PBL in CLIL

Project Based Learning in CLIL in Vocational Education and Training

Marta Valero Compte

Where are you from?

Different countries, different ways of doing !Go to www.menti.com and use the code 4511 7634

Where are you from?

Different countries, different ways of doing !Go to www.menti.com and use the code 4511 7634

Why innovate in methodologies?

Because the world has changed, now there is a new paradigm ...

Surely you’ve already thought about that

Why learn?

Learn content or learn skills

There are many other questions we can ask ourselves about learning and methodologies.

Can we continue working with old school concepts, when everything is really mixed? We are looking for alternatives.

All the information at hand

Final conclusion. Acquired learnings. Principles and characteristics of active methodologies Statements and their characteristics

"The PBL methodology is one of the active, applicable and efficient methodologies for jointly achieving curricular contents and professional, personal and social competencies. In addition to key competencies."

The methodological principles of your teachers

Your methodological principles. I believe in .... Go to www.menti.com and use the code 4511 7634

5. ...

1. Teacher-based learning
2. Conductivist learning
3. Individual work versus teamwork.
4. The error is penalized.
5. Competitiveness.
6. Memory and content learning.
7. Summative evaluation.

The methodological principles of your teachers

Your methodological principles. I believe in ....

1. Teamwork (planning, CPPS, key skills...) cooperative learning.
2. Meaningful learning through the connection of prior knowledge ...
3. Routine work and repetition to learn procedural skills.
4. The motivation to learn, to learn from the mistake.
5. Learn for real and professional needs
6. Student-centered learning
7. Positive feedback. The formative evaluation.

1. Teacher-based learning
2. Conductivist learning
3. Individual work versus teamwork.
4. The error is penalized.
5. Competitiveness.
6. Memory and content learning.
7. Summative evaluation.

M8‐ MARKETING POLICIES

• UF 1 - Commercial organization (33 h)

• UF 4 - Marketing plan (33 h)

• UF 2 - Strategic marketing (33 h)

• UF 3 - Operational marketing (33 h)

2019 - 2020Marketing policies + In-store Product and Promotions management

2016 - 2017Boring !

The evolution

2017 - 2018The great idea : PBL Cafès Cornellà

2020 - 2021Marketing policies + English

Each year more and better!

2018 - 2019B2B B2C Services

2021 - 2022PBL everywhere

CLIL in

READY TO POST ON INSTAGRAM

A LEAFLET

RESTAURANT'S MENU

coffee beans

coffee capsules

ground coffee

infusions

• program of the Department of Education of the Generalitat de Catalunya, the Vocational Training
• promotes the collaboration of companies and vocational training centers to work on:
• innovation
• knowledge transfer projects.
• gives a legal framework regarding the agreement with the company and the assignment of students' intellectual property wich worried me a lot.

Services

B2C: Sofas

B2B and B2C: Bubbles

B2B: mine plug

M 8: Marketing policies + M 2: In-store Product and Promotions management

B2B: Space + Service

B2C: Tickets for Consumers

PBL + CLIL !!

M 8: Marketing policies + M 10: English

work order: marketing plan

• Fear of travelling due to the pandemic
• Fear of sharing spaces
• Customers with less money to buy
• What?
• When?
• Who?
• How?

CLIL in

READY TO POST ON INSTAGRAM

A LEAFLET

RESTAURANT'S MENU

evaluation

• 2 months work
• marketing plan
• promotional launch campaign in catalan and english
• very good and original ideas came out
• the company liked it
• they are ALREADY applying some of them

student exposition

work order: Marketing plan

• Fish with no commercial value
• Fish paste or other products
• What?
• When?
• Who?
• How?

evaluation

• 2 months work
• marketing plan
• promotional launch campaign in catalan and english
• very good and original ideas came out
• the company liked it
• they will apply some of them

CLIL in

INSTAGRAM

A EVENT

A PROMOTION

student exposition

sample of possible packaging

student exposition

PBL with CLIL without modules

• program of the Department of Education of the Generalitat de Catalunya, the Vocational Training
• promotes and supports changes to active classroom methodologies in vocational training schools throughout Catalonia, to develop PBL.

Timeline

01/03Let's begin!

22 / 02Visit the company

10/03Market Study

24/03Internal Situation

07/04Objectives and Strategies

21/04The 4 Ps (first delivery)

05/05The 4 Ps (second delivery)

12/05Budget, Evaluation, Control plan

19/05Test presentation and Story Telling

28/05Presentation to the company

Teacher: What are we supposed to do?

we always need a planning...

Work instructions

Use content that they look for, or the material available in the virtual classroom.Each member of the group will have different responsibilities. Each group will have a leader. There will be parts in English. Part of the presentation will be in English.

Teams will be of 4 or 5 students.1 group = 1 work on the drive shared with the teacher The marketing plan will be made for the company.

Co-Assessment and Self-Assessment:Requirements for students

Co-Assessment and Self-Assessment: Requirements for students

Co-Assessment and Self-Assessment: Requirements for students

Co-Assessment and Self-Assessment: Requirements for students

Co-Assessment and Self-Assessment: Requirements for students

BIG PROBLEM

• There is always a BUT...

• The google translator

• The presentation (company ?)

Let's gamificate!

Do you have a project in mind to do using PBL in CLIL?

Remember the requirements of a project scope statement:

• Real and contextualized
• Within the curriculum
• Motivator
• Achievable

Your turn, your PBL in CLIL...

Thank you !

Could we work together?