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Workshop descriptions National CLIL Conference 2017 Round 1 No Workshop

leader(s) Workshop title Description

1 Eline van Batenburg and Liz Dale

Feeding forward and Feeding back: language nourishment for subject teachers

The bilingual education standard agreed by the Network for Dutch Bilingual schools requires subject teachers to be able to provide feedback on their learners’ language use. This is not as easy as it seems. What skills do language learners develop in subject lessons? What language aspects could the feedback focus on.How is this best done? In this workshop, we will look at various types of feedforward and feedback that teachers can use to support and develop their learners’ subject-specific language. By watching videos of pre-vocational learners performing tasks, we will focus on finding ways to support learners’ spoken language. At the end of the workshop, teachers will have gained insight into the principles of feedback and feedforward, designed feedback/forward activities and applied both to videotaped performances.

2 Phil Wheeler and Lineke Ouwendijk

Starting with bilingual mbo

In this interactive workshop, Phil Wheeler (teamleader ROC Mondriaan) will share his experience with bilingual mbo education and provide you with tips and tricks on how to implement bilingual education at your own school. We will also discuss how to overcome any obstacles you might encounter and provide you with a step-by-step plan on how to get started.

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3 Roland Allen To be or not to be? A global future for education in an increasingly nationalist world

This past year was a strange experience: Brexit, Trump, Wilders and Le Pen trying to build real or metaphorical walls around the world. This generates disturbing new resonances. Our First World War presentation recalls a connected European nightmare. In our literature workshops, books about racism (To Kill A Mockingbird), politics (Animal Farm), future dystopia (Hunger Games) become newly frightening. Shakespeare’s stories of politicians’ failures and betrayals seem ever more acute. Even our primary school workshop ‘The Pollution Solution’ feels threatened. This session showcases how we try to respond to these changes in society, presenting extracts from workshops we present in UK and European schools. We will be frank about our bewilderment as to where to go from here (and ask for suggestions!),and want to discuss how teachers deal with these events in the classroom.

4 Alex Warren Developing 21st century teenagers

Being a teenager has never been easy. In the 21st century it is arguably harder than ever, especially given the rise of technology and social media in their lives. It is a time of great change and many of them are only just discovering who they really are. As teachers it is our responsibility to help our teenage learners through this challenging period, enabling them to become effective 21st century teenagers. It is our job to help them develop into free-thinking, confident individuals with the knowledge and skills to not only succeed at school, but to succeed in life. In this session we’ll look at what it means to be a 21st century teen and explore a number of different ways in which we can help them to better understand themselves, each other and the world they live in, all through the medium of English.

5 Patrick de Boer

CLIL and mathematics: the challenge of languages

Mathematics is often considered to be a difficult subject to teach using the CLIL methodology, since it makes more use of numbers than of ‘real’ language. This workshop aims to show you that Mathematics and CLIL can actually be

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combined in a very effective way! During this workshop you will: • Learn a variety of ways to implement language activities in a Mathematics lesson. • Discover the language challenges a student might face during a Mathematics lesson. • Discuss what challenges other colleagues face. • Apply the activities yourself to experience what students have to do. Participants are asked to actively participate during a variety of activities as well as help each other to create more ideas. You will go home with practical lesson ideas which you can apply immediately in your next lesson!

6 Burcu Benderli

All about Cambridge international examinations

Cambridge International Examinations would like to invite you to their session to find out about Cambridge Primary, Secondary 1, IGCSE and A Level programmes. In this session, we will talk about our qualifications and the accreditation process to run Cambridge programmes. We will also be joined by a school from the Netherlands, which will share its experiences of running Cambridge with their students and teachers.

7 Elvira Arkesteijn en Bart van den Elzen

Erasmus+: hoe breng je internationalisering op jouw school naar een hoger niveau?

Inspiratie door goede voorbeelden van Erasmus+ projecten van tto-scholen. Hoe zetten zij Erasmus+ in om internationalisering op hun school naar een hoger niveau te brengen? Tips en tops worden gedeeld met de groep. Daarnaast praten de adviseurs je bij over de nieuwste ontwikkelingen binnen Erasmus+ en nemen we je mee door de belangrijkste informatie die je nodig hebt voor het doen van een succesvolle aanvraag. Aan het einde van de workshop weet je welke mogelijkheden Erasmus+ biedt om internationalisering ook op jouw school naar een hoger niveau te brengen.

8 Alison Gilvey and Petra Hatley-Richardson

Giving input in the CLIL classroom – making your “normal” teaching more CLIL

CLIL activities are widely accepted and used nowadays and are considered by many to be the backbone of CLIL. However, many teachers still ask: “How do I make the input part of my lessons more ‘CLIL’?” This is because many of

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the activities are used as starters, for consolidation and outcomes. Of course this is excellent, but in this workshop we would like to explore techniques and strategies for making the “input” stage of your teaching more “CLIL” so that you achieve maximum student involvement. We will model tried and tested materials from a tto-school, you will be actively involved and you will also have the opportunity to consider how you can apply the ideas to your own subject area.

