Englishmatters7 by Marianthi Kotadaki

English Matters ISSN/1792-7498

ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters

ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

Έκδοση – επιμέλεια Μαριάνθη Κοταδάκη Σχολική Σύμβουλος Αγγλικής Γλώσσας Συντακτική Ομάδα Κοταδάκη Μαριάνθη (M.Ed.) Σχολική Σύμβουλος Αγγλικής Γλώσσας Μωραΐτη Μαρία (M.Ed.), εκπαιδευτικός Σχοινάς Βασίλης (M.A.), εκπαιδευτικός

Επικοινωνία: Κοταδάκη Μαριάνθη Διεύθυνση : Γεωργίου Πάνου 4, Πάτρα, Τ.Κ. 26331 Τηλέφωνο 2610274456 Κινητό τηλέφωνο : 6944137033 Ηλεκτρονική διεύθυνση Kotadaki@hol.gr

CONTENTS Contents …………………………………….…................... p.1 Editorial .………………………………….……………….. p.2 Marianthi Kotadaki : Transformative Learning through Artistic Experience. Shaping culture, values and ethics through Art …………………………….……………........... p.3 Angelica Papageorgiou , Sophia Kouzouli & Stergiani Dimopoulou : A School Project on Poverty ……………... p.14 Angeliki Polychronopoulou : A Cup of Tea ……….…… p.20 Sophia Kouzouli : Collaborative projects: an inspiration for learners …………………………………………………... p.22 Ioannis Kiskiras : Diving into English. 2nd Grade Skype sessions and lots of games. Teaching impressions of the activities and some thoughts ............................................... p.26 Θανασούλια Γεωργία και Χριστοπούλου Μαρία : Διαθεματική Διδασκαλία Μαθηματικών με Αγγλικά: «Η Καθημερινότητα Μέσα από τις Πιθανότητες»………....... p.30 Κατηφένια Ζαφειριάδου : H Παθολογία του Σχολείου και μερικές προτάσεις θεραπείας ……………………………. p.40 The time of the teachers ………………………............... p.45 Icebreaker activities by Lydia Stack …………………… p.47 Our teacher bloggers ……………………………….….... p.48 Professional Development ................................................. p.49 Call for contributions …………………………………… p.50

ISSN/1792-7498 1 ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters

Dear Colleagues, As time goes by, the teaching of English is submitted to a series of changes. Many of them relate to social and political factors that shape national educational policies. Others are byproducts of the general shift of paradigm in the theoretical approaches to language learning and teaching, as these are formulated by ongoing research developments. Kress (2010:133) argues that “where the previous era had required an education for stability, the coming era requires an education for instability”. The ongoing flow of new educational conditions and data accentuates the need for lifelong learning not only for students but for teachers too. Professional development is therefore considered a ‘constantly moving target’, and as such, the traditional stability of training procedures is replaced by more dynamic, multi-modal and non-linear forms of professional development procedures. What are some major needs for the contemporary language teacher? Initially, he has to bear in mind that modern societies are multimodally multicultural. This poses the challenge to the school of preparing citizens who have the appropriate knowledge, skills and values to adjust to and cope with this diversity. Modern citizens have to be capable of cooperating and being creative in the social, academic and occupational field beyond cultural borders (Banks, 2004). So, the teacher has to have himself “specific intercultural skills” so as to act as a model of and vehicle for

intercultural understanding, acceptance and mediation Byram (2000:2). Digital literacy forms another modern classroom-related need, as human activity is long immersed in technology use. Teaching contemporary “digital native” students requires significant advances on part of their “digital immigrant” teachers. (Prensky, 2001). There is little room for rejecting or denying the new technology-mediated teaching practices. On the contrary, teachers, who are the main designers of learning experiences, should pursue the training that enables them to reform their beliefs, attitudes and behaviours towards new technologies (Cox & Webb, 2004; Day, 2004). Dear all, English Matters aspires to disseminate teachers’ good practice and expertise, so that the quality of language teaching is fueled by shared knowledge and inspiration. Innovation transcends the borders of language and subject. For this reason, English Matters hosts all kinds of crosscurricular and interdisciplinary teachers’ work that can add further value to language teaching. In every issue, articles in both English and Greek may have a place. The ultimate aim is the teachers’ fervent encouragement to circulate their ideas so as to ignite further motivation for self-development among their peers.

Marianthi Kotadaki EFL School Advisor 2

ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters

Transformative Learning through Artistic Experience Shaping culture, values and ethics through Art Marianthi Kotadaki School Advisor for teachers of English in Ilia, Peloponnese This article presents the actual implementation of Jack Mezirow’s theory of Transformative Learning through Aesthetic Experience, as it was developed by Alex Kokkos into a comprehensive didactic method, in Teacher Training. The whole concept was granted a prize by Alex Kokkos’s Adult Education Research Team during a special event in Athens.

Abstract Various sociocultural factors have resulted in the inadequate initial training of the teachers, who either face difficulties in coping with the challenges of contemporary class settings, or continue to hinge themselves on deep-rooted traditional practices with corrosive effects in the quality of the educational work. The School Advisor is institutionally a person who can and must contribute to the enrichment and modernization of this work, providing the teachers with the knowledge and pedagogy that will boost the quality of their performance. This protagonistic dual role of the teacher as a knowledge-bearer and pedagogist was the incentive for the design of a training procedure based on the theoretical model of Transformative Learning through Aesthetic Experience. The procedure uses different forms of art to project and highlight the positive and negative aspects of the teacher’s professional behavior, with an ultimate goal to achieve experientially the transformation of his professional personality. Walking through a series of stations of systematic observation and critical analysis of

artworks, the trainee teachers juxtapose substantial beneficial and detrimental components of pedagogical behavior and in this manner they decode their catalytic role as practitioners and pedagogists in the shaping of their students’ personalities. Shedding light on Transformative Learning The theory of Transformative Learning was launched in 1978 by Jack Mezirow, Professor of Adult Education at Teachers College, Columbia University, New York. Inspired by Brazilian Paulo Freire and German Jürgen Habermas, Mezirow placed particular emphasis on communicative learning, about which he wrote: “Communicative learning pertains to understanding what someone means when they communicate with you – in conversation, or through a book, a poem, an artwork or a dance performance. To validate an understanding in com municative learning, one must assess not only the accuracy or truth of what is being communicated, but also the intent, qualifications, truthfulness and authenticity of the one communicating. Telling someone

ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters that you love them can have many meanings.” (Mezirow, 2009:91). He also says: “Transformative Learning is defined as the process by which we transform problematic frames of reference (mindsets, habits of mind, meaning perspectives) – sets of assumption and expectation – to make them more inclusive, discriminating, open, reflective and emotionally able to change. Such frames are better because they are more likely to generate beliefs and opinions that will prove more true or justified to guide action.” (Mezirow, 2009:92). Transformative learning may occur in instrumental learning. This usually involves task-oriented learning. In communicative learning, transformative learning usually involves critical self reflection. Mezirow perceives the theory of Transformative Learning as “a metacognitive epistemology of evidential (instrumental) and dialogical (communicative) reasoning. Reasoning is understood as the process of advancing and assessing a belief.” (Mezirow, 2009:93). Transformations may be epochal (sudden major reorientations in habit of mind, often associated with significant life crises), or cumulative (resulting in changes in point of view and leading to a transformation in habit of mind). Nevertheless, transformative learning takes place outside of awareness. The procedural steps to Transformative Learning according to Mezirow are: “• a disorienting dilemma; • self-examination with feelings of fear, anger, guilt or shame; • a critical assessment of assumptions;

• recognition that one’s discontent and the process of transformation are shared; • exploration of options for new roles, relationships and action; • planning a course of action; • acquiring knowledge and skills for implementing one’s plans; • provisional trying of new roles; • building competence and self-confidence in new roles and relationships; • a reintegration into one’s life on the basis of conditions dictated by one’s new perspective.” (Mezirow, 2009 :95)

Transformative Learning through Aesthetic Experience Research emphasizes the great influence that emotions have on the way we learn fostering critical and creative learning (Dewey, 19341980; Perkins, 1994; Greene, 2000). The aesthetic experience, that is the systematic exploration of works of art, touches the affective dimensions of learning. Art frequently becomes the focus of educational research as to the degree to which it can enrich learning procedures and augment learning results. In this light, the role of art as a means for transforming problematic beliefs, attitudes and behaviours is important. Broudy (1987:11) calls aesthetic experience a ‘feelingful cognition’ because it facilitates the blend of feelings with ideas and in this way enhances the development of cognitive strategies. In an attempt to embed transformative learning theory and art-based learning in a methodological framework, Alexis Kokkos (2010) developed a comprehensive method, titled “Transformative Learning through Aesthetic 4 ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters Experience”, which has been adopted and further developed by the European Grundtvig Multilateral Project ARTiT. Deriving from the field of adult education, this learning and teaching method promotes the observation of art, so that reality is interpreted and defined by the individuals’ perceptions. The main objective is to help learners reexamine their dysfunctional perceptions and question the validity of those that have become problematic, in order to form a more functional perception of the world and their position in it (Raikou & Karalis, 2011). In the ‘Transformative Learning through Aesthetic Experience’ method, art is used as a tool for a critical approach and creative thinking, as well as reflection on a specific teaching topic. In the educational context, the reversal of stereotypical ideas, the investigation of alternative perspectives and the creatively critical expression constitute the basic components and at the same time the targets of those learning acts which adopt Mezirow’s theory. According to Professor Alexis Kokkos (2013), the method encompasses six different stages as follows: Stage 1 In the first stage, refers the educator investigates the need for critical and creative examination of some assumptions the participants share on a topic. He may coordinate a discussion to help participants realize why it is important to reflect on this topic critically and creatively in future sessions. Stage 2 In the 2nd stage, the educator asks the students to reply in writing to some open

questions. The answers gathered will formulate a strategy for the development of critical and creative thinking on the topic. In addition, they will serve later in the final stage of the process, when they will be compared to the ideas which originated from it. Stage 3 In the 3rd stage, the ideas expressed by the participants are used to formulate a variety of critical questions that should be examined in relation to the topic at hand. Stage 4 In the 4th stage, the educator, in cooperation with the group, select various pieces of all forms of art, which could be used “as triggers for the elaboration of the various dimensions of the topic chosen to be examined. The meanings that will be drawn from them should be related to the content of the critical questions that have been formulated during the previous stage” (Kokkos, 2013). It is recommended that the choice of the works of art should be should be on criteria of aesthetic value and trivial or conventional ones should be avoided. Bourdieu and Darbel warn that comprehending remarkable works of art often requires the ability to “decipher them” (Bourdieu & Darbel, 1991:38-39). Therefore, Kokkos (2013) suggests three criteria for choosing the works of art to be used: a) they should offer a wide range of triggers for critical thinking on the topics at hand; b) they should be mainly of representational character, in order to be comprehended by all the learners; c) they should relate to the life experiences of the

ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters learners to make them interested in the process. Moreover, the content of the chosen artworks should be clearly connected to the critical questions which are investigated by the learning group. The active participation of the learners in the selection of the works of art is important. There are several alternative ways to achieve this: a) the educator suggests to the participants a variety of works of art and they identify those of their preference; b) the educator suggests the sources where learners might find the necessary works of art; c) the educator provides participants with criteria for the search and selection of the works of art. Stage 5 In the 5th stage, the formed critical questions are approached through the systematic exploration of the chosen works of art. It is important for each learning group to draw their own meaning from each work of art. The educator should explain that there is no “authentic” interpretation of artworks and should encourage the participants to use their creativity while working on them (Kokkos, 2013). It is not essential for an artwork to be examined extensively as for the technical or morphological elements (e.g. the use of colours of light in paintings, the use of montage of photography in films, etc), so that the learners who are not familiarized with art may not feel that they can’t contribute to the conversation. The exploration of some morphological components can be done carefully and progressively. In order to make the exploration of each work of art systematic, a

four-phases technique is applied, which was proposed by D. Perkins (1994) and has been the cornerstone of Project Zero of Harvard University. “During the first phase, the facilitator asks the learners to have “looking time” in order to give the work of art a chance to show itself to us. At the second phase, learners are stimulated to search for characteristics of the artwork that make their observation broader, to notice sides that would otherwise remain invisible. For instance, they might look for surprises, symbolisms, cultural and social connections. At the third phase, the participants investigate more analytically the artwork by exploring deeper what surprised, interested or puzzled them. Finally, in the fourth phase they review the work holistically, marshalling all they have discovered.” (Kokkos, 2013). Stage 6 In the 6th stage, the ideas resulting from the process of the fifth stage are recorded orally or in paper and the final assumptions are compared with those expressed earlier, in the 2nd stage. So, the learners recompose and reformulate their initial ideas, a process through which the transformation of the dysfunctional notions, sentiments or values may be gauged.

What is to be a teacher? Applying the method in Teacher Training: The differentiation of academically provided pedagogical preparation procedures and the shrinking of compulsory initial teacher training programmes usually delivered at PEK, created the need to investigate the perceptions of the teachers of 6 ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters English in Ilia, Peloponnese, about their role as educators and to further highlight the impact a teacher has on his students as developing citizens. The need to investigate the perennial positive and negative characteristics of a teacher’s personality, who is assigned most vital work, determined the framework of a teacher training procedure entitled “The catalytic role of the teacher in the student’s cognitive, emotional and ethical development”. Through the implementation of the theory of Transformative Learning through Aesthetic Experience, the procedure aimed at critically and exploratively deploying the disciplinary and pedagogical profile of the good teacher and to the ultimate transformation of possible latent stereotypical perceptions of the participant teachers that mar their professional behaviour. Intermediary aims were to the highlight of the beneficiary and also harmful characteristics of the teacher as a) an expert in his academic field and didactic methodology and b) conveyor of pedagogical values that shape complete personalities. The procedure shed light on α) the significance of the application of modern teaching trends, b) the cognitively, psychologically and ethically negative impact of the teacher’s delinquent or inappropriate behavior and c) the significance of the contribution of a teacher’s value-enriched pedagogical personality in his students’ holistic development. The stages of the method in practice

Stage 1: Determination of the need to critically and creatively examine a topic Ongoing discussion with the teachers at their school settings -and on other occasions- frequently coins the issue of the students’ lack of interest in their English classes as well as their general lack of discipline during the lesson. Investigation of the data shows that in any classroom context, regardless its geographical characteristics, there can always be a percentage of teachers who either adopt old—fashioned teaching practices or behave in ways that trouble the positive pedagogical climate. These teachers are either inclined towards teacher-centred approaches, which espouse that a dominant teacher transmits knowledge to passive and strictly disciplined student recipients, or they externalize passions and all kinds of negative personality features in class, corroding in this way the students’ values. This fact sets the need to experientially fumble the opposing aspects of the teacher’s scientific and pedagogical personality, to strengthen the beneficial elements, to rebuke the harmful ones and to redefine the appropriate teacher profile through self-probing and selfevaluation strategies. Stage 2: The teachers express their ideas about the topic Using as triggers two musical video clips by the Pink Floyd British rock band, namely “Another brick in the wall, part 2” and “The happiest days of our lives”, the participant teachers were called to depict their views on paper, replying to the

ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters question “How do you believe a teacher may affect the students’ progress and psycho-emotional development?”. The teachers were split into two groups, the 1st of which would reflect on the negative effects of the teacher’s pedagogical attitude and the 2nd one on its positive effects. Here are some of the gathered views: 1st Group: “Many times, the teacher transfers in class his personal insecurities, and as a result he offends his students and causes them a number of traumas. He also focuses on their negative elements of their character and their learning weaknesses, which he exposes and this results in the negative exposure of the students before their classmates and their bullying». 2nd Group: “The teacher may affect positively his students by exhibiting a positive behaviour himself in class. It is important for a teacher to reinforce his students’ positive behaviour. He must ignite their interest in the lesson applying a variety of didactic methods. It is also of great importance to show sincere interest in his students as personalities, and at the same time to acknowledge his own mistakes in order to teach them to do the same”. Stage 3: Identification of critical questions that should be approached At this stage, the groups determined the following questions to be researched: a. Teacher as knowledge-bearer 1. What characteristics of a teacher’s didactic behaviour are aligned with the principles of current methodological approaches?

