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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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0. Objectives and Structure
Partners of LTE
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0. Objectives and Structure
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?
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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?
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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.
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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.
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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)
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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
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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
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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
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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?
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2.1 Main Questions for the Group
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
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2.2 Research on IWBs in Europe
European State of the Art of the Use of IWBs
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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
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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
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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
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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
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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?
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3.1 Main Questions for the Group
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
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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
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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
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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
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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
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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
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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
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3.4 Results
Contents
Interaction: The Power Behind Effective Learning and Teaching
• Teacher Guidelines
Reflection
• Teacher Guidelines
Using Technology for Interaction
• Teacher Guidelines
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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.
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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?
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4.1 Introduction
Introductory Exercises to SRL
Imagery Exercises
Thoughts and Language Relation
Mind-Body Connection
Self-Motivation
Different Levels of Problem Solving
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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.
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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
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 Teachers
4.4.1 Basics4.4.2 Application in Lessons4.4.3 Script
4.5 Survey5. How will LTE go on?
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4.4 SRL for Teachers
For Teachers
We have to start at universities
Go on in teacher training
Continue in in-service training
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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
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4.4.2 Application in Lessons
Application in Lessons
Vocabulary
Multisensory Teaching
Recall of Words in Context
Card Index
Ring Binder
Learning autonomously
Ponies
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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
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
4.5.1 Design of Survey4.5.2 Results of Survey
5. How will LTE go on?
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4.5.1 Design of Survey
Research
7 questionnaires between 15 and 30 questions
One questionnaire takes about 20 minutes to be filled in
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4.5.1 Design of Survey
Feed Back
Video from a Teacher in Portugal
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4.5.1 Design of Survey
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
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4.5.2 Results of Survey
I enjoy speaking English
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4.5.2 Results of Survey
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4.5.2 Results of Survey
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4.5.2 Results of Survey
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4.5.2 Results of Survey
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4.5.2 Results of Survey
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4.5.2 Results of Survey
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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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5. How will LTE go on?
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
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LTE.Learning and Teaching (Foreign Languages) Efficientlyon the Basis of Innovative Methods and ICT.
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