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eTwinning approaches for early literacy promotion - Teodora Valova


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Teodora is an eTwinning Ambassador with special interest in developing literacy in very young children

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eTwinning approaches for early literacy promotion - Teodora Valova

  1. 1. Lissabon, 2013
  2. 2. Teodora Valova, PhD, Assoc. Prof.St. Ciril and St.MethodiusUniversity of Veliko TarnovoPedagogic College PleveneTwinning Ambassador Evgeniya Tsvetanova Principal of a Kindergarten “Brother Grimm” eTwinning Ambassador
  3. 3.  Literacy as a phenomenon Some of the main challenges nowadays in reading literacy (Technology and change) Contemporary trends promoting the reading motivation From strategy of training modules towards the national strategy
  4. 4. Had suffered significant changes through thelast decades. Most often it is being definedas “ability to read and write”
  5. 5.  Ability to acquire cognition skills The usage of these skills in a way, allowing the personality to develop its potential To achieve its objectives To participate in activities contributing for social-economic development of the community to which the person belongs
  6. 6. Reading literacy FluentlyAlphabet MeaningEarly development of literacy skills
  7. 7. Transformation of the humanCommunication communication: the symbiosis human – media is intensifiedGlobalization Threatening the users’ identity Larger volume of information, smallerCurriculum meaningful share for integration in the community Company Logo
  8. 8.  It states that: literacy is crucial to the acquisition, by every child, youth and adult, of essential life skills that enable them to address the challenges they can face in life.
  9. 9.  We are national eTwinning ambassadors Svetlana Varbanova Evgeniya Tsvetanova Teodora Lissabon, 2013 Valova
  10. 10.  We are working in three different areas: Lecturer in University, Senior teacher in a high-school and a Principal of a Kindergarten /we are covering all areas of the secondary and higher education/ All three of us are experienced in all subprograms of Lifelong learning We had participated in trainings together and we have similar interests
  11. 11. DobrichPleven Shumen
  12. 12. TOWARDS THE TEACHERS: To present working practices promoting the reading motivation To create attitude directed towards professional development and skills for learning process of the teachers themselves To present the eTwinning portal projects as a way of informal learning and promotion of the reading process To motivate teachers to work in a team and to present this as a model of imitation
  13. 13.  To stimulate the group working approach in the classroom as a motive for learning, literacy and higher results.
  14. 14. National policy B Practical literacy and language European activities for trends and A C parents and theirexaminations small children Aimed to illustrate and integrate Students trainings based Activities andat institutions to practices in the prepare future E D classroom and pedagogues different educational levels Company Logo
  15. 15.  Research regarding team work took place in five pilot regions: Pleven, Shumen, Dobrich, Sliven and Ruse The research is done on two stages:1) The first one is aimed at defining the type of approach which could lead to conflict as well as projecting the team work attitude2) The second part aims to explore the parameters of participation in a team and the collaboration between teachers as members of the educational online portal eTwinning
  16. 16.  Active listening of the team Aid for the better work of the team Visiting sites with practical elaborations on different themes Participation in training events Sharing ideas related to the subject
  17. 17.  The cooperation may be placed as new activity for the teachers, used to work in isolation “behind the classroom door” Important side effect of the cooperation may be the promoted professional development of the teachers-participants Teachers shall get rid of their egocentric approach towards work and shall be open for cooperation IN and OUT of the school The exchange of didactic materials may be fulfilled on non-official bases, during pedagogic conversations and then to be introduced as a different type of literacies
  18. 18. Modular training and professional qualification by joint learning process in eTwinning – two aspects: how to do it together with students how to do it together with teachers
  19. 19.  Independence of the person being trained Qualification as a result of mentoring Selection of resources and instruments in line with the needs Eliminating the need of paid education Independent assessment of the needed qualification
  20. 20. First module separated in three sub modules, one hour and a half Themes: 1. What is eTwinning 2. Its relatedness to other programs andEuropean priorities 3. Significant of the program to teachers andstudents 4. Finishes with the actual portal registration
  21. 21.  Opportunities for project work and qualification Finishes with practical exercises in finding partners and project preparation
  22. 22.  Using the “snowball” effect Connection of the platform with other programs eTwinning before and after Comenius Finishes with practical activities Publishing in TwinSpace training platform
  23. 23.  eTwinning – the classroom of the future; new electronic platform for cooperation between teachers in whole Europe The project of high quality – challenge and condition in eTwinning: before - and - after Comenius Team work – a must for successful activity Practice classes in the new TwinSpace We are perfecting the module – including new interactive techniques, platforms and other instruments
  24. 24. Modular type of training for work with the platform eTwinning caféWork in cooperationduring the sessions Accentsfor students and teachers Self-perfection through communication in our teachers Training project for rooms and materials available in the e-twitters the platform Company Logo
  25. 25.  Modular in-service training - short way to accumulate knowledge in a particular theme of the platform Consultations – online and offline Interactive modules Help with project development and registration Monitoring meetings Giving ideas how to integrate the projects directly in the curriculum
  26. 26.  Registering all wishing to participate in our special registered education project Discuss in the portal teachers’ room The teachers get together to exchange ideas and practices from their project and search for other interesting projects through the portal, gaining ideas and practices We make direct contact with everybody during eTwinning weeks – “eTwinning for all”
  27. 27. The results from the research: mayor positive aspectsShow higher confidencein the skills Teachers’ skillsA way to motivate the teachersto become users in The educational onlineonline cooperation environmentRace the opportunity totransform individualaims in cooperative ones TransformationTo cope with theeducation processboredom Went out of the boredom
  28. 28. Self-training Interaction Usage opportunitiesProfessional Self-educationdevelopment
  29. 29.  The activities and the communication in the eTwinning aid acquiring social, cultural, language and intercultural competencies on the grounds of the digital competencies in the ERF for key competencies The easy access to resources and technologies develop the students learning process and their interaction: sustainable The teachers’ role is changed: they are more and more moderators in the education process
  30. 30. “eTwinning makes eTwinning teachersand eTwinning students which are faraway from the boredom.”
  31. 31. Thank you for your attention!