2. In what way do these characteristics inspire the students’ cognitive, emotional and ethical development? b. Teacher as pedagogist 1. What characteristics of a teacher’s pedagogical behaviour damage –and in what way- the students’ cognitive, emotional and ethical development? 2. What virtues-qualities of a teacher contribute to the enrichment of the students’ emotions and the cultivation of values? The aims of these questions were to juxtapose the different sides of the teacher’s role and to transform erratic and deeply rooted perceptions, so that teachers might be emotionally guided to empathize with the need to reform their ideas and practices depending on their individual levels of needs. Stage 4: Selecting works of art and linking them to the critical questions The whole aesthetic experience of the procedure comprised 7 works of art selected on the criteria of a) their relation to the sub-topics and the research questions, b) the need for a variety of types of art to be represented and c) the strategy of the gradual critical investigation. These are the works of art: No 1 (Figure 1). The 2 musical video clips by Pink Floyd, which are used for reflection on the negative behaviour of British teachers as implied in the lyrics, and its influence on the students. The ultimate aim was the encouragement of self-evaluative examination of similar attitudes by the participant teachers.

ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters

Figure 1: Pink Floyd «The Wall» No 2 (Figure 2). A painting by Rembrandt entitled “Anatomy Lesson”, which is associated with the first field and the related first two critical questions. The painting depicts a teaching experience of those times and aims at highlighting the teaching personality of the hero as both a qualified doctor and as an efficient teacher. The use of realistic and authentic didactic means (the cadaver) for the better comprehension of his learning objective is evident proof of his positive teaching qualities.

Figure 2: «Anatomy Lesson» by Rembrandt No 3 (Figure 3). A specially tailored video clip made up of scenes from the movie “The Reader”, which is actually the cinematized version of the related German novel, which focuses on the positive features of a German Professor at the Heidelberg University when he is called to teach the topic of Nazism to his young students. The specific teacher embeds them in an authentic experience (the

attendance of a real trial) and via his expertise, his tactful manipulation of the topic and his encouragement of selfregulated learning map against the academic profile of a teacher. On the other hand, his tolerance towards the responses of his students, as well as his support of their free expression relate to the pedagogical profile of a teacher.

Figure 3: Movie: “The Reader” No 4 (Figure 4). An ancient Greek ceramic that depicts school life scenes in Ancient Greece, which also highlights the significant role a teacher played at that time. The use of educational means in teaching and the dedication to the teaching work, as this is reflected on the students’ faces, as well as the directness of the interpersonal relationship between the teacher and the students allude to all the aspects of an ideal teacher’s profile and his crucial position on the students’ character shaping.

Figure 4: Ancient Greek ceramic

ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters No 5 (Figure 5). An additional painting by a German artist entitled «Die Dorfschule», on which are shown the negative aspects of a teacher’s attitude, such as his domineering strictness, disregard of the students’ needs, interests and abilities, discriminating attitude and inefficiency to establish an atmosphere conducive to learning. The painting places emphasis on the dominant authoritarian presence of the teacher and his use of power for self-imposing, as a result of the lack of other deeper pedagogical qualities. The imposed attention and the parallel chaotic classroom environment allude to issues of teaching practice but also pedagogical behaviour, which are closely connected to the critical questions.

and the demonstration of the usefulness of the lesson are considerable teaching strategies in other contexts, but here they aim at the acquisition of ethically wrong knowledge. In the face of the Jew master thief is highlighted the responsibility of the teacher as a shaper of attitudes and values and as an exerter of power on weak creatures.

Figure 6: «Oliver Twist» by Charles Dickens No 7 (Figure 7). The collection is sealed with the 11th c. A.D. Byzantine mosaic entitled “Ο Νιπτήρ”, located in St Lucas Monastery, which crowns the teaching profession with a symbolic positive message. In the face of Jesus Christ is highlighted the superb virtue of sincere proximity that a teacher should maintain with his students, which erases every trace of selfishness in the teacher who is concerned with his students’ benefit. The different relationships between teacher and students (instructor and apprentices, knowledge-bearer and learners, pedagogist and students) are demonstrated in their absolute perfection and the Great Teacher here overturns all stereotypes causing awe to His students, who like all students are unprepared for such an expression of humbleness and love.

Figure 5: «Die Dorfschule». Painting by German artist No 6 (Figure 6). The 6th work of art comes from the world of literature and is the 9th chapter of Charles Dickens’s novel «Oliver Twist». In the chapter, the Jew leader of young thieves ‘teaches’ young Oliver how to steal from rich men’s pockets in the streets of Victorian London. The literary extract projects a negative model of a teacher who applies perfectly very effective methodological techniques to initiate the innocent and weak students in a delinquent action. The teaching example, the simulation, the praise of the successful effort ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters

Figure 7: «Ο Νιπτήρ». Byzantine mosaic Stage 5: The critical exploration of the works of art The critical exploration of the works of art uses David Perkins’s Visible Thinking method (1994). This involves the initial shallow descriptive approach of each work Work of art 1st work 2nd work

3rd work

4th work

and the gradual extraction of the symbolisms that it raises about the topic(s). Here, the principal emphasis is placed on the actions of the characters (teacher mainly and students) ant the reasons that underlie them, which in turn disclose the mental thinking and deeper characteristics of human personality that bear negative and positive value. The trainee teachers reflect and rationalize on the vital role as teachers, critique their inner faulty or negative beliefs and behaviours and are pushed to strategically reform and transform the weak elements of their personality. There follow some indicative steps and questions uses in the elaboration of the works of art:

Procedure Discussion Sample questions • Describe the scene • What is the purpose for using a dead body? • What is the impact this practice has on the attending students? • What are the possible benefits of this practice?’ • How would you compare this practice to the reading of similar information from a book? • Do you recognize any elements of current teaching methodology on the painting? Sample questions • How does the teacher start the lesson at the University of Heidelberg? • Why do you believe that he takes his students to the court? • What is the purpose of the lesson that follows the attendance of the trial? • What techniques does the teacher use to achieve the learning aims? • What do you like most in the practices the teacher adopts in his teaching? Sample questions • What do you observe regarding the subjects that seemed to be taught in Ancient Greece? • Judging from prior works of art, could you outline the profile of a contemporary teacher as far as teaching methodology is concerned?

ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters 5th work

Sample questions • Describe the scene. • How do the students feel? • Do you think they attend with interest? • Do you think these children progress? Can you justify your view? • What values does the teacher convey to the students? th 6 work Sample questions • What does Fagin teach to Oliver? • What methods dies he use? • What model of human behaviour does he embody? • Does he bring to your mind a type of teacher from modern reality? • What kind of character dies Fagin’s teaching shape, in your view? th 7 work Sample questions • What do you observe in the expression of Christ’s students’ faces in the scene? • What do you believe they are thinking and feeling at that moment? • Considering that Jesus Christ is their teacher, what kind of thoughts dies the scene create about His action? • What relating action-attitude of a contemporary teacher would you consider Jesus Christ’s action similar to? • Also considering the negative models of pedagogical behaviour, could you make up a list of the qualities that in your opinion should mark the teacher who seeks to enrich the psychological background of his students? insults them to the face. In this way, he Stage 6: Reflection on the experience constructs models of similar behaviour to At this stage, the trainee teachers them. When the teacher focuses on the were summoned to reformulate in writing, negative elements of his students’ character in groups and in a more extensive and and their learning inabilities that he knows enriched manner, their initially perceived they have, then the students are negatively answers to the question “How do you believe exposed to their mates and become bullying a teacher may affect the students’ progress targets. Besides, they develop low selfand psycho-emotional development?”, esteem, erratic and inadequate selfevaluating the whole aesthetic experience awareness and reach the level of wishful and composing all gathered data. Here is a thinking. A good teacher motivates his sample piece of their writing: “Many times, students’ interest and inspires them with the teacher transfers in class his weaknesses innovative practices. He prefers experiential and passions. He behaves sarcastically and teaching and adopts explorative and social derogatively to the students and frequently 12 ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters learning approaches. He expresses himself with positive language, encourages his students, and creates for them an atmosphere of acceptance, safety, equality, justice and love. He does not offend, nor impose his personal views exerting power and fear. He demonstrates impartiality and empathy. He is interested in not only transmitting knowledge, but also cultivating and promoting positive values”.

Evaluation Evaluating the various dimensions of the teachers’ conclusive statements, one can discern the internal reorganizations that have occurred in their minds throughout the aesthetic experience. It is a qualitatively measured transformation of ideas, which is highly valuable especially to those teachers who are at the initial stages of their career. This art-based method can surely contribute to the improvement of self-awareness and quality of their mission as well as their individual development. It definitely introduces a new endoscopic reflection experience with a multilateral reforming effect on any type of students and practicality for any subject. Reflection and feelings enhance critical thinking, develop many strategies and are readily transferred from the educational setting to real life. References ARTiT (2012). a) The ARTiT Methodology and Modules. b) Evaluation Report. Retrieved October 15, 2012 from www.artit.eu. Bourdieu, P., Darbel, A. (1991). The Love of Art: European Art Museums and their Public. Cambridge: Polity Press. Dewey, J. (1934 /1980). Art as Experience. New York, N.Y.:The Penguin Group.

Eisner, E. (1997). The Enlightened Eye: Qualitative Inquiry and the Enhancement of Educational Practice. New York, N.Y.: Merrill Publishing Company. Freire, P. (1970). Pedagogy of the Oppressed. New York, N.Y.: Herder and Herder. Gardner, H. (1990). Art Education and Human Development. Los Angeles, CA: The Getty Education Institute for the Arts. Greene, M. (2000). Releasing the Imagination. San Francisco, CA: Jossey-Bass. Illeris, K. (2002). The Three Dimensions of Learning. Roskilde University Press. Knowles, M. (1970). The Modern Practice of Adult Education. Andragogy versus Pedagogy. New York, N.Y.:Association Press. Kokkos, A. (2010). Transformative Learning Through Aesthetic Experience: Towards a Comprehensive Method. Journal of Transformative Education, 8, 153-177. Retrieved December 12, 2010 from http://jtd.sagepub.com/content/early/2011/06/29/1541 344610397663. Kolb, D. (1984). Experiential Learning: Experience as the source of Learning and Development. New York, N.Y.: Prentice- Hall. Kolb, D., Rubin, I., & Osland, J. (19915). Organizational Behavior: An Experiential Approach. New York, N.Y.: Prentice- Hall. Marcuse, H. (1978). The aesthetic dimension. Boston, MA: Beacon Press. Mezirow, J. (2009). Transformative learning theory. In J. Mezirow, J & W Taylor (Eds.) Transformative learning in practice (p. 18‐32). San Francisco: Jossey Bass. Raikou, N., & Karalis, T. (2011). Exploring the potential of Transformative Learning in Higher Education: the development of students ’ critical thinking through aesthetic experience, In M. Alhadeff-Jones & A. Kokkos, (Eds), 9th International Transformative Learning Conference: Transformative Learning in Time of Crisis: Individual and Collective Challenges (pp. 261-267). Athens, Greece.

ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters

A School Project on Poverty Sophia Kouzouli, 1st Primary School of Pyrgos Angelica Papageorgiou, 1st Senior Secondary School of Pyrgos Stergiani Dimopoulou, Technical Senior Secondary School of Lechaina Teachers and students meet to fight poverty In the past school year three teachers of English from three different schools of Ileia, namely Stergiani Dimopoulou from the 1st Vocational School of Lechaina, Sophia Kouzouli from the 1st Primary School of Pyrgos, and Aggeliki Papageorgiou from the 1st Secondary School of Pyrgos and their students worked together in a collaborative project called “In their shoes…?” http://povertycollaborativeproject.weebl y.com/ The students who took part in the project were: • The three classes of the 1st graders, students of a mainly rural area aged 16 to 18 years old, of the 1st Vocational School of Lechaina • Three of the classes of the 2nd graders of the 1st Senior High School of Pyrgos, students who live in Pyrgos and villages around the town • The three classes of the 6th graders of the 1st Primary School of Pyrgos.

Teaching English via ICT with a view to sensitizing students on poverty As Warlick (2006), once stated “We need technology in every classroom and in every student and teacher’s hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world.” The use of ICT in school practice is the window to the world through which students can observe and get sensitized on society issues, especially during school subjects that give them the incentive to discuss and/or analyze various issues and social phenomena. That is the reason why we three, as teachers of English in contemporary Greece, with the financial crisis over every Greek’s head, therefore our students’ too, decided to go forth with the above mentioned project. We decided we had to do something to sensitize our students on poverty through our school subject’s –that is the teaching of English- sessions using ICT in the classroom, which students find most appealing nowadays.

English Matters One of the aims of modern teaching is to help students learn how to learn and acquire knowledge throughout their life. The classroom is not the only place where one can learn. The teacher is not the only source of knowledge but he/she needs to be the guide and/or facilitator in the process of its acquisition. According to Vygotsky (1978) students acquire knowledge and skills with the help, guidance and encouragement of both their teacher and fellow students. This way, there is both promotion of cooperative teaching and encouragement of learner autonomy resulting in differentiated learning. Besides, let us not forget that despite the passive procedure of transmitting knowledge learning is an active procedure of structuring it. Incorporating ICT in the pedagogical process contributes towards the above mentioned aim and the enhancement of digital literacy in an experiential way thus justifying the characterization of our students as the “digital natives” of our era. Students can learn wherever they are or at whichever part of the day and their parents can participate in such a type of distance learning. Moreover, research has shown that the creative incorporation of ICT in the learning process encourages the cultivation of metagnostic skills. Finally, an extra benefit of making use of ICT in the classroom is the opportunity to a crosscurricular study of an issue by means of which the students are able to cultivate their synthetic, analytic and critical thinking.

