Μάθημα : Job Shadowing στην Κωνσταντινούπολη: Διαπολιτισμική παιδαγωγική και καινοτομία στη διδασκαλία

Κωδικός : 1951235377

Job Shadowing στην Κωνσταντινούπολη: Διαπολιτισμική παιδαγωγική και καινοτομία στη διδασκαλία

1951235377  -  ΒΑΣΙΛΕΙΟΣ ΤΣΙΟΤΡΑΣ

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Από τις 17 έως τις 23 Ιουνίου 2025, ο εκπαιδευτικός του Γενικού Λυκείου Διαπολιτισμικής Εκπαίδευσης Ευόσμου, δρ Βασίλειος Τσιότρας, συμμετείχε σε πρόγραμμα Job Shadowing στο πλαίσιο του Erasmus+ KA121-SCH με κωδικό κινητικότητας 27730-MOB-0008 στο:

πρότυπο Λύκειο Istanbul Atatürk Fen Lisesi,

στην περιοχή Kadıköy

της Κωνσταντινούπολης.

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Στη συνέχεια παρουσιάζονται δύο CLIL LESSON PLANS που εφαρμόστηκαν προσαρμοσμένα στην ελληνική σχολική τάξη (Θεματική: Καινοτομίες στη διδασκαλία/Ιστορία & Πολιτισμός). 

Ενότητες

CLIL LESSON PLAN – The Italian Opera (Εισαγωγή στην Ιστορία της Ιταλικής Όπερας)

 

CLIL LESSON PLAN – The Italian Opera

School: Istanbul Atatürk Fen Lisesi
Teacher observed: Music teacher (CLIL methodology)
Observer: Dr. Vasileios Tsiotras – Job Shadowing Erasmus+ KA121
Subject: History of Music
Topic: The Birth and Evolution of Italian Opera
Language of instruction: English
Level: Upper secondary (age 16–18)
Duration: 45 minutes

1. Aims

  • To introduce students to the origins and main features of Italian Opera.

  • To develop listening and speaking skills through musical appreciation.

  • To enrich vocabulary related to music and performance arts.

  • To promote intercultural understanding between European musical traditions.

2. Learning Outcomes

By the end of the lesson, students will be able to:

  • Identify key Italian composers (Monteverdi, Verdi, Puccini).

  • Describe briefly what an opera is and its main elements (aria, libretto, recitative).

  • Use simple English structures to talk about music and emotions.

  • Compare Italian opera to local (Turkish/Greek) musical traditions.

3. Materials

  • PowerPoint presentation with visuals and key vocabulary.

  • Short video extracts (La Traviata, The Magic Flute).

  • Bilingual glossary sheet (English–Turkish).

  • Worksheet for group task (“Create a Poster”).

4. Lesson Stages

Stage Teacher Activities Student Activities Language Focus Time
Warm-up Plays a short opera video; asks: “What language is it? How does it make you feel?” Discuss in pairs; share answers. Feelings vocabulary; cultural guessing. 5 min
Content Input Presents slides on the history of Italian opera; explains composers and terms. Take notes, ask questions. Key terms (aria, libretto, composer). 10 min
Language Focus Models useful structures (It was composed by…, It tells the story of…). Practice mini dialogues in pairs. Descriptive sentences; passive voice. 10 min
Task / Group Work Gives task: create a short poster about one Italian composer. Research briefly, design poster in English. Names, dates, short descriptions. 15 min
Reflection / Closing Displays posters, brief presentations; plays a Turkish or Greek opera extract for comparison. Present posters; discuss similarities/differences. Expressing comparison (similar to, different from). 5 min

5. Assessment

  • Formative: observation of participation and language use during tasks.

  • Product: evaluation of posters for content accuracy, creativity, and clarity of English.

6. Remarks

The lesson combined music appreciation with language practice in a natural, motivating context.
Students showed high engagement, especially through visuals and sound clips.
The intercultural connection (Italian–Turkish–Greek musical links) reinforced both cultural awareness and linguistic competence.

 

CLIL Lesson Observation /Innovativative Teaching Methodology– “Digital Museum: Hagia Sophia – History and Technology”

 

CLIL LESSON PLAN – Digital Museum “Hagia Sophia”: History and Technology

https://www.hagiasophia.gen.tr/about-hagia-sophia/hagia-sophia-history-museum/

 

Context: Erasmus+ Job Shadowing – Lesson Observation
Language of instruction: English
Subjects integrated: History & ICT
Class level: Upper Secondary (Ages 16–18)
Duration: 45 minutes

1. Aims

  • To introduce students to the historical and architectural significance of Hagia Sophia.

  • To develop vocabulary related to art, architecture, and digital innovation.

  • To foster digital and intercultural competences through active exploration.

  • To apply CLIL methodology by integrating content and language learning.

2. Learning Outcomes

By the end of the lesson, students will be able to:

  • Identify main features of Byzantine and Ottoman architecture.

  • Use English terms related to digital heritage (virtual tour, reconstruction, mosaic).

  • Describe how technology helps preserve and interpret historical monuments.

  • Collaborate in pairs or groups to discuss and summarize what they learned.

3. Materials and Tools

  • PowerPoint slides with visuals and keywords

  • 3D virtual reconstruction of Hagia Sophia (via Digital Museum platform)

  • Interactive whiteboard or tablet devices

  • Glossary handout (English–Turkish)

  • Exit ticket reflection form

4. Lesson Stages

Stage Teacher Activities Student Activities Language Focus Time
1. Warm-up – Motivation Shows short VR video of Hagia Sophia interior; asks: “What do you see? What do you know about this place?” Students share first impressions and prior knowledge. Descriptive adjectives, expressing curiosity. 5 min
2. Content Presentation Gives short input on history and transformations of Hagia Sophia using slides (Byzantine – Ottoman – Modern). Take notes, answer simple questions. Key nouns (dome, emperor, architect, restoration). 10 min
3. Digital Exploration (Main Task) Guides students through the Digital Museum virtual tour. Asks them to identify changes across historical periods. Explore VR interface in pairs, complete worksheet (What changed? When?). Past tense forms, comparative structures (larger than, rebuilt after). 15 min
4. Language Integration / Group Discussion Highlights useful expressions: It was built by…, It represents…, It was turned into… Discuss findings in small groups; prepare short oral summary. Passive voice; cause–effect connectors (because, therefore). 10 min
5. Reflection / Wrap-up Leads final discussion: “How does technology help us understand history?” Share reflections; complete exit ticket (“One new thing I learned today”). Expressing opinion (I learned that…, I think that…). 5 min

5. Assessment

  • Formative: teacher observation of participation, vocabulary use, collaboration.

  • Summative: completion of worksheet and reflection ticket.

Criteria:
✓ Understanding of historical content
✓ Use of target vocabulary
✓ Active engagement and teamwork
✓ Ability to make connections between history and technology

6. Reflection and Innovation

This CLIL lesson effectively merged historical learning with digital exploration.
The use of virtual reality turned a cultural monument into an interactive classroom, fostering curiosity, linguistic development, and intercultural awareness.
It demonstrated how innovative digital pedagogy can promote both content mastery and language acquisition within an authentic, motivating context.

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