9 Deborah Wüst

Designing effective lessons for CLIL: active language participation

Being a bilingual teacher requires additional skills to being a monolingual teacher. Besides teaching your subject, you are also supposed to help your pupils learn a new language at an academic level. CLIL is the method for that. But how do you create CLIL lessons that are effective in making students use and practice their (academic) language skills actively? The answer does not simply lie in methods such as 'scaffolding' and 'group work' alone. In this workshop, I will show you how language activation, speaking and writing activities with the help of language frames and a gradual release of responsibility for language production all work towards enhanced language participation. Please bring lesson materials to use in creating your own CLIL language activities! Example lesson materials will be available.

10 Sushama Doebri en Erik Atsma

Internationaliseren vanuit het klaslokaal met eTwinning

Wil je graag op een professionele manier met internationalisering bezig zijn zonder per se op uitwisseling te gaan? Dan is eTwinning iets voor jou! eTwinning is een online community die samenwerking stimuleert tussen scholen in Europa. Via etwinning.net vinden leraren elkaar en werken ze online samen aan onderwijsprojecten. Met eTwinning kunnen leerlingen bijvoorbeeld met leeftijdsgenoten in het buitenland mailen en chatten of samen aan een project werken. eTwinning is gratis te

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gebruiken voor leraren in het primair-, voortgezet- en middelbaar beroepsonderwijs. Leer tijdens de workshop hoe je gratis en veilig verplichte lesstof op een internationale en inspirerende manier kan geven. Ook zal Erik Atsma, die zelf met zijn Wiskunde eTwinning-projecten Europese prijzen won, voorbeelden uit de praktijk delen.

11 Peter Sansom

Subject meeting arts: Arts and CLIL opportunities outside of regular lessons

The Arts subject meeting is the chance for an art-related get-together and discussion. We will undoubtedly be touching on the conference theme of our place in a ‘Global Future’. Alongside this (and maybe not unrelated) we will be considering our involvement in project days, trips out to culturally interesting cities or places and international exchanges. The art department is perhaps asked more than most to actively participate on these occasions. What are the opportunities to win more ‘art time’ in the timetable, how can CLIL approaches be applied and how can these regularly returning events be linked to our regular lessons? Peter Sansom will give a presentation of some of the possibilities but come prepared to share, brainstorm and discuss other ideas.

12 Anne-Marie Eekhout and Wil Willemsen

How to become a European Parliament Ambassador School

The European Parliament´s Ambassador School network started in the Netherlands 7 years ago and is now up and running in the other EU-countries (except UK). The teaching material is provided free of charge and contains modules which allow participating pupils to work actively. The modules provide information and reinforce any existing knowledge pupils may have; they also comply with European and International Orientation (EIO) guidelines. The programme includes material both for basic and advanced levels. What are the benefits? • free teachers’ seminars in the Member States

and in Brussels or Strasbourg.

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• free interactive and innovative teaching material.

• the possiblity to participate in Euroscola and the European Youth Event in Strasbourg.

• interaction with Members of the European Parliament via school visits, debates and online activities.

• twinning with other European schools and being part of the network.

13 Katrin Fox IB in English

courses: integration of theory of knowledge and international-mindedness into language teaching

This interactive workshop explores elements of the IB Diploma Programme model and how they can be integrated into English language courses such as IBDP Language A: language and literature and IBDP English B, especially in the context of the Dutch Secondary Schools that do only offer IB DP language courses as part of the Nuffic agreement. The development of thinking skills within language teaching encouraged by an inquiry based teaching approach and focus on critical reflection is explored. Participants will be able to increase their understanding of theory of knowledge, international-mindedness and share good practices of how those elements enrich language development.

14 Hilary Phillips

and Gonny van Hal

Vocabulary in the CLIL Classroom

Are you CLILly enough in your bilingual classroom? Are you successfully CLILtivating your students? Is CLIL a recent educational concept or have we all be doing it unbeknown for years? During this workshop we would like to share with you some thoughts about CLIL today and what good CLIL teaching principles are. We would also like to give you some practical ideas that you can use in your own bilingual classroom.

15 Heather Zuur Subject meeting physical education: Curriculum

An interactive workshop where participating PE teachers will bring the different aspect of a bilingual PE together. Taking all the tools and tips from the last years and bringing them together

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development: bringing language into the PE lesson

in a comprehensive curriculum. We hope that everyone will have something to take home at the end of the day. Also, if you are new to teaching bilingual PE, you will have an opportunity to get connected to easy-to-use resources developed by other teachers.

16 Jeanette Noordermeer en Marion van der Kruissen

Werken met een eentalige methode

Tijdens deze workshop delen Jeannette Noordermeer (Frans) en Marion van der Kruissen (Duits) van het Carolus Borromeus College hun kennis en ervaring over het werken met een eentalige methode met je.

17 Ton de Kraay De kracht van het vertellen

Een goed verhaal is altijd welkom en in de klas levert het een veelzijdige bijdrage aan het educatieve proces. Verhalen vertellen en activiteiten met verhalen zijn belangrijke instrumenten bij het aanleren van een vreemde taal. Deze workshop begint met verhalen, vertellen, verhaalstructuren, de kwaliteit van input en de meerwaarde voor het onderwijs. Het tweede deel van de workshop bestaat uit het verkennen, ervaren en werken met onderwijsactiviteiten rond verhalen. Van verhalen bouwen met de klas, tot de storyline approach en alles wat daar tussen zit.

18 Carly Klein Celebrate communication: the language triptych

Language as a learning tool operates in 3 ways: of- for- through. Content in CLIL is flexible and may be implemented in a classroom in different ways. CLIL learners are expected to develop in both content and language. Scholars recommend to use the language triptych in CLIL classrooms. Why is the language triptych important? Are we aware of it in the learning process? How can we use it? Participants of this workshop will gain insight in what the language triptych is and what it can do for you and your students. This workshop will not only be a study into this tool, but also an eye-opener in opportunities to heighten learning.

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19 Kevin Schuck Pluriliteracies for teaching and learning

This workshop explores how educators can create an inclusive process of conceptual growth involving active agents, knowledge builders and meaning-makers in the development of a Puriliteracies approach to Teaching for Learning (PTL). Bridging CLIL into the 21st century and beyond for learners and educators.

20 Mignon van Hasselt, Marianne Molendijk en Randee Gagné

Actief lezen met actuele teksten bij het vak Engels

In deze workshop maak je kennis met een actieve manier van lezen met actuele teksten. Hoe kun je tegemoet komen aan niveauverschillen tussen leerlingen op het gebied van leesvaardigheid? We laten lesfragmenten zien en docenten gaan op een actieve manier aan de slag met de materialen van Newswise: leeslessen op niveau A1, A2 en B1 met actuele teksten.

21 Myrna Feuerstake

De tpo-coördinator als coach

In deze workshop gaan we dieper in op jouw rol als coach. Wat is coaching en welke vaardigheden heb je nodig? Wat doe je al in je werk en hoe doe je dat? Wat is jouw werkconcept? En die van jouw collega tpo-coördinator?

22 Karin Winkel Spell it out Deze workshop neemt de nieuwe Leerlijn Spelling voor tpo als leidraad. We presenteren manieren van werken die volgens literatuur voor ESL-leerlingen effectief is. We behandelen verschillende benaderingen waarbij je zelf bij betrokken wordt. Om te leren lezen en spellen heb je goede fonologische vaardigheden nodig. ESL-leerlingen combineren deze vaardigheden met het leren van nieuwe woorden, luisteren naar verhalen en met woordspellen. We bespreken de aandacht voor Engelse spelling binnen bestaande lessen en methodes. Het doel is om te schetsen hoe je de Leerlijn Spelling vormgeeft binnen de school.

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Round 2 No Workshop

leader(s) Workshop title Description

1 Roy Helmerhorst en Gerton Springeling

Doorlopende leerlijn vmbo-mbo

Tweetalig vmbo en tweetalig mbo zijn allebei flink aan het groeien. Hoe kunnen we het tweetalige onderwijs op het vmbo en mbo nog beter maken door in te zetten op de doorlopende leerlijn tussen het vmbo en mbo? Ervaringsdeskundigen Roy Helmerhorst van het Anna van Rijn College (vmbo) en Gerton Springeling van het Deltion College (mbo) zullen tijdens deze workshop een inzicht geven over hoe zij het aanpakken op hun scholen. Ook gaan ze graag in gesprek met deelnemers om ideeën uit te wisselen over ieders eigen ervaringen.

2 Elise Bouman

Civilisation -vakoverstijgend

Hoe kun je leerlingen op een interessantere manier leren over kennis van land en volk door meer samen te werken met andere vakken? Aan de hand van een aantal concrete voorbeelden uit de eigen lespraktijk bedenken we nieuwe mogelijkheden om samen te werken met andere vakken en bespreken we voordelen, (organisatorische) knelpunten en beoordeling.

3 Pierre Grothauzen/ Jochem Deen en Frederike Rudolphij

Good practice t-vmbo: voorbeelden van de eerste gecertificeerde t-vmbo scholen

De 2 eerste tweetalige vmbo-afdelingen zijn inmiddels gecertificeerd door Nuffic. Deze 2 scholen delen hun ervaringen en good practice over tweetalig vmbo. Hoe zijn zij te werk gegaan om hun tweetalige vmbo-afdelingen op te zetten? Wat zijn hun succesverhalen en waar liepen ze tegenaan? Je krijgt het allemaal te horen in deze workshop.

