Reflection

When we started GEP-1 in 2021-22, we didn't have very clear what it could mean. We all knew some things about CLIL but thanks to GEP-1 we could have plenty of new ideas, and we could clarify some concepts related to CLIL such as; comprehensible INPUT and OUTPUT, BICS and CALP, visual organizers, collaborative and cooperative techniques, etc. We could also apply some new ideas or structures taken from 'handy classroom language' sessions and above all, we were offered a great range of activities and ideas to improve our own classroom sessions.

In GEP-2, we have deeply reflected on PBL methodology; being aware of backwards planning, identifying the main characteristics of skilled-based topics, academic content (knowledge and skills), COL, suitable final products and driving questions. We have also realized of the importance of connecting the curriculum and the SDGs, using discursive verbs when deciding our objectives and the dual focus of both objectives and assessment criteria that must be in CLIL lessons. Moreover, our GEP-2 trainers always offered us their personal advising, rich feedbacks on each practise and suggestions to improve our tasks which helped us to plan, design and create better activities so, we could reach the objectives of the project.  

Planning GEP-2 final task was not as challenging as GEP-1 tasks because we already had the experience and the knowledge from last year, although the asynchronous sessions were as demanding as in GEP-1.

In this project about invasive species, students learned to use practical English language by interacting with their classmates, collaborating in groups to get information or team working and investigating about the chosen species.  The general aims of this project were to give students the proper frame to work collaboratively (we planned most of the activities in cooperative groups, as it is also one of the pedagogical basis from our school project), foster interaction in English, give students strategies and tools to be able to make predictions and to create a final product and use self-evaluation and peer-evaluation as tools to improve self-reflection about their own learning process. 

The best part of this experience for us, as teachers, was to collaborate actively with primary and secondary teachers. We, as GEP-2 members, had the space and the time to plan, create, reflect and implement the proposal which was so gratifying and enriching for both teachers and students. 

All in all, it was a wonderful experience for everybody.