VALIDATION REPORT LOVE LANGUAGE AND MORE

Transcrição

1 VALIDATION REPORT LOVE LANGUAGE AND MORE

2 Contents: 1. Introduction 2. Validation report Portugal 2.1 Attachements 3. Validation report Slovenia 3.1 Attachements 4. Validation report Slovakia 4.1 Attachements 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. 1

3 1. Introduction Validation report Love Language and more The aim of the validation phase was to carry out pilot testing activities related to the products developed within the transfer of innovation project and to find out strenghts, weaknesses, opportunities and challenges related to the draft versions developed by the partnership. The importing partners defined the scope of testing in accordance with the needs and time setting of the target group they have been working with and reported the progress and results of the testing phase based on a common validation structure. The main target group of the project are language trainers, tutors and education providers who in many possible ways deal with young male learners and who might be interested in further methods and tools which not only enhance the training progress, but increase the focus and motivation of the male learners in particular. The aims of the validation phase were to collect feedback from both trainers, language training experts and a small sample of end users young male language learners. Within the pilot testing activities that were individually designed according to the socio-culcural and corporate needs of each partner and participating country. The pilot testing focused both on contents and format of the products developed. As during the transfer procedure, significant changes were made in the original ressources, the pilot testing was paid a great attention by all project partners. Suggestions made by the trainers and tutors were considered and all hints and recommendations that were relevant and managable within the project context were incorporated. In order to provide a deep and detailes overview about the pilot testing activities in each importing country of the partnership, individual national reports were elaborated with samples of visual materials and other acompanying documents. The pilot testing activities were carried out not only in the time defined in the project proposal. As different target groups were involved and different products were developed, partial pilot testing activities and events overlapped and were added also during the later stages of the project. The project partners opened the process of product development as wide as possible for both the trainers and experts to be able to express their valuable feedback. Based on the results of the validation phase, the products developed within the Love Language and More project constitute a significant contribution to gender balanced adult education strategies and also incorporation of ICT skills within language training. The products will become a 2

4 part of the didactic equipment of a number of language training providers and a useful toolbox for innovative teaching practice. 2. Validation Report Portugal 1. Introduction In this report we briefly describe the procedures for the testing and validation of products. 2. The testing period The testing period occurred in several moments. First, since this is a transfer of innovation project, we analyzed the already existing materials in order to identify what was not valid any more, what should be changed or developed. Following the suggestions made, we updated all the materials and prepared a new one Technical Guidelines. Finally, we organized a workshop with teachers and trainers and validated the final product. The justified suggestions were still incorporated. In the next paragraphs we describe in details these procedures. Moment 1 Toolbox We asked teachers / trainers to analyze in detail this product and make comments. The result can be seen in the attachment 1. As a consequence of these comments, the toolbox was modified / updated. Handbook For the testing and validation of the handbook we did the same procedure as for the toolbox: we asked some experts to analyze the product and make comments. Results can be seen in the attachment 1. As a consequence, of these comments, the handbook was modified. For this 3

5 product we realized that we needed to update the contents but the layout as well. We decided to make it more appealing and interesting to read. 3D guidelines The procedures for the testing and validation of this product were as described for the handbook. We asked some experts in the field to analyze and comment it. As a result we decided to change the name of this product it is called Technical guidelines since we realized that we needed to incorporate details about the web 2.0 and not only about Second Life. 3. The target group and the scope of testing Moment 1 In this moment of validation we asked 4 language teachers to analyze in detail the products. These experts teach in higher education and at college and secondary level as well. We sent them by all the materials and gave them a few days to read it, to use it in the classroom and to prepare a detailed report with their suggestions. Moment 2 - Validation workshop - session nº 1 Date: 11 th November hours The Portuguese partner conducted a pilot testing process with 5 language teachers (3 English teacher 2 German teachers), in order to assess their perspective about the exercises that we have developed so far for the toolbox. Teachers analyzed each exercise in detail and filled in a form (see attachment 3). Each teacher analyzed different exercises. So, none of the exercises was seen by more than one teacher in this particular session. 4. Results Several suggestions were made. They are available in the attachment 1 and 2. 4

