Educational co-operation with professional institutions
to promote language skills
Maria Neus Lorenzo i Galés (Ph.D.)
@New...
Content
Where?
Short introduction: the Catalan education system
What?
Reflectinng on European tendencies and Catalan resul...
Why?
Where?
What? How?
Language diversity is menaced (2010)
4
http://enredando.blogaliza.org/2011/09/14/o-plurilinguismo-en-amazon-es/
Chinese
Sp...
UEE HGVET Vocational training
MG VET Vocational training
Secondary Education
Primary Education
Pre-school Education and Ki...
Diversity of CLIL for enhancing Plurilingualism
Plurilingual school Project
Language of schooling
Initial immersion
Curric...
Catalonia: increasing population
and % of foreign immigrants
Source: Idescat.Institut d’Estadística de
2,90181,5906.261.99...
Challenges and opportunities:
building identity, building sustainability
Family
School
Friends
Work
Society
Media
Environm...
Macao-China
Canada
Australia
Hong Kong-China
New Zealand
Russian
Federation
United States
LuxembourgNorway
France
Sweden A...
Money is not the only issue:
Investment per student vs. achievement
(Science, PISA 2003)
http://www20.gencat.cat/docs/Sala...
TRADITIONAL IDENTITY:
...rooted to the land, linked to our food style,
proud of our traditions, connected to our
landmarks...
So, whta’s the main clue?
Cohenrence and coordinatation among:
•Political decission-making
•Education and school plans
•So...
Why?
Where?
What? How?
What do we mean when we say we ?
Equity and justice for all
Equal freedom to choose
The same rights and duties
Educational...
…Sharing the past?
…Sharing the present?
…Sharing the future?
Reflecting
Expert
Thinking
Complex
Communication
Manual Routine
Tasks
Cognitive Routine
Tasks
Manual
Non-Routine Tasks
Labour market ...
Results: 2001-2010 Post-Secondary
EU 2020: improving tertiary education
(decreasing to 15% drop outs, increasing tertiary ...
http://nces.ed.gov/surveys/piaac/results/summary.aspx
PIAAC 2012 Results
2012
Literacy scale for adults
(PISA results related to immigrant students)
Stable results
Positive results
Negative results
Changes between first and se...
LANGUAGE USAGE IN TWITTER
http://goo.gl/qDvs2 & http://www.flickr.com/photos/walkingsf/6276642489/
There are about 5500 languages in the world,
but about 8-10 % disappear every year!
20 % have their own Political State
80...
Saving diversity is a long term investment
Benefits:
-planetary survival
-health research reservoir
-flexible response for...
know how & resources? sensitivity & complicities?
Looking for balance and sustainability
education?
http://premsa.gencat.cat/pres_fsvp/docs/2013/06/14/14/13/8c427241-e567-4c84-b5c3-64ae9853901c.pdf
Primary 2013
Europe 2020...
Secondary 2012
OCDE
75%
Font: Consell Superior d’Avaluació del Sistema Educatiu - Catalunya, resultats ESO
Results: Second...
Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 38
2013
Third language, for Catalan studentsT...
Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 37
2013
Third language, for Catalan studentsT...
Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 38
2013
Third language, for Catalan studentsT...
Results for 4th forein language at school
2013
Fourth language, for Catalan studentsFourth language, for Catalan students
...
Why?
Where?
What? How?
Cultural Environment Education: Context collaboration
Centre for Educational Research and Innovation
David Istance, (CERI)...
Leadering Connectet Projects
Innovative
school project
Social
involvement
School Basics
Strategies of Language Learning: C...
Co-responsibility
between school
and municipal authorities
Networking
School Project
Networking
School Project
Plan for
th...
CLIL, a continuum for L1, L2... Ln
Language of instruction
Language for instruction
Language through instruction
Language ...
Els 5 targuets for the EU 2020
A European strategy for smart, sustainable and inclusive growth
http://ec.europa.eu/europe2...
We don’t know much about our uncertain future
“...except that we will build it actively with our
decisions and priorities....
Starting point: changing language concept
Subject at school
Linguistics
Learning strategy and
communication tool
Psycholog...