Aims • Students’ familiarization with ICT and flipped classroom. • Students’ sensitization on the social issue of poverty. Specific goals • Development of students’ writing and speaking skills through practicing listening comprehension with a clear communicative goal while watching film and song extracts. • Practice of understanding and producing speaking and writing from different sources in both Greek and English - principle of Mediation. • Development of students’ cognitive and social skills through collecting, choosing, classifying and using information. • Exploitation of acquired knowledge from other school subjects. • Sensitization on language diversity. • Students’ group work. • Parents’ active participation in the learning process. Methodology According to modern cognitive theories, learning is an active effort of interpreting our experiences. The cognitive strategies we use, our views on the process of learning and our social environment influence what and how we learn. Learning is an experiential process that takes place every minute of a human’s

English Matters life and in many different fields. Experience is the essential factor for learning, which, according to Piaget (2001), is the process of interaction between the person and the environment. By definition, the teaching of a foreign language, and in our case of English, constitutes communication and as a result, interaction between the person and the environment. Flipped classroom is an educational model which is different from traditional teaching. Students can check and deal, from home, with the material their teacher has uploaded on a specific site. In this way, they can view it and go back to this material any time they want to. Therefore, they save time for their class and firm relationships both among students and between teachers and students are developed. An interdisciplinary approach in learning is considered to be important as students develop different language skills in various environments and about different topics. For example, they are asked to deal with a topic that touches upon many subjects from different perspectives, as for example when they have to study a text relevant to technology, linking the teaching of English with other sciences such as information technology and arts. The positive environment in which the learning process takes place is an important factor which contributes to the cultivation of empathy as it strengthens the climate of cooperation among students and contributes to the act of acceptance, sympathy, understanding

and mutual respect among them. Students learn to deploy cognitive and sentimental elements and they develop themselves socially and emotionally. According to the Common European Reference Framework for Languages and based on RCeL, Mediation, along with comprehension, speech production and interaction, is one of the linguistic communicative activities which develop the language communication skills of foreign language learners. It is part of an inter-linguistic activity during which important information, necessary for the understanding of a text or any communicative situation, is transferred from the one language to the other. In order for the project to take place, a number of activities were carried out: Questionnaire After being exposed to visual stimuli relevant to the subject, students discussed about it and answered a questionnaire created in Google Forms in order to track down former knowledge and beliefs. The specific tool was chosen due to the fact that it is easy to use and helps in the collection of statistics and/or

comparative data. Interactive wall with works of art

English Matters Working in groups, students expressed their feelings on poverty in a questionnaire in Google Forms after they had been exposed to specific works of art chosen by the teachers. The works of art in question, accompanied by brief information, as well as the most favorite one of them for the students of each school, were uploaded on the interactive digital announcement wall, Padlet, a tool which is characterized for its immediacy and the fact that it is easy to use.

Students’ feelings on a web diary Having watched specific extracts from the movies «The Pursuit of HappΥness», Gabriele Muccino (2006), «Oliver Twist», Roman Polanski (2005) and «Fiddler on the Roof» (1971), Norman Jewison, students discussed about them and working in groups they expressed their feelings and reactions on Padlet.

Creation of messages adding words on photos Students were asked to guess the conditions under which photos from a web article were taken as they were shown a version of the photo focusing on the protagonist in a black background. They were then asked to guess what the real background was. Afterwards, they jotted down the possible thoughts of the protagonists on a web Application, Titanpad, which allows the writing of a cooperative text. During the next class, students illustrated those thoughts on photos with the help of the web tool Pizap, a photo editor tool. Finally, they created a short movie using these photos with the help of Photostory3, which is an easy-to-use program for all school classrooms as it can be used both online and offline. Collaborative poem All students watched on youtube the video of the song “Another Day in Paradise” written by Phil Collins. Moreover, they did vocabulary activities and created a collaborative acrostic poem using the initials of the word POVERTY. Then students used Pizap

English Matters and wrote their verses on the photos of the works of art they had seen. Finally, they prepared a video presentation of the poem by creating a digital story with iMovie.

Collaborative story The students of all three schools read an article written by Τερζάκης (2000). Then they wrote a collaborative story entitled “What should I do?” using Titanpad.

Football match with Syrian Refugees On April 24th, 2017 the students of the 1st Vocational School of Lechaina participated in a football match with a team from the refugees in Myrsini, which took place in cooperation with the coordinator of the Creative Activity Zone. Back at school the students worked in groups and made a movie

about their experience (change of word order) using Photostory 3.

Collaborative word cloud with Syrian refugees 25 refugee children, aged 8 to 12 years old, of the Primary School of Neohori in Kyllini visited the 1st Primary School of Pyrgos on May 16th, 2017. The guestpupils sat in groups with the pupils of the 1st Primary School, spoke to each other, talked about their hobbies and made a collaborative word cloud using WordArt.

Reflection At the end of the project, teachers used Penzu, an online journal, to reflect on their work. Students, then, used the online material on the site of the project to review at home what they did during the project and, flipping the classroom, they evaluated the project at http://povertycollaborativeproject.weebl y.com/evaluation.html, using

English Matters Answergarden. They also used the pedagogical model of the flipped classroom to encourage their parents to watch the online material and express their opinion in the corresponding Answergarden on the same page. Finally, they discussed the findings the following day in the classroom.

Evaluation The project was successfully carried out thanks to the cooperation and interaction involved in all the activities that were completed by the students in both primary and secondary education. Students of these two educational levels, primary school, senior high school and vocational school, collaborated on the same topic and developed their creativity. Their social and collaborative skills were fostered in a positive learning environment. Teacher collaboration enhanced a supportive learning culture which allowed students to work both autonomously and in groups. The activities produced broadened the students' cognitive experiences and developed their cognitive skills. The integration of ICT in the learning process and the re-use of specific applications in certain thematic units of the project significantly enriched the learning environment and contributed to familiarizing students with the multiple

beneficial uses of technology. Finally, the site that was created for the project http://povertycollaborativeproject.weebl y.com/ ensures that students and teachers developed a sense of reference of the project and that it can be used as a common reference in the future.

References Piaget, J. (2001). The Psychology of Intelligence. London; New York: Routledge. Vygotsky, L. (1978). Interaction between learning and development. In Gauvain & Cole (Eds.) Readings on the Development of Children. New York: Scientific American Books, pp. 34-40. Ανακτήθηκε στις 10 Ιανουαρίου 2017 από τη διεύθυνση http://www.colorado.edu/physics/phys4810/ phys4810_fa08/4810_readings/vygot_chap6 .pdf Warlick, D. (22/5/2006). Curriculum is Dead. Ανακτήθηκε στις 14 Ιουνίου 2017 από τη διεύθυνση http://2cents.onlearning.us/?p=420 Τερζάκης, Α. (2000). Προσανατολισμοί στον Αιώνα. Αθήνα: Εκδόσεις των Φίλων.

English Matters

A Cup of Tea Angeliki Polychronopoulou, Junior Secondary School of Vasilaki “Education is what remains after one has forgotten what one has learned in school.” Albert Einstein Teaching the civilization of a country to teenagers is not an easy task. Undoubtedly, the best way for every person to learn the customs and habits of a foreign country is by living there for a long time and blend themselves with the locals, experiencing every possible aspect of their daily routine. Unfortunately, students do not have the chance to spend some time in the countries whose language they have been learning at school, so the teacher is inevitably the connection between them and the new civilization. Bearing in mind the above, I decided to familiarize my teenage students with the British habit of drinking tea. My 3rd graders have been exposed to different material concerning this popular English custom while at the same time had the chance to get acquainted with some web2.0 tools. To begin with, we made a word cloud with already known vocabulary using Tagul (http://tagul.com).

In this way, children were able to refresh some of the words they were about to encounter in the following material given to them. Using

www.thinglink.com I presented to them all the texts, video, quizzes relevant to our topic. Images, sounds and short texts are basic to introducing a key element of a foreign civilization. That’s why I chose a short video from www.youtube.com to familiarize my students with the history of this custom. After we have all watched the video, students were asked to answer a quiz created with Google forms so as to summarize what they watched. They were really interested in discovering how this popular English habit started and has survived in Britain throughout the years. Answering the quiz was fun, since they did not feel they had to complete a kind of exercise /activity, but rather discuss as a group of friends and use one of the most familiar devices – that is the computer – to express their newly acquired knowledge. Then, it was time for a short competition. Students watched another video with more details on how British prefer their tea. After that, they were asked to answer a quiz created with www.proprofs.com. This time, each student answered the quiz on his/her own. We waited until all students finished and then I announced the winner and gave them their personal certificate of participation. It was a way for them to play – almost all teenagers are keen to competitions of such kind – and at the same time a great opportunity to discover what kind of sweets English people eat with their tea, how often they indulge themselves in this specific beverage, what time they usually prefer drinking it.

English Matters

My students were not really fans of drinking tea, so at some point, I suppose, they got quite bored of all this new information presented to them. Nevertheless, they had the chance to get in touch with an element of the British civilization and compare it to similar Greek ones.

Kids, then, were wondering if there is a special procedure that the English follow in order to make their tea. Of course, there is, I informed them, and our following activity concerned exactly this question. I read aloud to them a text describing step by step the way from the time the tea bug is selected, the water is boiled and poured in the cup, milk and sugar are added. After my reading, students were given a piece of paper with certain photos in the raw (http://www.readwritethink.org) and were asked to write a short sentence under each picture describing the procedure previously described. After a few minutes I reread the text so that the students could check their answers. Now, it was time for a party! I asked them to make an invitation for a tea party at their home. Their creations really surprised me. Handmade invitations and some digital ones using www.canva.com and www.voki.com were presented and all left our class with smiles on our faces.

It is worth trying to present different aspects of a language to learners. Grammar, vocabulary, syntax are definitely necessary but not the ultimate goal. Students should be capable of combining basic knowledge of a new language along with cultural elements associated with it. Only in this way can they actually claim that they are proficient users of the target language. Many different teaching approaches should be adopted in order to achieve this goal. It may sound frightening, time-consuming, and meaningless but that is not true. Experiencing a language through all its entity can never be tiring. After all, according to Cavafy â&#x20AC;&#x153;As you set out for Ithaka, hope the voyage is a long one, full of adventure, full of discovery.â&#x20AC;?

English Matters

Collaborative projects: an inspiration for learners Sophia Kouzouli, 1st Primary School of Pyrgos http://blogs.sch.gr/skouzouli The present article discusses collaborative activities which were carried out in eTwinning projects in the school year 2016-2017 and involved communication, collaboration, play and reflection. In particular, it presents specific tasks of the project “Forest Friends”, https://twinspace.etwinning.net/35133, which was carried out by the 2nd graders of the 1st Primary School of Pyrgos in collaboration with the 4th graders of Istituto Comprensivo di Ghilarza in Sardenia, Italy, “Vitamin M(agic)”, https://twinspace.etwinning.net/25904, carried out by the 4th graders in collaboration with students from Portugal, Turkey, Romania, France, Lithuania and Iceland and “Story Feast”, https://twinspace.etwinning.net/25390, carried out by the 5th graders in collaboration with the students of a Czech and a Polish school. Collaborative learning (Gerlach, 1984) is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product. Interaction and games create deeper learning experiences which can engage and motivate learners much more than traditional teaching methods can, especially when a foreign language is involved (Dickey, 2005). The integration of technology and real life situations set students up for happy, successful and unforgettable learning experiences. Aims • Connecting classrooms • Fostering creativity Specific goals • Development of students’ writing and speaking skills. • Practice of understanding and producing speaking and writing. • Use of acquired knowledge from other school subjects.

• • •

Teamwork Communication Exploration

Communicating Connecting students from different places encourages pupils to be more involved in the lesson as it provides a personal and interesting way to connect pupils to the world. In the projects “Vitamin Magic” and “StoryFeast” pupils had the opportunity to communicate with each other on twinspace and through videoconference. Students from Greece chatted with students from the Czech Republic, Romania, Turkey and Iceland on skype. One after the other, they introduced themselves and in pairs had a short discussion with each other. Communication throughout the project proved to be both very important and inspiring and contributed to creating a solid bond among all the participants.

Picture 1: skype meetings Solving Riddles Students of all schools, in pairs or in groups of three, decided on the book or film whose plot they would like to use for their riddles. They wrote a very short summary without revealing the name of the story but using keywords to help their partners from the other schools find 22

English Matters the answer. They used voki to make their riddles. They selected an avatar, customized it, wrote their summary, added a background, published it and then shared their story. Their peers watched the presentations, listened to the avatar and then wrote their answers on twinspace. Students were so attracted to it that they even made their own Vokis at home!

Writing collaborative poems In the project â&#x20AC;&#x153;Vitamin Magicâ&#x20AC;? students used answergarden to vote for the words with which they would like to write acrostic poems.

Picture 4: Vitamin M, deciding on the words for the acrostic poems Picture 2: StoryFeast, solving riddles Playing Online Games Students of the partner schools made their own online games to play with their peers. The focus of the games was to help them practice vocabulary and grammar while cooperating and having fun. They solved a crossword and played hangman, who wants to be a millionaire and a matching game, all of which were created with LearningApps.org. Students also played two Kahoot games, on vocabulary and the use of present simple and present continuous.

Then, they selected the words which received the most votes, Friendship, Magic, Love, Energy, Children, Happy, Games, Party, Amazing, Toys, Sun, Hello and Friends, and started writing their acrostic poems in a collaborative document with Google Docs. The first edition of the poems was made with issuu at https://issuu.com/sophiakouzouli/docs/acrostic_ poems and includes the poems the pupils of all schools wrote in collaboration. The second ebook was made with calameo and includes both the poems and the accompanying pictures, http://www.calameo.com/read/0020224669569 e6245f6c.

Picture 3: StoryFeast, online games Picture 5: Vitamin M, Acrostic Poems

English Matters https://issuu.com/sophiakouzouli/docs/forest_st ory_partii. The entire story is published with Little Bird Tales in an e-book at https://littlebirdtales.com/tales/view/story_id/69 1150

Picture 6: Vitamin M, Acrostic Poems with student drawn illustrations A Collaborative Logo Students who participated in “Forest Friends” used Web Whiteboard, a touch-friendly online whiteboard application at https://awwapp.com/ and made a collaborative logo. The logo was started by class B2-Greece, was continued by the Italian team and finished by class B1-Greece. They were all very happy when they saw their drawing.

Picture 7: Logo creation in 3 stages

Picture 8: Forest Friends - A Forest Story Reflecting and evaluating Evaluation during the projects was twofold. Initially, it was in the form of feedback on the progress of the project as students and teachers expressed their opinion on twinspace about their work and contributed with comments. Self-evaluation at the end of the project encouraged the students to think about their successes, mistakes and goals. Reflection and evaluation promoted higher-level thinking, helping them to become aware of their strengths and shortcomings for their next project. In the project “Vitamin M(agic)” students and teachers selected the most preferable answer in the internet poll they made with the application Doodle Polls at http://doodle.com/poll/hx36ek7374tmyzbh .