6 5. Recommendations for improvement: Suggestions were made and are available in attachments 1 and 2 5

7 2.1 Attachements Portugal Attachment 1 Suggestions / corrections / recommendations made by the experts in the moment 1 of validation. 1. Handbook Teacher 1 There are name references in the Handbook that don t make sense for the Portuguese public. If this is to be a more global project, maybe we could make suggestions (e.g. famous musicians or famous actors) without identifying people or places. (see page 15 of the Handbook) This obviously applies to all other areas. Also in the above-mentioned page of the handbook, various sports and specific events are listed. If we were to simply say sports such as major soccer/sports events, then our proposal would be more valid, for teachers would more easily be able to culturally adapt the suggestions given. Teacher 2 Page 10 The four points related to the designs need to be rewritten: The level of the units should be in accordance with the students skills; the inadequacy on this level led to loss of interest instead of a motivating challenge, when the level was set too high. The units subjects must result interesting, since our students preferred subjects related to: computer games, internet surfing, books, etc. Teachers and trainers used to overestimate (theoretically) the student s interest in topics relating sports. Page 11, phrase 4 It reads teaches where there should be teachers. Page 11, phrase 9 The correct would be: comes from tone of voice and body language as opposed to Page 11, phrase 4 I believe that the expression facilitating individuals [ ] is a priority is not 6

8 exactly the idea we are looking for. Higher education should never be facilitated m in my opinion. Page 11, last phrase for (a) good reason or for good reasons. Page 12, phrase 1 from paragraph 5 Poor construction: Concerning the gender issue, the partnership noticed that our young male target group was not a homogeneous group. Page 21, Focus ICT, phrase 4 down loads (remove space); phrase 7 fascination FOR, not of; Page 21, Focus ICT Paragraph 2, phrase 2 respond(s), refers to the group. 2. Toolbox Teacher 1 The same observation applies to the toolbox. For example, I don t understand the reason for Paris Hilton to be included in this section. We could, as I have said, mention famous person/actor, and so on. Furthermore, the proposed exercises in the toolbox should be culturally validated, meaning. They should be tested and then modified in order to be valid for all cultures. In conclusion, in a time of constant technological evolution, web 2.0 technologies must be included in the toolbox. Below are some of my suggestions. Obviously, much more could be said and several activities could be suggested with each topic. For the final version, I d suggest a group discussion Education stakeholders know that for education in a knowledge-based society, ICT is vital as it enables learning anywhere, anytime and anyhow in our dynamic fast-changing knowledge-based society (Punie & Cabrera, 2006). New technologies such as Mp3, podcasting, and social networking are rapidly flourishing. In contrast to more traditional environments, technology offers greater opportunities for interactivity and learner control (Kozma, 1991; Rodzvilla, 2002). As such, there are more educators and language teachers using the Internet in language teaching as well (Godwin- Jones, 2003; Lord & Lomicka, 2004). Technology has the potential to serve as an environment for exploring oneʹs own interpretations, constructing oneʹs own meanings and negotiating and/or defending these with peers. Because it 7

9 offers student centered experiences, it can encourage constructive discourse and empower independent, critical thinking (Porter, 2000) and new literacies (Howard Bender & Mulcahy, 2007) in any context. With the rapidly evolving technology, the once Read Only Internet has changed to a Read Write model. As such, the advantages are numerous and many still need to be unveiled: a) the content can be divided and organized in different ways to fulfill the interests and needs of each individual; b) the contents are created collaboratively and according to users interests c) a social community arises, where the web surfer negotiates the connections within a social or idea network, exchanges bits of content, creates something new, and then the cycle begins again (D \Sousa, 2007, p. 6). In fact, a study on teen content creation revealed 57% of online teens create content for the Internet. That amounts to half of all teens ages 12 17, or about 12 million youth. These Content Creators report having done one or more of the following activities: create a blog; create or work on a personal web-page; create or work on a webpage for school, a friend, or an organization; share original content such as artwork, photos, stories, or videos online; or remix content found online into a new creation (Lenhard and Madden, 2005). As such, our suggestions are as follow: 1) Podcasts/radio programs The core content medium in podcasting is audio and thus, not new to education. The core content medium in podcasting is audio, not new to education. Durbridge, as early as 1984 identified audio s educational advantages as its ability to influence cognition through clarity of instructions, and emotional aspects of learning by conveying immediacy and a connection with the teacher (Edirisingha and Salmon, 2007). Taylor et al (2006), and Scanlon, Jones and Waycott (2005) emphasize that the capabilities of mobile devices, such as MP3 players and recorders, or mobile phones, can create opportunities for learning activities otherwise impossible in traditional leaning environments or through other technologies. Student-created podcasts to record, evaluate and share experiences. Audio and visual guides. Audio-visual instructions. 2) wikis/websites Several studies have shown that collaborative learning strategies result in more student 8

