Transcript John Dewey, My Pedagogic Creed, 1897

INNOVATING EDUCATION THROUGH
INTERNATIONAL
ICT- COLLABORATION
Helsingor, 9-13 March 2011
Content and I.I.W.
(Interactive Whiteboard)
Integrated Learning:
how to cope with language, content and
tools challenges on a primary school
scenario
South Tyrol: where is it ?
Who are we ...?
CLIL
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CONTENT AND L.I.M.
CLIL
Content and L.I.M.
(Interactive Whiteboard)
Integrated Learning:
how to cope with language, content
and tools challenges on a primary
school scenario
HOW OR WHY ?
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“little attention is
given to everyday practices of using
IWB technology and the analysis of
classroom interaction.
This way, the focus tends to be more
on the teaching with the technology
and less on the effects of the
technology on learning. “
(Schmid, 2009: p. 43 )
WHAT IS CLIL…WHAT IS NOT
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CLIL an “umbrella term”
“Clil is defined as an approach in which a
foreign language is used as a tool in the
learning of a non-language subject in which
both language and the subject have a joint
role” (Marsh, in Coyle: 2006)
Do Coyle: the 4 C.s “Content, Communication,
Cognition, Culture”
NOT TRANSLATION BUT INTEGRATION !
… and how “CLIL” are you ?
CLIL: any topic, age, language
Project Music in English – Prokofiev's Peter and the Wolf
CLIL: any topic, age, language
Project Around town: Social studies and English
Language sensitive learning and teaching.. CLIL.. Second
language learning..language across the curriculum…
Non native or Additional
language
Focus on language
CLIL
Unit length
•Follow textbook unit
•Focus on language objectives
•Short, varied activities
Units longer, because focus on:
•Topics
•Tasks
•Skills
Lesson planning
Focus on:
•Language
•Oral work
•Controlled input and practice
•Objectives will be content-oriented
•Need to analyse language required
•Provide language support
•Emphasize LRW skills
Task design
Focus on:
•Oral work
•Productive skills
•Controlled practice
•Subject-matter tasks
•Emphasise diagrams/visuals
•Provide language support
•Include more reading/writing tasks
Language choice
Ideally:
•Teacher as model, teacher
speaks in TL at all times
•Learners use L2 whenever
possible
•Learners may use L1
•Teachers may use L1 for specific
purposes.
•Agree ground rules for private/public uses
of language
Syllabus
Focus on content
FROM ZERO TO IWB-CLIL !
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Springboard for the use of the additional
language (students, school, teachers)
General shared aims
High levels of achievement (curriculum
based)
Long term commitment
Strong leadership and vision
Parents’ involvement
Resources and training
Adapted from Immersion Handbook, Tallin, 2005
IWB FOR MODELLING:
WHAT DO CHILDREN NEED ..
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“From a very young age, children have an instinctive desire to relate
emotionally and socially to other people. They are also driven to
construct understandings and make sense of the world around
them. In order to do this, children use every clue they have at their
disposal: what they can see, touch and hear in their immediate
environment, their perception of the social context, their previous
experience of human purposes and intentions, their affective
relationship with immediate interlocutors, and the way language is
used, including intonation and social interaction
Provide opportunities to demonstrate understanding - a powerful way
of fixing understanding in children’s minds is to provide them with
plenty of opportunities to ‘show they know.’ This may be, for
example, by giving a short presentation, creating a parallel version of a
story or poem, or acting out a role play to the class.
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http://carolread.wordpress.com
..visual aids…John Dewey,
My Pedagogic Creed, 1897
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I BELIEVE THAT MUCH OF THE TIME AND ATTENTION NOW
GIVEN TO THE PREPARATION AND PRESENTATION OF
LESSONS MIGHT BE MORE WISELY AND PROFITABLY
EXPENDED IN TRAINING THE CHILD'S POWER OF IMAGERY
AND IN SEEING TO IT THAT HE WAS CONTINUALLY FORMING
DEFINITE, VIVID, AND GROWING IMAGES OF THE VARIOUS
SUBJECTS WITH WHICH HE COMES IN CONTACT IN HIS
EXPERIENCE.
