Bridging the ‘CLIL gap’ with 21st century ICT skills Erasmus Project

Project Title

Bridging the ‘CLIL gap’ with 21st century ICT skills

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : School Exchange Partnerships

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: Pedagogy and didactics; ICT – new technologies – digital competences; Teaching and learning of foreign languages

Project Summary

Project summary:
At the end of this exchange project, the digital competencies and the use of 21ct ICT tools in classrooms among the teachers must be (measurably) improved. Due to the mutual input of the 3 participating schools, the interactivity and language proficiency in English must have increased in the (CLIL) lessons. In this exchange partnership, for example, the gymnastics / physical exercise (PE) teachers have learned to innovate physical education with the help of 21st century skills and innovative technologies (such as coach apps, video feedback and Swivl technology). They can instruct their students with optimal (video) feedback. PZ and GMS gymnastics teachers learn not only digital competencies but also the exact (English) professional terminology and rules in, for example, Baseball and Rugby from their EA colleagues. The other CLIL secondary education subject teachers (including Arts, Economics, History) have afterwards learned to apply 21ct ICT techniques in CLIL education (Content Language Integrating Learning) and global learning. Upgrading speaking skills in the EU languages for (NL bilingual: Véto/to-VMBO) are practiced real-time in virtual 3D language villages such as Chatterdale and Plauderbach. Furthermore, this project has contributed to the application of ICT-Education innovations for differentiation and personalized & collaborative learning, plus the inclusion of vulnerable students (including dyslexia). The big “change” in our educational practice is that after this international school exchange project, various “gaps” have been bridged. The 3 schoolpartners have achieved this revenue through a good balance between ‘getting and bringing’ expertise. This internationalization project has contributed –also by the mobilities- to applying innovative ICT-O technology plus the upgrading of the EU Foreign Language Education (in English/German/Dutch). The endresult of this project has led to quality improvement and innovation impulse for daily educational practice. Professionalization of our teachers optima forma!
In the final conference with closing workshops there is an exchange of the innovation of education and a final evaluation of the expertise built up around the 3 policy priorities of this joint education project: bridging the CLIL ‘gap’ with 21 ct skills. There we want to measure to what extent the 3 policy priorities related to the European Development Plan for excellent education: ICT – new technologies – digital competences, pedagogy and didactics, teaching and learning or foreign languages have been realized. How did they contribute to the objective and core of the project: strengthening the profiles of the teaching professions? We have succeeded: HORIZONTAL: Supporting individuals in acquiring and developing basic skills and key competences. Is SCHOOL EDUCATION realized: Promoting a comprehensive approach to language teaching and learning? All these potential end proceeds are measurably demonstrated at the final conference by the participants of the GMS, EA and PZ schools. In addition to the final evaluation of the methodology of the 10 core modules (see Exchange 1 to 7), this peer-to-peer feedback uses the innovative Swivl technology. In this final conference the question is mainly about whether the quality of education through working on the 3 policy priorities has indeed contributed to the strengthening of the profile of the teaching professions and whether those basic skills and core competencies have been improved through the project? Are the identified ‘’gaps” in CLIL and 21 ct ICT skills actually bridged? Are thanks to all the educational exchanges, the receptive, informative and relational aspects of CLIL communication in the classroom indeed improved? Has the intended educational innovation been achieved and are the Swivl images proof of how a teacher deals with students and shows the desired ideal model of effective professional behaviour? Via the Swivl video feedback we want to monitor whether the interaction skills of professionals have indeed improved.

EU Grant (Eur)

Funding of the project from EU: 4245 Eur

Project Coordinator

Pieter Zandt sg locatie Kampen & Country: NL

Project Partners

• The Edinburgh Academy
• Georg-Müller-Schule, Gymnasium