Since we trust that you have worked on the first part of the elwa course 'Sustainable language teaching and learning' before starting this course, we won't explain our understanding of foreign language teaching and learning again. Neither will we introduce the different tools of teacher learning again, since we have already done so quite thoroughly in the previous part. However, we will give all participants the chance to introduce themselves and to get into touch with other colleagues. Moreoever we will include an overview of both parts of the course for all of you to remember what you have read and heard about in part 1.
I find that it is generally more difficult to provide for diversity in contexts where there is external pressure to produce results and document achievement in short amounts of time, especially as this pressure is often then applied across subjects.
Generally, it is most easily achieved in classes that I know well, and with which I have experienced enough to develop a sense of mutual trust… And when external parameters allow for creative, interest-directed work.
Because of this, I have found this modules’ contributions interesting, particularly in relation to structuring projects with communal phases of orientation and phases of freedom. Margareta’s point about structuring projects to allow for freedom and continually linking student interest and initiative to communal work, thus achieving external objectives whilst simultaneously fostering intrinsic motivation, is salient. Striking this balance for groups which require tasks to be heavily scaffolded can also be a challenge, but is extremely important.
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1 Comment
I find that it is generally more difficult to provide for diversity in contexts where there is external pressure to produce results and document achievement in short amounts of time, especially as this pressure is often then applied across subjects.
Generally, it is most easily achieved in classes that I know well, and with which I have experienced enough to develop a sense of mutual trust… And when external parameters allow for creative, interest-directed work.
Because of this, I have found this modules’ contributions interesting, particularly in relation to structuring projects with communal phases of orientation and phases of freedom. Margareta’s point about structuring projects to allow for freedom and continually linking student interest and initiative to communal work, thus achieving external objectives whilst simultaneously fostering intrinsic motivation, is salient. Striking this balance for groups which require tasks to be heavily scaffolded can also be a challenge, but is extremely important.