Digital portfoglio
Angeliki Kougiourouki

A short introduction

Hello, I am Angeliki from Greece and I am a primary school teacher. I teach in an Experimental Primary School in Alexandroupolis, a city in NorthEast Greece. I joined this course because I am interested in how to implement CLIL in my daily teaching.

This is me....according to the ipiccy tool

a few more things about me

I am a lifelong learner and you can often meet me in MOOCs and eTwining Leaarning Events, Webinars, online and onsite seminars where I'm trying to learn new things to refresh my teaching methods. I am also an eTwinning ambassador in my region and an addicted eTwinner!!

...this is my school!!

I teach in 1rst Exmerimental Primary school for about 12 years now. It is the school that I started years a pupil....
My school's building is one of the greatest and oldest classical buildings of Alexandroupolis. It is the building of the Academy of Pedagogical Studies which took the name from the donor George Zarifis.
My school's main purpose is to become a vibrant learning organization, a creative community of students, teachers, parents, and knowledge.
In this school attend pupils aged 7-12 years old and from 1rst till 6th grade. During the day pupils learn about Greek language, grammar and literature, math's, history, science, geography and they are doing religious lessons. Pupils are also learning English, German and French. They learn simple things about computers and web tools in the school computer lab. During the week they have the chance to come in contact with arts: they attend music course and they have the opportunity to express ourselves through theater and painting. They are also doing gym. After the formal program pupils have also the chance to attend courses in learning clubs.

My school is near the sea, in Alexandroupolis...the same is my home...

Week 1

Time for Learning!!!

A CLIL lesson is therefore not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a successful CLIL lesson should combine elements of the following:

  • Content - Progression in knowledge, skills and understanding related to specific elements of a defined curriculum
  • Communication - Using language to learn whilst learning to use language
  • Cognition - Developing thinking skills which link concept formation (abstract and concrete), understanding and language
  • Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of otherness and self.

Let's watch the video:

Bloom's revised taxonomy of thinking skills

What do we mean by BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency)? Let's read the following article.


It seems that i am 75/100 CLIL

My contribution to CLIL GLOSSARY

A door to open

CLIL is a great opportunity for me to be innovative and encourage my pupils to try new experiences in learning being creative at the same time.

(innovation, creative and experience were my 3 entries at the wordcloud, because this is what I think about CLIL for the moment...)

How CLIL am I?

Well, I opened a thread in the forum explaining it:

Starting CLIL

This is the first course I enrolled in order to be more informed about CLIL and how to do it. To tell the truth I collaborate with a colleague at my school who teach English as a foreign langauge at my pupils (I am a primary school teacher) and she is "CLILing" the Geography. We have discussed about CLIL also in the past as this is the second time that she's doing it with my pupils and I would like to do it so.

Reading the "Check list: How "CLIL" are you? I could rate myself with 75/100 as I often do a lot of statements while teaching. But the truth is that I never tried it teaching a specific topic in History or Geography for example using a foreign language.

So I opened the door to CLIL to learn how to do it.


Time for further learning


Patrick De Boer

Marisa Constantinides

Assignment: Part 1. Result: 100%

Assingment: Part 2.

"According to what I have read and watched this first week, CLIL in the classroom helps learners to develop multilingual interests and attitudes and be prepared for internationalism, which is very important living, studying or working in multilingual Europe. It also helps learners to improve overall and specific language competence as the language is integrated into the broad curriculum while teaching subjects like History, Geography or Maths for example. By this I mean that when learners are interested in a topic they are motivated to acquire language to communicate with their peers for a variety of purposes.

But as a primary teacher I could say that I am not so well-equipped on how to CLIL my classroom and I believe that the lack of training programs for teachers is one of the main problems. I collaborate with my school’s English teacher, who is CLILing the Geography in collaboration with me and I can watch my pupils’ positive reactions. This is why I joined this course; my interest to learn how to do it by myself."

Hoorey!!! here is my badge for this first week!!

Week 2

Time for learning

As a primary teacher whose 6th grade class is being "ClILed" by the English teacher I have to admit that teacher collaboration is very important because bith the language and the subject teacher are able to "exchange ideas, trial techniques, report back to each other, develop strategies which are seen to work".

John Clegg in his article points out a list of people they need to collaborate:

  1. Subject teachers need to collaborate with other subject teachers who are teaching in L2
  2. Schools may wish to collaborate with each other 
  3. Subject teachers and language teachers
  4. In smaller, selective EM/CLIL projects such as are found in Europe, the role of English teachers can be crucial
  5. In more high-risk CLIL programmes where the whole of a subject is taught in English, perhaps for some years, collaboration with an English teacher is also important.

The reasons they need to do so are described in following article:

Here is a rubric about collaboration in CLIL evaluating the role of the language teacher and the role of school:

What is Web 2.0??? Here is another interesting and one of my favorite topics.

"Web 2.0 is the current state of online technology as it compares to the early days of the Web, characterized by greater user interactivity and collaboration, more pervasive network connectivity and enhanced communication channels."