Writing a collaborative story Students explored the benefit of nature and the outdoors, the dangers that threaten our forests and how they can protect nature. The students of Istituto Comprensivo di Ghilarza started a story for which they drew accompanying illustrations. Then, the students of the 1st Primary School of Pyrgos discussed and wrote an ending to this amazing story, 24

English Matters and emotional needs and encourages creativity and learner participation. References Dickey, D. M. (2005). Three-dimensional virtual worlds and distance learning: two case studies of active worlds as a medium for distance education, British Journal of Education- al Technology.36 (3):439-451. Picture 9: Vitamin M., evaluation In the project “StoryFeast” students reflected on their work and answered a questionnaire which was created with the online application EasyPolls at http://www.easypolls.net/poll.html?p=5926d2a 1e4b027b19716427e. In this way both teachers and students became more aware of the collaborative process of the project, the products and their preferences.

Picture 10: Story Feast, reflection stage All the above activities intended to teach significant content but also required critical thinking, problem solving and various forms of communication. They contributed to a more holistic school culture, which, as advocated by Robinson (2015), attends not only to the students’ cognitive needs but also their social

Gerlach, J. M. (1994). "Is this collaboration?" In Bosworth, K. and Hamilton, S. J. (Eds.), Collaborative Learning: Underlying Processes and Effective Techniques, New Directions for Teaching and Learning No. 59. Robinson, K. (2015). Creative Schools: The Grassroots Revolution That’s Transforming Education. New York, NY: Viking.

Cool Tools for Schools offers a practically categorized compilation of ICT tools that can be well embedded in the teaching and learning of English and other subjects. Teachers can select the tool that best matches their teaching objectives or adjust the tools to the abilities, interests and age characteristics of their students. It is a great resource for language teachers.

English Matters

Diving into English. 2nd Grade Skype sessions and lots of games Teaching impressions of the activities and some thoughts Ioannis Kiskiras, Primary School of Havari 2016 was the year that English was introduced to the 1st and 2nd Grade throughout the Greek Primary Education. No sooner had the 2nd Grade students started their English lessons for the first time, than Havari Primary school was glad to receive and accept an invitation to take part in the e-twinning platform and cooperate with Don Cristobal School (Manzanares) in Spain. Good memories die hard, so to speak, and our cooperation with the particular school in the past offered the solid base guarantees for positive results.

The idea of coming into contact with each other through Skyping at this early age, was the real challenge in the programme.

Enthusiastic responses by skyping young learners

A loving hand to help young learners adjust

Our 2nd Grade task was to literally dive into communicative English and carry out the project named “Popular and traditional games of my area”. The concept of the project sought to exploit the idea of popular games played by our students at school or in the neighborhood (as much as it is feasible nowadays), and have real communication with their peers in the other country. Two Skype sessions were arranged as well as the exchange of Christmas cards, so that they would initially get to know each other.

In a nutshell, the project’s objectives were as follows: • Take care of the classroom materials and respect the classroom rules Social skills and citizenship • Stay in silence while others speak Social skills and citizenship • Show interest when working in group Social skills and citizenship • Search and ask how to proceed before carrying out a physical activity Autonomy and Personal initiative • Collaborate and help the rest of partners during group work activities Social skills and citizenship • Present the final work clean and in order Learning to learn • Respect the creative compositions of others Cultural and Artistic competence

English Matters •

Interact orally with other international partners through Skype Processing information of ICT

Physical Education: • Search about the popular games in his or her area with the help of the family, filling a research form Autonomy and Personal initiative • Identify and understand the basic rules of popular games in La Mancha, Spain Social skills and citizenship and Cultural and Artistic competence • Identify and understand the basic rules of popular games in Havari, Greece Social skills and citizenship and Cultural and Artistic competence • Participate actively and in a coordinated way in a popular game, applying the necessary motor abilities Autonomy and Personal initiative

Gaming with English

Art: • •

Use colours in a personal way Cultural and Artistic competence Make a drawing inspired by a popular game in an original and creative way Cultural and Artistic competence

English: • Understand basic information relating to the activities procedures Linguistic Communication • Understand oral questions about basic vocabulary already seen in class Linguistic Communication • Answer to simple questions related to the basic rules and materials used in a popular game Linguistic Communication • Answer correctly to questions involving basic vocabulary such as Greetings Linguistic Communication

English Matters

Art in English

We are all well acquainted with the concept of motivation and the incentives students need, depending on their particular age and interests. Games and drawings formed the ideal start up basis to sparkle the students’ additional interest. Adults do know why they are learning a foreign language, for they often pay huge sums of money to perfect it for professional goals. The students of the last grades of Primary School have already found their way into exploring Internet and English as part of their interests and enjoyment. But what about 7 year old students? Drawing and exchanging cards and then showing their presents to the students of the other school was the first step. The coordinating teachers of English of each school made a few very simple questions to the

students of the other school like what’s your name?, how are you?, how old are you?...etc. The whole process was fun for the majority of the young students; there was a couple of shy students that were stressed out but the most important thing we need to underline is that it was real (guided of course) human contact in a foreign language. The atmosphere was warm and the New Year songs spirited up everyone’s mood. In the framework of these e-twinning collaborations, educators learn from their mistakes, too. And they pay the appropriate attention to their next steps, so as not to repeat them. Playing four traditional games was the core and most interesting part of the project. The Havari Primary school students picked up four popular games they like, and a PowerPoint text with very short instructions was sent to the cooperating school. The students’ participation in the text was limited to simple but essential vocabulary for their age, like what one needs to play the game (a ball, a rope, a scarf…etc.) and motion verbs that show how the game is played (run, walk, jump, sit…etc.). Afterwards, the students played the other school’s games, which was a fun and enjoyable activity. You can watch the video that was produced for didactic purposes on https://youtu.be/w7JxRoc2DDI During the second and final Skype session, the students showed on- camera the games drawings they had received as presents from the other school. They interacted with their peers in the other country with short greetings and named their favorite game. The coordinating teachers asked a few simple questions about the games (what’s your favorite game, do you like Dimitris’ drawing, what game is it?). I must admit that, from an adults’ point of view, it was a swim or sink situation, especially for 28

English Matters very young learners freshly acquainted to a foreign language, hence the title of this article. But I had underestimated the learners’ response, their willingness and thirst to play and learn. The great British novelist, Graham Green, comes to my mind again. Perhaps, with a waving gesture of his hand, he would have shunned away all fears, highlighting the “human factor”. For it is always there.

So overall, the young students evaluated their experience and interaction as a positive one. They took a first (lasting, we hope) glimpse of English used in a real context. They had the succinct benefit of using colors, action verbs, and objects in a real life environment. But communication was the greatest benefit of all.

Respecting Diversity – Say NO to Bullying An Innovative Competition for school students organized by the British Council

The Competition The competition “Say NO to bullying” is part of the educational programme of the British Council and the International Olympic Truce Centre, entitled “Respecting Diversity” which is against bullying and is based on the ideals and values of Olympism and Olympic Truce. The competition is aimed at students of between the 5th grade of Primary school and the 3rd grade of Secondary schools (10 - 15 years old) in all schools in Greece. Working language can be either Greek or English. Students will take part as teams and will create a 3 -5 minutes video or an up to 20 slides Microsoft PowerPoint presentation and will be inspired by the following principles: • Recognising Diversity: Bullying appears when we don't try to understand and accept that we are different. • We all have the right to be treated with respect and politeness. • Equality of Opportunity: We all have the right of participating.

• Social Inclusion: Accept me, the way I am. • We all have the right to be recognised for what we are. • We can all be friends. • Conflict resolution: I can solve my problems by talking with others. • We all have the right to solve our problems peacefully.

The Prize The school of the winning team will win a complete technological equipment package a “smart class” for the development of students’ digital skills, provided as a donation from partners of the programme. Each member of the winning team and the teacher in charge will win a latest technology Samsung tablet, provided as a donation from partners of the programme. Each member of the first five (5) winning teams and the teacher in charge will win various British Council and IOTC memorabilia and the book “Respecting Diversity”. For detailed information https://respect-diversity.org

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English Matters

ΔΙΑΘΕΜΑΤΙΚΗ ΔΙΔΑΣΚΑΛΙΑ ΜΑΘΗΜΑΤΙΚΩΝ ΜΕ ΑΓΓΛΙΚΑ: «Η Καθημερινότητα Μέσα από τις Πιθανότητες» Θανασούλια Γεωργία, M.Sc., ΠΕ03 & Χριστοπούλου Μαρία, M.Ed., ΠΕ06 Π ε ι ρ α μ α τ ι κ ό Γ Ε . Λ . Π α τ ρ ών

Α. Η ΔΙΑΘΕΜΑΤΙΚΟΤΗΤΑ Για πολύ καιρό το κυρίαρχο μοντέλο στο εκπαιδευτικό σύστημα της χώρας μας ήταν η αυτοτελής διδασκαλία των διαφόρων γνωστικών αντικειμένων. Οι αλλαγές όμως που επήλθαν στην κοινωνία μας επηρέασαν και την εκπαιδευτική διαδικασία και οδήγησαν στην αναμόρφωση των Αναλυτικών Προγραμμάτων Σπουδών (ΑΠΣ). Συγκεκριμένα, φάνηκε η ανάγκη τα ΑΠΣ να συνδέονται οριζόντια με τρόπο που να εξασφαλίζεται η επεξεργασία των διαφόρων θεμάτων από πολλές οπτικές γωνίες, ώστε να αναδεικνύεται η γνώση που περιέχουν καθώς και η σχέση της γνώσης με την πραγματικότητα. Στην Ελλάδα ο όρος διαθεματικότητα συναντάται στο νέο πρόγραμμα σπουδών του «Διαθεματικού Ενιαίου Πλαισίου Προγραμμάτων Σπουδών» (ΔΕΠΠΣ). Το ΔΕΠΠΣ, διατηρώντας τα διακριτά μαθήματα, εμπεριέχει ποικίλους τρόπους συσχέτισης της γνώσης σε δύο άξονες, τον κάθετο («Ενιαίο») και τον οριζόντιο («Διαθεματικό»). Με τα ΔΕΠΠΣ και τα ΑΠΣ επιχειρείται η σύνδεση ενός γνωστικού αντικειμένου με

άλλα, αλλά και με τον πραγματικό κόσμο. Έτσι, ένα θέμα μπορεί να προσεγγιστεί από την οπτική και άλλων επιστημών (διεπιστημονικότητα). Μεγάλη σημασία δίνεται στη διαδικασία για την οικοδόμηση της γνώσης για να μάθει ο μαθητής «πώς να μαθαίνει». Επίσης, επιδιώκεται να δει ο μαθητής με την ολιστική προσέγγιση της γνώσης την ενότητα. Αυτή η καθολική παιδεία συμπληρώνει την ειδική που δίνεται με τα ξεχωριστά μαθήματα και αποβλέπει στην βιωματική και συμμετοχική μάθηση, στην άνοδο της ποιότητας στην εκπαίδευση, στην επικαιροποίηση της γνώσης και στο άνοιγμα του σχολείου στην κοινωνία. Η διαθεματική προσέγγιση της γνώσης αποτελεί μία νέα μέθοδο διδασκαλίας η οποία ήρθε για να αποτελέσει την καινοτομία της γνωστικής πραγματικότητας. Με τον όρο ‘Διαθεματικότητα’ (cross-thematic integration) εννοούμε τον τρόπο οργάνωσης του Α.Π.Σ. που αντιμετωπίζει τη γνώση ως ενιαία ολότητα, την οποία προσεγγίζει συνήθως μέσα από διερεύνηση θεμάτων που παρουσιάζουν ενδιαφέρον για τους μαθητές (cross curricular themes, thematic integration, topic approach). Οι βασικές αρχές της διαθεματικότητας είναι η παιδοκεντρικότητα, η αυτενεργός μάθηση, η συνδιερεύνηση, η παροχή των πληροφοριών, η ολιστική προσέγγιση της γνώσης, η κατάλυση των διαχωριστικών ορίων των επιστημών και η ενιαιοποιημένη σχολική γνώση. Με τον όρο «Διεπιστημονικότητα» (inter-disciplinarity) αναφερόμαστε στον τρόπο οργάνωσης των Α.Π.Σ που διατηρεί τα 30

English Matters διακριτά μαθήματα στη διάταξη της σχολικής γνώσης, αλλά με διαφόρους τρόπους προσπαθεί να συσχετίζει το περιεχόμενό τους. Σε μια ‘Διαθεματική προσέγγιση-διδασκαλία’ ένα θέμα μελετάται από κάθε άποψη με τη συμβολή δεξιοτήτων από άλλες επιστήμες και από τη ζωή. Η ‘Διαθεματική προσέγγισηδιδασκαλία’ επομένως, είναι η πολύπλευρη διερεύνηση και μελέτη ενός θέματος που άπτεται πολλών γνωστικών αντικειμένων. Τα χαρακτηριστικά μιας τέτοιας διδασκαλίας είναι η οργάνωση της σχολικής ζωής γύρω από θέματα ευρύτερου ενδιαφέροντος, η ενεργός συμμετοχή των μαθητών, n διαμόρφωση μαθητών ικανών να ερμηνεύουν την πραγματικότητα, ο συσχετισμός εννοιών και θεμάτων, ο συγκερασμός των γνωστικών δεξιοτήτων και η διδασκαλία σε ομάδες. Οι στόχοι μίας διαθεματικής διδασκαλίας είναι η μάθηση για όλους τους μαθητές, η δυνατότητα γενίκευσης – ολιστικής αντιμετώπισης της γνώσης, η ανάπτυξη της κριτικής ικανότητας, η απόκτηση ποικιλίας τρόπων σκέψης, η απόκτηση αυτοπεποίθησης και αυτοεκτίμησης, η αναβάθμιση των διαθεματικών σχέσεων και της συνεργασίας μεταξύ των εκπαιδευτικών και μαθητώνεκπαιδευτικών, καθώς και η δυνατότητα οι μαθητές να διαβαίνουν τις διαχωριστικές γραμμές των ξεχωριστών μαθημάτων και να συνδέουν τα διάφορα επιστημονικά πεδία. Από παιδαγωγική άποψη, η σημασία της διαθεματικότητας έγκειται στην σφαιρική καλλιέργεια των μαθητών (δεξιότητες και ικανότητες: χρήσης ποικίλων πηγών πληροφόρησης, επικοινωνίας, εφαρμογής μαθηματικών εννοιών στην καθημερινή ζωή, συνεργασίας, επίλυσης προβλημάτων, δημιουργικής επινόησης, κριτικής επεξεργασίας των πληροφοριών), στο ενιαίο σύνολο γνώσεων και την ολιστική αντίληψη

