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In mete 55+ Resource pack

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Resource pack of materials, ideas and guidelines for English teachers

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In mete 55+ Resource pack

  1. 1.  Resource pack of materials, ideas and guidelines for English teachers Published by the partners of the “Innovative methods for increasing effectiveness of teaching English of 55+ learners” Project Erasmus+ Project, Key Action 2 – Strategic Partnerships
  2. 2.  Contributing authors: Teresa Anelli (Italy), Beatrix Bajnóczi (Hungary), Agnieszka Baran (Poland), Gyöngyi Bódiné Gál (Hungary), Andrea Ciantar (Italy), Loredana Golob (Italy), Manuela Gazzano (Italy), Kirsi Haavisto (Hungary), Barbara Kaszkur-Niechwiej (Poland), Anna Payne (Poland), Malwina Szeliga (Poland), adult learners taking part in the project. Project logo designer: Andrea Sinka (Hungary) Kraków (Poland), Rome (Italy), Szeged (Hungary), 2014-2016
  3. 3. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 3 Table of contents Introduction – The InMETE 55+ Project ....................................................... 4 The Project Partners ....................................................................................... 7 General Tips for Teachers .............................................................................. 9 Teacher’s Guide – elements description .................................................... 12 Summary ........................................................................................................ 20 Appendix ....................................................................................................... 22
  4. 4. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 4 Introduction – The InMETE 55+ Project Teaching foreign languages, especially English, to seniors, is becoming one of the most crucial elements of education in later-life in Europe. Existing analysis concerns mainly the needs and current state, but there are not enough didactic materials which would support teachers in their daily work with learners 55+. This concerns in particular those materials that go beyond the traditional language course, and include such elements that are emotionally engaging, motivating, and provide new incentives: mental, physical and sensory - so essential in later-life pedagogy. To address this deficiency a partnership was formed which consists of 3 organizations from Poland, Hungary and Italy, possessing considerable experience in senior education, especially in language teaching and represent a complementary approach, including academic. This has enabled the partners to identify the most urgent needs and gaps in language teaching (especially English) to older learners and to propose innovative solutions to address them. The Fullness-of-Life Academy Association from Krakow, the Courses Educational and Cultural Association from Szeged and the Italian Federation for Continuing Education from Rome gathered together to realize the Erasmus + Project “Innovative methods for increasing effectiveness of teaching English of 55+ learners” (InMETE 55+). The project has a form of “Strategic Partnership”, done under the Key Action 2 from September 2014 to August 2016. The project goal is to develop tangible propositions of innovative methods for increasing effectiveness of teaching English to 55+ learners. Through well-structured cooperation, researches, discussions, international meetings, three tangible intellectual outputs of the project be prepared:
  5. 5. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 5 a. resource pack of possible resources: materials, ideas and guidelines which could be used during the English lessons to increase cognitive functions of elderly learners, in particular, their attention, motivation, emotional involvement, memory functioning, senses and body involvement, communication sensitivity and capability, and also their well-being; b. nine detailed lesson outlines together with teaching/learning materials for teachers and students (each for two levels: elementary (A2-B1) and intermediate (B2) including innovative elements taken from external sources like art, historical heritage of our countries, memory rules and methods, music, poetry, body expression and para-theatrical forms, etc.; c. two curricula for a one-year (60 hrs) course for learners 55+, two levels - elementary (A2-B1) and intermediate (B2). These three products will be available free of charge for seniors’ educators from the non-profit sector. At the end of the project, during dissemination events, all of them will be promoted. In this publication we present the first project product – the resource pack of materials, ideas and guidelines that may be used by teachers of English for seniors. It consists of four parts and appendix. The first two contain general information about the project and partnership organizations. We prepared also some general tips for English teachers who plan to work with 55+ learners. In the main part of the publication educators can find the description of the resource pack elements preceded by general information about its structure. The full description of all the elements is available only for non-profit use – if you wish to receive it, please write to us: biuro@apz.org.pl.