Here is a document prepared for the European Comission:

Improving the effectiveness of language learning: CLIL and computer assisted language learning

More information about Innovations in learning technologies for ELT (British Council) we could find in the following article

As an innovatiove teacher who loves to integrate technology in daily teaching I am curious to read what Letizia Cinganotto and Daniela Cuccurullo suggest in their paper about INTEGRATING MOBILE DEVICES INTO LANGUAGE LEARNING TO MEET THE 21st CENTURY EDUCATIONAL CHALLENGES

They highlight that some examples of CALL pointed out the added value they can give to a CLIL lesson:

  • authentic foreign language material, such as video clips, flash-animations, web-quests, pod-casts
  • online environments, social media, or voice/video conferencing
  • language-learning tools (online apps or software)
  • online proprietary virtual learning environments
  • game-based learning

I feel very proud to read this because although I am a primary teacher I am doing all these things some year now while developing my etwinning collaborative projects!!!

TOOLs TOOLs!!!! Which one of those to use????

Well, as an addicted eTwinner who develops collaborative projects and as an eTwinning ambassador in my region I use a lot of the tools suggested in the article below.

To tell the truth I belong to the European group of eTwinning Ambassador who are focused in Web 2.o tools and how to use them in our projects. Recently I created a web 2.o tools guide to send it to my etwinners to help them.

Letizia Cinganotto and Daniela Cuccurullo point out in their article that "Videos can play a crucial role in a CLIL lesson". Videos can be used during teaching procedure to engage and motivate students.

In order to succeed, CLIL teachers and textbook writers need flexible tools and recommendations on how to develop quality materials based on the 4Cs-Framework. (Content, Cognition, Communication, Culture).

Important strategies:

Rich input

Scafolding Learning

Rich interaction and pushed output

Adding the (Inter-)cultural Dimension

Make it H.O.T.

Sustainable learning

You can click the button below to be transfered to useful links about CLIL. An interesting trip!!!!

Assingment: Part 2 Tes result: 100%

Which is the potential of technologies for CLIL? (Here is my entry for the Week 2, Test part 2)

I believe that new technologies such as web 2.0 tools will benefit CLIL while applying it into the classroom, because the CLIL lesson could be supported with online apps or software that the most of the devices have and we all know that our pupils know very well hoe to use them. Internet with multimedia and hypermedia can help teachers as well as pupils to interact during the CLIL lessons participating in online environments sharing knowledge and ideas. Apart from that authentic foreign language material, such as video clips, flash-animations, could help teachers organize their lesson plans and pupils learn through different approach of knowledge.

One more badge for the second week

Week 3

Time for learning

Lesson planning in CLIL

"Lesson planning in CLIL programmes requires teachers to anticipate language problems and help learners solve them as they proceed through the lesson. Once you accept that you have to do it, it becomes easier."

A chart for help

Transforming theory into practice

  • Stage 1: A shared vision for CLIL
  • Stage 2: Analyzing and personalyzing the CLIL content
  • Stage 3: Planning a unit
  • Stage 4: Preparing the unit
  • Stage 5: Monitoring and evaluating CLIL in action
  • Stage 6: Next steps-Towards inquiry-based professional learning communities

Successful planning

  • Strategy N.1: Rich input (meaningful, challenging and authentic classroom materials)
  • Strategy N.2: Scaffolding learning
  • Strategy N.3: Rich interaction and pushed output
  • Strategy N.4: Adding the Inter-culture dimension
  • Strategy N.5: Make it H.O.T.
  • Straegy N.6: Sustainable learning

Useful resourses for planning a CLIL path

A useful checklist for subject teachers to make them more confident when exploring ICT resources.

  • Choosing an appropriate source-language aspects
  • Introducing new vocabulary-support for students
  • Create a content focus

More information to the article below

Language and learning skills

  • Basic language skills
  • Academic language skills
  • The language of subjects
  • Metacognitive skills

Click the button below to read my lesson plan in CLIL about Discoveries

Assessment: Part 3 test result after second attempt: 100%

Week 4

Time for Learning

Extensive reading: "students read long texts or large quantities for general understanding, with the intention of enjoying the texts. Students are allowed to choose the books they read depending on their interests, and there is not always a follow-up discussion or work in class. In this way students are encouraged to read for pleasure and should become better readers."

When students are reading extensively they READ:

  • Read quickly and
  • Enjoyably with
  • Adequate comprehension so they
  • Don’t need a dictionary

Reading beyond the textbook

Extensive reading: This method focuses on teaching readers rather than on teaching texts (Haas and Flower 1988, 169).

According to Susser and Robb (1990), the key features of this method are "reading

(a) of large quantities of material or long texts;

(b) for global or general understanding;

(c) with the intention of obtaining pleasure from the text.

Further, because

(d) reading is individualized, with students choosing the book they want to read

(e) the books are not discussed in class."

(3). Moreover, the immediate aims of this method tend to be directly related to reading: increased fluency and speed. This is not to say that comprehension is not important, since research indicates that reading speed and comprehension are linked; the overall message may be lost if the rate of processing information is too slow (Brown and Hirst, 1983).

