CLIL & Pluriliteracies

I hope your return to school yesterday went smoothly and that the start of term has been kind to you.

As always, this space is here for you to ask questions, share reflections, or reconnect with others who understand the reality of the classroom.

If, along the way, you feel like joining a course, a live discussion, or a webinar, know that they’re there to support you, at your own pace, and according to what you need right now.

Wishing you a year filled with meaningful learning, supportive exchanges, and moments that remind you why you teach.

As the year comes to a close, I wanted to take a moment to thank you for being here and for following this space. Even when it’s quiet, the interest and attention are there, and that matters.

This group is here for you to use in the way that feels right: to observe, to reflect, to ask questions, or to share practice when the moment is right.

I wish you a very restful end of the year, with time to pause and recharge. I look forward to seeing this space take shape with you in the year ahead.

Warmly,

Dunja

When we ask a student (or group of students) to complete a complex task — write a text, analyze a graph, build a project, or answer a multi-part question — the overall task can feel overwhelming, abstract, or even intimidating. Even highly motivated students can feel stuck: they don’t know where to start or how to organize their work.

Breaking the task into steps transforms this vague “whole” into a sequence of smaller, concrete pieces. Each step becomes simpler, clearer, and more accessible. This approach, known in pedagogy, special education, and instructional design as task analysis, offers several concrete benefits.

The concrete benefits of breaking down a task

Reducing cognitive overload.

When students are presented with a task in its entirety, they must mentally manage every step at once — which can be overwhelming. Breaking the process down lightens that mental load and makes the task more manageable, especially for…