Kay Bentley

  • Article

    TKT: Accommodation strategies

    In the final article of this series, Kay Bentley looks at how we can best support learners both before and during tests.

  • Article

    TKT: Performance assessment

    In the eleventh article in this series, Kay Bentley highlights the benefits of performance assessment and provides examples of where it can be applied.

  • Article

    TKT: Differentiation

    In the tenth article in this series, Kay Bentley explores the many forms of differentiation and their effect on the CLIL classroom.

  • Article

    TKT: Activating prior knowledge

    In the ninth article in this series, Kay Bentley discusses and suggests ways of allowing students to demonstrate what they already know about a subject.

  • Article

    TKT: Feature identification

    In the eighth article in this series, Kay Bentley explains how feature identification can be used as a task. Feature identification is not only helpful for the understanding of subject knowledge but also for identifying text types.

  • Article

    TKT: Wait time

    In the seventh article in this series, Kay Bentley discusses why wait time is an important issue in the CLIL classroom.

  • Article

    TKT: Carroll diagram

    In the sixth article in this series, Kay Bentley looks at Carroll diagrams. These are excellent tools to help learners develop subject vocabulary knowledge and logical thinking skills.

  • Article

    Article: The role of TKT: CLIL in professional development courses?

    Kay Bentley questions and explores the role of TKT: CLIL in the professional education sphere.

  • Article

    TKT: A recount

    In the fifth article in her series, Kay Bentley explores the term recount and the importance of differentiating text types and genres.

  • Article

    TKT: The fourth ‘C’

    Drawing on the ‘4Cs' of CLIL, the fourth article in the series of Language for CLIL looks at the importance of culture and its role in the CLIL curriculum.

  • Article

    TKT: Code switching

    In the third article of the series, Kay Bentley covers code-switching and explores the benefits for students in the CLIL classroom.

  • Photo of a child or children in a classroom who look like they're thinking about something or look very concentrated.
    Article

    TKT: LOTS and HOTS: Lower Order Thinking Skills and Higher Order Thinking Skills

    In the second article of her series on language for CLIL, Kay Bentley explains what 'Lower Order' and 'Higher Order' thinking skills' are and how they should be taught.

  • Article

    TKT: Content-obligatory language

    In the first part of her series on language for CLIL, Kay Bentley explains what content-obligatory language is, how it affects CLIL teaching and what do you need to know about content-obligatory language for TKT: CLIL.