  6. 6. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 6 APPENDIX: In this section teachers can find Autobiographical tools for learners. This simple tool has been designed to support some important key issues in the learning process of 50+ learners. The aim of this tool is to create deep motivation in learners studying English language; to make them more aware of their capacity and personal preferences and attitudes in the learning process (What’s the best way of learning for me? What are my main difficulties?); to give the learners the chance to share this information with others. Photo by UNIEDA © 2015
  7. 7. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 7 The Project Partners The partnership consists of 3 partners from Poland, Hungary and Italy, who possess considerable experience in senior education, especially in language teaching and represent a complementary approach, including academic. Poland: Stowarzyszenie Akademia Pełni Życia im. Joanny Boehnert The Fullness-Of-Life Academy Association has been working since 2001 with seniors from the Malopolska region of Poland - both from big cities and small towns. The goal has been to improve the quality of older people's life by creating a wide range of educational opportunities for them. Special emphasis is put on giving seniors access to modern computer technology, language learning and the achievements of contemporary science and culture. The Association organises computer courses, language classes, lectures, seminars, memory training, art workshops, and discussion and hobby groups. It also develops teaching/study materials tailored to older people. It carries out innovative educational projects for older people, both locally and internationally. Web page: www.apz.org.pl
  8. 8. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 8 Hungary: Tan-Folyam Oktatási és Kulturális Egyesület The Courses Educational and Cultural Association was founded by adult learners. Its main aims are to promote formal, non-formal and informal lifelong learning and to achieve and maintain mental, physical and social well-being through active learning. It organises and conducts various training workshops and projects related to lifelong learning, for example in language and ICT. The majority of members of the Association are older people and the development of teaching and learning techniques and applications appropriate to the age group is a central interest. Web page: www.tan-folyam.eu Italy: Unione Italiana di Educazione Deglt Adulti (UNIEDA) The Italian Federation for Continuing Education is a national umbrella organisation of 65 Italian adult education organisations. It is a national focal point for the development of an inter-generational pedagogy aimed at different generations and cultures in the name of their common educational needs. As a research and experimentation centre for adult education activities and methodologies, UNIEDA is particularly active in the promotion and dissemination of autobiographical and biographical narrative methodologies and explores their relationship with the memory and learning of older people. It participates in the implementation and dissemination of European Grundtvig projects at national and transnational level and, in 2010, developed for use a model bill on Lifelong Learning, which was regarded as strategic for the achievement of Lisbon objectives and aims. Web page: www.unieda.it
  9. 9. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 9 General Tips for Teachers At the beginning of a course the learners can fill in a questionnaire about the most common problems in learning English. Typical problems which will emerge are: speaking, oral comprehension, irregular verbs, present perfect/past simple, present perfect simple/continuous, future, phrasal verbs, idioms. The result of the questionnaire is important for teachers because they can develop the course by taking into account their students’ necessities. Teachers shouldn’t correct 100% of their students’ mistakes especially during conversation activities and at low levels. Excessive correction could result in the students’ refusal to speak. A good option is to write down the students’ mistakes without interrupting them and to correct them only at the end of the activity. Don’t forget to praise your students for their progress. Some students in particular are very shy and they need to be encouraged. A good way to correct compositions and essays written by students is the “collective correction”: the teacher selects (among the students’ texts) the sentences with the worst (and most interesting!) mistakes and writes them on the board without mentioning the author. In turn the students have to spot the mistake and correct it. Encourage students to use traditional dictionaries and not digital ones. The “effort” of looking up a word helps students fix it in their memory more than a simple click on their pc.