10 involvement (Hiltz, 1994, Crook, 1998), and greater student engagement (Harasim, 2000). In fact, collaborative learning activities shift the focus away from the traditional teacher-student interaction towards peer relationships and their decisive role in the overall educational success (Johnson & Johnson, 1989). Wikis and the creation of other websites are technologies that allow for the implementation of collaborative techniques in online environments. A wiki is a website produced by several authors through a collective work. It is similar to a blog in its logic structure, but it allows adding, editing or removing content created by others. Furthermore, wikis permits online communication. Studies show that wikis can be used in two different writing modes or styles of usage: the document mode and the thread mode. In document mode contributors create collaborative documents and in the thread mode contributors carry out discussions in the wiki environment by posting signed messages (Coutinho and Junior, 2007). 3) Social Media tools, such as Facebook, MySpace, YouTube, Flickr, Twitter, blogs, and del.icio.us. Social media means new opportunities to create and communicate with people that care (LeFever 2008). Social networking is one aspect of social media, where individuals are in communities that share ideas, interests, or are looking to meet people with similar ideas and interests. Social networks, also known as social collaborative software, are applications that support a common area of interests, needs and common goals for collaboration, knowledge sharing, interaction and communication (Pettenati et al., 2006, Brandtzaeg et al., 2007). As such, and as mentioned above, they are great tools to promote collaborative learning, in the sense that their use in educational settings increase group motivation and the group members reach higher levels of academic achievement. Furthermore, active participation in social networks fosters greater knowledge retention and critical thinking skills, while providing opportunities to discuss the learning content, different perspectives and experiences thus positively contributing to the group learning process. 3.1) blogs for reflexive writing Blogging in particular, has been considered a very powerful flexible means for communication as it encourages the development of critical thinking skills by giving students the opportunity to confront their ideas and reflections on a social level, participating in the social construction of knowledge (Huann et al. n/d). Coutinho s study (2009) reveals that teachers consider blogs as powerful teaching tools for active learning. The reasons for this being: a. Blogs increase communication both inside and outside the classroom; b. Blogs increase students motivation; 9

11 c. They can be an excellent online space for knowledge sharing; d. Blogs are useful as e-notebooks, helping students to take note and reflect on learning; e. They are ideal as a space for classroom debate; f. They allow teaching the same curricular subjects in a different way; g. Teachers can use blogs as a specialized repository of curricular contents; h. Blogs are easy to use, create and leave comments; i. They allow students to share resources and ideas. 4) Digital Storytelling/Student generated videos A digital story is like a poem; it is brief, essential and a crystallized experience expressed in narrative, image, sound and motion (McLellan, 2007) The term Digital Storytelling, literally, means using computer-based tools that allow for the digital manipulation of content audio, text or images to tell stories. Digital stories are the result of this process (Ribeiro, 2011). A digital story emerges from the author s point of view and often includes a dramatic question. The search for the answer to this question constitutes the story s plot. The content is usually emotional as it focuses on issues presented from a personal perspective. The voice recording of the narrative adds to the personalization of content and can help convey the personal story being told. In addition, music and/or sound effects are used to support the storyline. All these aspects have to be well pondered in order to maintain an adequate pace and convey the story in just 2 or 3 minutes (Lambert, 2002). In educational settings, there are several studies that link Digital Storytelling with reflection in different grade levels, both in formal and informal settings (Alterio 2002; McDrury and Alterio 2003; Barrett 2007; Moon and Fowler 2008; Robin 2008). On the other hand, DS is capable of integrating different literacies and language skills, as it combines multimedia researching, production and presentation skills with more traditional activities like writing and oral production skills. The creation process, which implies the search for and selection of material, such as images, photos and soundtrack, also confronts students with copyright issues on the Web. The narrative function allows students to tell a story with their own voice, in a controlled environment. They are able to record and edit their stories as often as they want before finally presenting them to their teachers and colleagues, thus being able to improve their work until it is to their liking. Furthermore, as digital stories may be uploaded onto the Web, students may be confronted with positive or negative feedback to their final stories (as for example happens with movies uploaded onto YouTube). In sum, the creation process of digital stories encourages students to engage in deeper reflection on their learning, their identities and their own behavior on various levels (Ribeiro, 2011). 10

