1.6 module presentation

HUMANITATEAK ETA HEZKUNTZA ZIENTZIEN FAKULTATEA

STUDENT’S BOOKLET Education in Europe and the Global world; good practice INFANT AND PRIMARY EDUCATION 6 ECTS

Table of Contents:

1. TUTORS INFORMATION

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2. INTRODUCTION

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3. GENERAL COMPETENCES TO BE DEVELOPED

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4. METHODOLOGY

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5. GENERAL ORGANIZATION

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6. ORGANIZATION OF THE RESEARCH PROJECT

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7. ASSESSMENT

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8. SEQUENCING and TIMETABLE

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9. BIBLIOGRAPHY

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10. APPENDIXES: LANGUAGE SPECIFICATIONS

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1. TUTORS’ INFORMATION

• Arantza Mongelos (Module Co-ordinator) Hizkuntza eta Literaturaren Gunea amongelos@mondragon.edu Telephone extension: 5136

• Julia Barnes Kultura eta Euskararen Normalizazio Gunea jbarnes@mondragon.edu Telephone extension: 5141

• Begoña Pedrosa Hizkuntza eta Literaturaren Gunea bepdrosa@mondragon.edu Telephone extension: 5168

• Amaia Pinacho Hizkuntza eta Literaturaren Gunea apinacho@mondragon.edu Telephone extension: 5165

• Larraitz Ariznabarreta Hizkuntza eta Literaturaren Gunea lariznabarreta@mondragon.edu Telephone extension: 5201

• Sinead Fallon Hizkuntza eta Literaturaren Gunea sfallon@mondragon.edu Telephone extension: 5166 2. INTRODUCTION Being a (infant and/or primary) teacher in our globalized (glocalized) society needs more and more reflection and knowledge about what is common and not between the different realities in our world. We need to know and share with others what they and we do in order to apply or make the necessary changes in our daily practice in our schools.

In order to help us gain this global view and understanding, we need to be in touch with other schools, organizations, systems, countries… on an (inter)national basis. This module is aiming at that. But, how are we going to get it?

In the following module we will be learning through the medium of English about education and good practice in Europe and the wider world. We will first learn to talk in English about basic concepts in education by making reference to the system you know, the Basque one, and then by moving on to describe other systems in Europe including some referring to bilingual communities, similar in some aspects to ours. After learning about different systems, we will move on to learn about quality in education, describing, discussing and reflecting on different good practice examples.

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All this background will be applied during the module by means of an ongoing group project in which you will learn about two different countries (one in Europe and the other one in the wider world), their education system and a school there. You should be able to compare those two systems and corresponding schools with our system in the Basque Country and a school here, too.

The linguistic aim of the course is to get you to activate the language you have learnt in previous years by USING it to read, to write, to listen and to speak. You will do this in a way that we hope will be of interest to you whilst learning about the global world.

As you already know, the purpose of this module is not to work on language specifically.

We will be using the language to work on content and we will be focusing more on language requirements depending on the content requirements.

If you feel that your personal language level needs improvement, remember that individual work is absolutely important to improve it. Apart from the assignments in class you should always be doing some extra grammar and vocabulary work on your own.

Some of you may have lower levels of English and should make an extra effort to improve it. You can talk to the teacher if you feel you are one of these students. She will give you some recommendations.

For your reference have a look at the appendix on language specifications on pp. 1015.

3. GENERAL COMPETENCIES TO BE DEVELOPED: •

Specific competencies

• • •

To know: To know the Basque education system and different nonuniversity European education systems To know different bilingual, multilingual and multicultural education systems in Europe.

To know different quality and good practice models in educational organizations.

To know the characteristics and organization of a formal oral and written expository text in English.

• • •

• • • • •

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To know how: To contrast different education systems.

To identify and define “good practice” indicators in education.

To analyse education contexts in order to reflect and to be able to identify areas of improvement in the teaching/learning practice.

To extract the main ideas in an expository text related to education and different education systems.

To produce simple and coherent expository texts related to education in formal contexts.

To transfer knowledge and strategies related to oral and written expository texts, as previously worked in Basque and Spanish.

To look for, select, collect and assess the relevant information to be able to compare different education systems.