 Languages, a tool of instruction and for instruction:
(resources for information and communication managing, an
INTRAPRE...
Ex: Grammar-translation Approach
(1897)
Alejandro Ybarra
Modern Languages
Ed.Garnier Brothers, Paris 1897
•Learning by hea...
Ex: Structural Approach (1979)
José Merino
Inglés 7ª EGB
Ed.Anaya, Madrid 1979
•Structural linguistics
•Habit formation
•O...
Ex: Constructive Approach (2000)
Christina Gitsaki & Richard P. Taylor
Internet English
Ed.Oxford, New York 2000
•Problem ...
Language Lessons:
towards collaborative problem solving
Focus: Grammar & Syntax
•To be
•Simple Past
•Irreguar Verbs
Focus:...
SUBJECT-
STUDY
Studying language?…
…or using language to study?
FROM LINGUISTICS TO LIFELONG LEARNING SKILLS
INTERDISCIPLI...
Language and communicative skills
Superficial abilities
L1
Superficial
abilities
L2Communication
evidence
Shared and
trans...
Towards collaborative problem solving
Information
Gathering
Integrating
data
Building
Knowledge
Growing in
values
Identify...
Challenge: integrating digital environments
2006
2004
2001
http://www.lockergnome.com/wp-content/uploads/2011/02/augmented...
http://images.fanpop.com/images/image_uploads/Fanpop-all-around-the-world-fanpop-583858_1024_768.jpg
Future
Escenarios de aprendizaje competencial
Escola primavera
Ref:http://ow.ly/fBsqp
INS Miquel Biada
Ref: http://biada.org/html...
A quality Content oriented activity provides…
choose the 3 main benefits
• Linguistic improvement
• Content learning
• Aut...
CLIL. for promoting mastery and
for improving lifelong learning
CLIL : Content and Language Integrated Learning
CLIL is a ...
Criteria, creativity
for decision making
(judgement, evaluation and action)
(Bloom’s Pyramid)
CLIL, Integrated methodology...
Europe: common language learning policies
CLIL teachers are able to promote:
[+] Learning by doing
[+] Cultural participat...
Content oriented approaches: EPF & CLIL
(AICLE – EMILE)
Plurilingualism
European School projects
Social networking
Teacher training
International Mobility
Vocational training
Man...
ICT: social learning language
Difusió i comunicacióCreació compartidaGestió d’ informació
ICT social dimension in language...
Why?
Where?
What? How?
https://fbcdn-sphotos-g-a.akamaihd.net/hphotos-ak-frc1/72163_10200294999035852_581201366_n.jpg
Co-operation
and team-build...
Learning several languages
develops more competent citizens
Plurilingual
Knowledge
Communication
skills
Intercultural
Dial...
EducationalEducational
CommunityCommunity
Teachers &
Teachers &
Agents
Agents
Fam
ilies'’
Fam
ilies'’
association
associat...
Individual commitment to a group effort
- that is what makes a team work, a society work,
a civilization work. Vince Lomba...
Coordination (time) versus collaboration (work)
in education
Ref: Creating Effective Teaching and Learning Environments Fi...
PISA 2015: collaborative problem solving skills
PISA 2015
•We need to create tasks that require:
– Competence 1: Creating ...
Proficiency description
PISA 2015Ref: http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%...
PISA 2015Ref: http://www.agenciaeducacion.cl/wp-content/uploads/2013/04/Presentacion-Looi-Chee-Kit.pdf
Time and achievement: Reading, PISA 2010
Ref: Sistemas fuertes y reformadores exitosos en la educación
Orientaciones de PI...
Time and achievement: Maths, PISA 2009
Time and achievement: Science, PISA 2009
transformation
sharing
learning
Individual & social improvement
Competition to Have
things, information, friends...
Compet...
75
Building a common future in Europe:
plurilingualism is our path
Ref: http://ow.ly/fyRTu
We should cultivate today
the landscape of tomorrow
Doing European Projects using CLIL and ICT:
tools for attaining the fu...
Moltes gràcies!
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Presentation of the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.

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Presentation of the Study Visit Group No: 183 (CEDEFOP) , “Educational cooperation with professional institutions to promote language skills 2014″.