  10. 10. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 10 Adult-students are not just people who are learning a language; the teacher should valorise their personal experiences and background. If they want to share and compare their personal experiences, the teachers should encourage them. Make sure that the material is presented in a suitable way: for example well printed, in fonts which are not too small. Make sure the equipment works properly. For example if you play a song, the quality of the sound must be perfect and the room must not be noisy. If students do not understand a song or a listening exercise, they could be discouraged even if it’s not totally their fault. Don’t use materials (readings, listening, grammar exercises) too difficult for the students’ level. It could result in a general lack of confidence in the class. In general the teacher should motivate the students not to use their mother tongue in class, or to do this to the smallest degree possible. Anyway, at elementary levels, use the students’ language if necessary to make them feel comfortable, especially during the very first lessons when they don’t know the teacher and the other students, and their tension could compromise their understanding.
  11. 11. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 11 In the case of oral activities where every student has to describe something (a holiday, a story, a film) encourage the others to ask their classmate at least one question on the presentation s/he has just given. It will oblige everybody to listen carefully to the presentations. Create an informal relaxed atmosphere. If possible, put the tables in a circle so that everybody can look at each other. Enjoying ourselves is the best way to learn. Sometimes divide the students in teams and organize contests. They increase motivation and let learners socialize.
  12. 12. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 12 Teacher’s Guide – elements description In the resource pack we present 26 elements – our ideas of exercises that may be used by English teachers working with 55+ learners. Each of them may be modified and tried as inspiration to create your own exercises. Elements of the resource pack are presented in three different aspects: 1. DESCRIPTION: In this section there is a general explanation of the element: the approximate time required to perform it, the number of students necessary for the activity, the type of grouping of the class, the materials necessary for the teacher to organize this activity. In this section there is also a detailed description of the different steps of the activity emphasizing the functions and competences covered and the sources which inspired it. In the “comments” additional materials, if available (examples of the activity or photocopiable materials), are mentioned. 2. EXAMPLE: This section is a simulation of the activity that teachers can use as a model to see exactly how the activity works. 3. PHOTOCOPIABLE MATERIAL: This section is represented by ready-to-use papers that teachers can photocopy and distribute to their students before starting the activity.
  13. 13. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 13 The activities of the resource pack can be divided in six different groups: 1. VOCABULARY: The aim of these activities is to enrich the students’ lexicon, the knowledge of synonyms and their spelling. 2. SONGS AND MUSIC: These multisensory activities use songs and music as an instrument to improve the vocabulary, the grammar, the knowledge of idioms and slang but also to evoke feelings and emotions in the class. 3. OUTDOOR AND PHYSICAL ACTIVITIES: These activities are based on the body expression/movement or aren’t organized in the classroom but outdoor: in a street of the city, in a museum or in a park. 4. INVENTING STORIES: These activities encourage students to use their fantasy to create stories on the basis of very random elements. 5. SOCIALIZING: These activities are ideal at the beginning of a course as “icebreaking” when students don’t know each other but also as warm-up at the beginning of a lesson. Through these activities students often work in team, socialize and discover something about their classmates. 6. PERFORMANCES: In these activities the students become the real protagonists of the lesson. They have to perform a presentation or a role-play in front of the rest of the class, often from the teacher’s desk, which becomes a kind of stage. These activities are ideal to improve the students’ self confidence and overcome their shyness.
  14. 14. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 14 VOCABULARY Element 1 – Categories Element 2 – Guess the word Element 3 – Ten art pictures Element 4 - Memory cards Element 5 – Let’s collect words and expressions related to a topic Element 6 – “Hangman game”
  15. 15. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 15 SONGS AND MUSIC Element 7 – How do you feel when you hear this? Element 8 - Songs and their lyrics
  16. 16. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 16 OUTDOOR AND PHYSICAL ACTIVITIES Element 9 – Total physical response Element 10 – Try to be a tourist in your own town – street game Element 11 – Quiz in a museum Element 12 - Stretching
  17. 17. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 17 INVENTING STORIES Element 13 – Folding grid Element 14 - A soup of words - “English stew” Element 15 – Crime story Element 16 - Silent movie Element 17 - Inventing and telling a story using photos/pictures Element 18 - Weaving a story based on headlines
  18. 18. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 18 SOCIALIZING Element 19 – “Speed date” Element 20 – What’s in a name Element 21 – A story of an object Element 22 - World and personal history
  19. 19. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 19 PERFORMANCES Element 23 – Presentations Element 24 – Inventing unusual or funny objects Element 25 - “Design an ideal town” Element 26 - Recipes The full description of all the elements is available only for non-profit use – if you wish to receive it, please write to us: biuro@apz.org.pl.
