VALIDATION REPORT
LOVE LANGUAGE AND MORE
Contents:
1.
2.
2.1
3.
3.1
4.
4.1
Introduction
Validation report Portugal
Attachements
Validation report Slovenia
Attachements
Validation report Slovakia
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.
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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
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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
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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
email 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: 11th November 2011 – 2 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.
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5. Recommendations for improvement:
Suggestions were made and are available in attachments 1 and 2
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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
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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
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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
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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;
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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).
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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.
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Teacher 2
1.1
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.
4.12
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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
1.1 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
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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...
3.10 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.
3.11 Seria uma actividade interessante, mas não com produtos alimentares. Outro
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vocabulário mais interessante poderia ser usado.
3.12 Não me parece que os alunos ou formandos considerassem uma actividade
interessante. Teriam bastantes dificuldades em justificar ou comentar escolhas.
3.13 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.
3.14 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.
4.10 Esta é também uma actividade interessante. O conhecimento dos alunos ou
formandos relativamente ao assunto pode ser reduzido.
4.11 Parece-me uma boa actividade para a aquisição de vocabulário.
4.12 Penso que é uma boa actividade e que pode ser usada de diversas formas.
4.13 É uma actividade engraçada e útil mas pode tornar-se repetitiva.
4.14 É uma tarefa simples e interessante.
4.15 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
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
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
19
Attachment 2
General Feedback – according to the themes of the toolbox - Moment 2
Validation Workshop – Toolbox exercises
1 – Intercultural activity 1
The teacher that analyzed this exercise thought that it was very interesting, being able to
incorporate it in his/her classes. He/she also added that the activity could later be run as a
competition between male groups and female groups.
2 – Intercultural activity 2
The teacher that analyzed this exercise thought that it was very interesting, being able to
incorporate it in his/her classes.
3 – Have you ever …
The teacher that analyzed this exercise thought that it was very interesting, being able to
incorporate it in his/her classes. However, he/she also added that it would take a good class of
students to do this activity.
4– Celebrity task
The teacher that analyzed this exercise thought that it was very interesting, being able to
incorporate it in his/her classes. However the exercise should be done in 30 min not in 40, due to
the fact that classes are too big.
5 – About me
The teacher that analyzed this exercise thought that it was very interesting, being able to
incorporate it in his/her classes. However, he/she also added that it would take a class of students
who have computer and Internet at home.
6 – Diversity
20
The teacher that analyzed this exercise thought that it was very interesting, being able to
incorporate it in his/her classes.
7 – Problem solving
We decided to eliminate this exercise
8 – Crossword puzzle for pairs
The teacher that analyzed this exercise thought that it was very interesting, being able to
incorporate it in his/her classes.
9 – Leaving a message
The teacher that analyzed this exercise thought that it was very interesting, being able to
incorporate it in his/her classes.
10 – Global brands quiz
The teacher that analyzed this activity considerate it as inadequate, since it wouldn’t be
motivational enough for the students. He/she also considered that it wouldn’t motivate the
teacher also.
11 – Music
The teacher that analyzed this exercise thought that it was very interesting, being able to
incorporate it in his/her classes.
12 – Movies
The teacher that analyzed this activity considerate it as inadequate, in a beginner’s level
(considering German teaching). Thus, this exercise was not adequate to its teaching contents.
13 – What food am I?
The teacher that analyzed this exercise thought that it was interesting, but the student might not
like the word that was chosen for him by the other students, and that could me embarrassing for
the student.
21
The teacher also added that the student sitting in front of the class could have difficulty asking the
necessary questions.
14 – Pro & Contra Club
Was not analyzed.
15 – Poems
The teacher that analyzed this exercise was not confident enough about this exercise. He/she felt
that students wouldn’t like this exercise very much.
He/she also added that could be some resistance from the students who are shy. They might
object being filmed.
16 – Will the money last?
The teacher that analyzed this exercise thought that it was interesting for his/her classes. He/she
also added that students could also be asked to compare brands, the quality of the equipment, etc.
Nevertheless, the teacher also felt that some students might not have access to computers outside
the classroom.
17 – James Bond scene
The teacher that analyzed this exercise thought that it was interesting for his/her classes, but his
not completely shore if the student would like it or find it useful. Some students would show a
certain resistance in writing, along with those that are shy and introverted.
18 – Vocabulary warm-up
The teacher that analyzed this exercise thought that it was very interesting, being able to
incorporate it in his/her classes.
