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Breaking Barriers Peer Learning Activity

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Half Day Seminar for Adult Educators in Malta, 7th September 2016

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Breaking Barriers Peer Learning Activity

  1. 1. THE DIGITAL TOOLKIT What it is NOT
  2. 2. BREAKING BARRIERS A Peer Learning Activity 7th September 2016
  3. 3. WHAT MAKES A TOOLKIT Outline • The toolkit concept; • What does or does not belong to a toolkit; • A case study: GBL4ESL - a digital toolkit for game- based learning • Breaking Barriers: where we are now
  4. 4. THE TOOLKIT CONCEPT • The traveller’s metaphor for a toolkit; • What would you pack in your bag? • What would you wish for as an aid to your teaching? • Log in to: https://padlet.com/vanessa_camille/breaking_b
  5. 5. • What are your thoughts about the differences between a toolkit and a digital toolkit? • Think of a toolkit in terms of : • Grouping of information in categories; • Direction on how to use information; • Information grouped according to target audiences, level of competences and expected outcomes; • content that includes purpose, outcomes and performance expectations; • interactive content; • content that can be printed or captured.
  6. 6. WHAT THE TOOLKIT IS NOT • A repository for handouts; • A repository for links; • A repository for lesson plans; • A curriculum plan;
  7. 7. WHAT THE TOOLKIT IS • A collection of ideas, hints and strategies to apply in a classroom grouped by category such as subject/age/competence level; • A collection of best practice guides in implementing tools, applications and scenarios; • A shared contribution of ideas, examples, and experiences by teachers for teachers;
  8. 8. A CASE EXAMPLE Game Based Learning to Alleviate Early School Leaving
  9. 9. THE PROJECT • This Erasmus+ KA2 project targets the development of a toolkit based on international best practices and games- based learning research and offers the possibility of making a game-based learning framework for Maltese and international teachers. A database with scenarios driven by experts, teachers, the media-education-research communities and students can be used to teach a variety of subjects and age group.
  10. 10. GBL4ESL; SCOPE • Build an interactive online GBL platform and database that serves as an educators' toolkit tailored to their respective levels of expertise in GBL and is supported by open-source games and other educational resources; • Facilitate peer collaboration in the creation of GBL learning scenarios based on European and international best practices that focus on English and Mathematical competence building and the use of
  11. 11. GBL4ESL - WHERE WE ARE AT • The Digital Toolkit (beta version) is now live at: http://toolkit-gbl.com/start • The Guidebook (draft version) is available for teachers to give feedback on • A training activity will be held in Malta between 12-16th September for the school partners
  12. 12. THE TOOLKIT How does it work?
  13. 13. THE GUIDEBOOK How is it used?
  14. 14. WHERE ARE WE NOW?
  15. 15. BREAKING BARRIERS • Web Platform for the Digital Toolkit; • Why? • How? • What?
  16. 16. THE CONCEPT MAP Why? • Needed to categorise information under level competences, expected outcomes and targeted performance • Concept map headings follow the LOF designed for Maltese schools (these follow
  17. 17. How? • Using Bloom’s taxonomy, learning outcomes are transferred to a tangibly assessed competence; • Competences can be measured in terms of level order thinking skills: recall, comprehension, analysis, synthesis, evaluation & creation
  18. 18. What? • Using the expected performance outcomes, we can build activities that can relate to the outcomes, and use these activities to map scenarios about how such activities can be used in the adult classroom.
  19. 19. SO WHAT IS NEXT • A toolkit is about sharing; • It is not complete without input from people who use it; • In the upcoming workshop you will be asked to design a template for a form, that can be used in the toolkit, so that teachers can fill in information.
  20. 20. • The questions you have to ask are: “If I were to use the toolkit what information would I like to see? What level of categorisation would I want? What information would help me in class?”
  21. 21. –Mark Van Doren “The art of teaching is the art of assisting discovery.” THANK YOU

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