12 5) Mobile Quests/Traditional Webquests WebQuest is an inquiry-oriented activity in which learners interact with resources on the Internet. It has been characterized as a deep learning tool that implies knowledge construction through a critical thinking process. This process is supported by four constructs considered essential in active learning: critical thinking, knowledge application, social skills and scaffolded learning (Zheng et al, 2004). With the use of mobile phones, webquests can rapidly become mobile. As example of such activity can students using mobile phones in their (national and international) quest for information, through telephone calls or SMS. 6) Self-assessment /Peer-assessment Traditional education empowers teachers, but as focus shifts to student-centered activities, studies in assessment acknowledge that students have a realistic perception of their own abilities and can make rational judgments on the achievements of their peers. Studies (see Brew, 1999) suggest that the use of a combination of different new assessment forms encourages students to become more responsible for their own learning and reflective, thus developing essential lifelong learning competencies. References Alterio, M. (2002). "Using storytelling to enhance student learning." Higher Education Academy. Barrett, H. C. (2007). "Researching Electronic Portfolios and Learner Engagement: The REFLECT Initiative." Journal of Adolescent & Adult Literacy 50(6): Brandtzaeg, P. B., & Heim, J. (2007). Initial context, user and social requirements for the Citizen Media applications: Participation and motivations in off- and online communities. Citizen Media Project. Brew, A. (1999). "Towards autonomous assessment: using self-assessment and peer assessment." Assessment matters in higher education: choosing and using diverse approaches: 159. Coutinho, C. and B. Junior (2007). Collaborative learning using wiki: A pilot study with master students in educational technology in Portugal. World Conference on Education Multimedia, hypermedia and Telecommunications - EDMEDIA 2007, Vancouver, Canada, AACE. Coutinho, C. (2009). Using blogs, podcasts and google sites as educational tools in a teacher education program. World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (E-LEARN 2009), Vancouver, Canada, Association for the Advancement of Computing in Education (AACE). 11