  1. 1. Educational co-operation with professional institutions to promote language skills Maria Neus Lorenzo i Galés (Ph.D.) @NewsNeus nlorenzo@xtec.cat History doesn’t happen to us... We actively build it everyday! Study Visit ES-183, Catalonia (Spain)
  2. 2. Content Where? Short introduction: the Catalan education system What? Reflectinng on European tendencies and Catalan results Why? Reflecting on present and future, with some data How? Techniques and methodologies: Interaction for collective knowledge building … and then what? Feel free to ask questions !
  3. 3. Why? Where? What? How?
  4. 4. Language diversity is menaced (2010) 4 http://enredando.blogaliza.org/2011/09/14/o-plurilinguismo-en-amazon-es/ Chinese Spanish English Hindi Arabic Catalan
  5. 5. UEE HGVET Vocational training MG VET Vocational training Secondary Education Primary Education Pre-school Education and Kindergarten Education System Structure University Age Non-Compulsory Education Compulsory Education MGVET- Medium Grade Vocational Education and Training SGP- Social Guarantee Programme HGVET- Higher Grade Vocational Education and Training UEE- University Entrance Examination Baccalauréat SGP- Social Adaptation : Curricular languages The Catalan Education System 95,5 % Catalan, Spanish + (English, French) Catalan, Spanish + (English, French, German, Italian)+ L/G
  6. 6. Diversity of CLIL for enhancing Plurilingualism Plurilingual school Project Language of schooling Initial immersion Curricular foreign languages & CLIL Transversal Integration of Languages (TIL skills) Transference of skills to/from family languages (Portfolio, Non-curricular) CATALAN-OCCITAN SPANISH ENGLISH - FRENCH ITALIAN - GERMAN LANGUAGE THROUGH SUBJECTS EXTRA-CURRICULAR & FAMILY LANGUAGES
  7. 7. Catalonia: increasing population and % of foreign immigrants Source: Idescat.Institut d’Estadística de 2,90181,5906.261.9992000 4,05257,3206.361.3652001 5,87382,0206.506.4402002 8,10543,0086.704.1462003 9,44642,8466.813.3192004 11,42798,9046.995.2062005 12,81913,7577.134.6972006 13,49972,5077.210.5082007 14,991.103.7907.364.0782008 15,911.189.2797.475.4202009 15,951.198.5387.512.3812010 % over (1)Total immigrants(1) Population
  8. 8. Challenges and opportunities: building identity, building sustainability Family School Friends Work Society Media Environment Family L. Environmental L. School L. Professional L. International L. PLURILINGUALISM
  9. 9. Macao-China Canada Australia Hong Kong-China New Zealand Russian Federation United States LuxembourgNorway France Sweden Austria Netherlands Belgium Germany Switzerland Denmark r = 0.30, p=0.25 460 470 480 490 500 510 520 530 540 550 560 0 20 40 60 80 100 Larger immigrant populations do notLarger immigrant populations do not imply Lower overall performanceimply Lower overall performance (ex. Maths,(ex. Maths, Pisa 2003)Pisa 2003) Percentage of immigrant students in the country Mathematicsperforma Ref: 2003, OECD Directorate for Education
  10. 10. Money is not the only issue: Investment per student vs. achievement (Science, PISA 2003) http://www20.gencat.cat/docs/Sala%20de%20Premsa/Documents/Arxius/educacio_premsa.notaPremsa.81.quaderns%2091196778340059.pdf (Science, PISA 2003)
  11. 11. TRADITIONAL IDENTITY: ...rooted to the land, linked to our food style, proud of our traditions, connected to our landmarks, identified by our language...... emigration immigration globalization Social context: Complexity and contradiction MODERN IDENTITY: ...open-minded, internationally oriented, cosmopolitan, intercultural, creative and innovative, efficient and hard-working... The question of identity changes focus: from belonging to becoming…
  12. 12. So, whta’s the main clue? Cohenrence and coordinatation among: •Political decission-making •Education and school plans •Social proaction •Mass Media •... It is necessary the whole tribe, to educate a child! Learning, communicating, and sharing in formal, informal and non formal education
  13. 13. Why? Where? What? How?