της γνώσης, στη διασύνδεση των σχολικών μαθημάτων, στη σύνδεση της σχολικής γνώσης με την καθημερινή ζωή, στην ανάδειξη τη αξίας όλων των σχολικών μαθημάτων και στην παροχή κινήτρων για μάθηση. Β. Διδακτική των Μαθηματικών

Η θεωρία «κατασκευής της γνώσης» ή «κονστρουκτιβισμός» (constructivism) βασίζεται στην αναπτυξιακή θεωρία του επιστημολόγου Jean Piaget και αποτελεί την πιο σύγχρονη και αποδεκτή θεωρία γύρω από τη μάθηση και τη διδασκαλία (Τουμάσης, 1994). Ο κονστρουκτιβισμός, όπως εφαρμόστηκε στην διδασκαλία των Μαθηματικών, εστίασε σχεδόν αποκλειστικά στις διαδικασίες με τις οποίες οι μαθητές ενεργά θα κατασκευάζουν τη δική τους Μαθηματική πραγματικότητα (Cobb, P., Wood, T. & Yackel, E., 1991). Ο δάσκαλος των Μαθηματικών θα πρέπει, μέσα από κατάλληλα σχεδιασμένες διδακτικές καταστάσεις, να δώσει τη δυνατότητα στο μαθητή να κατασκευάσει τη γνώση. Ο σχεδιασμός αυτός θα πρέπει να βασίζεται πάνω σε ενεργητικές μεθόδους μάθησης, να κεντρίζει το ενδιαφέρον του μαθητή και να τον βοηθά να «οπτικοποιήσει» τις υπό διαπραγμάτευση έννοιες και σχέσεις. Έτσι θα ενεργοποιήσει το μαθητή στο να διαμορφώσει μια στάση «ερευνητή»: να κάνει εικασίες και να τις επαληθεύει χρησιμοποιώντας προηγούμενες γνώσεις, να προσπαθήσει να γενικεύσει τα αποτελέσματα 31

English Matters των «δοκιμών» και να μοντελοποιήσει. O δάσκαλος των Μαθηματικών, βασιζόμενος στην ευρετική μεθοδολογία του Polya (1991), μπορεί να διαιρέσει το πρόβλημα σε απλούστερα προβλήματα και μέσα από επί μέρους ερωτήσεις να δημιουργήσει μαθησιακό περιβάλλον μέσα από το οποίο ο μαθητής να μπορεί να ανακαλύψει τη δομή του προβλήματος και τη σχέση των μερών με το όλο. Γ. Η Εκπαιδευτική Χρήση του Video στo Μάθημα της Αγγλικής Γλώσσας

οι δραστηριότητες πρέπει να χωρίζονται σε: before-watching, while-watching και afterwatching φάσεις και 3) πρέπει να ενθαρρύνεται η εικασία (guessing) και η ανάγνωση των δραστηριοτήτων πριν από την παρακολούθηση (watching with a purpose) ώστε να επιτυγχάνεται ενεργή παρακολούθηση (active watching) και καλύτερη κατανόηση.

Εδώ και χρόνια, η εκπαιδευτική τεχνολογία έχει ευρέως αποδεχθεί την χρήση του video στην ξενόγλωσση τάξη, καθώς αυτό το χρήσιμο διδακτικό εργαλείο είναι εύκολο στη χρήση (ιδιαίτερα μέσω του Internet), φέρνει τον συνδυασμό εικόνας και ήχου μέσα στην τάξη και δίνει την δυνατότητα στους μαθητές να δουν την γλώσσα μέσω της δράσης (learners can "see the language in action": Tomalin, 1990). Επιπλέον, γεφυρώνει το χάσμα μεταξύ της τάξης και του πραγματικού κόσμου, οπότε αυξάνει το ενδιαφέρον των μαθητών και τους κινητοποιεί. Ωστόσο, η αξιοποίηση του μέσα στην τάξη θα πρέπει να γίνεται με ενεργό τρόπο και να ενθαρρύνεται η αλληλεπίδραση των μαθητών με το βίντεο, ώστε να μην το συγχέουν με την παθητική παρακολούθηση της τηλεόρασης ή του κινηματογράφου (Lonergan, 1984: 5-6). Αυτό στην πράξη σημαίνει ότι: 1) το video πρέπει να «σπάει» σε μέρη, ώστε να επιτυγχάνεται καλύτερη κατανόηση και διατήρηση του ενδιαφέροντος των μαθητών 2)

Η διαθεματική μας διδασκαλία με τίτλο «Η Καθημερινότητα Μέσα από τις Πιθανότητες» και εμπλεκόμενα γνωστικά αντικείμενα την Αγγλική Γλώσσα και τα Μαθηματικά πραγματοποιήθηκε την Δευτέρα, 20-10-2014, στο Εργαστήριο Ηλεκτρονικών Υπολογιστών του Πρότυπου Πειραματικού ΓΕ.Λ. Πατρών. Στηρίχθηκε στο νέο πλαίσιο που διέπει τα Πρότυπα-Πειραματικά Σχολεία (Π.Π.Σ.), καθώς και στο Διαθεματικό Ενιαίο Πλαίσιο Προγράμματος Σπουδών (ΦΕΚ 303 και 304/13-3-2003). Περιλάμβανε την παρακολούθηση του video “Lucky Numbers” από το διαδίκτυο στην αγγλική γλώσσα και την πραγματοποίηση δραστηριοτήτων α) κατανόησης του περιεχομένου και των εννοιών του (αγγλικά) και β) εφαρμογής των πιθανοτήτων σε πραγματικές συνθήκες (μαθηματικά). Η διδασκαλία πραγματοποιήθηκε με τους 27 μαθητές ενός τμήματος της Α΄ τάξης ΓΕ.Λ., ηλικίας 15-16, με μητρική γλώσσα τα

Δ. Η ΔΙΑΘΕΜΑΤΙΚΉ ΜΑΣ ΔΙΔΑΣΚΑΛΊΑ

English Matters Ελληνικά και επίπεδο στα Αγγλικά upperIntermediate to advanced. Διήρκησε δύο διδακτικές ώρες (45 λεπτά η κάθε μία). Οι γλωσσικές δεξιότητες που εξασκήθηκαν ήταν Listening and Viewing integrated with Speaking, Reading and Writing. Η μέθοδος που χρησιμοποιήθηκε ήταν η εργασία σε ομάδες και τα εποπτικά μέσα ήταν ο Πίνακας, το Video από το Διαδίκτυο, ο Η/Υ, ο βιντεοπροβολέας και τα φύλλα εργασίας που δημιούργησαν οι καθηγήτριες (ένα για την 1η ώρα στα Αγγλικά και ένα για τη 2η ώρα στα Μαθηματικά). i) Σκοπός: Ο γενικότερος σκοπός της συγκεκριμένης διδασκαλίας ήταν η ανακάλυψη της σχέσης μεταξύ της αγγλικής γλώσσας και των μαθηματικών, και η ενίσχυση της ομαδοσυνεργατικότητας. ii) Επιμέρους Διδακτικοί Στόχοι: Στην Αγγλική Γλώσσα: Η κατανόηση και η χρήση αυθεντικής Αγγλικής γλώσσας για ρεαλιστικούς σκοπούς. Η περαιτέρω ανάπτυξη γλωσσικών δεξιοτήτων και στρατηγικών στην αγγλική γλώσσα (developing listening and viewing). Η εικασία (guessing) πληροφοριών για την ενίσχυση της κατανόησης. Η κατανόηση συγκεκριμένων πληροφοριών (specific video information). Η εμπέδωση και επέκταση σχετικού λεξιλογίου. Η συνειδητοποίηση της διεθνούς διάστασης της Αγγλικής γλώσσας (global, international, lingua franca) και η εξοικείωση με φυσικούς ομιλητές και τις προφορές τους. Στα Μαθηματικά:

Η κατανόηση της έννοιας της πιθανότητας από τη μαθηματική σκοπιά και η γνωριμία με εφαρμογές της στην καθημερινή ζωή. Η αναγνώριση αν ένα πείραμα είναι πείραμα τύχης. Η αναγνώριση του τύπου επίλυσης ενός προβλήματος πιθανοτήτων. Ο προσδιορισμός του δειγματικού χώρου ενός πειράματος τύχης και ενδεχόμενα του χώρου αυτού. Η μετάφραση διάφορων σχέσεων ενδεχομένων που είναι διατυπωμένες σε φυσική γλώσσα στη γλώσσα συνόλων και αντίστροφα. Ο ορισμός της πιθανότητας του ενδεχομένου με την βοήθεια της σχετικής συχνότητας. Η αναπαράσταση των κανόνων λογισμού των πιθανοτήτων με την βοήθεια του διαγράμματος Venn και η επίλυση προβλημάτων. Σε Επίπεδο Δεξιοτήτων: Η προώθηση της συνεργατικής μάθησης και επικοινωνίας. Η ενθάρρυνση στο διάλογο και την επικοινωνία. Σε Επίπεδο Στάσεων: Η σύνδεση φαινομενικά ‘άσχετων’ επιστημονικών ειδικοτήτων. Η άρση της ιεράρχησης διδασκομένων μαθημάτων και η ακύρωση του ανταγωνισμού τους. Η τόνωση της αυτοπεποίθησης και της αυτοεκτίμησης μέσα από τη συνεργασία. Η ανάπτυξη της κριτικής σκέψης.

English Matters

iii) Φύλλα Εργασίας

INTER-DISCIPLINARY (MATHEMATICS & ENGLISH-LANGUAGE) VIDEO LESSON STUDENT WORKSHEET INSTRUCTIONS: 1) Work in groups of 4-5. A. Before Watching: Class discussion: What are your lucky numbers? Why do you consider them lucky? You are going to watch a short video entitled “Lucky Numbers” (accessed in http://www.tes.co.uk/teaching-resource/LuckyNumbers-6047937/), in which the mathematician Marcus du Sautoy explains some things about his science. Watch it and do the following activities.

a) The chances of each one of us dying in a road accident are 1 in ……………………. b) Life is full of ………………… and many of the things we do depend on ………………………… We live in an uncertain world, but by using ………………………………, we can make some more sense of it. The mathematics of …………………………….. can help us make better decisions. 2. Watch the 2nd video part (0:44-1:45) and fill in the gaps. Games of chance have quite simple probabilities. When I toss the coin, I have ………………. in ……………… chance of getting a “head”. When I throw a dice, I have ………………. in ……………… chance of getting a “six”. To get the “ace of spades” out of a pack of cards, I have ……………… in ………… chance to do it. 3. Watch the 3rd video part (1:46-3:00). Listen to the methods various people use to select their lucky numbers. Do they resemble yours? ……………………………………………… ……………………………………………… ………………………………………………

TIP: first read each activity trying to guess the correct answers, and then watch the appropriate video part and write your answers. You can watch each video part twice if you wish. B. Watching the Video:

4. Watch the 4th video part (3:01-3:48) and choose the correct option a) or b). To win the lottery the best option is to … of numbers that nobody else would have picked. a) combine a random selection b) select a random combination

1. Watch the 1st video part (0:00-0:43) and fill in the gaps.

5. Watch the 5th video part (3:49-6:23) and do the following activities. 34

English Matters In the TV quiz show, we can see 3 doors. In 2 of them there is a …………………….. there is a and in the 3rd ……………………………… When the contestant chooses a door, the TV host asks him to change door if he wishes. What should he do? ……………………………. ……………………………………………… ……………………………………………… If he sticks to his initial decision, he has ………………. in ……………… chances of finding the car. If he changes his mind, he has ………………. in ……………… chances of finding the car. 6. Watch the 6th video part (6:24-8:10) and fill in the gap. In order for statistics to make sense so that we can make the right decisions, we need to know about the ……………………………………………. . 7. Watch the 7th video part (8:11-9:15) and fill in the gaps. We are constantly assessing ……………………… in everything we do in our lives. We use mathematics to help us to make the better ………………………………, but ………………………………. data is not always so straightforward. 8. Watch the 8th video part (9:16-12:01) and choose the correct item. In 1999, Sally Clark was mistakenly imprisoned for killing two / three of her children, as the jury misunderstood / misinterpreted statistics. (A doctor had said at the court that the chances / instances of 2 children dying by natural causes in the same family were 1:73,000,000). The jury was based

on their basic / common sense, but they failed to explain / interpret things properly. Therefore, it is dangerous to believe that just because something has very small probability / chance, it didn’t really happen. We have to be very careful when we are assessing / evaluating probabilities. 9. Watch the 9th video part (12:02-13:28) and fill in the gaps. People confuse correlation with ……………………………..: just because two things are …………………………, this does not mean that one ……………………………….. the other. We have to be very careful in the way we ………………………………….. statistics. 10. Watch the last video part (13:29-14:06) and tick the correct items (more than one). According to Sautoy, the MATHEMATICS OF STATISTICS AND PROBABILITIES may help you … 1. become a 3. be richer 5. be happier mathematician 4. make 6. win at a 2. become a better court smarter decisions consumer

ΔΙΑΘΕΜΑΤΙΚΗ ΔΙΔΑΣΚΑΛΙΑ (ΜΑΘΗΜΑΤΙΚΑ – ΑΓΓΛΙΚΑ) Μπορείς να λύσεις το μυστήριο; ΦΥΛΛΟ ΕΡΓΑΣΙΑΣ ΟΔΗΓΙΕΣ: Εργαστείτε σε ομάδες των 4-5.

English Matters 1) Να μελετήσετε τα δεδομένα του παρακάτω πίνακα και να απαντήσετε στην μοναδική ερώτηση χρησιμοποιώντας τις γνώσεις σας από το λογισμό των πιθανοτήτων. Μια παρέα φίλων συγκρίνουν την μελέτη που έχουν για το σπίτι στα Μαθηματικά, στα Αγγλικά και στην Φυσική

Ο Δημήτρης είχε περισσότερη εργασία για το σπίτι από την Μαίρη

Η Έλλη είχε εργασία και από τα τρία αντικείμενα. Ο Πέτρος και Κώστας είχαν μόνο ένα αντικείμενο ο καθένας

Συνολικά επτά μαθητές έχουν να μελετήσουν μαθηματικά αλλά η Μαίρη δεν είναι μία από αυτούς

Ο Θωμάς είχε να μελετήσει Μαθηματικά και Φυσική αλλά όχι Αγγλικά

Τέσσερις μαθητές έχουν να μελετήσουν δυο αντικείμενα

Δύο από την παρέα έχουν μόνο φυσική και είναι και οι δύο αγόρια

Η Καίτη είναι το μόνο κορίτσι χωρίς καθόλου μελέτη για το σπίτι

Ο Πέτρος είχε περισσότερη εργασία για το σπίτι από τον Αντώνη

Η Μάντι είναι ένα από τα δύο μέλη της παρέας που έχουν να μελετήσουν μόνο μαθηματικά

Η Σοφία και ο Πέτρος δεν έχουν καθόλου μελέτη στη φυσική

Κανένας από την παρέα δεν έχει μόνο Αγγλικά να μελετήσει

Κανένα κορίτσι δεν έχει ακριβώς τα ίδια αντικείμενα να μελετήσει με κάποιο άλλο κορίτσι

Αυτό μπορεί να σας φανεί χρήσιμο.

