Conclusion References Introduction

3. Rethinking spaces and ICT use in the CLIL classroom
As a final section in this unit, we have considered convenient to rethink how we organise the spaces where teaching takes place and which ICT resources are the ones that best suit different learning moments. Our main guideline will be the research on learning zones conducted by Schoolnet (2016). Six are proposed. They are, somehow, just another way of labelling the cycle present > analyse > synthesise > re-present that has already been commented in Unit 4.
Needless to say, this is just a state-of-the-art design by a think-tank. Its principles and proposals should be interpreted as the upper top of a continuum to be downsized to the reality of different schools and teachers. Anyway, in our opinion, the underlying philosophy is so attractive, innovative and thought-provoking that it is worth knowing and adapting. Besides, the sequence that it suggests (teacher-presentation, individual work, teamwork, student-presentation) enables better inclusive teaching, as more and less gifted students are combined to collaborate with each other when receiving, sharing and creating content. We have also been inspired by the article by López-Gómez, S. and Rodríguez-Rodríguez, J. (2017).
Let us, therefore, see the different learning areas.
A. Interact
- Key points:
Rather than witnessing a mere presentation of facts and figures, students should be engaged and get actively involved. Another important point is considering other furniture settings beyond the traditional row paradigm: horseshoe shape and small groups. –
ICT Equipment:
• Interactive whiteboard to present and interact with media-rich contents.
• 1:1 computer-equipped classroom.
• Bring Your Own Device (BYOD): Laptops, tablets, smartphones.
• Presentations + polling. Platforms such as Socrative and Zeeting, to name just a couple of them, enable teachers with built-in questionnaires that let them get instantaneous feedback from students as they are presenting a new topic