Photography as a Pedagogical Tool for success stories (2016)
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Presentation at Success Stories Go Live" webinar: 30 May at 19.30 Maria Silva Agrupamento de Escolas de Sátão https://www.youtube.com/watch?v=WMnhQMeh_cM
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Photography as a Pedagogical Tool for success stories (2016)
- 3. Agrupamento de Escolas de Sátão IES Thos I Codina, Mataró Istituto Statale di Istruzione Secondaria Superiore, Bojano Kaunas Jonas Jablonskis Mustafa Azmí Doğan Anadolu Lisesi, Ankara Střední odborná škola, Blatná Zespół Szkół Centrum Edukacj, Płock
- 5. To boost participants’ motivation to learn and use foreign languages in formal and informal contexts; Foster the use of foreign language in other school subjects; Promote the use of innovative strategies supported by the use of ICT tools and photography; Encourage collaborative work among teachers and collaborative learning among pupils; Promote European education based on respecting and valuing other cultures and languages.
- 6. Principles of the approach Principles of the approach Active construction of knowledge Cooperative learning Interdisciplinarity Social interaction Personal involvement Sharing common objectives Reflection
- 8. Motivation strategies Creating the basic motivational conditions Maintaining and protecting motivation Encouraging retrospective positive self-evaluation
- 9. Motivation strategies Creating the basic motivational conditions
- 10. eTwinning groups
- 12. Project logo
- 13. Logo vote
- 14. Motivation strategies Creating the basic motivational conditions Maintaining and protecting motivation
- 15. Two priviledged contexts for intercultural learning Theexchangestopartners’schools Theproject’sTwinspace
- 16. Exchanging introduction letters on the project’s Twinspace
- 17. 7 exchanges
- 21. Collaborative activities Outcomes Mathematic photography Proverbs and Idioms Feelings and Gestures National festivals 8-language vocabulary European week of languages Questionnaires, quizzes Christmas / Easter cards Funny shop signs My way to school Architecture, Art, Sports Recipes Exhibitions Project T-shirt Pocket calendar Wall calendar Peddy-paper Project puzzle Project anthem Videos, DVDs, presentations External Websites and blogs Recipes ebook
- 22. Project anthem
- 27. X-mas cards on Twinspace
- 29. Christmas dishes
- 30. Recipes for traditional national dishes How to bake hnětynky.
- 32. Multilingual dictionary in 8 Languages
- 34. Motivation strategies Creating the basic motivational conditions Maintaining and protecting motivation Encouraging retrospective positive self-evaluation
- 35. Reflection on the impact of the project
- 38. It fostered the development of creative methods of teaching and learning; It helped improve knowledge concerning different subject areas and make connections between what is learned in class and in the real world; Students and teachers had a unique opportunity to enrich their general culture regarding languages and cultures; Our speaking and writing skills were enhanced. We now feel more confident to interact with people from other countries; We learned how to manage group work; We had the chance to meet people from different cultures and make friends. We felt as European citizens and learned how important cooperation among nations is. Sample of students’ report
- 39. Plurilingual competences Reflective practice Improvement of digital comptences Opportunities for future partnerships Interdisciplinary and collaborative work European Dimension of education Impact on teacher’s professional development
- 40. PROJECT IMPACT On school level: Changes in curricular programme Collaborative work among staff On local community level: Participation of family members Cooperation with other local companies and municipalities
- 42. Awards attributed to the project http://www.proalv.pt/wordpress/selo-europeu/ http://www.etwinning.net/en/pub/news/news/european_prizes_winners_2014.htm eTwinning European Prize 2014
- 43. Jury of EUN Partnership, aisbl Brussels: Photography as a pedagogical tool - Winner 2014 In this imaginative and creative project, the pupils worked together to interpret topics in a wide range of subjects through photography. They set challenges for each other, created quizzes and puzzles, produced a collaborative magazine, explored video and stretched the ways in which traditional school subject matters can be approached. It is a fine example of close team work between teachers to produce a project that is both relevant pedagogically, but also engaging for their pupils Jury comment The project allowed the pupils to learn in a more motivating, engaging and creative way, producing at the same time many useful resources.
- 44. Link to the Twinspace Link to the project ebook
- 46. Střední odborná škola Blatná V Jezárkách 745 388 01 Blatná CZECH REBUBLIC Maria Piedade Silva Agrupamento de Escolas de Sátão Rua Luís de camões 3560-184 Sátão PORTUGAL Webpage: escolasdesatao.pt Email: mariasilva@escolasdesatao.pt
Notas del editor
- School work and learning foreign languages in formal teaching contexts may be regarded by learners both as face-threatening and as irrelevant to their lives. Many start to become reluctant to learn and adopt disruptive behaviour in the classroom or give up studying languages. “Photography as a pedagogical tool” (P&P) is an eTwinning project aimed to make the learning process more motivating, by reaching out the different learning styles and needs and by engaging students in the learning process in a way that is both appealing and unthreatening. P&P project took a project-based approach grounded on intercultural interaction to learning languages across different academic subjects by setting up an eTwinning partnership with seven European schools. Students were invited to take their cameras, go out and learn by observing the world around them. Photography was used as a tool for learning through observation and knowledge building in different school subjects like Mathematics, Biology, Geology, Chemistry, History, Foreign Languages, Mother Tongue, Arts, ICT, Music, Physical Education and vocational studies (Marketing, Economics, Restaurant Service. Pupils became more aware of the connections between the learning contents addressed and the reality around them.