  20. 20. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 20 Summary In our publication we are presenting some materials for English language teachers working with seniors. They are several products that are the result of the cooperation of three organisations from Poland, Italy and Hungary over the past two years. The materials we are handing in are a joined effort of very experienced educators who have been taking part in senior and adult education for years and decided to share their experience and knowledge through preparing materials that can be useful for other educators and teachers. Photos by Agnieszka Baran © 2014 Cooperation in our project In Mete55+ was for all of us a very rewarding experience. In the work on our products not only English language teachers who are experts in the field of adult education but also our senior students were involved. They took part in the lessons based on materials that we are presenting. They gave us their feedback, and shared their opinions, suggestions and ideas. The involvement of direct receivers of our publications in the process of creating them is a guarantee of the high quality of the materials and their attractiveness. Finally, we would like to share with you the reflections on the project and publications that our senior learners and the most involved teachers have had.
  21. 21. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 21 “I liked the discussion activities where we could practise both words and expressions, and grammatical structures too. The context was really interesting too.” Hungary “The lessons were all really interesting though sometimes even a big challenge for me. I like acting out situations, so I especially liked the tasks where I had to be creative and improvise. “ Hungary “I am a teacher myself and I can see how important your project is. It is good to find out about new ideas and new materials, well done!!” Poland “I had the chance to know better my class- mates.” Italy “Seniors have a lot of experience and a lot of passion to learn. I wanted to learn English all my life, but I never had an opportunity. Now I travel a lot and I need English more than before. I support all ideas that are making English more achievable to seniors.” Poland “After this activity I learned an incredible number of words and verbs. We should repeat it with other topics. You learn while you play, and I think that when you are relaxed and without stress you learn better.” Italy “I like that teachers and educators from different countries exchange experience in the project - I think that in many other areas a policy like that would be very fruitful. It's good to talk, discuss and share opinions, and I see that you do a lot of that in the project. I like it a lot.” Poland “It was very funny to work in teams like in a competition. At the beginning I thought I didn't know any words but then I discovered I knew many of them!” Italy “Most of the tasks were quite new to me and I enjoyed them very much. The topics were inspiring and made everybody actively participate in the discussions.” Hungary “I think that it is fantastic that learning English became an international issue, and that different teachers from different countries work together to improve teaching that language. I can't wait for the final products.” Poland “I found your project very inspiring - your work looks very creative. I have my fingers crossed for the final result.” Poland “It was very original. I couldn't imagine that we could do that during our English lesson.” Italy “English language is so important nowadays, I can find it everywhere I go. In shops, at the station, at the airport, in my computer - everywhere! So I need to learn, and I need teachers that know how to teach me.” Poland
  22. 22. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 22 APPENDIX Autobiographical tools for learners Introduction This simple tool has been designed to support some important key issues in the learning process of 50+ learners. The aim of this tool is: to create deep motivation in learners studying English language; to make them more aware of their capacity and personal preferences and attitudes in the learning process (What’s the best way of learning for me? What are my main difficulties?); to give the learners the chance to share this information with others. Particularly the tool aims at supporting teachers in reaching some of the objectives illustrated in the description of the Output 2 of this project: enable students to respond positively to challenges and opportunities; give students opportunities to be creative and to recognize the importance of employing their life experience into the teaching/learning process; be a very satisfying experience and be seen as an important and valuable achievement; meet the needs and interests of learners; provide a balance of intellectual application and fun; encourage students newfound potentials and creativity; build students’ confidence, inspire new interests and new experiences; broaden students’ awareness of European and world culture, making future travel more enjoyable and enabling them to communicate with family (esp. grandchildren) and friends living abroad; actively deconstruct and eliminate age related prejudices and stereotyping of seniors in favour of instilling a greater sense of personal value and self-worth.