19 – Restaurant negotiation
The teacher that analyzed this exercise thought that it was interesting, commenting that the
exercise should refer to a role-play situation.
20 – My morning
22
The teacher that analyzed this exercise thought that it was a little bit complex, since it is too
personal and too straightforward. The comments would probably be negative. The teacher also
pointed out that the description of the scenes would require a lot of adjectives and there would be
no limit to the number of scenes.
21 – Filling in a form
The teacher that analyzed this exercise thought that it was very interesting and the teacher could
also use the students to elaborate the form.
22 – Looking for a Job
The teacher that analyzed this exercise thought that it was interesting.
23 – RAP
The teacher that analyzed this exercise thought that it was very interesting, being able to
incorporate it in his/her classes. However, the teacher does not feel that the exercise has to be
done outside the classroom (youth club, sports club), feeling that they would be more comfortable
doing it in a place they are more familiar with.
24 – A Walk with the senses
This exercise was not seen was capable of being integrated in class by the teacher that analyzed it.
He/she also forecasted that the students were not going to be motivated by it.
The teacher also added that:
“I would replace this exercise, stimulating the visual senses, not the hearing or touching ones”
This could be used in an intermediate/advanced level.
25 – Find Words in Rhymes
The teacher that analyzed this exercise thought that it was very interesting, being able to
incorporate it in his/her classes.
26 – Sport
The teacher that analyzed this exercise thought that this exercise is very interesting, but would be
23
difficult to apply if the students have some ICT difficulties.
27 – Sports commentators
The teacher that analyzed this exercise thought that this exercise would work perfectly with
his/her students. They would be motivated.
28 – Consol learning
Was not analyzed.
29 – Language Male Muscle Circle
The teacher that analyzed this exercise thought that this exercise would work perfectly with
his/her students. They would be motivated.
30 – The 10 Most important reasons to learn foreign la
Was not analyzed.
31 – Stranger in my Room
The teacher that analyzed this activity considerate it as inadequate for his/her class. The teacher
also thought that the students wouldn’t accept the exercise very well.
32 – Culture and Values
The teacher that analyzed this activity considerate as being interesting, however feels that the
students wouldn’t considerate as useful or with impact in their lives.
33 – My story
Was not analyzed.
34 – Design your own dream journey over Europe (World)
The teacher that analyzed this exercise thought that this exercise would work perfectly with
24
his/her students. They would be motivated.
25
2011
Attachment 3
LOVE LANGUAGE AND MORE - PILOT TESTING FEEDBACK
Title of exercise tested:
Who tested the exercise: (brief description of the person/institution)
Target/testing group: (brief description of the end users)
PILOT TESTING FEEDBACK – QUESTIONNAIRE – Please avoid the medium answers
1. Attitude
I am convinced that introducing innovative
language methods focusing on men within
language
2. Contenteducation is meaningful
I do not think that introducing innovative
language methods focusing on men within
language education is meaningful at all
I find this exercise
interesting and useful
3. Compatibility
generally
I think this exercise is absolutely useless, not
interesting at all
I could incorporate this exercise well in my
specific teaching contents
4. Acceptance by learners
I could not incorporate it in my teaching
contents at all
Students/learners liked and accepted the
exercise and cooperated willingly
5. Impact and usefulness
Students did not like and accept the exercise
at all
itself
26
2011
Students/learners found the exercise very
useful and referred about an impact on
their lives
6. Description
Students found the exercise absolutely
useless, no references on an impact on their
lives
The description of the exercise was for me
fully understandable and I think it is very
clear so everyone understands it the same
7. Administration
The description of the exercise was not clear,
I didn´t understand it right away and I think
people can understand it differently
The administration of the exercise was
running smoothly, learners fully understood
it right away
8. Motivation for future use
The administration process was full of
difficulties and misunderstanding
I will incorporate the exercise in the future
teaching schemes for sure (maybe with
some little modifications)
9. Time of duration
Was the time of duration of the exercise proposed in the description appropriate?
I will never use the exercise in my classes in
the future
Yes
If not , please propose a more appropriate time of duration according to your experience - min.
PILOT TESTING FEEDBACK – FURTHER COMMENTS
Please, write any other comments concerning the content and form of the exercise (e.g. main advantages or disadvantage, proposed
modifications etc.).
27
2011
Please, describe further opportunities you see for this exercise (e.g. different target groups etc.) or obstacles that may arise when using this
exercise.