- People who call for national education standards may have either of two ideas in mind. Both are intuitively appealing, but neither survives closer scrutiny. The first meaning of standards has to do with outcomes: Here’s how well we expect students to do. Of course, all students deserve a quality education. But declaring that everyone must reach the same level is naïve at best, cynical at worst, in light of wildly unequal resources. S chool work and learning foreign languages in formal teaching contexts may be regarded by learners both as face-threatening and as irrelevant to their lives. Many start to become reluctant to learn and adopt disruptive behaviour in the classroom or give up studying languages. Motivation has been recognised as one of the key factors that determine achievement and attainment as well as lifelong learning of languages. Studies [1] alighted that unmotivated students perform poorly, are easily distracted, do not participate in class, study little or nothing and show disruptive behaviour. In contrast, motivated students engage actively in the learning process, mobilizing effort, revealing persistence and even enthusiasm in carrying out tasks, developing skills to overcome challenges and difficulties. Research [2] has also shown that lack of motivation increases as students progress in their education when they accumulate experiences of failure which make them doubt their capacity to learn certain subjects. In the context of foreign language learning, poor performance and failure, which is perceived by the learner as a threat to his/her self-esteem, will result in withdrawal of effort and the adoption of avoidance strategies which will affect learning the language.
- Motivation is defined by Gardner as a ‘combination of effort plus the desire to achieve the goal of learning the language’ which Dörnyei [5] describes as a dynamic quality which can be increased or decreased over time.
- The project methodology comprises a series of motivational strategies based on Dörnyei’s instructional model to promote effective self-regulated learning [5], [8] which consists of four stages as shown above:
- The project methodology comprises a series of motivational strategies based on Dörnyei’s instructional model to promote effective self-regulated learning [5], [8] which consists of four stages as shown above:
- In the first stage, teachers need to provide a pleasant, supportive and unthreatening learning environment in the classroom to strengthen pupils’ self-confidence. Accordingly, a set of learning strategies were devised to create the basic motivational conditions for language learning, as listed above: Face-to-face and online training workshop "Learning and innovating with eTwinning"; Online and face-to-face teachers’ meetings; Presenting the project to the participating classes; Involving all participants in the definition of learning objectives and project planning; Organising the participants into cooperative eTwinning groups of mixed-ability groups; Fostering group identity (choice of nickname and creation of logo for eTwinning groups);
- In the first stage, teachers need to provide a pleasant, supportive and unthreatening learning environment in the classroom to strengthen pupils’ self-confidence. Accordingly, a set of learning strategies were devised to create the basic motivational conditions for language learning, as listed above: Face-to-face and online training workshop "Learning and innovating with eTwinning"; Online and face-to-face teachers’ meetings; Presenting the project to the participating classes; Involving all participants in the definition of learning objectives and project planning; Organising the participants into cooperative eTwinning groups of mixed-ability groups; Fostering group identity (choice of nickname and creation of logo for eTwinning groups);
- In the second stage, a set of motivational strategies which comprise intercultural contact were implemented to arouse participants’’ interest. Teachers and pupils learn about eTwinning, the Twinspace and their partners. It is important to guarantee that interaction takes place for introductions and exchange of information about school, town and country before starting the joint activities and the micro project-works.
- The project methodology comprises a series of motivational strategies based on Dörnyei’s instructional model to promote effective self-regulated learning [5], [8] which consists of four stages as shown above:
- Last stage comprehends strategies for encouraging positive retrospective self-evaluation. Feedback is essential to monitor and assess the impact of the project on the participants’ learning motivation and on institutional change of teaching practices. Data must be collected periodically, twice during each school year (in January and June), using a variety of processes in order to promote reflection and monitor the the learning impact and outcomes of the project.
- The results, we briefly highlight in this section, were collected from participants’ comments published on the P&P project’s Twinspace and the answers to the students and the teachers’ questionnaire for the evaluation of the impact of the project. The results, we briefly highlight in this section, were collected from participants’ comments published on the P&P project’s Twinspace and the answers to the students and the teachers’ questionnaire for the evaluation of the impact of the project.
- Impacto a nível da formação pessoal e profissional
- The project methodology comprises a series of motivational strategies based on Dörnyei’s instructional model to promote effective self-regulated learning [5], [8] which consists of four stages as shown above: