The submitted project proposes the partnership of five European schools with considerable experience in delivering CLIL courses and an affiliated University, collaborating in an attempt to exchange their expertise in research, educational practices, and their diffusion via ICT tools. Partners will exchange views and share ideas, revise and share experiences concerning research findings and best practices in the implementation of CLIL in European schools and aim to disseminate the results to the wider European educational community using ICT tools.The project will be carried out via study visits and virtual cooperation among participants. One study visit to the workplace of each participating organization is required, where guest participants will have the opportunity to attend classes where CLIL is implemented by their colleagues and discuss methods and techniques used. In addition, guests will deliver CLIL lessons, so that application of different practices in a variety of contexts can be assessed. Seminars will also be provided to resident teachers, school councilors and university students, concerning practices used by the participating organizations. Each visit will be carefully planned by a committee set up by members of all participating organizations, who will also be responsible for the resolution of potential difficulties and problems that may arise as the project unfolds. Each study visit will be evaluated via questionnaires distributed to the participants in events organized by the host-member, incorporating both qualitative and quantitative elements. Each participating organization is responsible for analyzing the results from questionnaires given during the visit of guests to their workplace and delivering a report to the other participating organizations within one month upon completion of the visit. The reports will be published on the OER platform that will be especially created for the needs and deliverables of the project.Since the project suggests the design of a MOOC course concerning CLIL practices, it is necessary that members of partner staff meet once more before the setup of the MOOC course to decide on appropriate material to be included in the course after their transnational joint learning and teaching activities. It should be emphasized that a MOOC course will be designed for the first time in Greece. Additionally, the course designed will contain good practices of teachers from five European member states and as such it will present a bottom-up approach to the development of a common European framework of CLIL delivery. This bottom-up approach is necessary since the new method is already implemented in a variety of different ways and aspires to present a practical rather than theoretical tool of CLIL instruction.The deliverables of the submitted project are: 1. the construction of an Open Educational Resources platform providing pre- and in-service educators with a variety of teaching techniques, samples of worksheets and lesson plans that will aid them in the implementation of their own CLIL courses. This platform aspires to become a learning community hub for CLIL practitioners, where they can meet and exchange ideas, thoughts, misgivings, and 2. the creation of a Massive Open Online Course, designed and delivered by the partnering organizations, aiming to provide further assistance to CLIL working or aspiring professionals.The exchange, review and calibration of educational ideologies and techniques used in the CLIL classrooms is deemed necessary for the provision of equal opportunities to all in the European educational space and the reinforcement of the skills of future European citizens. Alongside, the strengthening of the professional profile of educators and the provision of a basic CLIL tool-kit is a necessary tool for the formation of a common European identity towards common European aims.
Promoting CLIL Implementation in Europe (http://clilprime.com/) has been the result of the partnership of five European schools with different educational experience in delivering CLIL courses and a University department. Participants were: a public primary school in Greece, the 3rd Experimental Primary School of Evosmos (the leading organization), My School srl, a bilingual private primary school in Italy, FUNDATIA INTERNATIONAL EDUCATIONAL CENTER- LICEUL TEORETIC EDUCATIONAL CENTER, an international private primary school in Romania, Zakladni skola a Materská skola Kladno, Doberska 323, a public primary school in the Czech Republic, Saules Gojus, a private primary school in Lithuania and ARISTOTELIO PANEPISTIMIO THESSALONIKIS, the School of English in particular, in Greece. Teaching staff of the organizations collaborated concerning CLIL practices and agreed on common criteria for CLIL implementation. These were established through dialogue among participants, as they shared expertise, reflections and practices while working together in transnational lessons, peer-edited their teaching materials and analysed learners' emotional and cognitive reactions through questionnaires they collected. Partners collaborated during short-term teaching events and via virtual meetings. During each event guest participants had the opportunity to attend classes where CLIL was delivered by their colleagues and discussed methods and techniques used. In addition, guest teachers delivered CLIL lessons, so that application of different practices in a variety of contexts could be assessed. Seminars were also delivered to teachers, school councilors and university students, concerning not only practices used by the participating organizations but outcomes and products of the project at each stage. Each activity was carefully planned by a committee set up by members of all participating organizations, who were also responsible for the resolution of difficulties and problems that arose as the project unfolded. It was evaluated via questionnaires distributed to the participants in events organized by the host-organization, incorporating both qualitative and quantitative elements. Results of questionnaires were analyzed and reports delivered within a month upon completion of each event. The reports have been published and are accessible on the OER platform of the project that was created for the products of the project. The project also involved the design of a MOOC course concerning CLIL theory and good practices. Members of partner staff discussed and commonly decided on appropriate modules to be included during their last transnational teaching event and each partner decided the module they would work on. Editing of the MOOC material was done by members of the University and the project coordinator of the leading organization. The course contains not only theoretical underpinnings concerning CLIL implementation but examples of good practices of teachers from the five European partner organisations as well, since it includes instances of videotaped lessons to exemplify theoretical points presented. As such it is a bottom-up approach towards the development of a common European approach to CLIL implementation. This bottom-up approach is useful since the new method is already implemented in a variety of ways and the MOOC course aspires to present a practical rather than theoretical tool of CLIL instruction. The deliverables of the project are: 1. an Open Educational Resources platform. The number of visitors at the moment are 55,669 with 209,286 views. The site has been built in a protected environment minimizing threats of malicious attacks. It provides pre- and in-service educators with a) a variety of downloadable teaching materials with worksheets, lesson plans and teaching guides, that will serve as examples and help them in the implementation of their own CLIL courses. The materials concern various school subjects/themes and different ages of learners b) the PowerPoint presentations from the five seminars delivered in host countries, c) the reports of the study visits containing information from questionnaires from learners and teachers' views that may assist researchers and practitioners alike. 2. the creation of a Massive Open Online Course, designed and delivered by partner organizations, aiming to provide further assistance to CLIL working or aspiring professionals. The course was offered to participants from July 1st to August 26th. The number of educators enrolled was 202. 40 participants received the certificate of completion (20% completion rate) whereas 20 participants reached step 29 (total steps: 30), without submitting their own lesson plan. The course will be reoffered in November 2019 3. the creation of a downloadable e-book, CLILprime A transnational dialogue to calibrate CLIL implementation, available on the project's platform to help CLIL researchers and practitioners