Meeting the challenge of the digital era with innovation and creativity

Transcription

1 21 st Century European Classrooms: Meeting the challenge of the digital era with innovation and creativity Chapter 2: Effective Communication and Successful learning and teaching 1. School/Institution SOUEE Konstantin Kiril Filosof Ruse, Bulgaria 2. Theoretical approach or conceptual guideline Effective communication in SOUEE Konstantin Kiril Filosof on the bases of teaching and learning English, French, German, Spanish, Russian languages Successful teaching and practising intersubject relations Successful teaching and learning in the context of using ICT Different communicative approaches due to students accomplishments and learning styles 3. Context references pertinent to the main issue ICT tools application Boost intersubject relations Aiming at developing creativity and innovation in teaching and learning Improving language and communicative skills by using interactive approaches

2 4. Good practices identification Interactive presentations, use of online textbooks, use of social media, How to programme lessons, use of various devices (tablets, laptops, mobile phones), Class Dojo, Plickers and Gradecam, sites of various school clubs, Jumpido and Kinekt for Windows, Envision, interactive boards, multimedia devices, computer labs a. Justification (why is that a good practice?) i. Context 1. Careful identification of the departure point SOUEE Konstantin Kiril Filosof is a secondary school with the study of European languages. The process of increasing the application of ICT at school gives our students the opportunity to be up-to-date and advanced. 2. Problem situation or Dream departure Rise of students motivation Respect the different learning styles Encourage attitude to otherness ii. Difficulties and problems 1. Technological Lack of sufficient number of devices and the need of a better technological provision 2. Training Need of relevant training of both teachers and students 3. Human Inadequate skills, motivation and fear of using ICT among some of the teachers 4. Budget Insufficient budget

3 b. Process (How are we developing the practices) Most of our good practices which refer to effective communication and successful learning and teaching are applicable to both primary and secondary education with a focus on younger learners. 1. Interactive Presentation Pupils like creating their own presentations and enjoy performing in front of the class thus developing their communicative skills. 2. Online Textbooks Part of the teachers materials could be found there. In This way we facilitate students interest and develop their digital skills. 3. Social media The use is very popular among students, they create their own groups and communicate effectively 4. Various devices By using the tablets students learn how to multiply and divide. It makes the process of learning more attractive for the youngest students. 5. Class Dojo It helps teachers save time, boosts classroom engagement and improves students behavior quickly and easily. It also gives the opportunity for discussing students progress with their parents. 6. Websites of SOUEE We have three websites in our school: Jumpido A great learning platform, suitable for primary school students. In order to use Jumpido in the classroom we need a multimedia projector (or large TV), laptop/pc and Kinekt for Windows. The platform is available for mobile devices, as well.

4 8. Kinekt for Windows A next generation motion sensing device. It also promotes physical activity in the classroom and breaks through learning barriers with fun and easy-to-play games. 9. Envision An innovative teaching platform which offers a revolutionary way of learning with instant feedback to students and teachers. The modern educational system employs only a computer, a projector screen and a mouse for each student. 10. Multimedia and interactive boards Teachers use them to illustrate and explain the school material and it makes the process easier. 11. Computer labs Our school has four computer labs where each student uses a personal computer. c. Assessment i. Good results Rising the motivation of teachers and students awareness of the need for relevant training Change of school authority s understanding for the need of the better technological provision ii. Impact 1. On school Greater motivation for using ICT in all spheres of teaching and learning Gradual replacement of traditional methods of teaching with more attractive contemporary ones. 2. On community and feedback The local community should welcome the better prepared in using ICT future specialists. Parents committed to the development of their children s digital skills.

5 iii. The next steps 1. Presenting the good future of each good practice involvement of more teachers in using ICT tools and approaches 2. Problems to overcome To persuade teachers that the use of ICT makes their work more efficient Greater budget for greater number of devices Involving parents in more active participation in their children s progress d. Debate about the good practices presented i. Sharing opinions Useful and efficient talks after the presentation. Raising the understating of our team how such presentations should be developed. ii. Peer assessment Extremely useful and fruitful way of evaluation iii. Projection of the good practices for the near future Planning the improvement of presenting our good practices.