HUELVA - Spain

Developing basic and transversal skills using innovative methods, enhancing digital integration in learning, teaching, training and youth work at various levels and Addressing low achievement in basic skills through more effective teaching methods.

CLIL is an innovative method that should contribute to develop basic and transversal skills.

Students and teachers will work together in not formal contest, and will learn each other how to respect their own roles, use common sites and follow the rules for using other people’s intellectual property in their work. Both of them will experience the importance of working in team and the use of knowledge in our society. They will build a new teaching-learning process from BICS (Basic Interpersonal Communicative Skills) to CALP (Cognitive Academic Language Proficiency). Teachers should revise recent Bloom’s taxonomy, from REMEMBERING (LOTS) to CREATING (HOTS), and Focus on multiple intelligences. At the beginning of the school year, the teachers taking part in the project will prepare their yearly didactic program according to the PNL (Neuro-Linguistic-Programme), so that they know what are the learning styles of the students and adapt their work on the different intelligences present in their classrooms.

We also want to develop new ICT methods and knowledge to use new learning technology (tablets and electronic learning platforms). The use of new technologies es basic for the the inclusion of any innovative method. And at the same time it is the way students use to communicate. Mobile phones, social networks are as usual for them that it is compulsory for us teachers to use these instruments to be able to make them take part of the learning, teaching process.

We will also try to avoid low achievement in all basic skills paying attention to pupils with special needs. CLIL methodology must be inclusive and motivating and compatible with all kinds of teaching reinforcements.

The problem we face is that the extension of CLIL methodology could be considered an additional difficulty for students with low achievements. If they have problems studying, say, Maths, in their native language, how can it be that they can have a better achievement studying the same subject in a foreign language, English? That is the challenge: to obtain better achievements with more effective teaching methods using CLIL. That is the question we would like to answer in a cooperative way. Low achievement students should never be separated from CLIL teaching. It is CLIL methodology the one which must contribute to improve their achievements. That is what we want to solve.