Vitall: Video Ideas for Teaching and Learning Langauges

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Presentation made to the Educational Studies Association of Ireland (EASI) Conference 2011

Transcript

  • 1. Vitall Project Video Ideas for Teaching & Learning Languages
    A partnership approach to professional development of language teachers
    Cline Healy, Kevin McDermott Angela Rickard & Karen Ruddock
    ESAI Conference: 15th April 2011

2. Who?
Education Department, NUI Maynooth;
Post-Primary Languages Initiative (PPLI);
Professional Development Service for Teachers Languages Section (PDST);
PortlaoiseEducation Centre;
National Digital Learning Repository (NDLR) [project funding support];
Language teachers & learners.
3. What?
Open online archive of short video recordings
language teaching ideas
real classrooms in Ireland.
4. Why?
Professional development of pre-service and in-service Modern Languagesteachers
Links to other language teachers (esp. lesser taught languages)
Encourage & support innovative, active methodologies
Capturing authentic classroom practice
Provide a focus for reflection & discussion of teaching & learning
5. How exactly?
Agreedbroadly the themes & list of teachers to be approached (based on insider knowledge)
Schools contacted, times agreed, etc.
Teachers thinking about language teaching
Living Theory
Appreciative inquiry
Recordings, edits, discussions, revisions
Raising questions about what is innovative
6. A forum for cooperation & dialogue:
within and between different language associations & subject depts. in schools
Link pre-service and in-service language teachers and methodology lecturers
Establishing links among methodology lecturers across different Schools of Education
Students
Lecturers
Professional development of TP supervisors
Concrete samples of good practice
Value to other subjects/disciplines
7. Questions emerging?
How is innovative practice supported and encouraged in schools?
How is this captured and, indeed, who defines innovative practice in the first place?
What informs the choice of topic for recording?
How do we reckon success or the educative value of the classroom interactions?
How are teachers facilitated to become critics of their own practice?