1. TO PEER FOR CLIL? WHY? WHAT ABOUT? HOW? Roma Valiukienė Vilnius University Lithuania

2. CLIL project in Vilnius University: profile  2011 – 2013  In English, German and French  2 modules (language development, methodology)  Seminars for school administrators  Trainer team  Language professionals  Language and methodology sub-teams  Trainee pool  From secondary schools, colleges  Subject teachers (IT, mathematics, geography, psychology, etc.)

3.  The craft model  The applied science model  The reflective model

4.  Subject + language teacher tandem  Benefit from different multiple intelligences  Done when  2 teachers hold a joint presentation  Teachers take different times of the same class  Both teachers plan and one of them runs the class

5.  ‘Notions of good teaching are very subjective; they are to a large extent intangible and unable to be addressed through a list of criteria, and giving a constructive feedback is a difficult skill where the observer risks giving offence.’ Jill Cosh, 2003

6.  a more socially responsible, even transformative, pedagogy  suitable for communities  teacher-student and student-teachers concepts  advancing subject knowledge through a foreign language medium  innovative ideas about how foreign language and other academic subjects could be taught  Critical pedagogy

7.  Lesson Observation and Critical Incident Technique  Positive and constructive  Gives learners ‘a voice’  Procedure  Record a lesson  In teacher and learner groups, review, analyze, edit (selected video clips)  Retrospectively select learning moments  Compare the edited versions

8.  Continuous collaboration  Before the subject class, the language teacher identifies language needs  During the subject class, the language teacher supports and gives feedback  After the subject class, the language teacher does remedial language work  Shared responsibility  Complementary roles

9.  Turns taken equally between the supervisor and the supervisee  Listen with full attention and empathy  An open, non-judgmental way and unconditional regard for the supervisee’s narrative  Supervisee’s mapping of the lesson  The time given to the supervisee is entirely their time  The supervisor never observes any of your lessons