Intercompetency & Dialogue through Literature EACEA European Lifelong Learning Programme: Multilateral Project Developing Transversal Abilities in School Children

Comparing 3 teaching approaches: interactive, passive & self-directed Dr Alan Clark

European Projects Co-ordinator Stasia Cwenar:Research CoordinatorAssoc. Prof. Jennifer Rogers:Research ConsultantCarol Carlisle:Broughton Hall School Coordinator

Rosemary Sage COT Professor at the Institute of Education

Are we developing only half our brain Are we developing only half our brain power?power?

Academic at the expense of personal abilities?Academic at the expense of personal abilities?Left brain: verbalLeft brain: verbal Right brain: non-verbal Right brain: non-verbal

deals in partsdeals in parts deals in wholes deals in wholes

R brain images create meaning for understanding & applying knowledge & skills

Learning activities

target L brain

How do we assemble information?How do we assemble information?In parts or wholes? What do you make of this picture?In parts or wholes? What do you make of this picture?

We use imagination to fill in information & opinion gaps as in eg. below: Algy met the bear. The bear met Algy. The bear was bulgy. The bulge was Algy.

IDEASRecordRecord

produce ReciteRecite

arrange ReferRefer

compare ReplayReplay

sequence in time RecountRecount

Introduce, describe, discuss ReportReport

Introduce, describe, discuss RelateRelate

setting, characters, actions ,results, reactions

A MODEL TO ASSEMBLE INFORMATION & OPINION (Sage)(Sage) supports both personal and academic developmentsupports both personal and academic development

Formal communicative exchanges are planned & organised Clarity, Content, Conduct and Convention come together to express ideas to others

Formal communicative exchanges are planned & organised Clarity, Content, Conduct and Convention come together to express ideas to others

ClarityClaritymaking ideas clear

And interesting

ConductConductimpression ideas make on others

ContentContentideas relevant for

audience

ConventionConventionrules governing theExchange of ideas

7 stages to information development

COGS: Goal 1: 5 Sections: Clarity; Content; Convention; Conduct; Creative Writing

Method: 5 x 2 hour workshops: 30 subjects: 3 groups: Active (COGS); passive & self- directed. Pre and post test data - Qualitative & Quantitative data

Key Competencies (2006/962/EC,) are: effective communication &

cultural awareness, learning how to learn, mathematical, digital, scientific & technological abilities, social & civic engagement, initiative & entrepreneurship.

Transversal & academic competences are underpinned by communication

Clarity: Introduce & read from 2 literature sources2 contrasting views on a transversal topic.

Content: Create something with a crosscultural theme

Convention: Format forSeeking information

Conduct: Response to stimulus:Literature and poetry titles

Creative Writing: PresentationHandout for Content topic

SUMMARY OF THE ACTIVE APPROACH TO LEARNING PERSONAL & ACADEMIC ABILITIES

COGS Goal 1 Performance: Tasks assessed against core and specific competencies

Outcome: greater awareness of formal verbal & non-verbal systems & how they impact on diverse audiences from multi-cultural backgrounds

Groups:1,2,Groups:1,2,331=Interactive 1=Interactive (COGS)(COGS)

2=Passive2=Passive

3=Self-directed3=Self-directed

Pre-testPre-testSignificanceSignificance

(2 tailed)(2 tailed)

Post-testPost-test

1 cf 21 cf 2 0.570.57 0.000.00

1 cf 31 cf 3 0.640.64 0.000.00

2 cf 32 cf 3 0.680.68 0.770.77

Comparisons between groups pre and post teaching red = significant difference blue = no significant difference

Interactive rather than passive teaching helps R & L brain development to underpin both academic & personal success