PLURILITERACIES TEACHING

A PTL APPROACH IS BASED ON CLIL TO

• PROMOTE DEEP LEARNING AND HELP DEVELOP LOCAL CITIZENS

• PROMOTE DEEP LEARNING AND HELP DEVELOP GLOBAL CITIZENS

• PROMOTE DEEP LEARNING AND HELP DEVELOP REGIONAL CITIZENS

• PROMOTE DEEP LEARNING AND HELP DEVELOP NATIONAL CITIZENS

SUBJECT LITERACY MEANS

• THE ABILITY TO LISTEN AND SPEAK

• THE ABILITY TO COMMUNICATE EFFECTIVELY AND MAKE SENSE

• THE ABILITY TO READ AND WRITE

• THE ABILITY TO REMEMBER CONTENT IN A SPECIFIC AREA

DEEP LEARNING CONSISTS OF

• FACTS, CONCEPTS, PROCEDURES AND STRATEGIES

• FACTS, COMPREHENSION, DESCRIPTION AND DEMONSTRATION

• KNOWLEDGE, COMPREHENSION, ANALYSIS AND APPLICATION

• KNOWLEDGE, CLASSIFICATION, APPLICATION AND DEMONSTRATION

DEEPER LEARNING MEANS

• BEING ABLE TO DESCRIBE WHAT LEARNT IN A SPECIFIC SITUATION

• BEING ABLE TO SUMMARISE WHAT LEARNT IN DIFFERENT SITUATIONS

• BEING ABLE TO APPLY WHAT LEARNT IN ONE SITUATION TO ANOTHER SITUATION

• BEING ABLE TO COMPARE WHAT LEARNT IN DIFFERENT SITUATIONS

THE 5 PRINCIPLES OF PTL ARE: CONCEPTUALISING LEARNING PROGRESSION, FOCUSING ON THE LEARNER, LANGUAGING, REALISING CULTURAL EMEBEDDEDNESS, RETHINKING SCAFFOLDING

• TRUE

• FALSE

THROUGH PTL LEARNERS ACQUIRE

• LOTS AND BICS

• HOTS AND BICS

• HOTS AND CALPS

• LOTS AND CALPS

ACCORDING TO VYGOTSKI INTERNALISATION OF CONCEPTS FOLLOWS 3 STEPS:

• MATERIAL PHASE, WRITTEN PHASE, CONCRETE PHASE

• PRACTICAL PHASE, LISTENING PHASE, TASK PHASE

• PLAYFUL PHASE, COMMUNICATION PHASE, CONCRETE PHASE

• MATERIAL PHASE, VERBAL PHASE, MENTAL PHASE

PTDL IN ITALY STANDS FOR

• PLURILITERACIES TRANSLATION FOR DYNAMIC LEARNING

• PLURILITERACIES TEACHING FOR DEEPER LEARNING

• PLURILITERACIES TERMS FOR DASHING LEARNING

• PLURILITERACIES TEACHING FOR DAZZLING LEARNING

PTDL CONSISTS OF 5 PHASES IN THE FOLLOWING ORDER: SURFACE, ACTIVATION, CONSOLIDATION, FEEDBACK, TRANSFER

• TRUE

• FALSE

THE 4 PILLARS OF PTDL ARE:

• SUBJECT-SPECIFIC LITERACY, TEACHER AS COACH, CONTENT AND CONCEPTS/STRATEGIES, CURIOSITY AND REFLECTION

• SUBJECT-SPECIFIC KNOWLEDGE, TEACHER AS COUCH, CONTENT AND CONCEPTS/STRATEGIES, CURIOSITY AND REJECTION

• SUBJECT-SPECIFIC LITERACY, TEACHER AS COUCH, CONTENT AND CONCEPTS/STRATEGIES, CURIOSITY AND REFLECTION

• SUBJECT-SPECIFIC LANGUAGE, TEACHER AS COACH, CONTENT AND CONCEPTS/STRATEGIES, APATHY AND REFLECTION