Here you can write any other comments, your impressions, experience etc.
Are you familiar with the application / tool mentioned in this exercise?
Thank you very much for testing the exercise and for giving us your feedback!
28
Attachment 4
Photos from the validation workshop
29
3. Validation report
Slovenia
The testing period:
The pilot testing of products with questionnaires was implemented in one phase lasting from
November to December 2011.
The target group:
Pilot testing questionnaires were sent to 6 foreign language teachers with up to 22 years of
experience in teaching English and German in Slovenian schools who previously agreed to
comment the exercises. The activities from Toolbox have been tested with the students of different
ages (from 15 to 22 years of age) and levels. Most of the exercises have been tested by male
students but some of them also in mixed classes / groups for comparison. Some of the exercises
have been tested several times by students at different levels in regular school classes and in
language courses. After testing the teachers filled in the pilot questionnaires according to the
results of the lessons.
The scope of testing:
The following items have been tested and assessed on a 1-5 level scale:
1. Attitude
I am convinced that introducing innovative language methods focusing on men within language
education is meaningful
2. Content
I find this exercise itself generally interesting and useful
3. Compatibility
I could incorporate this exercise well in my specific teaching contents
4. Acceptance by learners
Students/learners liked and accepted the exercise and cooperated willingly
5. Impact and usefulness
Students/learners found the exercise very useful and referred about an impact on their lives
6. Description
The description of the exercise was for me fully understandable and I think it is very clear so
everyone understands it the same
7. Administration
The administration of the exercise was running smoothly, learners fully understood it right away
30
8. Motivation for future use
I will incorporate the exercise in the future teaching schemes for sure (maybe with some little
modifications)
9. Time of duration
Was the time of duration of the exercise proposed in the description appropriate?
Yes
If not, please propose a more appropriate time of duration according to your experience - min.
The teachers also wrote further comments on the following questions and gave their own
suggestions, following these issues:
4. Please, write any other comments concerning the content and form of the exercise (e.g. main
advantages or disadvantage, proposed modifications etc.).
• Please, describe further opportunities you see for this exercise (e.g. different target groups
etc.) or obstacles that may arise when using this exercise.
• Here you can write any other comments, your impressions, experience etc.
• Are you familiar with the application / tool mentioned in this exercise?
Results:
The results of the above items are presented as following:
1. Attitude
In most cases the attitude is marked with the highest mark 4 or 5, but there are also some
exercises marked with the lower grade 2 (20, 23, 24, 29, 30, 31, 32, 35) where the teachers are not
convinced that the language methods suggested in the examples are innovative enough.
2. Content
In most cases the teachers believe that the content is interesting and useful but there are also
some exercises marked with the lower grade 1 or 2 (24, 29, 30, 32, 33, 35).
3. Compatibility
Most of the exercise the teachers could incorporate well in their lessons but there were some
exercises which could obviously not be well incorporated in their specific teaching contents. They
were marked with 2 (29, 30, 32, 35).
4. Acceptance by learners
Students liked and accepted most of the exercises and they cooperated willingly but there were
some exercises that were not well accepted by the students. Examples 30, 32, 33, 35 were marked
with 2.
5. Impact and usefulness
Learners found most of the exercises useful and they referred about the impact on their lives but
some of the exercises were found useless with no reference or impact on their lives (23, 24, 29, 30,
31
32, 35).
6. Description
The description of most exercises were understandable and clear but the teachers had problems
with understanding the description of the exercises 23, 30, 32 which were marked with 2 and 24,
25, 28, 29, 35 which were marked by 3. We assume that people could have problems with their
various interpretations of the exercise descriptions.
7. Administration
Most of the exercises were fully understood by the learners and the administration was running
smoothly but there were also some exercises in which the process presented difficulties and
misunderstanding. Exercises 24, 29, 30, 32, 33, 35 were marked with 2 and Exercises 23 and 25
were marked with 3.
8. Motivation for future use
The teachers will incorporate more than a half of exercises in their future teaching schemes,
maybe with some little modification but there is also quite a number of exercises which teachers
will probably never use in their future classes (29 is even marked with 1, there are some exercises
marked with 2 (24, 25, 30, 32, 33, 35) and with 3 are marked the Exercises 20, 23 and 31.
9. Time of duration
The time of duration was mostly appropriate. There were some suggestions for change of time in
Exercises 19, 24, 25, 28 and 31.
