000 lte. learning and teaching (foreign languages) efficiently on the basis of innovative methods...

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LTE.Learning and Teaching (Foreign Languages) Efficientlyon the Basis of Innovative Methods and ICT.

30.05.2011

LTE. Learning and Teaching (Foreign Languages) Efficientlyon the Basis of Innovative Methods and ICT. 30.05.2011 2

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Table of contents

0. Objectives and Structure1. Multimedia2. Learning Potential of Interactive Whiteboards3. Interactive Teaching Strategies4. StressReduced (Foreign Language) Learning5. How will LTE go on?


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0. Objectives and Structure

The LTE-Network Focuses on StressReduced (Foreign Language)Learning

as well as

Multimedia,The Learning Potential of Interactive Whiteboards and

Interactive Teaching Strategies.


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Partners of LTE


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PartnersUniversity of Augsburg, Germany University of Alicante, Spain Universidad de Católica Portuguesa – Escola Superior de Biotecnologia – Centro de Competência Nónio, Portugal University of the Aegean, Greece The Technical University of Lodz, Poland Université Libre de Bruxelles, Belgium Stord Haugesund University College, Norway Institut Universitaire de Formation des Maitres de Champagne -Ardenne, France Center for Undervisningsmidler, University College South Denmark

Institutions ENGLISH CLUB foundation, Bulgaria Nkotnes kapitls jaunatnei un sportam, Riga, Latvia ISB, Staatsinstitut für Schulqualität und Bildungsforschung, Germany Cellule de Pilotage de l'Enseignement Communal d'Anderlecht, Belgium Kainuu Vocational College, Kainuu, Finland

SchoolsIES JOSEP VALLVERDU, Spain Liceo Classico Statale "Vittorio Emanuele II", Palermo, Italy "Maria Baiulescu" Technical College, Romania Reid Kerr College, UK Jakob-Brucker-Gymnasium, Kaufbeuren, Germany Birgittaskolan, Sweden

Associated Partners


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Table of contents

0. Objectives and Structure1. Multimedia

1.1 Main Questions for the Group1.2 Blogs1.3 Films1.4 ICT and Language Learning1.5 Web 2.01.6 Edutainment1.7 Results

2. Learning Potential of Interactive Whiteboards3. Interactive Teaching Strategies4. StressReduced (Foreign Language) Learning5. How will LTE go on?


110> Multimedia

1.1 Main Questions for the Group

How is the internet usually used?

How much teaching focuses on encouraging the students to

produce multimedia themselves?

How do the students feel about using multimedia?

How can our students learn better by creating their own

multimedia applications?


120> Multimedia

1.2 Blogs

Blog as a pedagogical tool

Using a blog suits a broad range of subjects and themes in school

An example in geography – a theme like: ”Travelling in Europe”

Aim: Learning about the countries in Europe

Working method: group work, each group chose one country

Task: Make a short presentation of the country, its capital,

major mountains/rivers, find relevant pictures, maps, links etc.


130> Multimedia

1.3 Films

Teaching a foreign language with the use of short films

Students really enjoy watching movies and TV for a variety of reasons. For

one, they get exposure to natural language in a non-threatening setting.

Secondly, movies and video provide common ground to students of any

international background.


140> Multimedia

1.4 ICT and Language Learning

ICT and Language Learning

Information Learning Technology

Ways of Integrating ICT in Learning and Teaching

Key Roles of Technology

in Language Learning

Benefits of Using Learning

Technology for Foreign

Language Learning

Targovishte (Bulgarien)


150> Multimedia

1.5 Web 2.0

WEB 2.0 Technology Multi-User Virtual Environments “MUVE” Pilot Project in a Virtual World

(Sponsored by the Danish Ministry of Taxation) Effect of Virtual Cultural Meetings

•Cultural Exchanges and Awareness•European Dimension

Foreign Language Learning •As Part of Lifelong learning •Through using Digital competence•Languages Learners also become Digitally Literate


160> Multimedia

1.6 Edutainment

EDUTAINMENT (Maria Baiulescu Technical College, Brasov, Romania)

Innovative Learning and Teaching Approaches

Educational Games

Subprojects to the LTE Topic:

• Yesterday – Today – Tomorrow

• Do you like to be my friend?