To be able to use a WIKI as a tool for collaborative work.

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Cross-curricular competencies

• Learning how to learn: to reflect about the learning strategies used by the student throughout the module.

• Group work: to negotiate the group-working rules,, and follow up their fulfilment.

• Digital skills development.

• Personal language competence development.

4. METHODOLOGY In this module students tudents work collaboratively and emphasizing the work on communication and critical thinking skills. To do that, students are immersed in a process in which they will try to “identify what they need to learn in order to solve a problem that does do not have a single answer” r” (Hmel-Silver, (Hmel 2004: 235). Students tudents explore and learn content via authentic, problem-based based projects essential to the curriculum (Thomas, 2000).

2000) Following from that, the characteristics of this module, module, and the ones that we will be putting into practice, are the following ones: • Formative • Research • Closed project • Students ts working in groups/teams • Semi-guided • Average length • Complete project • Multiple results

So:

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Research project

Project Quality in education and Good Practices in education Dealing with multilingual and multicultural contexts in language learning and contrasting them.

Learning about European and world wide education systems, bilingual and minority language systems.

Learning about the Basque education system

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Your aim throughout the module will be to carry out a research project so that you become an expert on three different education systems in the world. One of them will be based in the Basque Country, a second one will be based in Europe, and a third one based on any other country in the world. To be able to analyse the different aspects of the education systems we will be using different Units of work (represented above in the different circles, starting from our own experience to learning about other ones).

Then, you will have to analyse how those education systems are applied in specific examples, i.e. how they are put into practice in a school corresponding to the given education system (3 education systems – 3 applications/schools). Towards becoming an expert on those 3 education systems in this research project you are asked to compare and contrast all the systems and their corresponding applications.

Apart from all this, we will also be using different ways of working. At different times you will be asked to work individually and some other times you will have to work in groups (different size groups) depending on the requirements. In this way we aim to achieve the following aspects: • • • •

Working individually will help you develop your personal reflection ability and personal work (through readings, personal experience...)

Working in small groups should help you to reflect together, learn how to cope with group work, prepare and produce different tasks, learn from each other...

Working in average size groups should allow you to learn from each other, have different workshops, present projects to classmates...

Working in big groups will be something done from time to time in order to listen to talks, watch films...

We should be very conscious of the importance of the student’s own responsibility for their own learning, which is implied in this module. As part of this, different aspects such as reflection, individual work, suggestions and/or second-thought ideas are foreseen.

5. GENERAL ORGANIZATION OF THE MODULE This module consists of 10 weeks in which we will be working in different ways, apart from the individual and group work mentioned already, there are another two concepts that need clarifying before we start.

As you know from previous modules, there will be some work to be done through contact time and some through non-contact time. What each of these means and requires is explained below.

Contact hours Attendance is compulsory for the contact hours. By coming to class you work many other competences that are necessary in your professional career; sense of responsibility, working in groups, taking decisions, learning from other works and experience, etc. There

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are 55 contact hours and you need a minimum of 80% of attendance if you want to get a final mark.

Non-contact hours In the 90 hours which you should devote to your non-contact hours work, you will have to read articles, prepare assignments, look for information using different sources, and work on your project on a weekly basis… Apart from that you should be doing some extra grammar and vocabulary work on your own. You can always talk to the teacher if you feel that you should make an extra effort and she will give you some recommendations. During these non-contact hours you will be developing other competences such as working in groups, taking decisions, negotiating, being responsible, learning to learn, etc.

Groups, Tutors and Rooms: Group HH-T1 HH-T2 HH-T3 LH-T1 LH-T2 LH-T3 LH-T4

Teacher Julia Barnes Sinead Fallon Amaia Pinacho Arantza Mongelos Begoña Pedrosa / Sinead Fallon Larraitz Ariznabarreta Julia Barnes

Class D.1-3 D.3-6 N.3-10 D.1.1 D.3-4 N.3-7 N.3-6

Special rooms and organization will be announced in advance when required (talks, follow-up sessions, films...).

6. ORGANIZATION OF THE RESEARCH PROJECT: The research project will be carried out in groups of 4/5. The choice of education systems to work on will be done by each group. This choice can be done through the internet or based on previous knowledge, experience... Once selected, groups should inform their teacher.