Teachers have also added some comments. The exercises could be more innovative, interesting
therefore they suggested and added some new ideas and activities, according to the:
5. content and form
5.1 students should include their own ideas more often and get more opportunities to express
their own opinions
5.2 students could work according to the size of the group and their knowledge (individual, pair
work, …)
5.3 more social activities should be included
5.4 teachers should include interactive boards more often
5.5 some of the exercises should better reflect the real life situations
6. opportunities and obstacles
6.1 exercises should take into account the students’ personal sphere as the students may not be
willing to share their personal thing with others
6.2 the teachers should be aware that some exercises require pre-taught vocabulary
6.3 teachers should give exact and detailed instructions and make sure that the students have understood them correctly (if not otherwise possible, the instructions should be given in the
mother tongue)
6.4 lack of equipment may be a problem
6.5 not all learning styles (Gardner’s Intelligences) were included in the exercises so the teachers
added exercises which could also include students with natural type of learners.
32
7. other comments, impressions, experience etc.
7.1 some exercises tested in the class were well accepted by the students
7.2 the teachers adjusted the level to the group (A1, A2, …)
7.3 students enjoyed the use of ICT in their English lessons
7.4 using the social net is closely connected with their personal life and interested and it seems for
the students very meaningful and useful and therefore they cooperated willingly
8. familiarity with the application / tools
8.1 the teachers are familiar with the applications tools mentioned in the exercises
Recommendations for improvement:
In the most cases teachers believe that the exercises in the Toolbox are interesting, useful,
motivating, understandable and clear, could be incorporated well in the classes, students liked and
accepted most of the exercises and they cooperated willingly in lessons. However, teachers did
point out that some of the exercises have to be improved and they added some detailed ideas and
suggestions at the end of individual Pilot testing feedback questionnaires, e.g.
2 learning stations (German: Lernstationen):
2.1 Example 20: they fill in an application form for a job, they send it to the other student (imaginary company), they are invited for a job interview, they act out the job interview.
2.2 Example 19: Students choose appropriate learning stations (gap fill, interview, role play, pictures, ...)
3 more competitions:
3.1 Exercise 25: „Oscar competition“
3.2 Exercise 22: RAP competition
3.3 Exercise 32: Stranger in my room
4 organise special events to present their work in front of the audience, presentation of students’
projects and results on the internet, to other classes, parents etc.
All the comments from the teachers were taken into consideration and new, up-graded
suggestions were incorporated in the Toolbox exercises and sent to the project coordinator.
Appendix:
5. 35 electronically filled out pilot testing questionnaires;
6. Document „Toolbox exercises - Adaptation“ with comments.
33
4. Validation report
Slovakia
The testing period:
They were two different testing periods in Slovakia.
In February 2012 we made an focus group from students and teachers of English in a gymnasium in
Zilina. We choose some exercises from Love Language toolbox, simulated English lesson based on
these and after discussed with teachers and students what was good and what could be better in
these exercise drafts. The focus group and some interviews were shoot.
In the second phase, in April and May 2012, we tested the Love Language Handbook. We sent it to
young and innovative language teachers and recieved two feedbacks.
The target group:
6. Toolbox testing:
We conducted a pilot testing process with 3 language teachers (all of them English teacher)
and 10 male students of English in a Gymnasium, in order to assess their perspective about
the exercises that we have developed so far for the toolbox.
9 of the students were advanced in English, with fluent speaking abilities, one of them was a
beginner. The boys were 15-18 years old, attending Gymnasium – state high school.
We found the testing group relevant, as we see the main use of our exercises in these target
groups.
7. Handbook testing
34
We get a feedback from two young (29 and 28 years old) female English teachers. First of them
is a teacher on a state gymnasium in Trencin, second one in a language school in Povazska
Bystrica.
Both teachers are active in a field of motivation in language teaching and in new teaching
approaches.
The scope of testing:
9. Toolbox testing:
Teachers prepared 3 exercises, which they tested in a language learning class with 10 students
using computers with internet access. After each exercise the focus group was facilitating by
Qualed manager to obtain a feedback from both - students and teachers. These disscussions
were filmed.
Following exercises were tested: 8 – Leaving a message, 4 – Celebrity task, 11 – Movies.
After this a testing questionnaire was filled by students and teachers. There were two
interviews made with one teacher and Qualed manager.
