WHAT IS THE MOST IMPORTANT THING YOU WOULD TEACH YOUR STUDENTS ABOUT YOUR SUBJECT (IN A CLIL CONTEXT?) HOW WOULD YOU ASSESS THEIR LEARNING?

Subject: Chemistry (2nd BAC)

The most important thing I would teach my students would be chemical applications in real life. For instance:

• The importance of food (knowing what do we eat, the effects of natural and artificial substances on the body).

• The risks and benefits of following healthy and unhealthy habits, respectively (e.g. effects of sport, smoking, drugs ...).
  

• Awareness of what we are and what we are made of, and the appreciation of all things of nature, live and inert, since we are made of the same.

• The interest in learning about the world around us and what things are made of (e.g. the colors of a sunset come from energy released by turning hydrogen into helium, as the sun is dying for these reactions).                                                                                                                     
  
                                                                                                                       
  
  I would assess their learning through project-based learning. I have participated in some courses in this regard and I think it is one of the most interesting, practical and effective ways of carrying out learning because its aim is not only to train students, but to make them capable of improving their environment and positively influence their nearest community (friends, teachers, parents, neighbors, members of your neighborhood or city ...).
  In order to produce this learning in a CLIL environement, the students will create those projects using etwinning learning platform, which is an iniciative of the European Comission that aims to encourage European schools to collaborate using Information and Communication Technologies (ICT) by providing the necessary infrastructure (online tools, services, support). Therefore, teachers registered in the eTwinning action are enabled to form partnerships and develope collaborative, pedagogical school projects in any subket area with the sole requirement to employ ICT to develope their project and collaborate with teachers from other European countries (at least two teachers from two different European countries are needed). They will construct projeects with students from other countries, so that their scientific trojects will have greater impact and diffusion. To do this, my students will llearn language while learning through language. Now I'll show an example of the evaluation of these projects in a CLIL environement.

          http://www.etwinning.net/es/pub/index.htm

         

• EXAMPLE: Science Fair Experiment
• PART 1: The evaluation of the scientific part

CATEGORY	EXCELLENT	VERY WELL	ACCEPTABLE	INSUFFICIENT
IDEA	Independently identified a problem / question he/ she found interesting and could be investigated.	He/ she identified with the help of an adult, an issue / question he/ she found interesting and could be investigated.	He/ she identified with the help of an adult, an issue / question that could be investigated.	He/ she identified a problem / question that could not be tested / investigated or was not merit any investigation.
DESCRIPTION OF THE PROCEDURE	The procedures were outlined step by step so that can be followed by anyone without requiring further explanation. He did not need adult help to carry this out.	The procedures were outlined step by step so that can be followed by anyone without requiring further explanation. He needed some help from an adult.	The procedures were outlined step by step, but had 1 or 2 deficiencies that required explanation even after feedback from an adult.	The procedures were outlined were quite incomplete or disorder, even after feedback from an adult.
EXHIBITION	Each display element and its function was served to illustrate clearly some aspect of the experiment. All objects, diagrams, graphs, etc. were labeled carefully and correctly.	Each element had its role and clearly served to illustrate some aspect of the experiment. Most objects, diagrams, graphs, etc. were labeled correctly and carefully.	Almost each element had its role and served to illustrate some aspect of the experiment. Most objects, diagrams, graphs, etc. were correctly labeled, others not.	The exhibition seemed incomplete or chaotic without a clear plan. Many labels were absent or incorrect.
CONCLUSION / SUMMARY	The student provided a detailed conclusion clearly based on data and recommendations related to previous research and hypotheses.	The student gave a somewhat detailed conclusion, but clearly based on data and assumptions related to.	Student provided a conclusion with some reference to data and hypotheses.	The conclusion was obvious or important details were overlooked.

• EXAMPLE: Science Fair Experiment
• PART 2: The evaluation of the linguistic part

CATEGORY	EXCELLENT	VERY WELL	ACCEPTABLE	INSUFFICIENT
COMPLETE SENTENCES	Speak in complete sentences (99-100%) all the time.	Mostly (80-98%) speaks in complete sentences.	Sometimes (70-80%) speaks in complete sentences.	Rarely speaks in complete sentences.
SPEAK CLEARLY	Speaks clearly and distinctly all (100-95%) the time and has no mispronunciation.	Speaks clearly and distinctly all (100-95%) the time, but with a mispronunciation.	Speaks clearly and distinctly most (94-85%) of the time. No mispronunciation.	Often mumbles or you can not understand or have bad pronunciation.
VOCABULARY	Uses vocabulary appropriate for the audience. Increases vocabulary audience defining words that might be new to this.	Uses vocabulary appropriate for the audience. Includes 1-2 word that might be new to most of the audience, but does not define.	Uses vocabulary appropriate for the audience. Excludes vocabulary that might be new to the audience.	Use several (5 or more) words or phrases that are not understood by the audience.
CONTENT	Demonstrates a thorough understanding of the subject.	Demonstrates a good understanding of the subject.	Demonstrates a good understanding of parts of the subject.	There seems to understand very well the subject.