There is a big difference between watching a video and learning something from a video. Regarding CLIL contexts, there is no doubt that videos are a great opportunity to employ authentic material and resources, but we should make sure that we design specific tasks to boost students’ understanding of the content area which is being implemented through English.
Today I would like to share with you a very interesting research carried out by Cristina Oddone. Her paper reports on a research study that focused on the use of videos for task-based learning of scientific subjects through English in Secondary education. You can read her research here. You will find not only a very complete description of the reasons for exploiting these audio-visual aids in the CLIL classrooms but a practical example for Science classes on the structure of DNA. Activities are included in her paper and you can watch the video below these lines:
Today I would like to share with you a very interesting research carried out by Cristina Oddone. Her paper reports on a research study that focused on the use of videos for task-based learning of scientific subjects through English in Secondary education. You can read her research here. You will find not only a very complete description of the reasons for exploiting these audio-visual aids in the CLIL classrooms but a practical example for Science classes on the structure of DNA. Activities are included in her paper and you can watch the video below these lines:
Another practical contribution to our CLIL classrooms is the blog by Angela Ruiz, Bilingual Coordinator at Pedro Espinosa High School (Antequera, Málaga). This blog provides Secondary teachers with a collection of videos and worksheets on Social Studies, Science and Physical Education.
My heartfelt congrats to Cristina and Angela from here.
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