Contest 2008 / 2009:

• Lear: Lessons, Experiments,

Activities, Results


170> Multimedia

1.7 Results

Information Searching and Communication in School Context

Lativa

Norway

Poland

Portugal

Romania

Scotland

Sweden

Val. (Spain)

Belgium Bulgaria Cata. (Spain) Denmark Finland France Bavaria (Germany) Italy


170> Multimedia

1.7 Results

Practical Examples

Practical examples of use in education of multimedia and the internet from

the group:

• Short Films

• Educational Games

• Digital Lexica

• Virtual Museums

• Examples on LMS (Learning management systems)

• Activation of learners by having them produce their own video films/stories

• Web 2.0 technology based multimedia: a pilot study in the virtual world called

Second Life.


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Table of contents

0. Objectives and Structure1. Multimedia2. Learning Potential of Interactive Whiteboards

2.1 Main Questions for the Group2.2 Research on IWBs in Europe2.3 Do IWBs Enhance Learning?2.4 IWB as Educational Media2.5 Results

3. Interactive Teaching Strategies4. StressReduced (Foreign Language) Learning5. How will LTE go on?


210> Learning Potential of Interactive Whiteboards


To what extent are IWBs used in education in the respective

countries?

Which types of IWBs are used?

Which examples of best practice are already available/identified?

To what extent does the use of IWBs in tuition enhance learning

with regard to national educational goals?

Samples of how to use IWBs in teaching



2.2 Research on IWBs in Europe

European State of the Art of the Use of IWBs



2.3 Do IWBs Enhance Learning?

Danish trials show

Pupils’ learning of subject material was improved

IWB supports different teaching styles

IWB use qualifies teachers’ teaching planning and preparations

IWB qualifies teaching practice

Teachers themselves feel that they have improved in their teaching



2.4 IWB as Educational Media

Teachers can use the whiteboard to present a topic enhanced by:

using pictures, audio and video examples

resources directly off the Internet

the interactivity built into the whiteboard

use of the whiteboard software to bring teaching to life

Teachers can plan/prepare their lectures from home and the

lesson starts

Teachers can use the whiteboard to evaluate learning



2.4 IWB as Educational Media

The pupils can use the board to learn in many ways

through interactivity

by using more senses

by working together at the board

by using the board to give presentations



2.5 Results

Conclusion

It takes time to learn to use the full potential

It lessens the preparation burden in the long run

It forces the teacher to engage in new didactical thinking

It improves job satisfaction



2.5 Results

Practical Examples in different grades Elementary – Pre-intermediate – Intermediate Explanatory Activity: The Passive Voice Multimedia Activity: Singing Aloud Interactive Activity: Commonwealth Countries Software Activity: Connector Mindmap Generating Activities Best Practice Example: DOPING

OUR STRATEGY:IWBs + LMS (Moodle)

OUR STRATEGY:IWBs + LMS (Moodle)


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Table of contents

0. Objectives and Structure1. Multimedia2. Learning Potential of Interactive Whiteboards3. Interactive Teaching Strategies

3.1 Main Questions for the Group3.2 Interactivity3.3 Factors for Success3.4 Results

4. StressReduced (Foreign Language) Learning5. How will LTE go on?


320> Interactive Teaching Strategies


Map out a range of learning and teaching strategies used by countries

Compare the advantages and disadvantages of using these strategies

Ascertain what obstacles exist Identify and exemplify instances of best practice within given

countries

Three Themes Interactivity Reflective Practice Information Communication

Technology

Three Themes Interactivity Reflective Practice Information Communication

Technology



3.2 Interactivity

Why should we promote interaction?

To increase motivation

To increase participation

To develop communicative skills

To help to negotiate meaning

To enhance the elaboration of speech

To retain language concepts

To promote autonomous learning

To receive feedback



3.3 Factors for Success

Successful and Unsuccessful Foreign Language Learners

willing to guess when unsure

use control over their learning

work at expanding their language knowledge

use a large of strategies and techniques

strong desire to communicate

Successful FLL CharacteristicsSuccessful FLL Characteristics



3.3 Factors for Success

Successful and Unsuccessful Foreign Language Learners

feel FLL as a stressful experience

develop a poor self-esteem and frustration

show a lack of basic skills and abilities

face personal problems

Unsuccessful FLL CharacteristicsUnsuccessful FLL Characteristics



3.4 Results

RESULTS – Creating and Promoting an

Interactive Foreign Language Environment

How can we promote classroom interaction?