So as to keep the project going throughout these 10 weeks (starting week 1), you will need to research the real world (the education system of the countries, language treatment, multilingualism, multiculturalism, quality, good practice…). You will need to use different information and communication technologies (ICTs) to find the required information and to be able to work together as a group.

For that purpose each group will have to create and feed its own WIKI which will be shared with their teacher to give feedback on the compiled project. This WIKI’s objective is to help the group develop its own research project on a continuous basis.

Taking into account the previously mentioned points, here is a list of the different steps that you will need to keep in mind throughout the project:

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• Create groups of 4/5

• Choose two education systems and three schools as • Understand research project and create detailed below: group WIKI o A school in the Basque Country o An education system within Europe and a specific school in it. o An education system belonging to any other country around the world and a specific school in it.

• Look for • Find information on different • As you look for information using aspects related to the research information and try different sources of project as happening generally to put it together, information (the in the education systems in those you should be using internet, library, countries. (Education system, your group WIKI to experts...). quality, bilingualism, be able to compile multilingualism, multiculturalism, your project good practices...).

• Compile the whole project into your final version of the written report.

• Prepare your project presentation • Give your presentation. Listen to other presentations and ask questions.

• Hand in your final research project report to your teacher.

Table explaining the different phases of the project

Throughout the module we will be having different follow up sessions both for the module procedure and for the research project itself.

7. ASSESSMENT: In order to be able to get a final mark in this module, different aspects will be considered: content and language are worked on by means of both individual and group work, so all of them will be assessed at all times and in all spoken and written productions.

The following will be part of your final mark: - Class work: Discussion sessions, follow up sessions, exchanging information sessions, language work sessions... self-assessment, peer assessment, attendance, participation... (20% of the final mark) - Group work (contact and non-contact hours): (40% of the final mark) o Research project work (30%) o Other pieces of work (10%) - Individual work (contact and non-contact hours): (40%) o Individual pieces of work throughout module (20%) o Final assessment (20%)

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All of the above will require a pass mark in order to be able to get a final average mark. If one part is failed it will have to be recuperated in the module second call and, once it gets a pass, an average final mark will be awarded.

At different times students might be asked to assess their own work, their peers’ work and to try to reach an agreement on the mark given to partners in their group.

8. SEQUENCING AND ORGANIZATION Timetable: Week Number

Day 1 (HH)

Day 1 (LH)

Day 2

1

2:00-4:00 pm

2:00-4:00 pm

2:00-6:00 pm

2

4:30-6:30 pm

4:30-6:30 pm

2:00-6:00 pm

3

2:00-4:00 pm

4:30-6:30 pm

2:00-6:00 pm

4

4:30-6:30 pm

4:30-6:30 pm

2:00-6:00 pm

5

2:00-4:00 pm

2:00-4:00 pm

2:00-6:00 pm

6

4:30-6:30 pm

2:00-4:00 pm

2:00-6:00 pm

7

2:00-4:00 pm

2:00-4:00 pm

2:00-6:00 pm

8

4:30-6:30 pm

4:30-6:30 pm

2:00-6:00 pm

9

2:00-4:00 pm

2:00-4:00 pm

2:00-6:00 pm

10

4:30-6:30 pm

4:30-6:30 pm

2:00-6:00 pm

9. REFERENCES: Main references: •

Ali Alsagoff, Z. (2009) “The Finish education system rocks! Why?” in: http://zaidlearn.blogspot.com/2009/09/finnish-education-system-rocks-why.html (Last checked 10 January 2012).

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Codde, J.R. (2006) “Principles for good practice in education.” https://www.msu.edu/user/coddejos/seven.htm (Last checked 10 January 2012).

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Gonzalez Iñarritu, A. (2006). Babel. (film)

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Etxeberria, F. and Elosegi, K. (2008). Basque, Spanish and Immigrant Minority languages in Basque Schools. In Cenoz, J. (Ed). Teaching through Basque. Achievements and Challenges.

Clevedon: Multilingual Matters. pp. 69-84.