13 Crook, C. (1998). Ordenadores y Aprendizage Colaborativo. Madrid: Ediciones Morata. D Sousa, Q. (2007). RSS Ideas for Educators. Version 1.1. in Edirisingha, P. and G. Salmon, 2007 Pedagogical models for podcasts in higher education. Godwin-Jones, B. (2003). Emerging technologies: Blogs and wikis: Environments for on-line collaboration. Language Learning & Technology, 7 (2), Harasim, L. (2000). Shift happens. Online education as a new paradigm in leaming. Internet and Higher Education (3), Hiltz, S.R. (1994). The Virtual Classroom: Learning without limits via computer networks. New Jersey: Ablex Publishing Corporation Howard Bender, K. and Mulcahy, C. M. (2007) Literature Cyberlessons: Avenues for New Literacies, Critical Literacy, and Student Engagement While Reading. The New England Reading Association Jo urnal, 43, 1, Huann, Yuh; John, Ow & Yuen; Jeanne (n/d). Blogs in Education. In Kozma, R. B. (1991). Learning with Media. Review of Educational Research. 61(9) Lambert, J. (2002). Digital storytelling: Capturing lives, creating community, Digital Diner Press. LeFever, L. S. (2008). "Video: Social Media in Plain English." In Lenhard, A. and M. Madden. 2005, November 2. Pew Internet & American Life Project. Reports. Family, friends & community. Teen content creators and consumers. in Lord, G., & Lomicka, L. L. (2004). Developing collaborative cyber communities to prepare tomorrow s teachers. Foreign Language Annals, 37 (3), McDrury, J. and M. Alterio (2003). Learning through storytelling in higher education: Using reflection & experience to improve learning, RoutledgeFalmer. McLellan, H. (2007). "Digital storytelling in higher education." Journal of Computing in Higher Education 19(1): Moon, J. and J. Fowler (2008). "[`]There is a story to be told...'; A framework for the conception of story in higher education and professional development." Nurse Education Today 28(2): Pettenati, M. C., & Ranieri, M. (2006). Informal learning theories and tools to support knowledge management in distributed CoPs. in Innovative Approaches for Learning and Knowledge Sharing, EC-TEL. Workshop Proceeding. Porter, S.(2000). Technology in teaching literature and culture: some reflections. Computers in the Humanities, 34, 4,

14 Punie, Y. C & Cabrera, M. (2006). The Future of ICT and Learning in the Knowledge Society. Report on a Joint DG JRC-DG EAC Workshop, Seville, October Institute For Prospective Technological Studies. EU: Joint Research Center. Robin, B. R. (2008). "Digital storytelling: A powerful technology tool for the 21st century classroom." Theory into Practice 47(3): 220. Rodzvilla, J. (2002). We ve got blog: How weblogs are changing our culture, Cambridge, MA: Perseus Publishing. Scanlon, E., Jones, A., & Waycott, J. (2005) Mobile technologies: prospects for their use in learning in informal science settings, Journal of Interactive Media in Education, 25, pp. 1 17, Taylor, J., Sharples, M., et al. (2006) Towards a task model for mobile learning: a dialectical approach, International Journal of Learning Technology, 2, 2-3, pp Zheng, R., B. Stucky, et al. (2004). "WebQuest learning as perceived by higher-education learners." TechTrends 49(4): Teacher First of all let me say that I could not agree more with Sandra. Paris Hilton? I sincerely believe that she should not be mentioned on any type of scholar-related document. She is, in my opinion, the prototype of an anti-role model. I mean a porno star??? 3.4 Maybe we could include some Portuguese Global Brand and why is it called WHATEVER 3.7 So we are following a project to motivate male learners and the suggestion is Destiny s Child and Charlie s Angels with songs like Independent Woman well, can t say I agree! 4.3 Poetry. Not a motivating factor except if the male students are specifically looking for it, I think. However, Cummings is a good example for male poets. 4.8 James Bond? Maybe we can find a more up to date character. Jason Bourne, perhaps. Young students are easily bored with old characters. 4.9 A other field should be included in the band option