4 Rosie Tanner CLIL activities for bilingual mbo

More and more mbo-schools are taking the step to teach some internationally-oriented courses in English. But what does this mean for the mbo teacher? In this practical workshop, you will experience CLIL activities in English which are appropriate for mbo. We shall also take some time to discuss your burning questions about the implementation of CLIL at your institution.

5 Deborah Wüst

Designing effective lessons for CLIL: active language participation

Being a bilingual teacher requires additional skills to being a monolingual teacher. Besides teaching your subject, you are also supposed to help your pupils learn a new language at an academic level. CLIL is the method for

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that. But how do you create CLIL lessons that are effective in making students use and practice their (academic) language skills actively? The answer does not simply lie in methods such as 'scaffolding' and 'group work' alone. In this workshop, I will show you how language activation, speaking and writing activities with the help of language frames and a gradual release of responsibility for language production all work towards enhanced language participation. Please bring lesson materials to use in creating your own CLIL language activities! Example lesson materials will be available.

6 Marlous Oud Subject meeting geography: effective and future proof assessment within bilingual geography

In Dutch education the most used assessment instrument is a summative written test with a question-answer structure. However, one could wonder if this assessment instrument is the most effective way to test the knowledge and skills of bilingual students who struggle, especially in the beginning, with expressing themselves in a foreign language. Moreover, one could wonder if this instrument is future proof. Does it trigger 21st century skills that our youngsters are required to possess in a globalized world? During this workshop participants are asked to think outside the box about assessment instruments within bilingual geography.

7 Richard van der Watt

Subject meeting social studies

This is the subject network meeting for Social Studies teachers. The meeting will have something for both new and experienced Social Studies teachers including useful sources and CLIL activities. We will have a special look at using role-play to engage learners with authentic learning activities. Participants will have the opportunity to develop ideas for new materials to use in their lessons.

8 Sebastiaan Roosingh

EIO – het CFEC toepassen binnen je school

EIO: a useful idea but greatly misunderstood. The possibilities of the CFEC are huge but mainly seen as an obstacle that “has to be conquered” to pass the visitation and maintain the tto-certificate.

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Giving insight in how to use and implement the CFEC is the main goal of this workshop. Breaking barriers and being inspired to come up with new ideas is the desired outcome. There is time to talk and share ideas and maybe even some frustrations.

9 Marc Norris All the world’s a stage – building connection through comedy and drama

Marc Norris (Director of The Shakespeare in Performance Project) presents an interactive drama workshop exploring the techniques that he has successfully developed to help thousands of tto-students experience, connect with and understand classic plays, novels and poetry. These techniques aim to develop the student’s interest both individually and collectively and are transferrable across a wide range of subjects and classroom environments.

10 Paul Bullen-Smith and Sonja van Harten

Assessing the skills for a global future

This presentation will center on Cambridge Global Perspectives – a programme for developing and assessing the skills needed for a global future – as well as Cambridge’s new “A Level in Digital Media” and “Design”, a new qualification preparing learners for employment in the global future. The presentation will explain the theoretical basis underpinning the qualifications. Sonja van Harten of RSG Slingerbos Levant, will share her experience of using Global Perspectives in the classroom.

11 Frans Kranenburg and Louise Taylor

CLIL 4 EIO CLIL is so much more than teaching your subject in English. In this workshop for teachers beginning with tto, we will give an impression of the 4 courses offered by the HvA. Together these form a complete CLIL training called “Teaching in English: the bilingual class” (https://tinyurl.com/bilingual-class). Workshop participants will be submersed in the CLIL and EIO world, inspired and assisted by 2 alumni using examples of good practice.

12 Rosanne Severs en Frederiek van Lieshout

Hoe haal ik meer uit mijn uitwisseling? Internationalisering en

Kennismaken met een andere cultuur, een kijkje in het leven van een buitenlandse leeftijdsgenoot, een andere taal praten - een internationale uitwisseling is leerzaam voor leerlingen en docenten. In een uitwisseling ontwikkel je interculturele competenties. Wat is intercultureel

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interculturele competenties

leren, wat zijn interculturele competenties en hoe zorg je dat leerlingen hier ook daadwerkelijk mee aan de slag gaan? Tijdens deze workshop krijg je concrete opdrachten waarmee je je internationaliseringsprojecten meer inhoud kunt geven.