•

LeBlanc, M. Reggio Emilia: An innovative approach to education. file:///C:/Documents%20and%20Settings/arantza%20mongelos/Escritorio/1.6%20mate ria/Artikuluak/Good%20practice%20in%20education/reggio-emilia.html (Last checked 10 January 2012).

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In:

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•

Loach, K. (2004) Un solo beso (film) .

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Mercator. (2001). Irish: The Irish language in education in The Republic of Ireland. Mercator European Research Centre on Multilingualism and Language Learning. The Netherlands: Ljouwert/Leeuwarden.

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Mercator. (2001). Sami: The Sami language in education in Sweden. Mercator-Education.

The Netherlands: Ljouwert/Leeuwarden.

•

Mercator. (2001). Welsh: The Welsh language in education in The UK. Mercator-Education.

The Netherlands: Ljouwert/Leeuwarden.

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Mercator. (2003). Breton: The Breton language in education in France. Mercator-Education.

The Netherlands: Ljouwert/Leeuwarden.

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Mercator. (2005). Basque: The Basque language in education in Spain. Mercator European Research Centre on Multilingualism and Language Learning. The Netherlands: Ljouwert/Leeuwarden.

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Mercator. (2007). Frisian: The Frisian language in education in the Netherlands. Mercator European Research Centre on Multilingualism and Language Learning. The Netherlands: Ljouwert/Leeuwarden.

•

Wirén, E. (2009). Mother tongue tuition for foreign background students – what does it mean for their learning? Results and implications from a Swedish study. Brussela, Belgium: Consortiumn of Institutions for Development and Research in Education in Europe (CIDREE/DVO).

Other References: •

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?

Educational Psychology Review, 16(3), 235-266.

•

Thomas, J. W. (2000). A review of research on project-based learning. Report prepared for The Autodesk Foundation. Retrieved May 18, 2009 from http://www.bie.org/index.php/site/RE/pbl_research/29

10. APPENDIXES: LANGUAGE SPECIFICATIONS Previous Knowledge: Language purposes

Language functions

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Carrying out certain Making arrangements transactions: Giving and obtaining Personal factual information: Non-personal (places, times, etc.)

Establishing and maintaining social and professional contacts:

Meeting people Extending and receiving invitations Proposing/arranging a course of action Exchanging information, views, feelings and wishes

imparting and seeking factual information expressing and finding out attitudes

greeting people and responding to greetings introducing oneself and other people asking for and giving personal details understanding and completing forms giving

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getting things done socialising structuring discourse

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personal details describing education and/or job describing people asking and answering questions about personal possessions asking for repetition and clarification re-stating what has been said checking on meaning and intention helping others to express their ideas interrupting a conversation asking for and giving the spelling and meaning of words counting and using numbers asking for and giving information about routines and habits understanding and giving information about everyday activities talking about what people are doing at the moment talking about past events and states in the past, recent activities and completed actions understanding and producing simple narratives reporting what people say talking about future situations talking about future plans or intentions making predictions following and giving simple instructions understanding simple signs and notices making comparisons and expressing degrees of difference expressing purpose, cause and result, and giving reasons making and granting/refusing simple requests making and responding to offers and suggestions expressing and responding to thanks giving and responding to invitations giving advice giving warnings and stating prohibitions asking/telling people to do something expressing obligation and lack of obligation asking and giving/refusing permission to do something making and responding to apologies and excuses expressing agreement and disagreement, and contradicting people expressing preferences, likes and dislikes talking about feelings expressing opinions and making choices expressing needs and wants expressing (in)ability in the present and in the past talking about (im)probability and (im)possibility expressing degrees of certainty and doubt

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Inventory of Verbs grammatical areas Modals

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Regular and irregular forms can (ability; requests; permission) could (ability; polite requests) would (polite requests) will (future) shall (suggestion; offer) should (advice) may (possibility) have (got) to (obligation) must (obligation) mustn’t (prohibition) need (necessity) needn’t (lack of necessity)

Tenses

Present simple: states, habits, systems and processes (and verbs not used in the continuous form) Present continuous: present actions and future meaning Present perfect simple: recent past with just, indefinite past with yet, already, never, ever; unfinished past with for and since Past simple: past events Past continuous: parallel past actions, continuous actions interrupted by the past simple tense Future with going to Future with will and shall: offers, promises, predictions, etc.

