.

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Applied Activity 2

Plan de estudios

02/04/25
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Applied Activity 2

Plan de estudios

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• You have access to the instructions and assessment rubric in ‘Actividades
aplicativas’.
Plan de estudios

• Remember to sign up for a group, so you can submit the Applied Activity.

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Tips to elaborate a CLIL lesson plan

• Select a Suitable Topic: Choose a topic that aligns with the curriculum requirements and
language proficiency level of your students.

• Set Learning Objectives: Define clear and achievable objectives for both content and
language learning. These objectives should be aligned with the requirements of LOMLOE
and should address the specific content and language skills you want your students to
Plan de estudios
develop.

• Choose Content and Relevant Materials: Choose the content and select authentic
materials such as texts, videos, or images related to the topic.

• Integrate Language Skills: Design activities that integrate the four language skills –
listening, speaking, reading, and writing.

• Make a plan. 02/04/25

02/12/2020
Template 1

Plan de estudios

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Figure 1. Julián, 2022
Plan de estudios

Figure 2. Julián, 2022 02/04/25

02/12/2020
Template 2

Plan de estudios

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Plan de estudios

02/04/25
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Plan de estudios

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Plan de estudios

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Other resources

Plan de estudios

https://bridge.edu/tefl/blog/clil-lesson-plans/

02/04/25
02/12/2020
Tools to work with written competence:
• Blogger: To create class blogs where students can write and publish written content related to CLIL topics.

• Google Drive: Teachers and students can use Google Drive to create, share, and collaborate on
documents, presentations, etc.

• Glogster: Glogster is a platform for creating interactive digital posters.

• Padlet: Padlet is an online virtual bulletin board where users can post notes, images, videos, and
documents.
Plan de estudios
• Edpuzzle: Edpuzzle is a platform for creating interactive video lessons.

• Quizizz: Quizizz is a game-based learning platform for creating and playing multiplayer quizzes.

• Genially: Genially is a tool for creating interactive multimedia presentations, infographics, and other visual
content.

• ThingLink: ThingLink is a platform for creating interactive images and videos with clickable hotspots.

• Book Creator: Book Creator is a platform for creating and publishing multimedia ebooks.

• Storybird: Storybird is a platform for creating and sharing visual stories with written text and illustrations.
02/04/25
02/12/2020
Tools to work with oral competence:

• Prezi: Prezi is an online presentation tool for creating dynamic and visually engaging
presentations.

• Flipgrid: Flipgrid is a video discussion platform where students can record short video responses
to prompts or questions.

• Kahoot!: Kahoot! is a game-based learning platform for creating and playing multiplayer quizzes.
Plan de estudios
• Nearpod: Nearpod is an interactive presentation and formative assessment platform.

• Socrative: Socrative is a formative assessment tool for creating quizzes and assessments.

• Seesaw: Seesaw is a digital portfolio platform where students can document their learning through
photos, videos, and recordings.

• Audacity: Free, open-source audio editing software available .

• iVoox: Online platform and mobile app for discovering, streaming, and sharing podcasts, radio
programs, and audiobooks. 02/04/25
02/12/2020
Other useful tools:

• Quizlet: Quizlet is a platform for creating flashcards and quizzes.

• Canva: Canva is a graphic design platform for creating visual content.

• Piktochart: Piktochart is a tool for creating infographics.

Plan de estudios
• Screencastify: Screencastify is a screen recording tool for creating
screencasts and video tutorials.

• Explain Everything: Explain Everything is an interactive whiteboard platform

for creating presentations and tutorials.

• Mindomo, Bubbl.us: Tools for creating mind maps.

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02/04/25
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Time to work!

Back at 9:50 pm

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02/04/25
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Comments

02/04/25
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02/04/25
02/12/2020
Next session

• Session 7: 03/04/25

• Innovation and assessment in education (2.4.)

02/04/25
02/12/2020
References

• Julián, C. (2022). Tips to elaborate a simple CLIL lesson plan: what to add and what to
avoid. Platform e.g. SlideShare.
https://es.slideshare.net/DherickRaleigh/11clilmondayslessonplanscjulianpdf
Plan de estudios
• Montaner-Villaba, S. (s.f). Educational Innovation and Introduction to Foreign
Language Educational Research [Unpublished manuscript] Universidad Internacional
de Valencia.

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Thank you

02/04/25