  14. 14. What do we mean when we say we ? Equity and justice for all Equal freedom to choose The same rights and duties Educational expectations Plurality and diversity Multiple identities High mobility Social consensus
  15. 15. …Sharing the past? …Sharing the present? …Sharing the future?
  16. 16. Reflecting
  17. 17. Expert Thinking Complex Communication Manual Routine Tasks Cognitive Routine Tasks Manual Non-Routine Tasks Labour market evolution (1960-2002)
  18. 18. Results: 2001-2010 Post-Secondary EU 2020: improving tertiary education (decreasing to 15% drop outs, increasing tertiary education)
  19. 19. http://nces.ed.gov/surveys/piaac/results/summary.aspx PIAAC 2012 Results 2012 Literacy scale for adults
  20. 20. (PISA results related to immigrant students) Stable results Positive results Negative results Changes between first and second generation •http://www.pisa.oecd.org/findDocument/0,2350,en_32252351_32235731_1_119669_1_1_1,00.html •http://www.pisa.oecd.org/pages/0,2966,en_32252351_32235907_1_1_1_1_1,00.html
  21. 21. LANGUAGE USAGE IN TWITTER http://goo.gl/qDvs2 & http://www.flickr.com/photos/walkingsf/6276642489/
  22. 22. There are about 5500 languages in the world, but about 8-10 % disappear every year! 20 % have their own Political State 80 % are no-state, minority languages 25 % have guaranteed continuity for the next three generations 75% are threatened or in danger 3000 languages might disappear in 50 years Source: « Halte à la mort des langues » Claude Hagège When any language disappears, a whole culture vanishes, and a unique collective identity is lost forever Only 10% of languages are active in the Internet space (40 languages for 99,3 % of users)
  23. 23. Saving diversity is a long term investment Benefits: -planetary survival -health research reservoir -flexible response for Life and Nature -wider resource pool for facing crisis -adaptation Biodiversity Cultural diversity Diversity should not be inequity
  24. 24. know how & resources? sensitivity & complicities? Looking for balance and sustainability education?
  25. 25. http://premsa.gencat.cat/pres_fsvp/docs/2013/06/14/14/13/8c427241-e567-4c84-b5c3-64ae9853901c.pdf Primary 2013 Europe 2020 2020: 10% EU 2020: < 15% Results: primary education Catalan Spanish Maths English FrenchCatalan Spanish Maths English French
  26. 26. Secondary 2012 OCDE 75% Font: Consell Superior d’Avaluació del Sistema Educatiu - Catalunya, resultats ESO Results: Secondary education Spanish Catalan Maths English FrenchSpanish Catalan Maths English French
  27. 27. Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 38 2013 Third language, for Catalan studentsThird language, for Catalan students
  28. 28. Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 37 2013 Third language, for Catalan studentsThird language, for Catalan students
  29. 29. Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf Pag. 38 2013 Third language, for Catalan studentsThird language, for Catalan students
  30. 30. Results for 4th forein language at school 2013 Fourth language, for Catalan studentsFourth language, for Catalan students Ref:http://ec.europa.eu/languages/eslc/docs/en/final-report-escl_en.pdf
  31. 31. Why? Where? What? How?