13 Kirstin Plante Dynamic language learning through TPR storytelling

TPR Storytelling, or TPRS, is a dynamic approach to second and foreign language education. TPRS uses stories to teach language structures in context so they are easily stored in long term memory. Vocab and grammatical structures are acquired almost unconsciously as the students immerse in engaging and personal stories. TPRS offers the teacher many tools to provide in an endless stream of interesting comprehensible input, through which the students can acquire the new language in a natural way. In this workshop you will experience an interactive story in Russian for beginners. After this demonstration, you will discuss your experiences with your colleagues and we will shine a light on the backgrounds of this approach. We will end with a hands-on activity.

14 Chiel Mooij and Errol Ertugruloglu

Teaching IB Global Politics at a Dutch bilingual school

One of the tasks of United World College Maastricht is to use international education to be a positive influence on Dutch education. Following UWC Maastricht, Wolfert Tweetalig started offering IB Global Politics as an alternative for Social Studies in September 2016 . The course uses the concept-context approach to enable students to gain a deep understanding of international politics. The first experiences are overwhelmingly positive, and the conceptual and experiential character of the course evidently stimulates students in their intellectual and civic development. We would love to bring this course to the attention of other schools and policy makers, because we believe that it could play a vital role in nurturing the critical global citizenship bilingual schools so firmly believe in.

15 Zelda MacClear en Jannie de Vries

Digitaal portfolio Een goed systeem voor een leerlingportfolio is zeer waardevol, maar voor veel tweetalige scholen is het toch een hele uitdaging om het op te zetten. Welk systeem gebruik je? Hoe laat je de leerlingen

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ermee werken? Wat zet je erin en hoe hou je het bij? In deze workshop delen scholen hun ervaringen met het opzetten en invoeren van hun digitale portfolio.

16 Onno van Wilgenburg and others

In gesprek over tto 2.0

Het afgelopen jaar hebben we in het netwerk tto gewerkt aan de vernieuwing van het Tweetalig Onderwijs. Onder een regiegroep van schoolleiders, coördinatoren en docenten formuleerden we nieuwe uitgangspunten en doelen voor het tto. In deze sessie presenteren leden van de regiegroep de stand van zaken en gaan ze in gesprek met de aanwezigen over de toekomst van het tto. Praat en denk mee over tto 2.0!

17 Casper Gardeniers

Scrum and team assessment

This workshop offers hands-on methods for group work in secondary education. Next to this approach I would like to share my experiences on group assessment. This workshop is based on a pilot run within the subject European and International Studies (maatschappijleer) in year 4 of tto-vwo. I would like to show you how the 4Cs framework of CLIL can be brought into practice:

• Contents: the subjects matter directly relates to the main learning goals of EIS and EIO.

• Communication: learners have to communicate within the group assignment.

• Cognition: using context rich summaries (mini-posters) during the team assessment learners integrate their required knowledge in an active manner.

• Culture: the awareness of the self and others is stimulated in special group activities based on global citizenship skills.

18 Rinke van der Valle

Inspirerende voorbeelden van internationale projecten

In de workshop krijg je inspirerende voorbeelden van projecten waarbij Nederlandse leerlingen samenwerken met leerlingen van buitenlandse partnerscholen. Dat zijn projecten waarbij leerlingen elkaar ontmoeten, bijvoorbeeld tijdens een uitwisseling of een Erasmus+ School Partnerschap. Maar ook projecten waarbij de leerlingen via de digitale snelweg samenwerken. Aan het eind van de workshop ga je zelf aan de slag met het bedenken van een internationale opdracht.

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19 Malouk van der Burgt

Creëer je digitale CLIL-les met het digitale internationale curriculum (Beta & Engels)

Tijdens deze workshop starten bekijken we de veelzijdigheid van onze Engelstalige digitale leerprogramma's in de vakken English, Math, Science, Physics, Chemistry en Biology. Steeds meer docenten maken gebruik van digitale leermiddelen. Zo worden ze weer eigenaar van hun eigen lesmethode, want ze zitten niet meer vast aan één methode. Leerlingen kunnen op eigen tempo en niveau aan de slag. Dat is gepersonaliseerd leren. We laten aan de hand van praktijkcases zien hoe tto-scholen dit gebruiken. Vervolgens gaan we samen met jou aan de slag met de volgende vragen:

• Hoe sluit deze content aan bij de leerdoelen van SLO en voldoet het aan de eisen van tto?

• Lessen creëren of arrangeren? • Hoe wil jij gepersonaliseerd leren mogelijk

maken? • Hoe zou je digitale content het liefst willen

gebruiken? 20 Tessa

Mearns and Janneke Geursen

Integrating content and language in teacher education

In Dutch bilingual education, there is growing demand for teachers with an international outlook. These teachers should possess the skills and knowledge required to support learners following a curriculum in a language other than their mother tongue and with emphasis on their role as global citizens. So how can we help new teachers to develop these much-needed competences? What does that mean for those supporting beginning teachers in schools and in teacher education programmes? And how can approaches to teacher education reflect the CLIL methodology that is in effect our ‘content’? In this interactive workshop, we will consider together how we as teacher educators and school-based supervisors, coaches and colleagues can support early-career teachers in their growth as skilled and specialized CLIL practitioners. Discussions will be supported by practical examples of how beginning teachers can be encouraged, like their bilingual pupils, to develop in terms of both language and content.