15 Comics. That hits the male spot perfectly. This is the kind of ideas we are looking for. Suggestions If we are trying to motivate young learners, why not include the most famous interpreter in the World, José Mourinho? Did you know that he began his career as an interpreter for soccer coaches? So, a male learner of languages that is known to (almost) everyone. Another way to motivate is to engage in well-known culture in foreign language (at least, not English) like, for example, Rammstein, Mariza, New wave of French Cinema, etc. Teacher 3 Após uma análise às propostas ou ferramentas de trabalho do Toolbox verificam-se algumas questões de ordem pedagógica que não devem ser esquecidas. Todo o conceito de elaboração de propostas ou ferramentas de trabalho para serem usados em turmas de exclusivamente compostas por jovens do sexo masculino não se enquadra nas correntes pedagógicas mais actuais, pois não está aqui presente a ideia de inclusão. Ainda que a intenção inicial possa ser de inclusão dos jovens na escola, verifica-se uma segregação dos alunos em turmas especificamente masculinas impedindo assim o convívio e interacção com elementos do sexo oposto. Este separatismo poderá eventualmente levar também à esteriotipização do aluno masculino como sendo um aluno pouco motivado, desinteressado e com dificuldades de concentração e de aprendizagem. Relativamente à utilização dos materiais na formação profissional, verifica-se que as propostas de trabalho apresentadas são, na sua maioria, para aulas ou sessões de 35 ou 40 minutos, o que não está de acordo com o tempos lectivos na formação. Numa análise crítica a cada uma das propostas, reflecti sobre a possibilidade de utilização dos materiais em situações concretas e comentei alguns dos seus pontos fortes e pontos fracos. Passo a expor as conclusões a que cheguei salvaguardando aqui que os comentários não passam de meras opiniões pessoais, não se baseando em nenhuma pedagogia em particular, sendo o reflexo de alguma da minha experiência didáctica em situações similares. Enhancing skills on communication & team work Ainda que a personagem Paris Hilton possa chamar à atenção de um grupo de elementos masculinos, no decorrer da actividade, todos os grupos irão obter informação idêntica. Nenhum dos elementos do grupo quererá simular a personagem Paris Hilton. Esta proposta permite trabalhar questões sociais. 1.2 É mais uma actividade de revisão do que de desenvolvimento de competências. Pode ser usada como diagnóstico ou verificação de pré-requisitos. As questões apresentadas só poderão ser usadas nos níveis intermédios e não nos níveis de iniciação. 1.3 Parece uma boa tarefa inicial de integração. No entanto, a tarefa perde facilmente o

16 interesse para o aluno ou formando pois, na aula, eles conseguem ver o que os colegas estão a fazer e conseguirão facilmente adivinha a quem pertence o cartaz. Self-reflection & biografical work 2.1 A maioria dos alunos ou formandos terá dificuldades em exprimir ou descrever situações. Dá-se demasiado relevo ao professor/formador e é uma actividade que implica muito discurso e pouca acção. 2.2 Parece-me uma boa proposta que pode levar à aquisição de vocabulário. A 2ª tarefa torna o trabalho interessante pois gera curiosidade. 2.3 Ainda que a proposta seja interessante para níveis mais avançados, pela minha experiência, será difícil de manter os alunos ou formandos a comunicarem na Língua inglesa na discussão de grupo. Poderão surgir questões muito pessoais sensíveis ou, eventualmente, pode surgir o problema de não sair nada... Speaking and listening 3.1 O uso de palavras cruzadas é sem dúvida uma forma de cativar os alunos ou formandos. No entanto, o problema será controlar o trabalho a pares uma vez que eles vão certamente fazer batota. 3.2 Os formandos poderão não participar na fase inicial. Para uma turma de nível de iniciação, a última tarefa não é motivadora e gera dispersão. 3.3 Parece uma actividade interessante e motivadora. 3.4 É uma actividade que não seria possível em todas as turmas. Alguns alunos ou formandos não têm este tipo de cultura prévia. 3.5 É uma tarefa interessante mas necessita de alunos ou formandos de nível mais avançado. As questões são de difícil resposta para os alunos ou formandos e a estruturação de respostas é complexa. 3.6 Parece uma actividade engraçada para alunos ou formandos de nível avançado. É uma proposta motivadora mas exige alguma competência linguística. 3.7 O uso de música é uma boa estratégia, mas neste caso específico considero a música inapropriada para grupos exclusivamente masculinos, para além da letra da música ser demasiado extensa. 3.8 É uma proposta interessante e motivadora. A 3ª parte será difícil de implementar. Os alunos ou formandos quererão ver a totalidade do filme e não apenas partes. 3.9 Penso que não seria uma actividade interessante. A maioria dos formandos não ouviria Torna-se uma actividade demasiado repetitiva para 45 minutos. Seria interessante se lhe juntássemos um texto e a turma se dividir em 2 grupos. Uns têm texto, os outros, perguntas Seria uma actividade interessante, mas não com produtos alimentares. Outro 15