  • Extensive reading is the opposite of the obligatory ‘intensive reading’ we practice in school
  • Extensive reading also frees us from daily textbook routines

Reading the article below one can find interesting examples of practical extensive reading activities

The Role of Extensive Reading in Language Learning

  1. It can provide 'comprehensible input'
  2. It can enhance learners' general language competence
  3. It increases the students' exposure to the language
  4. It can increase knowledge of vocabulary
  5. It can lead to improvement in writing
  6. It can motivate learners to read
  7. It can consolidate previously learned language
  8. It helps to build confidence with extended texts
  9. It encourages the exploitation of textual redundancy
  10. It facilitates the development of prediction skills

Practical Advice on Running Extensive Reading Programs

  • Maximize Learner Involvement
  • The Reader Interview
  • Read Aloud to the Class
  • Student Presentations
  • Written Work Based on the Reading
  • Use Audio Material in the Reading Program
  • Avoid the Use of Tests
  • Discourage the Over-Use of Dictionaries
  • Monitor the Students' Reading
  • Maintain the Entertainment

List of factors or principles for successful ER:

  1. Students read a lot and read often.
  2. There is a wide variety of text types and topics to choose from.
  3. The texts are not just interesting: they are engaging/ compelling.
  4. Students choose what to read.
  5. Reading purposes focus on: pleasure, information and general understanding.
  6. Reading is its own reward.
  7. There are no tests, no exercises, no questions and no dictionaries.
  8. Materials are within the language competence of the students.
  9. Reading is individual, and silent.
  10. Speed is faster, not deliberate and slow.
  11. The teacher explains the goals and procedures clearly, then monitors and guides the students.
  12. The teacher is a role model…a reader, who participates along with the students.

What are the benefits according to Alan Maley?

Extensive Reading:

  • develops learner autonomy
  • offers Comprehensible Input
  • enhances general language competence
  • helps develop general, world knowledge
  • extends, consolidates and sustains vocabulary growth
  • helps improve writing
  • creates and sustains motivation to read more

Which are the cons according to a research?

a) Insufficient time

b) Too costly

c) Reading materials not available

d) ER not linked to the syllabus and the examination

e) Lack of understanding of ER and its benefits

f) Downward pressure on teachers to conform to syllabi and textbooks

g) Resistance from teachers, who find it impossible to stop teaching and to allow learning to take place

Here is the lesson plan with Extensive Reading

Week 4 Test Part 2

What is your idea of Extensive Reading? Have you ever tried it with your students? How? If not, how would you do it? Write a brief paragraph (about 300 words) commenting on your experience (if any) and/or on your "Extensive Reading in CLIL lesson plan" you produced in Week 4 with particular focus on the impact of the language dimension.

Here is my entry for grading:

I will agree with Alan Maley that Extensive Reading

I use to involve Extensive Reading in my teaching method and do some activities, like video trailers or posters, but only with books written in pupils' native language. Now it is the turn of CLIL to try to apply it with my students. It will be a real challenge for me.

Week 5

Time for learning-Repository

Bring Your Own Device

Next button is for LearningApps....but I won't make a button! I already know this tool becuase I have created many games. Farther more as an eTwinning ambassador I will run a Live Event in eTwinning for the eTwinners of my region to guide them to the world of games that LearningApps provide.

Research any topic with an interactive concept map, that you can customize and share with Instagrok

You can learn anything. For free. For everyone. Forever in Khan Academy

...and here comes Rubistar, a site where you can create a rubric for evaluation. I already knew it as I had created some rubrics in the past for the lesson plans I created attendingother MOOCs. I also used Rubistar for my lesson plan in CLIL

Below are demonstrated some useful web2.0 tools one can use in CLIL.

Let's start with MovieMaker, an easy to use tool, with which you can quickly turn your photos and videos into polished movies. You can add special effects, transitions, sound, and captions to help tell a story. Once the video is created you can share it with friends and family.

Another tool to create videos is Animoto. You can choose the style and song, you can add photos, videos and text and then you can produce and share it.

With storyboard that you can create digital stories using comics or your own photos.

You can also create stories by using Microshoft photo story 3

Story bird is a tool to cretae collaborative digital stories using your own photos or the ones that already exist.

My reflection in the forum for the flipped classroom.

I could say that a possible area of content/skills which will best lend itself to flipping could be grammar in language lessons or specific topics in science like Energy for example. In this case I could use the precious face to face class time to give pupils the floor to present what they prepared at home concerning the different “faces-forms” that Energy could be used. My students will have the opportunity to watch several videos related to the topic at home and class time will be dedicated to cross-curricular activities. One other thing that matters for me is to go the flipped learning one step beyond, letting my students work in groups to demonstrate what they have learnt. This could be an interesting approach in a student-centered environment.

Infographichs for CLIL

Here is my infographic made with pictochart web2.0 tool

My video narration about Discoveries, my lesson plan in CLIL

Here are all my bagdes I earnt from this course for the moment....Waiting to see if i will earn the bagde for the 5th week and of course curious to see if I will get the certificate.