  23. 23. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 23 Tools description The tool consists of three simple autobiographical exercises, focused on the learning process that can be used in different key moments: at the beginning of the course; during the course as a spot moment; at the end of the course. The exercises can be integrated in a normal lesson, at the beginning or at the end of it; each exercise lasts from 30 to 45 minutes (depending on the number of learners). The methodology used is composed of three moments: the teacher gives the template to all the students, and invites them to write their reflection according to the different items proposed in the form; the form is in English, but the students can use their native language (this allows a more effective and emotional expression); this part lasts from 10 to 15 minutes; after that the teacher invites the learners to read and share what they wrote. It is VERY IMPORTANT at this step to agree with the learners on some simple communication rules:  please do not add any additional comments while you are reading your own template (otherwise the exercise will last much more than expected);  let’s try to create an environment of full acceptation, by not adding any comment or judgment to what we are listening to, because each experience and perspective has the right to be. after this sharing the teacher thanks all, acknowledging them for having been open to share. The teacher can add some comments, without expressing any judgment or evaluation, but just highlighting any common aspect, or some aspects that can be considered as point to explore and to be taken into account. The teacher asks also the learners if they can take the material to make a copy of it, and give it back to them the next time, in order to keep memory and to better organize the course on the basis of the different needs and expectations (or the learners can send it by mail if they prefer to write it better at home).
  24. 24. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 24 Autobiographical forms Form 1 - At the beginning of the course Why am I here? Why did I decide to attend this English course? Try to list as many motivations coming up now in your mind, without thinking too much…  …  …  … In which contexts I’d like to use my language skills ….  …  …  …. Reflecting about “how I learn…” What is my best way of learning? (for example: memorizing the lessons; using creative methods; talking with the classmates; practicing with a mother tongue friend; studying some interesting contents, etc. ) What makes me learn more? Why? What do I usually like least about the learning activities? What is usually less useful for me in terms of learning process? Why?
  25. 25. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 25 Try to focus on one or more purposes you have in this course (for example: I want to learn new words to talk about one specific issue; I want to enjoy; I want to learn a song in English; etc. ):  I want to…..  I want to….  I want to….. Form 2 - during the course How is it proceeding? Is the course responding to my expectations? Please list what you have appreciated most till now….  …  …  … Please list aspect that should be improved, in your opinion ….  …  …  … In which contexts I’ve used recently my language skills ….  …  …  ….
  26. 26. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 26 Reflecting about “how I learned…” What made me learn most till now? (for example: memorizing the lessons; using creative methods; talking with the classmates; practicing with a friend mother tongue; etc. ) What made me learn most during the course? Try to remember the specific moment …. Why? What was least useful for me in terms of learning results? What was less useful for me in terms of learning results? Why? Try to focus on one or more purposes you actually have regarding this course (for example: I want to learn new words to talk about one specific issue; I want to enjoy; I want to learn a song in English; etc. ):  I want to…..  I want to….  I want to…..
  27. 27. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 27 Form 3 – in the end of the course How was it? Did the course respond to your expectations? Please list what you appreciated most ….  …  …  … Please list aspects that should be improved, in your opinion ….  …  …  … In which contexts I’d like to use my language skills ….  …  …  …. Reflecting about “how I learned…” What made me learn most during the course? (for example: memorizing the lessons; using creative methods; talking with the classmates; practicing with a friend mother tongue; etc. ). And why? (because I had fun, because I had to be active, because this content was very interesting for me; because I like when I learn new stories….). What made me learn most during the course? Why?
  28. 28. Resource-pack of materials, ideas and guidelines for English teachers This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 28 What was less useful for me in terms of learning results? What was less useful for me in terms of learning results? Why? Try to focus on one or more purposes you still have regarding learning or practicing English:  I want to…..  I want to….  I want to…..

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