Learning design lessons from European and RPF projects - Charalambos Vrasidas, Photini Theodoulou, Petros Panaou & Christiana Aravi
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Learning design lessons
from European and RPF projects
Charalambos Vrasidas, Photini Theodoulou,
Petros Panaou & Christiana Aravi
The EPBC II Project EPBC II (www.epbcii.org) is an EU funded, Comenius Multilateral Project, which builds on experiences from the first EPBC collection, making more than 60 picture books from all 27 EU states and the ethnic, linguistic or religious groups within them, available to educators, librarians, students, and scholars. Educational approaches, activities, guidelines and materials have been developed, piloted, implemented and revised. All project outcomes are accessible on-line.
Educational Areas EPBC II addresses three educational areas (language learning, literature, and culture) so that each area enhances the learning motivation and opportunities in the other two. The entire educational process is conducted via attractive visual stories and enhanced educational technology.
Outcomes & Activities • The EPBC II Website • The EPBC II Book Catalogue • On-line Flipping Books • The EPBC II Teachers’ Guide • Three Pools of Educational Activities: Language; Literature; Culture • Pilot Studies • Teacher Training Seminars • Conferences and Presentations
Impact EPBC II is having a profound and multifaceted impact on educators and students and their teaching/learning practices, by encouraging, enhancing and supporting: • Improvements in pedagogical approaches regarding the teaching of European languages and literatures • The learning of modern foreign languages • The quality and European dimension of teacher training and student learning • The development of innovative ICT-based content and pedagogies
All the teachers who have used EPBC II books intend to use the
materials again in the coming school year. Other peoples’ culture
and traditions illustrated in the books were highly appreciated by
the Romanian teachers and children because there are not many
available materials on this topic.
Ana Magdalena Iordachescu, Teacher
SCOALA CU CLASELE I – VIII, NR. 97, BUCURESTI, ROMANIA
Would definitely use them again!! We are only sorry that we have
come to this relatively late. Both the class teacher and I could see
many ways in which we could have extended the work over several
weeks, and if possible, we would love to do something similar in
the autumn term.
Heather Bignold (Librarian) & Liz Pogson, class teacher
Clayesmore Prep School, Iwerne Minster, Blandford, Dorset, UK
My advice to other teachers The children followed the
using EPBC II books is to activities with interest and
take advantage of the fun. They were very pleased
material that’s in these to try talking in other
books, find interesting and languages.
creative activities and let the
children be the most Karin VEIT, Claudia RICHTER
Teachers
important part of the session
Junior secondary school GTKMS
by embracing an interactive Anton-Sattler-Gasse 93, Vienna,
environment AUSTRIA
Maria Kyriakou (BA student)
Agia Marina primary school
Strovolos, Nicosia
CYPRUSLessons Learned from Implementation • The activities which worked best appeared to be those which were adaptable for second language learning and those which used books with minimal texts. • Most teachers were amazed at the positive ways in which their children responded to the visual texts from other countries; and many were surprised at their children’s creativity when left alone to interpret visual narratives. • Most teachers felt that their children had learned a great deal from the EPBCII experience, particularly to connect visual literary images to real life situations and their own experiences. Through this, they were able to gain some insight into other languages and cultures.
Suggestions from teachers to teachers • Let the students’ imagination flow under the teacher’s guidance and even the weaker ones will be capable of explaining difficult aspects because they are interested in finding out how the story develops. • Choose the books carefully, according to the children’s age and interests and plan the activities in advance. • Explore texts in unknown languages as this is challenging for both pupils and teachers. • Feel free to mix the suggested activities with activities of your own. • Whenever possible focus on the culture-specific elements because contact with new cultures is an important part of one’s education.
www.lifelongreaders.org
Contracting Authority Education Audiovisual & Culture Executive
Agency (EACEA)
Programme Lifelong Learning Programme (centralized)
Action COMENIUS Multilateral Projects
Coordinator P1: CARDET LTD (CYPRUS)
Co-beneficiaries P2: University of Piraeus Research Centre
(GREECE)
P3: University of Worcester (UK)
P4: INNOVADE LI LTD (CYPRUS)
P5: Meath Community Rural and Social
Development Partnership LTD
(IRELAND)
P6:International Institute for Children’s
Literature and Reading (AUSTRIA)
P7: BPURSUS (POLAND)
Duration 1 Nov 2011 – 31 Oct 2013 (24 months)A lifelong learner is first and foremost a lifelong reader.
LiRe’s Aim and Objectives “The development of a love for reading is too important to be left to chance” (Spiegel, 1981: 4)
Aim of the project
General Objective
The Lifelong Readers Framework
PART A - Descriptions of successful reading promotion
programmes
PART B - Research report
& Guiding Principles, Strategies and
Approaches
PART C - Assortment of
Reading Promotion Actions
PART D - Reading Promotion Sources &
ResourcesAppendices to LiRe Framework
Process
Teachers and librarians who promote reading
• Cognitive skills and reading motivation are
mutually reinforcing… rather than being
alternatives, schools need to address both
simultaneously. (OECD, 2002)
• Teachers place great emphasis not just on
children acquiring specific reading skills but also
on promoting engagement and pleasure in
reading and they know what to do when a child
does not seem motivated to read.