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21 NB Plenair programma tpo

De tweede fase van het FoTo-onderzoek is afgesloten. Wat zijn de bevindingen? Tijdens deze sessie speciaal voor tpo-scholen vindt een eerste presentatie van de onderzoeksresultaten plaats.

Round 3 No Workshop

leader(s) Workshop title Description

1 Froukje Ris-Lunter and Jørgen van Waes

How to build a bi-lingual vocational course – a good practice

In this workshop you will be shown how two mbo-schools set up their bilingual department. Froukje Ris-Lunter (ROC Mondriaan) will take you through the ups and downs in the learning curve they started on when they decided to set up a tto-version of their Manager/Entrepreneur in Hospitality course. Learn about gauging students’ motivation, supporting teachers’ classroom management skills and creating extra value for your students towards their professional future. Jørgen van Waes (ROC van Amsterdam) will explain how mbo College Airport has taken the opportunity to redesign its bilingual Travel & Hospitality course based on the newly introduced level 4 qualification. See students’ enthusiasm for their CLIL education; learn how to overcome initial objections of some of your teaching staff; and experience how bilingual education creates chances for cooperation with expert colleagues abroad.

2 Katrin Pannekeet/ Violetta van der Laan and Annemieke van der Kooij

Internationalisering bij Frans en Duits

Internationaliseringsactiviteiten zorgen ervoor dat het leren van de vreemde talen meer betekenis krijgt. Het ondersteunt de ontwikkeling van leerlingen tot wereldburgers. Tijdens deze workshop schetsen we een overzicht van internationaliseringsactiviteiten voor de vakken Duits en Frans. We lichten daar twee voorbeelden uit, die bewijzen dat je voor internationalisering niet altijd meteen de grens over hoeft.

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Violetta van der Laan, docente Duits. presenteert het succesvolle talendorp dat het Schoonhovens College al meerdere jaren organiseert. Via authentieke opdrachten in een compleet verbouwd lokaal worden de leerlingen van klas 3 gestimuleerd de doeltaal te gebruiken. Annemieke van der Kooij van het Carolius Clusius College stelt haar Belgisch-Nederlands brievenproject voor. Zij initieerde het e-Twinningproject om haar vmbo-leerlingen meer in het Frans te laten schrijven. Het resultaat was een geslaagd project, dat door het grote enthousiasme van leerlingen en docenten werd opgevolgd met een fysieke ontmoeting.

3 Hetty Hurkmans

Tto op het vmbo: hoe ‘content driven’ zijn dan de lessen Engels? Een zoektocht naar de inhoud.

Wat betekent het voor jouw Engelse les als je vmbo andere vakken in het Engels geeft? Hoe richt je dan je vak in? De afgelopen vijf jaar hebben we dat met tientallen docenten en honderden onderzocht. Dat heeft geresulteerd in concrete voorbeeldlessen. Je maakt kennis met onze werkwijze, we praten met elkaar over de inzichten die van docenten en leerlingen en we nemen je mee in het proces van cocreatie.

4 Trevor K. Lewis

Po-vo partners in education

Primary and Secondary education have been islands. Bridges were built only for the transfer of information from group 8 to the first year of secondary. We operate in different worlds with different objectives. It’s time to wake up and learn from one another and help one another. Who benefits? The pupil. Learn how the RSG Enkhuizen works with its feeder schools, through open communication and short lines. The RSG Enkhuizen has organised conferences for the primary school teachers for a number of years and the fruits are now being harvested through better cooperation. Learn about our links with UK universities and unique teacher training programmes that we offer to UK student teachers at both primary and secondary level. Communication and cooperation between schools enables a smoother transition for the pupils.

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5 Ton de Kraay

De kracht van het vertellen

Een goed verhaal is altijd welkom en in de klas levert het een veelzijdige bijdrage aan het educatieve proces. Verhalen vertellen en activiteiten met verhalen zijn belangrijke instrumenten bij het aanleren van een vreemde taal. Deze workshop begint met verhalen, vertellen, verhaalstructuren, de kwaliteit van input en de meerwaarde voor het onderwijs. Het tweede deel van de workshop bestaat uit het verkennen, ervaren en werken met onderwijsactiviteiten rond verhalen. Van verhalen bouwen met de klas, tot de storyline approach en alles wat daartussen zit.