17 vocabulário mais interessante poderia ser usado Não me parece que os alunos ou formandos considerassem uma actividade interessante. Teriam bastantes dificuldades em justificar ou comentar escolhas Seria uma actividade de difícil implementação, pois os alunos ou formandos têm grandes dificuldades em se exprimirem. Seriam necessários alunos ou formandos de nível avançado É uma actividade bastante limitada em termos de vocabulário, mas é uma boa forma de abordar o tema. Os cartões usados criam alguma expectativa, mas depois pouco ou nada se faz com eles... Reading, writing & understanding 4.1 Parece-me uma actividade interessante e capaz de fomentar a imaginação. 4.2 Parece-me uma actividade desorganizada e bastante repetitiva. 4.3 Grupos masculinos rejeitam poesia por si só, ainda que o seu conteúdo possa ser interessante. A letra de uma música teria maior impacto. 4.4 Tem uma base interessante, mas está desactualizado / Seria necessário algum controlo para evitar que os alunos ou formandos procurassem a informação em português. 4.5 Não me parece que o facto de quem ganha ou obtém mais pontos poder fazer um resumo oral do texto, motive os formandos ou alunos masculinos. Antes, quem obtém menos pontos é que o deve fazer. (Corre-se o risco de os alunos ou formandos passarem a ver a leitura como uma penalização) 4.6 A ideia parece-me interessante. No entanto, considero os textos apresentados um pouco complexos para a maioria dos alunos ou formandos. 4.7 É um jogo que se pode tornar interessante. 4.8 É uma actividade que motiva a curiosidade. Pode levar à participação, mas haverá relutância por parte dos alunos mais fracos. 4.9 É uma actividade interessante e motivadora. É um pouco limitada no vocabulário Esta é também uma actividade interessante. O conhecimento dos alunos ou formandos relativamente ao assunto pode ser reduzido Parece-me uma boa actividade para a aquisição de vocabulário Penso que é uma boa actividade e que pode ser usada de diversas formas É uma actividade engraçada e útil mas pode tornar-se repetitiva É uma tarefa simples e interessante É uma proposta complementar interessante e útil. Diversifying learning environments & learning places 5.1 A ideia de competição poética não está de acordo com os gostos dos jovens portugueses. Talvez os motivasse mais se lhes fosse pedido para elaborarem a letra de uma pequena música. 16

18 5.2 O facto de acontecer fora da sala, leva os alunos ou formandos à distracção. A maioria desmotivaria porque passa grande parte do tempo de pé à espera que algo aconteça. 5.3 É uma das actividades mais interessantes das propostas. Favorece a motivação e a apreensão de vocabulário. 5.4 Parece-me uma actividade bastante motivadora para grupos masculinos. 5.5 Colocam-se vários problemas de logística / existência de bicicletas. 5.6 No geral, parece-me uma boa actividade. Motivadora. 5.7 É uma forma interessante de inclusão e de responsabilização. 5.8 A transversalidade de conteúdos pode permitir este tipo de actividades. É necessária a colaboração de outros professores ou formadores que podem não estar disponíveis. Depois de uma apreciação global, verifica-se que grande parte das propostas, do meu ponto de vista, visa mais a integração dos alunos ou outros aspectos sociais do que propriamente o ensino/aprendizagem da Língua Inglesa. Na sua maioria, os exercícios são bastante repetitivos e, em alguns casos, monótonos para os formandos. Muitas das propostas visam a aquisição de vocabulário que, no geral, é bastante reduzido e redutor. Algumas das propostas não encaixam no enquadramento cultural dos jovens portugueses e não vão ao encontro dos seus gostos e preferências. No entanto, há algumas das propostas que são interessantes e que podem motivar os formandos para as aprendizagens. Algumas das propostas apresentadas podem ser melhoradas ou adaptadas à realidade dos jovens portugueses, tornado as actividades mais enriquecedoras e apelativas para os alunos ou formandos masculinos. Teacher 4 Os temas têm todos a ver com jovens do sexo masculino o que é um pouco desfasado da realidade portuguesa já que as nossas turmas são na sua grande maioria mistas e o que por vezes agrada às raparigas não agrada aos rapazes. Temas propostos são na sua maioria interessantes e adequados a idade e realidade dos alunos. Os temas não se enquadram com os referências em vigor para a Língua Inglesa. Nos cinco grandes temas a minha opinião é : Enhancing Skills on Communication & Team Work tema introdutório bem conseguido e leva os alunos a conhecerem-se melhor uns aos outros. O único senão, é a pesquisa acerca da celebridade Paris Hilton já que esta é bastante desfasada da realidade Portuguesa. Self Reflection and Biographical Work tema importante pois os alunos podem reflectir e falar sobre algo que eles conhecem bem ou seja, eles próprios. Speaking and Listening Crosswords são sempre um desafio e os alunos costumam gostar; a introdução de marcas conhecidas como a Sony, Nokia e Nivea estimulam o aluno a saber mais; os 17