LABEL AND LEARN:
WORDS ARE GLUED TO IMAGES
Mental images include:
 Visual +
 Auditory
 Tactile
 Kinaesthetic
 Olfactory
 Gustatory
Aristotele..impossible to think without a mental picture
Step 1. IMAGERY WORK
IN THE CLIL-CLASSROOM
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Establish relationship + Connect with ss
accostumed with high external visual
exposure (video, computers,tv)
“Language is a translation of something
else, a conversion from non-linguistic
images which stand for entities, events,
relationships and inferences”
Damasio, A. The Feeling of what happens: body, emotion and the
making of consciousness. London, Vintage: 2000,17
Step 2. I _ _ _ _ _ Y WORK
IN THE CLASSROOM with IWB
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A chance to go inside
Expand attention spans
Connect words with relevant experiences and emotional responses
(Images are always relevant and personal…if they come from
within)
Train memory and learning skills (identity, self concept)
Variety on non verbal referents (realia, objects, learning objects,
events, behaviors, games, emotions, rituals)
EXPERIENCE+EMOTION+IMAGES+LANGUAGE
If you can’t imagine you can’t read…. interact
Apapted from J. Arnorl, H. Puchta, M. Rinvolucri. Imagine That. Mental imagery in the EFL classroom. Helbling:2007
What is interactivity ?
• Definition: “in computers, interactivity is
the dialog that occurs between a human
being (or possibly another live creature)
and a computer program.”
http://searchsoa.techtarget.com/definition/interactivity
• involving people communicating with each
other and reacting to each other
http://www.macmillandictionary.com/thesaurus/british/interactive#interactive_
WHAT DOES INTERACT.
REALLY MEAN ?
WHAT OR WHO MAKES IWB
INTERACTIVE ?
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Participation manifest by observable behaviour
(answering or asking questions)
nature of response elicited by the teacher (=Y/N,
Wh- questions)
patterns of teachers response to students'
contributions (feedback /encouragement/ inhibit)
it is not what happens on the board that
matters: it is what happens because of the
board !
S.W.O.T: IS THE I.W.B.
HARMFUL OR HELPFUL ?
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Perceived pedagogical challenges
What is a blackboard ?
List in 10 seconds at least 5 things you
do at the blackboard starting:
NOW !!
S.W.O.T : IWB…HELPFUL ?
A BOARD FOR
 for writing and drawing (nothing new)
but also
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for typing
for displaying
presenting
annotating
making it bigger, smaller, turning it around, flip,
moving what you write, save it, and prepare lesson
in advance and edit it in class
always a new page at disposal …
Old or new tools:
Can I make it better with Iwb,
is IWB the best way to do it ?
UPDATING PLANNING:
new tools ?
UPDATING
3P.s=PLAN-PRESENT-PRACTICE &
SCAFFOLDING TOOLS
CLIL Project: Art and English
BENEFITS FOR STUDENTS
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Motivation
Multisensorial input
Involvement: taking the stage
IWB is not a teacher’s tool but a resource for whole
class: Ss are part of the lesson NOT just the audience
(modelling, scan their texts..)
Think aloud and through “coloured images”
Talking at the board
Modelling and sharing
(listen to and witness
the inner dialogue and
decision producing a text)
BENEFITS FOR
TEACHERS
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Motivation (the image I have of myself)
Visual teacher (mind maps, brainstorming, warming
in, saved pre-written texts editing)
Modelling (+www community and twinning)
Wider variety of learning resources (authentic)
More effort in planning=less planning time
More interaction*
More effective explanations for all learning styles
Enhances communication between peers and
communities
CLIL: less code switching+ “doing” with the language
Bridging, adapting
Body language and eye contact …
CLIL AT/WITH THE INTERACTIVE
WHITEBOARD:
A NEW LEARNING ENVIRONMENT
IWB AND TWINNING:
a point of integration of technologies
and communities
Twinning project Italy – Norway
http://aida.fuss.bz.it/campus/main/document/document.ph
p?cidReq=ICBZ1DANTE&curdirpath=/smart_clil
IWB AND TWINNING
Twinning project Italy – Norway
http://aida.fuss.bz.it/campus/main/document/document.ph
p?cidReq=ICBZ1DANTE&curdirpath=/smart_clil
PERCEIVED PEDAGOGICAL
CHALLENGES…
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Attention spans
Not more than 20 minutes with or at the IWB
Colour overload (Too rich input )
Too much .ppt
Too much teacher talking time (teacher-and/or IWBcentred lessons)
IWB as a “physical barrier” forbidden to touch
Lazy: don’t have to imagine
Focusing on the ICT and forgetting the children
Rules and habits
COPING WITH CHALLENGES:
CHECKLIST
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PLACEMENT OF THE IWB (height, doors, windows, walls, lamps, blinds)
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SITTING ARRANGEMENT (U shape)
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DESKS ARRANGEMENT (room for group work, max 5 around the IWB)
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COMPUTER, INTERNET CONNECTION, WIRELESS KEYBOARD, SPEAKERS,
PRINTER, SCANNER
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DOWNLOAD SOFTWARE AT HOME
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USE IT –DON’T BE USED BY IT (a resource for the whole class)
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STEP BY STEP (how many teachers in class ?)