6 Karin Winkel Spell it out Deze workshop neemt de nieuwe Leerlijn Spelling voor tpo als leidraad. We presenteren manieren van werken die volgens literatuur voor ESL-leerlingen effectief is. We behandelen verschillende benaderingen waarbij je zelf bij betrokken wordt. Om te leren lezen en spellen heb je goede fonologische vaardigheden nodig. ESL-leerlingen combineren deze vaardigheden met het leren van nieuwe woorden, luisteren naar verhalen en met woordspellen. We bespreken de aandacht voor Engelse spelling binnen bestaande lessen en methodes. Het doel is om te schetsen hoe je de Leerlijn Spelling vormgeeft binnen de school.

7 Roland Allen

To be or not to be? A global future for education in an increasingly nationalist world

This past year was a strange experience: Brexit, Trump, Wilders and Le Pen trying to build real or metaphorical walls around the world. This generates disturbing new resonances. Our First World War presentation recalls a connected European nightmare. In our literature workshops, books about racism (To Kill A Mockingbird), politics (Animal Farm), future dystopia (Hunger Games) become newly frightening. Shakespeare’s stories of politicians’ failures and betrayals seem ever more acute. Even our primary school workshop ‘The Pollution Solution’ feels threatened. This session showcases how we try to respond to these changes in society, presenting extracts from workshops we present in UK and European schools. We will be frank about our bewilderment as to

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where to go from here (and ask for suggestions!),and want to discuss how teachers deal with these events in the classroom.

8 Alex Warren The power of TED: creating 21st century global citizens

In a world that is growing bigger and smaller at the same time through the use of the Internet, social media, travelling and worldwide news coverage, it is becoming ever more important for students to develop the knowledge and skills that will help them not only survive in this changing world, but to succeed in it. They will need to have a global perspective and develop a critical approach to global issues. And they have to be able to do this in English. In other words, they need to be global citizens. In this session we’ll look at how using the power of TED Talks can help us succeed in this goal by focussing on 2 key areas: 21st century themes and 21st century skills.

9 Rinke van der Valle

Inspirerende voorbeelden van internationale projecten

In de workshop krijg je inspirerende voorbeelden van projecten waarbij Nederlandse leerlingen samenwerken met leerlingen van buitenlandse partnerscholen. Dat zijn projecten waarbij leerlingen elkaar ontmoeten, bijvoorbeeld tijdens een uitwisseling of een Erasmus+ School Partnerschap. Maar ook projecten waarbij de leerlingen via de digitale snelweg samenwerken. Aan het eind van de workshop ga je zelf aan de slag met het bedenken van een internationale opdracht.

10 Kevin Schuck

IB new and improved

This workshop explores the revisions to ’The Language A: Language and Literature’ course starting in 2018 - 2019. It will include an overview of the changes and looks at some of the activities and curriculum building.

11 Tessa Mearns

Motivating and motivation in bilingual education: preliminary results

This research project focuses on the motivations of learners of English in bilingual havo and vwo, and on the ways in which both English teachers and subject teachers can positively influence that motivation. Learners in tto have a reputation for being motivated, in particular when it comes to learning English. But what does that motivation look like and how does it differ even within this special group of learners? Furthermore, while internal factors account for a large proportion of the learner’s

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motivation, the classroom environment can also play a crucial role. In this presentation, preliminary findings from the first stage of the research will be presented, addressing both motivational differences within the pupil sample and observations regarding the self-reported motivational strategies employed by tto teachers.

12 Janet Streeter and Michelle Mulder

“Feeding back” after a CLIL activity – keeping students involved

We all know that student involvement is a key element of good teaching and learning. This is particularly the case in CLIL, where student talk is important for language development and to further students’ thinking. At the 2014 CLIL conference in Venice, Keynote speaker Merril Swain from the University of Toronto concluded that we should “lessen teacher talk” in our classrooms. Of course, this is not a new idea, but it is a helpful reminder. When observing lessons in the Netherlands and elsewhere, we noticed that teachers sometimes struggle to build student-student talk and involvement into the feedback stage of a task. This workshop will use examples from a tto classroom to model ways of engaging students in feedback on activities. You will be actively involved yourselves and have the opportunity to consider how to apply these techniques to your subject area(s).

13 Janneke Geursen and Babette Meijer

Scaffolding learning in the English classroom: a gallery walk

As teachers of English you are probably familiar with the following situation: your students have to work on the same task, but their needs differ considerably. Challenging learners, catering for various levels and keeping track of their progress is not easy. During the past 3 years, tto teachers of English participating in a Community of Practice facilitated by ICLON and HvA, designed tasks enabling learners to follow differentiated pathways leading to concrete content and language goals. They discussed the role of (pre-)assessment, scaffolding, cognition and feedback and assessed learner materials. After a short introduction you will be invited to join in a gallery walk. This approach allows you to walk around the room (in groups) examining projects and tools developed by

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colleagues and evaluating their suitability for your own (differentiated) classroom. Join in and walk away with new ideas!