Ο Βασίλης έχει λιγότερη μελέτη από το Νίκο

Πέντε μαθητές έχουν να γράψουν μία έκθεση στα Αγγλικά

Αν επιλέξουμε ένα μαθητή από την παραπάνω παρέα στην τύχη, ποια είναι η πιθανότητα να έχει μελέτη για το σπίτι και για τα τρία αντικείμενα;

Υπάρχουν στην παρέα 7 αγόρια και 5 κορίτσια

2) Ποια είναι η πιθανότητα ο μαθητής που θα επιλέξουμε να έχει μελέτη μόνο στη φυσική ή μόνο στα μαθηματικά; 3) Ποια είναι η πιθανότητα ο μαθητής που θα επιλέξουμε να μην έχει μελέτη ούτε στη φυσική ούτε στα μαθηματικά;

English Matters 4) Ποια είναι η πιθανότητα ο μαθητής που θα επιλέξουμε να μην έχει μελέτη στη φυσική και να έχει μελέτη στα αγγλικά; 5) Ποια είναι η πιθανότητα ο μαθητής που θα επιλέξουμε να μην έχει καθόλου μελέτη σε κανένα αντικείμενο; Για κάθε μία από τις παραπάνω ερωτήσεις αφού πρώτα ορίσετε τα ενδεχόμενα, να γράψετε ποια πράξη ενδεχομένων εκφράζουν και να κάνετε τα αντίστοιχα διαγράμματα Venn.

iv) Σωστές Απαντήσεις α) Στα Αγγλικά 1) a) 200 b) Risks - chance numbers - chance 2) 1:2 - 1:6 – 1:52 3) [Open answers] 4) b) select a random combination 5) goat – (sports) car, He should change his choice, 1:3 – 1:2 6) sample 7) Risks – decisions – interpreting

Μάντυ Πέτρος

8) two - misinterpreted - chances common - interpret - probability assessing 9) causation – related - causes - interpret 10) 2. become a smarter consumer, 3. be richer, 4. make better decisions β) Στα Μαθηματικά Ενδεχόμενα: Φ= {ο μαθητής έχει μελέτη στη φυσική} με P(Φ)=6/12=1/2 Μ= {ο μαθητής έχει μελέτη στα Μαθηματικά}, με P(M)=7/12 Α= {ο μαθητής έχει μελέτη στα Αγγλικά}, με P(Α)=5/12

Νίκος Σοφία

Δημήτρης Έλλη Θωμάς

Βασίλης Κώστας

Καίτη Αντώνης

English Matters v) Αξιολόγηση Μετά την ολοκλήρωση του κάθε ενός μαθήματος (στα Αγγλικά και στα Μαθηματικά), οι μαθητές καλούνται να καταγράψουν τις εμπειρίες τους και τις εντυπώσεις τους από την διδασκαλία στην οποία συμμετείχαν. Με αυτόν τον τρόπο αξιολογείται το τελικό αποτέλεσμα σε σχέση με

τις αρχικές επιδιώξεις και εκτιμάται ο βαθμός ικανοποίησης των μαθητών. Φόρμες Αξιολόγησης

SELF-EVALUATION QUESTIONNAIRE Class: A ….. Date: ……………… Something NEW I learnt about Lucky numbers today: …………………………… ……………………………………………………………………………………… 3 new words/phrases I learnt today: 1)………………………… 2)……………..…………. 3)…………….…………. Now tick ( ) how well you could do the following: With difficulty

Quite well

Easily

I understood the various speakers’ accents I understood general video information I understood video details I used English to communicate with others in class I used English to communicate with my group I worked well with the others in the group I expressed my opinion in class

Thank you!

Φόρμα Αξιολόγησης Διαθεματικής Διδασκαλίας για Μαθητές Θέλουμε την γνώμη σου για να συνεχίσουμε να βελτιώνουμε το μάθημα! ΤΑΞΗ………………………………… ΦΥΛΟ: ………………………... 1. Τι διαφορετικό είχε το σημερινό μάθημα; 38

English Matters 2. Θα ήθελες να επαναληφθεί ανάλογη διδασκαλία; (αν ναι γιατί;) ΝΑΙ……

ΟΧΙ………

(Λόγος:……………………………………………………………………..) 3. Ποιο είναι, κατά τη γνώμη σας, το σημαντικότερο πλεονέκτημα της διδασκαλίας (εφόσον υπάρχει); 4. Τι έχετε να προτείνετε για τη βελτίωση της συγκεκριμένης διδασκαλίας; Ποιο θεωρείτε ότι ήταν, κατά τη γνώμη σας, το σημαντικότερο μειονέκτημα της διδασκαλίας (εφόσον υπάρχει); 5. Αξιολογήστε το σημερινό μάθημα (0: Αδιάφορο, 1: Κακό, 2: Μέτριο, 3: Αρκετά Καλό, 4: Π. Καλό) Σας ευχαριστούμε!

Ε. ΕΠΙΛΟΓΟΣ Οι εκπαιδευτικοί οφείλουμε να προσφέρουμε σύγχρονη και εμπλουτισμένη παιδεία στους μαθητές μας, για να συμβάλουμε στην ολόπλευρη ανάπτυξή τους, ώστε, τελικά, να καταστούν ικανοί να λειτουργήσουν αποτελεσματικά ως υπεύθυνοι, ενεργοί και δημιουργικοί πολίτες στη σημερινή, πολύπλοκη κοινωνία.

ΣΤ. ΒΙΒΛΙΟΓΡΑΦΙΑ Lonergan, J. (1984). Video in Language Teaching, Cambridge: Cambridge University Press. Polya, G. (1991). Πως θα το λύσω, Αθήνα: Εκδόσεις Καρδαμίτσα. Tomalin, B. (1990). "Video in the English class", in Techniques for Successful Teaching, BBC English. Αλαχιώτης, Σ. (2002). Για ένα σύγχρονο εκπαιδευτικό σύστημα. Επιθεώρηση Εκπαιδευτικών Θεμάτων, 7, 7-18.

Θεοδωρόπουλος, Π., (2004), Η διαθεματική προσέγγιση της γνώσης: από τη φιλοσοφία στην εφαρμογή. Θεσμικό Πλαίσιο Λειτουργίας των Πρότυπων Πειραματικών Σχολείων, Φ.Ε.Κ. 118 / 2011, Ν. 3966/ 2011. Ματσαγγούρας, Η. (2002). Διεπιστημονικότητα, Διαθεματικότητα και Ενιαιοποίηση στα νέα Προγράμματα Σπουδών: Τρόποι οργάνωσης της σχολικής γνώσης. Επιθεώρηση Εκπαιδευτικών Θεμάτων, 7, 19-36. Τζάνη, Μ. (2004). Η διαθεματικότητα στο ολοήμερο πιλοτικό σχολείο. Αθήνα. Τουμάσης, Μ. (1992). Σύγχρονη Διδακτική των Μαθηματικών, Αθήνα: Εκδόσεις Gutenberg. Τουμάσης, Μ. (2003). Διδασκαλία Μαθηματικών με χρήση Η/Υ, Αθήνα: Εκδόσεις Σαββάλα. Υπ.Ε.Π.Θ. – Π.Ι. (2001). Διαθεματικό Ενιαίο Πλαίσιο Προγράμματος Σπουδών, http://www.pischools.gr/programs/depps/index.html.

English Matters

H Παθολογία του Σχολείου και μερικές προτάσεις θεραπείας Ζαφειριάδου Κατηφένια Εκπαιδευτικός ΠΕ 06, Μεγάλη Παναγιά, Χαλκιδική katiazafiriadu@yahoo.gr Περίληψη Το σχολείο, όπως όλοι μας γνωρίζουμε, παρουσιάζει πολλά στοιχεία παθολογίας. Σ’ αυτό το άρθρο προτείνουμε τρόπους θεραπείας. Κάθε παιδί θα πρέπει να εισέρχεται στο σχολείο «συνοδευόμενο» από τεστ συναισθηματικής αξιολόγησης, τεστ δεξιοτήτων, αξιολόγηση του οικογενειακούκοινωνικού περιβάλλοντος του και κατατακτήριο τεστ σε γνωστικό επίπεδο. Ο ψυχολόγος (σύμβουλος σχέσεων) θα πρέπει να είναι μια σταθερά στο σχολείο για συμβουλευτική μαθητών, γονιών και δασκάλων και να διοργανώνει ομάδες θεραπείας και ενδοσχολικά σεμινάρια. Το πρόγραμμα σπουδών του κάθε μαθητή θα είναι προσωποποιημένο, ανάλογα με τις επιλογές, τις δεξιότητες και τις επιθυμίες του. Με εξαίρεση βασικά επίπεδα γνώσης σε βασικά αντικείμενα, όλα τα άλλα θα είναι κατ’ επιλογήν. Ο κορμός μαθημάτων προτείνουμε να χωρίζεται σε τέσσερις άξονες: (α) γνωστικό (γλώσσα, ιστορία, φυσικές επιστήμες, ξένη γλώσσα, τεχνολογία), με έμφαση στο χτίσιμο «πολιτών του κόσμου», (β) διαπροσωπικό (θέατρο, τέχνες, αθλητισμός) (γ) κοινωνικό, που θα χτίζει «πολιτικά όντα», (συντήρηση του κυλικείου, πώληση snacks, που φτιάχνουν οι μαθητές για στήριξη του σχολείου, διδαχή ομηλίκων, βοήθεια υπερηλίκων στην τοπική κοινωνία), (δ) επιβίωσης: πρώτες βοήθειες, επιβίωση σε έκτακτες ανάγκες (π.χ. μετά από φυσικές καταστροφές), προσανατολισμός, αυτοάμυνα, αλλά και βασική μαγειρική, βασική ραπτική, οδήγηση. Τέλος, από την ηλικία των δώδεκα και πάνω με την επίβλεψη του σχολείου και συμβούλων τα παιδιά θα πρέπει να δουλεύουν παράλληλα με τις σπουδές τους σε πραγματικές συνθήκες ζωής, ώστε να οδηγηθούν ομαλότερα σε μια ταυτότητα που θα

τους επιτρέψει να λειτουργήσουν καλύτερα ως ενήλικες. Αξιολόγηση με μορφή βαθμού δε θα υπάρχει. Κάθε παιδί θα χτίζει ένα περιγραφικό προφίλ και θα προσδιορίζει τους στόχους του και τι κατάφερε ως προς αυτούς. Δε θα υπάρχουν τεστ αξιολόγησης, από τον διδάσκοντα-Κριτή, αλλά κάθε γνωστική ομάδα θα κάνει μια παρουσίαση σε άλλες γνωστικές ομάδες. Οι στόχοι του σχολείου θα είναι το καλύτερο πλέγμα διαπροσωπικών σχέσεων, η αποδυνάμωση της σύγκρισης, η αυτοπραγμάτωση και η σχέση με τον εαυτό. Όλο αυτό που προτείνουμε έχει ως στόχο ένα πιο προσωποποιημένο πρόγραμμα προσωπικής ανέλιξης, που θα οπλίσει τους μικρούς σε ηλικία ανθρώπους με όπλα για τη σφαιρική αντιμετώπιση της ζωής. Λέξεις κλειδιά: κίνητρα μάθησης, λειτουργία σχολείου, σχετίζεσθαι, επιβίωση, σχέση με εαυτό

Εισαγωγή Το σχολείο, όπως όλοι μας γνωρίζουμε, παρουσιάζει αρκετά στοιχεία παθολογίας. Σ’ αυτό το άρθρο προτείνουμε τρόπους θεραπείας, που αφορούν στη δομή του. Τι γίνεται σήμερα Με την εισαγωγή τους στο σχολικό σύστημα τα παιδιά είναι αναγκασμένα να ακολουθούν ένα άκαμπτο σύστημα εξέλιξης, χωρίς καμία επιλογή πάνω στο πρόγραμμα σπουδών. Το σχολικό σύστημα δε δεικνύει κανένα σεβασμό στην ετερότητά όλων αυτών των προσωπικοτήτων. Ουσιαστικά αντιμετωπίζονται οι μικροί μαθητές ως μάζα και όχι ως οντότητες. Ο διαχωρισμός σε ομάδες 40

English Matters μάθησης («τάξεις») γίνεται βάσει της βιολογικής ηλικίας ή αλφαβητικά! Συχνά το σχολείο, ακόμη και, αρχιτεκτονικά θυμίζει φυλακή 1 : γκρι κτίρια, μικρά παράθυρα. Ο δάσκαλος συχνά-πυκνά έχει το ρόλο του θηριοδαμαστή (διαχείριση της ενέργειας ανθρωπο-μάζας στην τάξη). Ή του δεσμοφύλακα-επόπτη στα διαλείμματα. Το σχολείο εντείνει τη ΣΥΓΚΡΙΣΗ και τον ΑΝΤΑΓΩΝΙΣΜΟ, που συχνά μπλέκει στα πλοκάμια του και τους γονείς. Μπροστά στο πρόγραμμα σπουδών και στον άτεγκτο διαχωρισμό σε τάξεις, μικρή σημασία δίνεται στο συναισθηματικό, νοητικό και κοινωνικό προφίλ κάθε παιδιού. Υπάρχουν παιδιά που, ενώ έχουν συναισθηματική ανωριμότητα (και πολλές φορές και ανάλογη σωματική διάπλαση) αναγκάζονται να συγχρωτίζονται, και αναπόφευκτα, να συγκρίνονται, με παιδιά άλλου νοητικού, συναισθηματικού και κοινωνικού επιπέδου (ίδιας, όμως, βιολογικής ηλικίας). Σ’ αυτήν τη σύγκριση τα παιδιά είναι αβοήθητα. Και το συγκλονιστικό είναι ότι σ’ αυτές τις καθοριστικές ηλικίες μπαίνει και η μονομερής, αλλά καθοριστική για τη μετέπειτα εξέλιξη, ταμπελίτσα, του «καλού» ή «κακού» μαθητή, που μπαίνει σύμφωνα με τον Erikson από τα πέντε έως τα δώδεκα χρόνια.2 Τι προτείνουμε Η εισαγωγή των μαθητών στο εκπαιδευτικό σύστημα καλό θα ήταν να γίνεται με μία ολιστική συναισθηματική αξιολόγηση του ίδιου του παιδιού, καθώς και της οικογένειας του, από ψυχολόγους. Ενδεικτικά προτείνουμε το WISC (Whechsler Intelligence Scale for Children) 3 , το Menninger ή Rotter (τεστ συμπλήρωσης προτάσεων), το CAT (Children Appreception Test), το Rorchach. Θα ήταν σημαντικό να εντοπίζονται οι φυσικές κλίσεις του παιδιού μέσα από τεστ δεξιοτήτων, για να βοηθιέται στη δόμηση του προγράμματος σπουδών του. 1