10. Handbook testing
The draft versions of Handbook were send via e-mail to the teachers. The feedback was
accepted in both - mutual and written form.
Results:
7. Toolbox testing:
Students’ feedback
35
It definitely wasn’t boring at any point. All of the exercises were new, interesting, funny,
creative and refreshing.
Students liked, that the themes are free, which means, that they could choose the situation,
celebrity, movie they wanted. In such way they were able to know the wider spectrum of each.
They would appreciate to have such exercises as supplement to the classical classes. However,
it’s not possible to learn a language just through such exercises.
Computers and internet are helpful and interesting by the exercises, but they are also
attracting they attention very much, so they are not able to listen to anybody without looking
into the monitor. So students would separate the time by the computers and the time of
presentation.
Although some exercises needed surely more time, students liked the dynamics of them, there
was no time for boredom. So they wouldn’t give too much time to a exercise to keep it active
and too improve the improvisation skills of student.
All the exercises were very much practical, especially presentations and interviews.
Teachers’ feedback
Such exercises are useful in the classes. However it’s hard for a teacher to find a time for them.
In some cases there was more fun that real language learning. The exercises helps to motivate
students but not to teach them.
The language teachers often don’t have sufficient IT skills for these exercises. They cannot
imagine how it will looks like.
The computers are good to attract students attention, but they eats a lot of time. They cannot
substitute a teacher.
36
8. Handbook testing:
The first feedback - Mgr. Eva Šaržíková
Living in European Union we need to communicate together with people from different
countries. The usual problems are not technical or economical but the promblems with the
language. English is used as a language of diplomacy, trade, and economics. Educational
systems in all European countries are set towards more and more lessons of English on primary
and secondary schols but also at kindergardens. The main problem comes with teaching it
efficiently. The issue what are not only schools facing is uninterest of young male students in
learning English. The ratio in language courses between male and female is 1:3. The
LoveLanguage handbook gives many useful exercises and strategies to attract those students
back to class.
As a teacher with cca 4 years of practising, I appreciate many ideas stated in the handbook. At
first there is the importance of roleplays. Of course, students need to know, why or what for
are they studying. Mostly it is the possibility to use the English as a means of promotion or a
key skill in job interview. So training it is really useful. Just like role playing of everyday
situations. Students will practise everyday situations and will loose fear of publick speaking.
Secondly, there is the importance of laughter and nice atmosphere and of course building
students motivation. I find methods in the handbook very good. I have used them with my
students (also female) in few lessons. Mentioned topics perfectly matched. My students´most
favourite topics were: everyday life, sport and entertainment. After few years I have noticed
the immense influence of IT science on teaching. My male students gain most vocabulary and
word structures from playing computer games. So according to the handbook I started to use
more exercises online and use the data projector. The result was attention of almost all male
students.
Thirdly, we need to respect different learning types. Students can be and usually are mixed
types. So mixing teaching methods, combining them is always the correct approach. I use the
CLIL method when teaching trying not to focus only on reading or speaking. We should not also
dedicate the lesson only to role plays (kinesthetic learners). So by mixing them we create
interesting place to learn English.
And at last – the tips for building the confidence and reducing procrastination were very useful.
I went through them with my students and we discussed them on several lessons. We work on
it since September with few positive results. It is a long-term plan.
So generally, the LoveLanguage handbook was really handy for me.
The second feedback - Jana Jančová
It’s very good, interesting, it shows me new inspiring views. I find it surely grat, that this prject
came, as new methods in teaching are nowadays crucial and with male students it’s really
worse, as you wrote.
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For sure, the national translations are needed, the English is quite hard sometimes, althought
its wery easy reading and well written.
I recommend to shorten the theory to its half maximally. For teachers, it’s demotivational to
read 70 pages, just because of few tips so they can give up reading it. I think that a short
theoretical introduction, just one paragraph is enough. And under this can be just the tips, as
you have them there. I think that together the handbook should contain maximaly 20 – 25
sites.
Recommendations for improvement:
Some of the recomandations are described in former paragraph – results. More of them you can
find in appendix – in students’ questionnaires, interviews and in the document of commented
handbook. We are going to implement most of them during the creation of country specific
versions and during translation phase.
4.1 Attachements Slovakia
3. focus group photos:
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4. list of attendance focus group
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5. focus group scanned questionnaires of teachers – in file „FG Teachers questionnaire.zip“
6. movie from the focus group testing / audio file with the focus group interviews
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