Set up an appropriate physical environment

Create an uninhibited atmosphere

Promote the use of the target language

Provide students with necessary classroom language

Make content and assignments relevant

Give priority to correct content over correct language



3.4 Results

Use technology as an interactive tool

Involve students in reflection and evaluation

Use questions to promote participation

Wait longer after posing questions

Encourage negotiation of meaning

Provide and promote constructive feedback

Lesson plans and guidelines to promote interaction



3.4 Results

PUBLICATION - Innovation in Learning and Teaching –

Interaction, Reflection and IT

This set of teacher guidelines aims to share some of the approaches that

are innovative and have made the learning experience for learners more

effective

http://www.lte-project.com/images/

stories/documents/guidelines2.pdf



3.4 Results

Contents

Interaction: The Power Behind Effective Learning and Teaching

• Teacher Guidelines

Reflection


Using Technology for Interaction




3.4 Results

Contact Seminar

National Agency: Madrid

National Agency: Valencia

(Project Application)

Contact Seminar: Cordoba

• 75 teachers from 19 European countries primary & secondary

• Contacts: 1.800 centres (30,000 teachers), FPAs (30), etc.



3.4 Results

Exchange of Ideas between Catalonia & Alicante

Cooperative Activities for Moodle:

English Language Classes:

• Pronunciation Puzzle

• Wiki Story

• Wiki Translation

• Portfolio

CLIL (Language Through Content)


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Table of contents

0. Objectives and Structure1. Multimedia2. Learning Potential of Interactive Whiteboards3. Interactive Teaching Strategies4. StressReduced (Foreign Language) Learning

4.1 Introduction4.2 Research in Europe4.3 SRL for Students4.4 SRL for Teachers4.5 Survey

5. How will LTE go on?


410> StressReduced (Foreign Language) Learning

4.1 Introduction

Introductory Exercises to SRL

Imagery Exercises

Thoughts and Language Relation

Mind-Body Connection

Self-Motivation

Different Levels of Problem Solving



4.2 Research in Europe

LTE Research in 15 European Countries

310 teachers and approximately 7000 students worked

with SRL for one year and took part in a survey.



4.3 SRL for Students

For Students

Relaxation Techniques

Learning in the ‘alpha-state’

Reduce exam nerves

‘Multisensory Learning’

Use effective techniques in (language)learning – vocabulary, grammar,

four-skill area


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Table of contents


4.1 Introduction4.2 Research in Europe4.3 SRL for Students4.4 SRL for Teachers

4.4.1 Basics4.4.2 Application in Lessons4.4.3 Script

4.5 Survey5. How will LTE go on?



4.4 SRL for Teachers

For Teachers

We have to start at universities

Go on in teacher training

Continue in in-service training


441> StressReduced (Foreign Language) Learning > SRL for Teachers

4.4.1 Basics

Basics Concentration Visualization Breathing Techniques Relaxation Techniques Affirmations Ultradian Phases Learning by Movement TPR (Total Physical Response) Mental Modes of Success Multisensory Learning Memory and Recall Learning and the Human Brain Multiple Intelligences Mindmapping



4.4.2 Application in Lessons

Application in Lessons

Vocabulary

Multisensory Teaching

Recall of Words in Context

Card Index

Ring Binder

Learning autonomously

Ponies



4.4.3 Script

Script

About 300 pages

Easy to read

Many examples

Teachers do not have to read it

all when they start –

they go chapter by chapter


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Table of contents


4.1 Introduction4.2 Research in Europe4.3 SRL for Students4.4 SRL for Teachers4.5 Survey

4.5.1 Design of Survey4.5.2 Results of Survey



451> StressReduced (Foreign Language) Learning > Survey

4.5.1 Design of Survey

Research

7 questionnaires between 15 and 30 questions

One questionnaire takes about 20 minutes to be filled in




Feed Back

Video from a Teacher in Portugal




Seven questionnaires between 15 and 30 questions

One questionnaire takes about 20 minutes to be filled in

Statistical Computation

Mann-Whitney-Test

Chi - Quadrat

Cramer V

Gamma

Kendall- Tau-b



4.5.2 Results of Survey

I enjoy speaking English


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Table of contents

0. Objectives and Structure1. Multimedia2. Learning Potential of Interactive Whiteboards3. Interactive Teaching Strategies4. StressReduced (Foreign Language) Learning5. How will LTE go on?


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In-service trainings in Germany and in our participating countries

and in European countries that are not yet in our network

To build up a big network we need partners who disseminate the

idea of LTE every teacher who is interested in working with LTE is

welcome

LTE continues as a non profit making organization

000

LTE.Learning and Teaching (Foreign Languages) Efficientlyon the Basis of Innovative Methods and ICT.

30.05.2011

000 lte. learning and teaching (foreign languages) efficiently on the basis of innovative methods...

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language learning ict

foreign languages

lifelong learning

romania innovative learning

language learning benefits

basis of innovative

teaching focuses

multimedia applications