Tuzzolo & Hewitt, (2006). Miller, F. P. & Vandome A. F. & McBrewster (Eds). (2009). 3 Chrysochoou, Masoura & Alloway, (2013). 2

Ενδεχομένως, θα ήταν σωστό να γίνονται και κάποια placement tests, στα βασικά γνωστικά αντικείμενα, ώστε να κατηγοριοποιούνται και να βοηθιούνται ανάλογα οι μικροί μαθητές. Δεν υπάρχει χειρότερο συναίσθημα από τη φρίκη, που νιώθει κάποιος όταν βλέπει ότι οι όμοιοι του καταλαβαίνουν κι αυτός δε μπορεί να ακολουθήσει. Χωρίς όμως να ξέρει ότι ίσως δε φταίει αυτός. Ότι ίσως δε βοηθιέται σωστά. Δε φταίει ένα παιδί ούτε για τα γονίδια του ούτε για το κοινωνικό περιβάλλον μέσα στο οποίο γεννήθηκε. Ένα αόρατο αλλά ΤΕΡΑΣΤΙΑΣ ΣΗΜΑΣΙΑΣ κεφάλαιο μέσα στη ζωή του σχολείου είναι η διαπροσωπικές σχέσεις που αναπτύσσονται. Συχνά υπάρχει συναισθηματική, λεκτική αν όχι σωματική κακοποίηση. Τα παιδιά είναι αβοήθητα στο να αντιμετωπίσουν τέτοιες καταστάσεις, συχνά δε φέρουν και κακοποιητικές συμπεριφορές ή από το σπίτι. Ας μην ξεχνάμε ότι παράγοντας ευτυχίας δεν είναι τόσο οι γνώσεις που έχουμε όσο οι σχέσεις μας με τους άλλους4. Η σημασία του σχετίζεσθαι αναγνωρίζεται από σύγχρονους αλλά και αρχαιότερους φιλοσόφους.5 Οι ανθρώπινες σχέσεις είναι μια διαχρονική σταθερά και παράγοντας ευτυχίας6, ενώ η γνώση, αναθεωρείται συνεχώς. Για τον λόγο αυτόν θεωρούμε απαραίτητη την παρουσία ψυχολόγου κατά την πορεία του παιδιού στο σχολείο. Με αυτόν ή αυτήν θα ήταν χρήσιμο το κάθε παιδί να έχει μια- δυο ώρες συμβουλευτική την εβδομάδα και να εκφράζει τα προβλήματα με τους ομηλίκους του, στην οικογένεια ή με τους δασκάλους του. Θα πρέπει ο/η ψυχολόγος να έχει ενεργό ρόλο στη σχολική κοινότητα: να διοργανώνει ομάδες θεραπείας ή ενδοσχολικά σεμινάρια7, π.χ. για το bullying. Στόχος του σχολείου θα ήταν να οπλίσει με τον καλύτερο δυνατό τρόπο τον άνθρωπο 4

https://www.ted.com/talks/robert_waldinger_what_makes_a _good_life_lessons_from_the_longest_study_on_happiness?la nguage=el, 10/6/2017 5 Foulkes (1990), Skynner (1976), Yalom (2011). 6 Gazeley & Langhamer (2013). 7 Macginnis & Goldstein, (1997).

English Matters ώστε να αντιμετωπίσει τις πραγματικές ανάγκες ζωής αργότερα. Έννοιες κλειδιά σ’ αυτήν την κατεύθυνση είναι: (α) το σχετίζεσθαι με τους άλλους, και (β) η σχέση με τον εαυτό μας. Τι σημαίνει σχέση με τον εαυτό;; Με δυο λέξεις θα λέγαμε αυτογνωσία, αυτό-αποδοχή και συνλειτουργία με τους άλλους. Η αυτογνωσία θα πρέπει να καλλιεργείται από το πρόγραμμα σπουδών του σχολείου, το οποίο θα πρέπει να είναι ΠΡΟΣΩΠΟΠΟΙΗΜΕΝΟ και να επιτρέπει την ΕΛΕΥΘΕΡΗ ΑΝΕΛΙΞΗ ΤΩΝ ΜΑΘΗΤΩΝ ανάλογα με το προφίλ τους χωρίς να είναι δέσμιοι της βιολογικής τους ηλικίας. Θα πρέπει να υπάρχουν κάποια υποχρεωτικά επίπεδα σε βασικά γνωστικά αντικείμενα, και από κει και πέρα θα πρέπει είναι όλα κατ’ επιλογήν. Το παιδί θα πρέπει να χτίζει το δικό του πρόγραμμα σπουδών με τη βοήθεια του συμβούλου του και θα κινείται ελεύθερα. Φυσικά δε θα υπάρχει βαθμολογία από τον δάσκαλο, Υπέρτατο Κριτή, αλλά θα υπάρχει ένα περιγραφικό προφίλ που θα αναφέρει τους στόχους και τι πέτυχε το κάθε παιδί σε σχέση με αυτούς. Έτσι, θα αποδυναμώνεται η σύγκριση ενώ το κάθε παιδί θα εστιάζει στον εαυτό του και στις δυνάμεις του. Τεστ και αξιολόγηση με την παραδοσιακή έννοια δε θα υπάρχουν. Κάθε ομάδα μάθησης θα κάνει ένα project και μια παρουσίαση της δουλειάς της σε άλλες γνωστικές ομάδες. Έτσι, τα παιδιά θα αναπτύσσουν ικανότητες ρητορικής, ίσως πειθούς, θα μαθαίνουν να μεταδίδουν το μήνυμα τους, να δέχονται ίσως αμφισβήτηση, να ανταπαντούν. Ό, τι γίνεται δηλαδή σε πραγματικές συνθήκες κοινωνίας. Αυτό θα επιτρέψει την καλύτερη διακίνηση ιδεών. Εξάλλου, είναι γνωστό ότι τα παιδιά μαθαίνουν καλύτερα από τους ομοίους τους και ο δάσκαλος θα γίνει ο συντονιστής άλλα όχι ο Κυρίαρχος. Αυτό το σύστημα διαχωρισμού έχει τα εξής θετικά σημεία:

-Προσωπική ανέλιξη, όχι αναγκαστική προσκόλληση σε ένα άτεγκτο σχολικό πρόγραμμα -Κινητικότητα μεταξύ των ομάδων -Διακίνηση ιδεών -Καλύτερο πλέγμα διαπροσωπικών σχέσεων μεταξύ των μαθητών όλων των ηλικιών -Απενοχοποίηση: φεύγει τη ταμπελίτσα του καλού ή κακού μαθητή -Ενθάρρυνση προσωπικών επιλογών που οδηγούν στην αυτογνωσία, άρα αυτοεκτίμηση, άρα σε χτίσιμο ταυτότητας, που οδηγεί σε ασφαλέστερες επιλογές στη ζωή. Είναι σημαντικό ότι η το πρόγραμμα σπουδών θα πρέπει να εμπλουτιστεί και να διαφοροποιηθεί από το υπάρχον. Θεωρούμε ότι σήμερα δίνεται μια έμφαση σε μια υπερτροφική εθνική ταυτότητα και αγνοούμε ότι άνθρωποι άλλων λαών έχουν την ίδια με εμάς αξία. Λείπει η έννοια της «δεξίωσης» με την αρχαιοελληνική έννοια: τείνω τη δεξιά μου χείρα για να δεχτώ τους άλλους. Οι θεματικοί άξονες που προτείνουμε είναι οι εξής: (α) Γνωστικός. Αυτός θα έχει ως στόχο να χτίσει ένα βασικό επίπεδο γνώσεων στα παιδιά. Ενδεικτικά αναφέρουμε: Γλώσσα, Φυσικές Επιστήμες, Ιστορία, Θρησκειολογία, Γεωγραφία, Ξένη Γλώσσα, Τεχνολογία. Τα πρώτα επίπεδα αυτού του άξονα κατά τη γνώμη μας θα πρέπει να είναι υποχρεωτικά. Παράδειγμα, μαθαίνουμε όλοι γραφή και ανάγνωση, αλλά στην ελεύθερη γραφή, μεταγενέστερο επίπεδο, (παραγωγή λογοτεχνίας, για παράδειγμα) προχωρούν μόνο κάποιοι. Δε θα πρέπει κανείς να υποτιμήσει τα βασικά επίπεδα θεωρώντας τα ανεπαρκή εφόδια. Μεγάλοι στοχαστές ήξεραν μόνο βασική γραφή και ανάγνωση. Βλέπε, Μακρυγιάννη. Ο προσανατολισμός αυτού του άξονα, θα είναι να χτίσει τη σχέση του ανθρώπου με την εθνική του ταυτότητα, αλλά και τη σχέση του με την ευρύτερη ανθρωπότητα. Για αυτόν το λόγο, κατά τη γνώμη μας, η δυναμική των μαθημάτων θα πρέπει είναι άλλη. Ξεκινάμε από τη δική μας Ιστορία, αλλά καταλήγουμε στην παγκόσμια. Δεν ηρωοποιούμε τους Έλληνες. 42

English Matters Απομυθοποιούμε. Εμφανίζουμε και τα μελανά σημεία της Ιστορίας μας. Ελληνική λογοτεχνία, ναι, αλλά και παγκόσμια. Ορθόδοξη θρησκεία ναι, αλλά και πνεύμα ανεξιθρησκίας και εξοικείωση και με άλλα λατρευτικά συστήματα. Η δε διδαχή των φυσικών επιστημών θα πρέπει να είναι άρρηκτα δεμένη με την καθημερινή ζωή. Εφαρμοσμένη. Όχι θεωρητική. Κατά τη γνώμη μας, χωρίς αυτό να θεωρηθεί ασέβεια προς τα Θεία, η προσευχή θα πρέπει να καταργηθεί από τα σχολεία. Η προσευχή είναι μια μυστική, καρδιακή συνομιλία με τον Θεό και όχι μια εκδήλωση που θυμίζει παρέλαση με τους μικρούς μαθητές να παπαγαλίζουν αρχαία κείμενα ως κύμβαλα αλαλάζοντα. (β) Ο δεύτερος άξονας γύρω από τον οποίο θα πρέπει να δομηθεί το πρόγραμμα σπουδών είναι ο διαπροσωπικός. Ομαδικές δραστηριότητες: θεατρικές ομάδες, χορωδίες, αθλητικές δραστηριότητες (συμπεριλαμβανομένου χορού, γιόγκα, κ.λπ.), ομάδες μαγειρικής. Η βοήθεια μαθητών από άλλους μαθητές σε φροντιστηριακό επίπεδο. (γ) Ο τρίτος άξονας έχει ως στόχο την επιβίωση. Σ’ αυτούς που θα βιαστούν να το κατακρίνουν, θυμίζουμε οι ακραίες καταστάσεις ΜΑΣ ΣΤΟΙΧΙΖΟΥΝ ΤΗ ΖΩΗ ΜΑΣ. Κανείς μας δεν είναι αλώβητος: Πρώτες Βοήθειες, αντιμετώπιση φυσικών καταστροφών, επιβίωση σε αντίξοες συνθήκες, αλλά και οδήγηση, κολύμβηση, ναυαγοσωστική βασική μαγειρική, βασική ραπτική, αυτοάμυνα, βασική κηπουρική, βασική εκτροφή ζώων (αν υπάρχει δυνατότητα). (δ) ο τέταρτος άξονας είναι ο κοινωνικός, ουσιαστικά χτίζει τον μαθητήπολίτη. Τον κάνει ενεργό μέρος του κοινωνικού συνόλου. Θα πρέπει την ευθύνη της λειτουργίας του σχολείου να την αναλαμβάνουν σε κάποιο βαθμό οι μαθητές, ώστε να συνδέονται με αυτό. Π.χ. το κυλικείο, σε συνεργασία με την ομάδα κηπουρικής/ μαγειρικής, θα μπορούσαν να το αναλάβουν οι μαθητές. Την ετοιμασία των σάντουιτς, των χυμών, κ.λπ. Αυτό θα είχε και οικονομικό

χαρακτήρα. Τα έσοδα θα πήγαιναν στα παιδιά των ομάδων ή στο σχολείο. Μία άλλη καινοτομία που προτείνουμε είναι η εισαγωγή μέσω του σχολείου στην ενήλικη επαγγελματική ζωή. Από μια ηλικία και πάνω, τα παιδιά θα πρέπει να συνδυάζουν μάθηση με part-time εργασία. Η επιλογή εργασιακού περιβάλλοντος θα γίνεται συναρτήσει των ψυχολόγων και του προφίλ του παιδιού. Αυτό θα οδηγούσε τα παιδιά σε μια ρεαλιστική εκτίμηση του εργασιακού χώρου, στο να αποκτήσουν αυτοσεβασμό, να έχουν τα δικά τους λεφτά και ενδεχομένως ελαφρύνουν την οικογένειά τους. Ένα τέτοιο crash test θα τους οδηγούσε σε ασφαλέστερη επαγγελματική επιλογή στο μέλλον. Με τους άξονες που προτείναμε δίνεται έμφαση στην προσωπική ανέλιξη, στην αυτοπραγμάτωση, συνεργατική ευφυΐα/σχετίζεσθαι και στην ανάπτυξη μαθητών/πολιτών. Αυτό που αναπόφευκτα διαφοροποιείται, στο μοντέλο σχολείου που προτείνουμε, είναι ο ρόλος του δασκάλου. Σήμερα οι καημένοι οι δάσκαλοι είναι: θηριοδαμαστές, δεσμοφύλακες, νοσοκόμοι, ψυχολόγοι, κοινωνικοί λειτουργοί, θαυματουργικοί-εκπαιδευτές! Φέρουν ποινική ευθύνη. Αξιολογούνται από όλους και όλοι έχουν απαιτήσεις από αυτούς: γονείς, μαθητές, Υπουργείο. Για να επιβιώσουν αναπαράγουν, αναπόφευκτα, μεγάλες πλάνες. «Πρέπει να ακούς τους δασκάλους σου». Γιατί πρέπει;;; Ο ρόλος του δασκάλου στο δικό μας μοντέλο αποφορτίζεται. Η σχολική μονάδα εμπλουτίζεται με άλλες λειτουργικές ειδικότητες για τη δομή του σχολείου: ψυχολόγο, νοσοκόμο για μικροατυχήματα, παιδονόμο για τη φύλαξη των παιδιών στα διαλείμματα. Αλλά και άλλες γνωστικές ειδικότητες: διασώστες, μάγειρες, δάσκαλους οδήγησης, κηπουρούς, κ.α. Αυτό θα γεννήσει αυτόματα νέες θέσεις εργασίας. Οι δάσκαλοι, με τη σημερινή έννοια του όρου, γιατί όλοι οι εκπαιδευτές δάσκαλοι είναι, θα πρέπει να είναι εξειδικευμένοι. Αυτό προϋποθέτει άλλη οργάνωση σε επίπεδο σπουδών. 43