  32. 32. Cultural Environment Education: Context collaboration Centre for Educational Research and Innovation David Istance, (CERI) OECD CERI: since1968 informs on the evoluti9on ol devbelopment policies: • recent: -Ended 2008: Schooling for Tomorrow -Ended 2013: Innovative Learning Environments (ILE) Innovative Learning Environments
  33. 33. Leadering Connectet Projects Innovative school project Social involvement School Basics Strategies of Language Learning: Collaborative Vision+ Academical work & research SchoolPracticalDevelopment - + @Copyright: CC Attribution. Neus Lorenzo and Ray Gallon. Ref: http://www.slideshare.net/TransformationSociety
  34. 34. Co-responsibility between school and municipal authorities Networking School Project Networking School Project Plan for the educational environment Plan for the educational environment Inclusive schoolInclusive school Main educational strategies InitialInitial ImmImmersionersion claclassssroomroom CulturalCultural environmentenvironment Linguistic Project Linguistic Project
  35. 35. CLIL, a continuum for L1, L2... Ln Language of instruction Language for instruction Language through instruction Language outside instruction
  36. 36. Els 5 targuets for the EU 2020 A European strategy for smart, sustainable and inclusive growth http://ec.europa.eu/europe2020/europe-2020-in-a-nutshell/targets/index_es.htm Ref: English http://ec.europa.eu/commission_2010-2014/president/news/documents/pdf/20100303_1_en.pdf 1. Employment -75% of the 20-64 year-olds to be employed 2. Research & Development (R&D) -3% of the EU's GDP to be invested in R&D 3. Climate change and energy sustainability -greenhouse gas emissions 20% (or even 30%, if the conditions are right)lower than 1990. -20% of energy from renewables -20% increase in energy efficiency 4. Education -reducing the rates of early school leaving below 10% -at least 40% of 30-34–year-olds completing third level education 5. Fighting poverty and social exclusion -at least 20 million fewer people in or at risk of poverty and social exclusion Androulla VASSILIOU: Commissioner: Education, Culture, Multilingualism Youth Priorities: José Manuel Barroso, president of the UE.
  37. 37. We don’t know much about our uncertain future “...except that we will build it actively with our decisions and priorities.” Ref: http://goo.gl/0t8Ms http://experience-engineers.com/wp-content/uploads/mobile-learning-solutions.jpg
  38. 38. Starting point: changing language concept Subject at school Linguistics Learning strategy and communication tool Psychology Sociocultural context and participation spaceSociology
  39. 39.  Languages, a tool of instruction and for instruction: (resources for information and communication managing, an INTRAPRERSONAL strategy to process thoughts, emotions and feelings)  Language through instruction, an space for participating in society, and environment for networking and community building (collective space to become member of a society, partial space in a global world, in a multicultural web-sphere, in a complex global plurality, a place for INTERPERSONAL growing process)  Language, a subject to study: knowledge focussed and meta- reflection (1-lexical and semantic code, 2-grammar and syntactic paradigms, 3- symbolic corpus and 4-procedural strategies) Languages at school from teaching to learning  Additional languages:
  40. 40. Ex: Grammar-translation Approach (1897) Alejandro Ybarra Modern Languages Ed.Garnier Brothers, Paris 1897 •Learning by heart •Reading •Translation •Reproductive model
  41. 41. Ex: Structural Approach (1979) José Merino Inglés 7ª EGB Ed.Anaya, Madrid 1979 •Structural linguistics •Habit formation •Oral skills •Interactive model •Situational language •Conscious acquisition
  42. 42. Ex: Constructive Approach (2000) Christina Gitsaki & Richard P. Taylor Internet English Ed.Oxford, New York 2000 •Problem solving •ICT & Realia •4 +1 skills •Social dimension •Pragmatic acquisition
  43. 43. Language Lessons: towards collaborative problem solving Focus: Grammar & Syntax •To be •Simple Past •Irreguar Verbs Focus: Situations and context •At a restaurant •At school •Likes & dislikes Focus: Meaningful communication •Meeting people •Happy birthday •Out and about Focus: Vocabulary and Semantics •Colours •Food •The weather Focus: Content and language integrated learning (CLIL) •Save the whales •Recycling at home •Agreements: Getting to YES
  44. 44. SUBJECT- STUDY Studying language?… …or using language to study? FROM LINGUISTICS TO LIFELONG LEARNING SKILLS INTERDISCIPLINA RY 1 2 3 4 n Integration COMMON GLOBAL SKILLS METADISCIPLINA RY - Lexicon - Grammar - Spelling - Phonetics - Textual typology - Speaking- Speaking - Listening- Listening - Reading- Reading - Writing- Writing - Interacting- Interacting - Experiencing- Experiencing - Reflecting- Reflecting - Interacting- Interacting - Processing- Processing - Validating- Validating Learning strategies: Transference, analogy, plurilingualism...