(DfES, 2005: 4) (Lockwood 9)• To promote engaged reading, instructional contexts must be well designed: ‘In an engaging classroom, reading lessons are designed to develop long-term motivation, knowledge, social competence, and reading skill.’ (Guthrie & Anderson, 1999: 37). (Baker et al, 2000: 2-3)
• Students’ sense of competence is
promoted by providing them with materials
to read that are challenging yet
manageable;
• students’ sense of autonomy is promoted
by encouraging them to choose books of
personal interest;
• and students’ sense of relatedness is
promoted by giving them the opportunity to
discuss what they are reading with others.
(Baker et al, 2000:10)What the research shows is that: • people become readers by doing lots of reading of extended text; • that what motivates novice readers is the pleasure in the reading experience itself; • and that libraries, schools and communities need to support pleasure reading by making the books accessible, • by helping readers choose books, • by celebrating and modeling the love of reading, • and by creating communities of readers--either face-to- face or in an electronic environment--who share the excitement of books. (Ross, McKechnie & Rothbauer, 2006: ix)
A Teacher or School Librarian who promotes reading engagement: Is a reading model and communicates daily her/his enthusiasm about reading Is informed about and has read a high volume of quality texts for children and YA Creates a print- and technology- rich classroom library to entice children to read Organizes a reading environment where there is easy access to plenty of suitable texts (in print and on screen) Promotes “light reading” as well (comics, magazines, popular print, on-line reading, etc.) Encourages and enables students to choose texts that interest them
Helps students become familiar with books and other texts Plans for social interaction and collaboration about books and reading: peer-to-peer recommendations, teaching and learning Provides incentives that reflect the value of reading Enhances student autonomy: motivating activities which are open and authentic tasks that promote learner choice and control Has high expectations and encourage students to do so as well Ensures that pupils are aware of what they are doing and how and why they are doing it
Establishes ‘real world interaction’ Achieves expertise in teaching reading and helps children build the word-level foundation for engaged reading Helps children who experience reading difficulties Fosters reading for learning Provides sufficient time for in-class/library reading Reads aloud to children Builds towards coherent instruction Facilitates reading instruction through school-wide coordination Fosters home and community connections to support children’s reading
The invisible ethos of the school and the visible physical environment • state of the art school library and full-time librarian/s • substantial time devoted to reading • school staff as role models of keen readers • avoid giving a negative message about reading • reading is celebrated publicly whenever and wherever possible (high profile) • involves parents & community
Designing a successful
reading-promotion program
• All staff is on-board and on the same page
• In-service training
• Needs Assessment
• Reading promotion objectives
• Action plan
• Evaluation of resultsDeveloping Real World Authentic
Learning through the Partnership
of Schools and Enterprises
33www.cardet.org/authentic
Project innovation • Training staff in implementing authentic learning approaches • Creation of activities that engage and motivate learners through collaboration between schools and enterprises • Design learning activities based on real- world problems, authentic tasks, feasible technological tools that assist learners in solving real world problems
CARDET INNOVADE LI
www.cardet.org www.innovade.eu
KEBE GC SCHOOL OF CAREERS
www.ccci.org.cy www.gcsc.ac.cy
36Objectives
• Preparation of staff in developing
meaningful learning activities based on
real-world authentic learning
• Strengthened links between education and
the real world/workplace
• Improved teachers on how to collaborate
with enterprises in order to engage and
motivate students
• Enhanced learner engagement, motivation
and acquisition of key skills
37Outcomes • Authentic learning model • Teacher Training Program with curriculum & instructional materials • Online learning environment to create a teacher community for collaboration • Project portal • Conference for the dissemination and exploitation of the project’s outputs and results 38
Implementation plan
1. Project management
2. Exploitation and dissemination of results and sustainability
3. Review of the Cyprus curriculum, state of the art in authentic
learning and design of authentic learning model
4. Development of the teacher education program for pilot
implementation
5. Design and development of online learning environment and
pilot testing
6. Implementation of the teacher education program and data
collection and analysis
7. Evaluation and revisions of the authentic learning model and
teacher education program
39Preliminary results
40State of the art • Students have to become component in handling real workplace problems • Emphasis in education have to focus from memorization of knowledge to the development of students’ skills and attitudes • It is important that the knowledge being taught in schools to be retrievable in real life context
Skills for 21st century – Access and use information – Communication skills – Demonstrate understanding – Apply rules and procedures – Be creative – Think critically – Make sound judgments – Problem-solve – Commit to life-long learning – Exhibit intellectual curiosity Reeves, Herrington, Oliver (2012) http://www.authentictasks.uow.edu.au
Authentic Learning Model
Real world
relevance
Using ICT Ill-defined
tasks
Diversity
Sustained
outcomes
research
Valuable Authentic Multiple
products Learning resources
Valuable Collaboratio
products n
Integrated Reflection
assessment
interdiscipli
naryPROJECT WEBSITES • www.lifelongreaders.org • www.cardet.org/authentic • www.epbcii.eu • http://ec.europa.eu/education/literacy/ • www.cardet.org
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