19 jogos presentes e os debates (ex. What food I am? e Pro and contra Club/ Guess what my profession is!) são uma mais valia pois, leva os alunos a falar sem disso se aperceberem; penso que na sessão de download os alunos ficarão algo desiludidos pois esperam uma aula onde podem fazer downloads de músicas e farão o download de outro documento que não música além disso os downloads já não são novidades para eles; A elaboração de questionários e o fazer perguntas À turma pela turma é uma boa ideia pois permite aos alunos movimentarem-se e conversar com os colegas quebrando assim uma das normas da sala de aula. Reading, Writing & Understanding brainstorm stories são uma ideia positiva pois levam os alunos a fazer frases e a cooperar uns com os outros; I like my body when it is with yours - a utilização de um poema aqui (ou pelo menos deste tipo de poesia) parece-me desmotivante pois o poema é muito longo e difícil e em nada se adequa à realidade do dia-a-dia dos alunos; já a actividade que tem a ver com a UEFA 2008 é uma actividade interessante e até certo ponto realista, pois na sua grande maioria os alunos gostam de futebol e sonham em assistir a grandes competições de futebol no estrangeiro esta unidade mostra-lhes como podem organizar uma viagem através da internet esta aprendizagem é útil pois prepara-os para eventuais viagens que possam vir a fazer; o tema Take your stand é bastante interessante e está bem conseguido pois, leva os alunos a abordar um tema importante como o racismo através da perspectiva do futebol, algo que eles gostam; a actividade presente em Position and sense a radically condensed history não me parece uma boa actividade já que, o facto de ler/ ouvir dois textos seria factor de desmotivação par já não falar do facto de poderem existir na turma alunos sem conhecimentos suficientes para poderem identificar qual a história certa e a errada; When James Bond opened the door é uma ideia engraçada que leva os alunos a escrever; ICT Language boa ideia para aumentar o vocabulário relacionado com a informática e também perceberem quanto vocabulário já conhecem; Restaurant abroad aprendizagem de vocabulário de situação útil; Filling in a form on personal data/ Europass Language Passport são duas ferramentas importantes em toda a Europa. Esta unidade leva os alunos a reflectir nas suas aprendizagens e além disso é útil se quiserem trabalhar no estrangeiro poderem elaborar o seu próprio currículo; Diverisifying learning Environments & Learning places Fog walk boa ideia pois é uma actividade a realizar fora da sala de aula a mudança de ambiente é quase sempre positiva; Language Shooting é uma boa ideia para praticar vocabulário tem um contra, o uso de uma arma; Car crazy é uma boa ideia para uma aprendizagem de vocabulário relacionado com os automóveis e a condução automóvel. Permite a saída da sala de aula/ escola; Bycicle trip é uma boa ideia pois é feito fora da escola e ainda por cima alia o desporto á aprendizagem do Inglês. É uma boa ideia para rever conteúdos leccionados. Talvez desenvolver esta actividade só com bicicletas seja mais difícil mas também a podemos concretizar a pé; Interschool Quizes é uma boa ideia alunos (especialmente rapazes) adoram competir. Vão esforçar-se por ser melhores e ganhar; Teaching younger people a foreign language apesar de achar que será um pouco difícil de colocar em prática parece ser uma boa experiência pois os alunos têm de se colocar no lugar de professores, têm de perceber e saber o que estão a fazer para poderem transmitir os conhecimentos da língua. 18

20 19