  45. 45. Language and communicative skills Superficial abilities L1 Superficial abilities L2Communication evidence Shared and transversal competencesPlurilingual skills Experience, Globalization, Transferences, analogies, Intercompehension, Interdependence, Transversal language learning and cultural development Adapted from Cummings, 1986 and Vicent Pascual 2007 Content and Language Learning New learning consolidates previous learning (and improves personal learning autonomy) Superficial abilities L3
  46. 46. Towards collaborative problem solving Information Gathering Integrating data Building Knowledge Growing in values Identifying Analysing Synthesising Transferring Reflecting Understanding (inter-action) Context(intra-action) Data Information Knowledge Wisdom Time Commitment Responsibility
  47. 47. Challenge: integrating digital environments 2006 2004 2001 http://www.lockergnome.com/wp-content/uploads/2011/02/augmented-reality.jpg
  48. 48. http://images.fanpop.com/images/image_uploads/Fanpop-all-around-the-world-fanpop-583858_1024_768.jpg Future
  49. 49. Escenarios de aprendizaje competencial Escola primavera Ref:http://ow.ly/fBsqp INS Miquel Biada Ref: http://biada.org/html/biadapress/?p=859
  50. 50. A quality Content oriented activity provides… choose the 3 main benefits • Linguistic improvement • Content learning • Authenticity • Real interaction • Developing competencies • Building cognitive processes • Cultural exploration • Educational socialisation • Collaborative techniques • Attitudinal orientation • … … … • … … … Integrating activities provides new added value... CLIL Language Content
  51. 51. CLIL. for promoting mastery and for improving lifelong learning CLIL : Content and Language Integrated Learning CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language. …and with the aim of promoting learning strategies, creative curiosity, cognitive growth, active participation, social engagement, active citizenship, entrepreneurship... Added by Neus Lorenzo, 2012 CLIL : Content and Language Integrated Learning CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels... Ref: Maljers, Marsh, Wolff, Genesee, Frigols, Martín, Mehisto, (2010) http://tiny.cc/51k1dw 2004 2010 1978 2012
  52. 52. Criteria, creativity for decision making (judgement, evaluation and action) (Bloom’s Pyramid) CLIL, Integrated methodology for developing life competencies Complexity (global diversity, multilingualism) 6-C CLIL-MC6-C CLIL-MC ContentContent (knowledge building, learning things) CommunicationCommunication (projecting, interacting, doing) Community (being with others) Cognition (being oneself, thinking) 4-C:4-C: Mehisto, Marsh, Frigols, 2005, 2008 5-C:5-C: Leonard Orban, Comissionat UE,2007 6-C6-C Diamant competencial de les 6-C, 2009 Neus Lorenzo & Mar Camacho, pp 269 http://ddd.uab.cat/pub/llibres/2011/106809/CON002_AICLE.pdf Neus Lorenzo & Mar Camacho, pp 269 http://ddd.uab.cat/pub/llibres/2011/106809/CON002_AICLE.pdf
  53. 53. Europe: common language learning policies CLIL teachers are able to promote: [+] Learning by doing [+] Cultural participation [+] Meaningful language usage [+] Content acquisition, embedded in context [+] Effective communication, in social interaction [+] Strategies for content and language learning [+] Critical thinking, enquiring minds. Framework web: http://tiny.cc/spf0dw & http://clil-cd.ecml.at/ On line Framework 2012: http://tiny.cc/4sk1dw
  54. 54. Content oriented approaches: EPF & CLIL (AICLE – EMILE)
  55. 55. Plurilingualism European School projects Social networking Teacher training International Mobility Vocational training Managing need eLearning Anyone who tries to make a distinction between education and entertainment doesn't know the first thing about either. Marshall McLuhan
  56. 56. ICT: social learning language Difusió i comunicacióCreació compartidaGestió d’ informació ICT social dimension in language learning Exploring assumptions 1 Structuring learnings and intakes 3 Practice and development of competences 4Gathering input and new information 2
  57. 57. Why? Where? What? How?