Verb forms

Affirmative, interrogative, negative Imperatives Infinitives (with and without to) after verbs and adjectives Gerunds (-ing form) after verbs and prepositions Short questions (Can you?) and answers (No, he doesn’t)

Interrogatives

What, What (+ noun) Where; When Who; Whose; Which How; How much; How many; How often; How long; etc.

Why

Nouns

Singular and plural (regular and irregular forms) Countable and uncountable nouns with some and any Abstract nouns Compound nouns

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Noun phrases Genitive: ‘s & s’ Pronouns

Personal (subject, object, possessive) Impersonal: it, there Demonstrative: this, that, these, those Quantitative: one, something, everybody, etc.

Indefinite: some, any, something, one, etc.

Relative: who, which, that

Determiners

a + countable nouns the + countable/uncountable nouns

Adverbs

Regular and irregular forms Manner: quickly, carefully, etc.

Frequency: often, never, twice a day, etc.

Definite time: now, last week, etc.

Indefinite time: already, just, yet, etc.

Degree: very, too, rather, etc.

Place: here, there, etc.

Direction: left, right, etc.

Sequence: first, next, etc.

Comparative and superlative forms (regular and irregular)

Connectives

and, but, or, when, where, because, if

Language competences to be developed throughout the module: Inventory of functions, notions and communicative tasks

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describing education, qualifications and skills asking for repetition and clarification re-stating what has been said checking on meaning and intention helping others to express their ideas interrupting a conversation starting a new topic changing the topic resuming or continuing the topic reporting what people say making comparisons and expressing degrees of difference expressing purpose, cause and result, and giving reasons drawing simple conclusions and making recommendations making and granting/refusing simple requests making and responding to offers and suggestions expressing agreement and disagreement, and contradicting people expressing opinions and making choices

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Inventory of Verbs grammatical areas Modals

can (ability; requests; permission) could (ability; possibility; polite requests) would (polite requests) will (offer) shall (suggestion; offer) should (advice) may (possibility) might (possibility) have (got) to (obligation) ought to (obligation) must (obligation) mustn’t (prohibition) need (necessity) needn’t (lack of necessity) used to + infinitive (past habits)

Tenses

Present simple: states, habits, systems and processes (and verbs not used in the continuous form) Present continuous: future plans and activities, present actions Present perfect simple: recent past with just, indefinite past with yet, already, never, ever; unfinished past with for and since Past simple: past events Past continuous

Verb forms

Affirmative, interrogative, negative Imperatives Infinitives (with and without to) after verbs and adjectives Gerunds (-ing form) after verbs and prepositions Gerunds as subjects and objects Passive forms: present and past simple Verb + object + infinitive Causative have/get So/nor with auxiliaries

Simple reported speech

Statements, questions and commands Indirect and embedded questions What, What (+ noun) Where; When Who; Whose; Which How; How much; How many; How often; How long; etc.

Why Singular and plural (regular and irregular forms) Countable and uncountable nouns with some and any Abstract nouns Compound nouns

Interrogatives

Nouns

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Regular and irregular forms

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Complex noun phrases Genitive: ’s & s’ Double genitive: a friend of theirs

Topics

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Pronouns

Personal (subject, object, possessive) Reflexive and emphatic: myself, etc.

Impersonal: it, there Demonstrative: this, that, these, those Quantitative: one, something, everybody, etc.

Indefinite: some, any, something, one, etc.

Relative: who, which, that, whom, whose

Determiners

a + countable nouns the + countable/uncountable nouns

Adverbs

Regular and irregular forms Manner: quickly, carefully, etc.

Frequency: often, never, twice a day, etc.

Definite time: now, last week, etc.

Indefinite time: already, just, yet, etc.

Degree: very, too, rather, etc.

Place: here, there, etc.

Direction: left, right, along, etc.

Sequence: first, next, etc.

Sentence adverbs: too, either, etc.

Pre-verbal, post-verbal and end-position adverbs Comparative and superlative forms (regular and irregular)

Connectives

Sequencing ideas Concluding phrases Adding information Expressing cause Showing results Introducing examples Showing contrast Education systems Bilingualism Multilingualism Quality

Related to the module

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