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BE FLEXIBLE and PATIENT
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HAVE THE IWB READILY AVAILABLE (set the stage before class)
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BE BACKED –ASK AND GET HELP
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TRAINING ON THE JOB (tutorials on line, blogs, have a go!)
THINGS TO REMEMBER
1. DOWNLOAD: the IWB and install it onto your home computer
2. IN CLASS: turn the Iwb on and simply start using it as a “normal” blackboard
3. SAVE: your lesson and re-visit it at home: what can you add, edit, implement and go back in
next lesson
4. DO NOT expect to know everything from scratch
5. ASK your ICT technician, IWB is a point of integration of other technologies
6. SORT free pre-made IWB resources and use them as a base for exploring curriculum based activities
7. SET up a repository
8.START PLANNING your lesson plans as interactive and digital “learning objects” (tutorials)
9. DO NOT OVERLOAD: choose IWB when necessary
COPING WITH LANGUAGE,
CONTENT AND TOOLS
CHALLENGES: the teacher+ IWB
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Cope with the lack of CLIL resources (selection,
adapting, editing, replanning, sharing) and the
cognitive challenges by visualizing concepts
Embed scaffolding, brighten up the classroom and
improve students’ understanding, springboard for
higher level cognitive skills
Less code-switching by means of greater use of body
language and visuals
Bridge ORACY as well as READING AND WRITING
A LONG WAY TO GO ...
A CHANGE IN SKILLS TASSONOMY
TO IWB OR NOT TO IWB ?
• Research has shown that he
context determines any
effects which ICT may have
on attainment ..
• ICT is just a tool
it's the teaching that counts
so…
WHAT CAN THE IWB DO
FOR ME?
• REMEMBER:
the good teacher is you
NOT the IWB !!
TECHNLOLOGY STILLS NEEDS A TEACHER
IWB is like a LANGUAGE
”people do not learn languages and then use them,
but people learn languages by using them” (Eskey 1997)
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Clil and Iwb are powerful tools that
enhance PROCESS that bring about
CHANGE
school is an ecosystem
introducing the IWB in one classroom
with affect all the system
so focus on all passive or active
stakeholders that are affected by or
may influence you
IWB DEBATE:
WHERE DO WE STAND ?
•
DO OLD THINGS IN
OLD WAYS
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DO “OLD” THINGS
BUT IN NEW WAYS
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DO NEW THINGS IN
NEW WAYS
WHERE DO WE STAND:
AN ITALIAN PERSPECTIVE
• Precariously working
conditions up to 44
years of age
• 70% of staff is older
than 46 years
• only 7% schools have
Internet connection in
class
• 40% IWB teachers are
not ICT specialist but
“special” teacher
http://piercesare.blogspot.com/2010/12/la-scuola-le-lim-e-i-guerrieri-nel.html
http://www.didainformaticaprimaria.blogscuola.it/?cat=57
MAKE THE DIFFERENCE,
BE THE DIFFERENCE
Europe- South Tyrol (Italy): BOLZANO-BOZEN, via Cassa di Risparmio / Sparkassenstrasse
Thank you for
your attention !
ANY QUESTIONS..
Maria Elena Picone
Primary and Lower Sec. School
Bolzano -South Tyrol (Italy)
[email protected]