  58. 58. https://fbcdn-sphotos-g-a.akamaihd.net/hphotos-ak-frc1/72163_10200294999035852_581201366_n.jpg Co-operation and team-building
  59. 59. Learning several languages develops more competent citizens Plurilingual Knowledge Communication skills Intercultural DialogueCollaborative skills for shareing future - team working - networking - bridging cultural gaps - flexibility, plural criteria - critical thinking - innovation and entrepreneurship - personal learning autonomy - language learning ability, - mass media competences - creativity, artistic sensitivity - ... … … Knowledge Attitudes Procedures
  60. 60. EducationalEducational CommunityCommunity Teachers & Teachers & Agents Agents Fam ilies'’ Fam ilies'’ association association Students Students associationst associationst Adm inistration Adm inistration SE, Inspection of SE, Inspection of Education. Education. Universities Universities C ultural C ultural organizations organizations Collaboration and support: Actions to bridge school and context: Citizenship, networking, social interaction. Adaptat de Mallen Baker http://www.mallenbaker.net/csr/images/businsoc.gif Multilateral Comenius Multilateral Comenius Local Projets Local Projets ONGs, ONGs, Trainigamong Trainigamong equals equals Aprentership Aprentership Volunteering Volunteering Practice at Practice at enterprises enterprises Education Education Programmes Programmes Municipal Municipal projects projects ReadingSchoolPlan ReadingSchoolPlan Teachertraining Teachertraining Mediation Mediation Negotiaton Negotiaton Familytraing FamilytraingSecond SecondOpportunity Opportunityschools schools Educators Educators Parents Parents Advisers Advisers Researchers Researchers Primary/Secondary Public/ Private-founded Primary/Secondary Public/ Private-founded
  61. 61. Individual commitment to a group effort - that is what makes a team work, a society work, a civilization work. Vince Lombardi Pre-industrial Industrial Post-industrial Transformation society / connectivity Natural training & Monastic schooling Private information Standard schooling Common Syllabus Knowledge acquisition Inclusive school Comprehensive learning Wisdom achievement eLearning Lifelong learning Info-transformation Recollection/Production Ruling classes Work punishment Subsistence Slavery Rigid social roles Product/Services Capital dominates Right to work Growing effort Management Standard protocols Finances/ Innovation dominates Career choice Teamwork Leadership Creative thinking Connectivity Virtual work Temporal mobility Social network Forman / Informal / Non-formal strategies Leisure: natural resting cycles, rural calendar festivities Leisure: resting, travelling studying, new skills Leisure: Changing activities, travelling, net-surfing, informal learning Leisure: Juvenile activities Optional eLearning, lifelong training...
  62. 62. Coordination (time) versus collaboration (work) in education Ref: Creating Effective Teaching and Learning Environments First results from TALIS, 2009 ODCE
  63. 63. PISA 2015: collaborative problem solving skills PISA 2015 •We need to create tasks that require: – Competence 1: Creating and mantaining a shared understanding – Competencey 2: Taking Action (to advance a solution and handle conflict or change). – Competency 3: Team organization (leadership and team building) http://www.agenciaeducacion.cl/wp-content/uploads/2013/04/Presentacion-Looi-Chee-Kit.pdf
  64. 64. Proficiency description PISA 2015Ref: http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf, pag 30
  65. 65. PISA 2015Ref: http://www.agenciaeducacion.cl/wp-content/uploads/2013/04/Presentacion-Looi-Chee-Kit.pdf
  66. 66. Time and achievement: Reading, PISA 2010 Ref: Sistemas fuertes y reformadores exitosos en la educación Orientaciones de PISA para las Islas Canarias, España http://www.oecd.org/dataoecd/53/54/49882415.pdf time achivement
  67. 67. Time and achievement: Maths, PISA 2009
  68. 68. Time and achievement: Science, PISA 2009
  69. 69. transformation sharing learning Individual & social improvement Competition to Have things, information, friends... Competencies for Being competent, able, useful, happy... Neus Lorenzo, 2009: Global Consciousness in Europe Let’s try! Learning Lenguages for proactive citizenship: participation, creativity, responsibility, innovation, involvement... Learning Lenguages for proactive citizenship: participation, creativity, responsibility, innovation, involvement...
  70. 70. 75 Building a common future in Europe: plurilingualism is our path Ref: http://ow.ly/fyRTu
  71. 71. We should cultivate today the landscape of tomorrow Doing European Projects using CLIL and ICT: tools for attaining the future …because only the trees that take root will be able to change the environment. Let’s start now !!!
  72. 72. Moltes gràcies! Enjoy your visit!

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