14 Jody Hoekstra and Mark Levy

What makes a CLIL programme successful? Good practice from Spain

What is good CLIL? What makes a successful CLIL programme successful? We have been working with multilingual, bilingual and CLIL contexts in Spain for over 20 years and would like to reflect on and share with you what we have learned and what we are still learning. We would like to compare experiences and discuss approaches, ideas and good practice. Can we identify key factors that make teaching in CLIL or bilingual programmes more successful?

15 Peter Massey and Charlie Swindlehurst

Learning by watching versus learning by doing

A lot of children who start learning a new language are embarrassed when they have to speak. This is normally because they are frightened of making mistakes. The confidence of each child in a class is different. The confident ones tend to be more willing to try and speak. So what can we do for the shy ones? How can we encourage them to set aside their fears? In this workshop we will be looking at methods to build more confidence in the shyer pupils. We will also be demonstrating effective ways of helping the more disruptive pupils to settle down, fit in and become part of the class “team”. It may appear to be a mundane subject but you will have the Phileas Fogg guarantee - it will be great fun. As most of you know, we normally work with your pupils, but why should they always have the fun!

16 Nienke Smit and Deniz Haydar

Passionately curious: teaching science savviness

How can the CLIL teacher help learners become curious in science? And how can you foster spoken student output based on scientific input? In this workshop we will try out a set of reasoning tasks meant to spark students’ curiosity. We will use scientific figures as input and focus on ways to combine curiosity, reasoning skills, a clear lesson structure, plain language and meaningful interaction. Both English and CLIL teachers are invited to participate, because we strongly believe that literacy and science are complementary. We will show that integrating these 2 domains

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successfully in your lessons is motivating and fun for all.

17 Brian Dixon Subject meeting mathematics: what works best – a look at current research & advice

Among the Standard reference books for CLIL (Mathematics) teachers in the Netherlands are CLIL Skills (Dale, van de Es & Tanner) and probably CLIL Activities (Dale). At Cals College, we have begun to look to other sources and research, both within and beyond the field of CLIL. This has helped us to deepen our understanding of some of the original principles of CLIL, prioritize interventions and question some of our practice. In this workshop, we will review some recommendations from these sources. We will discuss ways to implement these ideas into our CLIL (Mathematics) lessons. Participants should leave the workshop with an improved vision of how to make their CLIL (Mathematics) lessons better.

18 Onno van Wilgenburg and others

In gesprek over tto 2.0

Het afgelopen jaar hebben we in het netwerk tto gewerkt aan de vernieuwing van het Tweetalig Onderwijs. Onder een regiegroep van schoolleiders, coördinatoren en docenten formuleerden we nieuwe uitgangspunten en doelen voor het tto. In deze sessie presenteren leden van de regiegroep de stand van zaken en gaan ze in gesprek met de aanwezigen over de toekomst van het tto. Praat en denk mee over tto 2.0!

19 Floor de Ronde

Subject meeting history: differentiating in CLIL exercises - how to approach different levels of English

Bilingual education is here to stay, which means that some early challenges have been overcome. In this workshop we focus on another challenging step; addressing the different levels of English in groups. These different levels will require a different approach from teachers and a different set of CLIL assignments. Questions that have come up in earlier subject meetings are:

• Which CLIL exercises are good to use for students with different levels?

• How to motivate students who have difficulty speaking English?

• How to keep above average students engaged?

These are questions we will address during the workshop.

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20 Sonja van Harten and Evelyn van Kampen

GPR Sharing is caring

In this workshop we would like GPR teachers to share their best practices with each other so everybody walks away with new ideas and inspiration. We will also tell something about the research Evelyn van Kampen is doing for the University of Leiden about GPR teaching methods. Feel free to tell us in advance what it is you are looking for in this session. Send your email to: s.vanharten@rsgsl.nl.

21 Carly Klein Celebrate communication: the language triptych

Language as a learning tool operates in 3 ways: of- for- through. Content in CLIL is flexible and may be implemented in a classroom in different ways. CLIL learners are expected to develop in both content and language. Scholars recommend to use the language triptych in CLIL classrooms. Why is the language triptych important? Are we aware of it in the learning process? How can we use it? Participants of this workshop will gain insight in what the language triptych is and what it can do for you and your students. This workshop will not only be a study into this tool, but also an eye-opener in opportunities to heighten learning.

22 Myrna Feuerstake

De tpo-coördinator als coach

In deze workshop gaan we dieper in op jouw rol als coach. Wat is coaching en welke vaardigheden heb je nodig? Wat doe je al in je werk en hoe doe je dat? Wat is jouw werkconcept? En die van jouw collega tpo-coördinator?