English Matters Ο Διευθυντής του σχολείου, θα πρέπει να είναι απόφοιτος άλλης Σχολής: Σχολικής Διοίκησης. Θα είναι manager. Δε θα διδάσκει. Και θα υπάρχει και γραμματειακή υποστήριξη. Δε θα επιφορτίζονται οι εκπαιδευτές στα διαλείμματα τους από τέτοιες δουλειές. Συμπεράσματα Θεωρούμε ότι το σχολείο ως θεσμός θα πρέπει να έχει ως στόχους: το χτίσιμο ταυτότητας των μαθητών, τη βελτίωση του σχετίζεσθαι και τη δημιουργία συνειδητοποιημένων πολιτών. Για τους λόγους αυτούς, προτείναμε ενεργό ρόλο ψυχολόγων στα σχολεία, τόσο κατά την ένταξη (με τεστ αξιολόγησης των μαθητών) όσο και στη διάρκεια των σπουδών. Ένα πολυποίκιλο πρόγραμμα σπουδών που θα αναπτύσσει και άλλες δεξιότητες και το οποίο διαφοροποιείται ανάλογα με το προφίλ του κάθε μαθητή (πλην βασικών υποχρεωτικών ενοτήτων). Η ανέλιξη θα πρέπει να είναι ανεμπόδιστη. Το σχολείο θα πρέπει να επικουρεί τα παιδιά στην εύρεση της πρώτης τους part-time εργασίας. Τα παιδιά θα πρέπει να παίζουν ενεργό ρόλο στη λειτουργία του σχολείου. Πλην νέων γνωστικών ειδικοτήτων, τα σχολείο θα πρέπει να εμπλουτιστεί με ειδικότητες που αφορούν στη λειτουργία του (παιδονόμους, νοσοκόμο, γραμματειακή υποστήριξη). Κάθε δάσκαλος θα είναι εξειδικευμένος σε ένα γνωστικό αντικείμενο. Ο ρόλος του Διευθυντή θα πρέπει να είναι αυτός του manager και να μην έχει καθόλου διδακτικό έργο. Καμία λύση δεν είναι πανάκεια. Οι ιδέες σ’ αυτό το άρθρο αφορούν σε έναν στρατηγικό σχεδιασμό, που σίγουρα στην εφαρμογή του θα δημιουργηθούν προβλήματα, που θα πρέπει να αντιμετωπιστούν. Αποτελεί όμως ένα προσωποποιημένο και ολιστικό μοντέλο μάθησης. Αναφορές Chrysochoou, E., Masoura, E., & Alloway, T. P. (2013). Intelligence and Working Memory: Contributions to Reading Fluency, Writing and Reading Comprehension in Middle School-age

Children. Scientific Annals - School of Psychology, 10, pp. 226–251. Foulkes, S. H. (1990). Selected Papers of S.H. Foulkes: Psychoanalysis and Group Analysis. Foulkes E. (Ed.). Karnac Books. Gazeley, I. & Langhamer, C. (2013). The Meanings of Happiness in Mass Observation’s Bolton. History Workshop Journal. Issue 75, Spring 2013, p.p. 159-189. Macginnis, E. & Goldstein, A. P. (1997). Skill Streaming the Elementary School Child: New Strategies and Perspectives for Teaching Pro-social Skill. Illinois: Research Press. Miller, F. P. & Vandome A. F. & McBrewster (Eds). (2009). Child Development Attachment Theory, Erikson’s Stages of PsychologicalDevelopment, Alphascript Publishing. Skynner , R. (1976). One Flesh: Separate Persons, Principles of Family and Marital Psychotherapy , Constable. Tuzzolo, E. and Hewitt D.T. (2007). Rebuilding Inequity: The Re-emergence of the School – to - Prison Pipeline in New Orleans. The High School Journal, Volume 90, Number 2, December 2006-January 2007, pp. 59-68. Yalom, I.D, (2011), Staring at the Sun, UK: John Wiley and Sons Ltd. https://www.ted.com/talks/robert_waldinger_w hat_makes_a_good_life_lessons_from_the_lon gest_study_on_happiness?language=el 10/6/2017

Anti-bullying resources for the English classroom 1. https://www.tolerance.org 2. http://www.stopabully.ca/teacherresources.html 3. http://bullyproofclassroom.com/greatanti-bullying-activities

4. https://bullyingnoway.gov.au/Nationa lDay/ForSchools/ClassActivities

English Matters

Authentic investigations in the classroom: students talk about the Internet Angeliki Polychronopoulou Junior Secondary School of Vasilaki My 3rd graders spent a whole month discussing about the Internet. They familiarised themselves with various types of reading texts concerning the Internet (posters, articles,quizzes, mediation activities from KPG,e-mails, interviews). After being exposed to all this material and to different kinds of activities (matching, gapfilling, multiple choice, writing short paragraphs) they decided to implement their acquired knowledge into real life. They prepared a questionnaire using Google forms and they handed it out to their fellow students from the other classes (both Junior and High School) so that they learn about their Internet habits. After collecting the questionnaires, we discussed in class the results and created graphics to visualize them. I think they had a great time! They worked on a familiar topic and could easily express themselves. They had fun when reading out the answers of their fellow students trying to make out the different handwriting and at the same time making guesses about the person who gave the specific answer! Here are our results!

English for Occupational Purposes through Comics!!! Stergiani Dimopoulou Technical School of Lechaina Anastasia Pistopoulou nd 2 Technical School of Amaliada This is a Mini Collaborative Project between the 2nd Vocational School of Amaliada and the 1st Vocational School of Lechaina. Students worked on vocabulary and exchanges related to bank transactions. They worked on StoryboardThat cartoon strips and material provided to them by their teachers, Anastasia Pistopoulou and Stella Dimopoulou! Look at the amazing result! Dream writers! Young learners write about their dream school Maria Sinanou Primary School of Andravida

Maria Sinanou aspires to make her pupils dreamer writers. Her topic "My dream school" 45

English Matters resulted in descriptions of open field schools, schools by chocolate rivers and cupcake desks, schools with room for every pupil's creativity implementation. Written and illustrated by her students, the pieces of writing are amazing. Literature and multiple intelligences. Romantic poetry in the Junior Secondary School Georgia Lampropoulou Junior Secondary School of Epitalio

The waves beside them danced; but they Out-did the sparkling waves in glee: A poet could not but be gay, In such a jocund company: I gazed—and gazed—but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils. Snakes and Ladders to teach the numbers! Maria Dimitrakopoulou 6th Primary School of Amaliada

Georgia Lampropoulou of the Epitalio Junior Secondary school decided to teach her poordisciplined students a poem. Her choice: I wandered Lonely as a Cloud, by William Wordsworth. The result was overwhelming! Students learnt, felt, created, enjoyed, applied all their intelligences! An artistic student created her own daffodil (look photo above)! Above all, all students developed unique experiences to carry for life. Here follows the inspiring poem! I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance.

Maria conceived the bright idea to use “snakes and ladders” that parents had drawn in her school yard to provide her 4th graders extra practice on numbers! First one student was telling a number to another student who had to move to the right square. If the student chose the wrong square, he lost and he had to leave the game. Next, each student picked one square standing still on it. Then Maria introduced the words «plus» and «minus». In this stage she was giving the orders (shouting plus 3 or minus 5) and the pupils had to move accordingly. If a student made the wrong move he had to leave the game. The last one was the winner. View Maria’s activity in her blog: http://blogs.sch.gr/mdimitra/lets-play-withthe-numbers. 46

English Matters

With kind regards to Lydia Stack, English Language Specialist, Understanding Language Project at Stanford University

These are icebreakers that allow students to mix and have fun. They also help students get to know each other. These can be done during the Activity time in Morning Meeting or at other times during the day. Step 1. Take a card or a square piece of paper. Write your name, in the center. Draw a picture showing an instance from your early life in the upper left corner of the card. Draw a picture showing the important person(s) in your family in the upper right corner. Draw a picture showing an accomplishment or a secret talent in the lower left corner. Finally, draw a picture showing a goal for the future in the lower right corner. Step 2. Find a partner you don’t know and form groups of 2. Use your card to tell your partner your life history in 3 minutes. Listen to your partner’s life history (3 minutes). Exchange Life History Cards.  Together join another pair (form groups of 4) and each person introduces his or her partner to others in the group. Ask each person in the group to think of two true facts about themselves, and one lie. The leader first models by telling the group your three items. The group then has to agree on which fact they think is a lie. Once the group announces their decision, the speaker tells the group the correct answer. The group then can talk about any of the interesting things they just learned about the new person. Age: 7 and up. Find Your Partner Great for pairing up children and for breaking the ice when kids don't know each other well as everyone has an excuse to approach other people and start talking. You will need: • Pieces of paper onto which you have written well-known partners • Safety pins Write up your pieces of paper well in advance, choosing well known partners that will be recognized by the children. For example: • Micky Mouse and Minnie Mouse • Batman and Robin • Anthony and Cleopatra • Torville and Dean • Mary Kate and Ashleigh • Prince Charles and Princess Diana • Charlie Brown and Snoopy When the kids have arrived, pin a name to their backs. At your signal, the children mingle with the others, asking questions about themselves which can only be answered by a "yes" or a "no". • "Am I alive?" • "Am I a film star?" • "Am I male?" While trying to guess who they are, they should also be looking out for their possible partner. Younger kids may need an adult to give the odd clue or two along the way!

English Matters

Katerina Toubeki’s blog

Sophia Kouzouli’s blog

http://katerina-toubeki.blogspot.gr

http://blogs.sch.gr/skouzouli

Dimitra Philippopoulou’s blog

Maria Dimitrakopoulou’s blog

http://blogs.sch.gr/dimiph

http://blogs.sch.gr/mdimitra

Anastasia Pistopoulou’s blog

Sotiria Skoulikariti’s blog

http://blogs.sch.gr/austria/author/austria

http://users.sch.gr/sskoul

English Matters

RPLTL: a journal for teachers of English RPLTL is a peer-reviewed electronic journal is dedicated to publishing research in the domains of TESOL (Teaching English to Speakers of Other Languages) and Applied Linguistics. Its mission is two-fold: (a) to promote efficient dissemination of the best of the research that is carried out by students and graduates of the M.Ed. in TESOL of the Hellenic Open University, and (b) to facilitate academic exchange between the students and faculty of that programme and members of the wider professional and academic community on a world-wide basis. The official languages of the journal are English and Greek. The current issue is dedicated to CLIL as it is or can be implemented in FL contexts. A series of papers help the reader delve further into the concept and methodology of CLIL, for which reason the journal is a strongly recommended resource. Journal link: http://rpltl.eap.gr Current issue link: http://rpltl.eap.gr/images/2017/RPLTL-8-1.pdf

Pestalozzi Teacher Training Programme The Pestalozzi Programme is the Council of Europe's programme for the professional development of teachers and education actors. It offers a number of different type activities (workshops, training courses, summer school, e.t.c.) twice a year. The specific target group as well as the working language for each training course are indicated in the description of each activity. Teachers can apply for the activity of their choice provided they have the required professional profile and the necessary language skills. Participants must be able to sustain a professional discussion and debate in the working language of the course (minimum B2, CoE levels). Applications are submitted through the online application sytem (one application by activity). All scheduled activities appear on a calendar. Visit the Programme site for information and announcements: http://www.coe.int/en/web/pestalozzi/how-to-participate 49

English Matters

Erasmus+ is the EU funding programme for education, training, youth and sport 2014-2020. Erasmus+ combines previous funding programmes in the sector, including the Lifelong Learning Programme (Comenius, Leonardo, Erasmus, Grundtvig and Transversal Programmes), Youth in Action and five international cooperation programmes (Erasmus Mundus, Tempus, Alfa, Edulink and the programme for cooperation with industrialised countries). Erasmus+ has three main targets: two-thirds of the budget is allocated to learning opportunities abroad for individuals, within the EU and beyond; the remainder supports partnerships between educational institutions, youth organisations, businesses, local and regional authorities and NGOs, as well as reforms to modernise education and training and to promote innovation, entrepreneurship and employability. IKY is the National Agency for Erasmus+ (apart from the Youth Sector). You can learn about the Erasmus+ programme and the participation procedure at IKY site: https://www.iky.gr/en/discover-erasmus in English and in Greek.

Teaching Languages to Students with Specific Learning Differences Judit Kormos (2012) This book by Hungarian researcher Judit Kormos is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression. It is a must read book for every teacher!

English Matters ISSN/1792-7498

‘English matters’ is an ELT journal which voices the pedagogic, scientific and literary interests of the state school teachers of English in Western Greece. It is published twice a year (Autumn – Winter and Spring – Summer) and is of a non-profitable orientation. ‘English matters’ tackles issues which are closely associated with the professional situation of the target readership. It hosts papers by education specialists and language teachers as well as other culture-focused pieces of work. ‘English matters’ is the product of a collaborative effort of all those involved in the field of language teaching the ultimate goal of which is the enhancement of the quality of the language education provided in state schools, via the exchange of theoretical and experiential knowledge. Through its rich and multifaceted content, it aims at familiarizing the reader with current researchbased trends in language teaching pedagogy, broadening the cognitive horizons of in-service language teachers, reinforcing the exchange of constructive ideas and fostering mechanisms of self- and peertraining. We welcome ELT articles and general contributions in the following domains: Classroomimplemented Ideas and Projects, Lesson Plans, Methodological Practices, Teaching Techniques, Innovations and Initiatives, Comments, Concerns, Constructive Suggestions on Language and general Educational Matters, and Teaching Resources. The journal also has a Culture section, therefore literary pieces of work are warmly accepted. The contribution of anyone academically, professionally, or otherwise involved in the field of language teaching ensures the positive outcome of this effort and is more than welcome. All those wishing to support our journal actively, should have sent their contribution by e-mail attachment to the following email: kotadaki@hol.gr. All pieces of work should Be word-processed Be well-written, proof-read and spell-checked Use single line spacing Use a font of 12 point for the main text and 14 point for the headings Use the Times New Roman font Be page numbered Have a top and bottom margin of 2,2 cm and a left and right margin of 2 cm All articles should not exceed 2,000 words in length, and should bear a short title, the author’s name, and occupation, a short biographical note and a certain amount of key bibliographical references. With our warmest wishes for a pleasant and fruitful winter season, The editors ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ

English Matters ISSN/1792-7498

A Collaborative Effort of the State School English Language Teachers of Western Greece

ΕΠΙΣΤΗΜΟΝΙΚΟ ΚΑΙ ΕΝΗΜΕΡΩΤΙΚΟ ΠΕΡΙΟΔΙΚΟ ΚΑΘΗΓΗΤΩΝ ΑΓΓΛΙΚΗΣ ΓΛΩΣΣΑΣ ΣΤΗ ΔΗΜΟΣΙΑ ΕΚΠΑΙΔΕΥΣΗ ΔΥΤΙΚΗΣ ΕΛΛΑΔΑΣ