Lingual Pandaisia

Αγαπητοί μαθητές, εκπαιδευτικοί, γονείς, φίλοι των Γλωσσών και της Γλωσσομάθειας!!!

Ως εκπαιδευτικός μιας ξένης γλώσσας, της Αγγλικής, αλλά και ως λάτρης των γλωσσών και υπέρμαχος της γλωσσομάθειας, σας καλωσορίζω στο blog  Lingual Pandaisia που σκοπό έχει αυτό ακριβώς που λέει το όνομά του, να αναδείξει δηλαδή τη γλωσσική πανδαισία στα σημερινά πολυπολιτισμικά σχολεία και  κατ΄επέκταση στην πολυπολιτισμική κοινωνία μας.Το σχολείο είναι πια ένας χώρος γλωσσικού πλουραλισμού με Έλληνες μαθητές που μαθαίνουν ξένες γλώσσες αλλά και με αλλοδαπούς μαθητές που εκτός από τη μητρική τους γλώσσα μαθαίνουν Ελληνικά αλλά και άλλες ξένες γλώσσες. Στόχος του παρόντος ιστολογίου είναι να τονίσει την αυτάρκεια της κάθε γλώσσας - μητρικής ή ξένης- και το γεγονός ότι καμία γλώσσα δεν είναι πλουσιότερη ή φτωχότερη από την άλλη καθώς όλες έχουν τον ίδιο στόχο: να καλύψουν πλήρως τις επικοινωνιακές ανάγκες της γλωσσικής κοινότητας που τις μιλάει. Σκοπός επίσης είναι να αναδειχθεί η ομορφιά όλων των γλωσσών, μητρικών ή ξένων, μέσα από τη μελέτη των ομοιοτήτων και των διαφορών τους. Τελικός στόχος είναι η ενθάρρυνση της γλωσσομάθειας μέσα από την ανάδειξη του σπουδαίου ρόλου που παίζει στη ζωή του κάθε ατόμου σε προσωπικό, κοινωνικό και επαγγελματικό επίπεδο. 

Στο Lingual Pandaisia θα μπορούσε κάποιος να βρει και κατόπιν να εμπλουτίσει, σχολιάσει, προσθέσει:

1. Ομαδικές εργασίες μαθητών πάνω στις όποιες λεξιλογικές/ γραμματικοσυντακτικές ομοιότητες και διαφορές των μητρικών τους ή ξένων γλωσσών που μαθαίνουν με σκοπό την ανάδειξη της μοναδικότητάς τους.
2. Αναρτήσεις αλλά και έρευνες μαθητών σχετικές με την χρήση των διαφόρων γλωσσών σε ποικίλα κοινωνικά περιβάλλοντα και κειμενικά είδη με σκοπό την ανάδειξη της κάθε γλώσσας ως στοιχείο πολιτισμού της αντίστοιχης χώρας προέλευσης.
3. Ανταλλαγή απόψεων/πληροφοριών ξενόγλωσσων εκπαιδευτικών σχετικά με τον τρόπο εκμάθησης των ξένων γλωσσών και προτεινόμενοι μέθοδοι διδασκαλίας.
4. Άρθρα σχετικά με γλωσσικά ζητήματα και προβληματισμούς. http://www.mateurel.eu/opinions/25-bilinguist.html
5. Υπερσυνδέσμους σε ιστότοπους που πραγματεύονται το θέμα της γλώσσας και της γλωσσομάθειας όπως  :  https://www.facebook.com/groups/276472632699124/about/    και   https://xenesglosses.eu/giati-xenes-glosses/

                                                                                       

                                                                                              Καλή περιήγηση!!!

LEARNING STATIONS: A teaching method

           ΚΑΛΛΙΟΠΗ ΚΟΚΛΑ (ΠΕ 06)

                      

 ΚΑΛΛΙΟΠΗ ΚΟΚΛΑ (ΠΕ06)

 …Imagine a classroom where groups of students work in separate learning stations. One group reads and analyses a sonnet while another watches a video on the importance of Shakespeare. A third group gathers around a computer screen playing a game that tests their knowledge of Shakespearean drama. Elsewhere, students work together reading through a short text on Shakespeare’s life and times to find key terms around which to write a meaningful summary. After a specified amount of time, students switch tasks, cycling through all learning activities…
  

 As teachers, we are always looking for ways to help our students better process content, as well as seek different avenues that will help them demonstrate their understanding. One helpful tactic to employ differentiated instruction strategies is called learning stations. It is a way to supply our class with multiple ways to learn and understand concepts. Much like a menu at a restaurant provides us with a variety of options to satisfy our appetite, learning stations expose students to a variety of strategies and choices to address many learners’ needs.

WHAT IS IT?  Basically, the teacher sets up a number of “learning stations” around the classroom where small groups of learners will do specific learning tasks concerning a particular topic/lesson he/she wishes to teach for a specific amount of time. It is advisable that these learning tasks should be differentiated according to different students’ learning abilities. The small groups rotate from station to station, doing a different topic-related task at each station. When all groups have participated in all station activities, assessment may come either directly from the learners ( i.e correcting each other or self-correcting) or from the teacher.

WHAT DOES IT DO?
The learning stations as a teaching tool enables our learners to:

   1.  Review previously learned information in a variety of ways.
 2.  Become aware of new information.
 3.  Practise skills.
 4. Learn from each other and coach each other. 5.  Link new learning to old learning.
 6.  Keep both their minds and bodies awake and alert as they move around the classroom.
 7. Participate in the training in a unique and novel way, thereby increasing motivation and interest as well as learning and retention.
 8.  Last but not least, they help them create their own performance-based presentations/tasks using what they have learnt.

A SUGGESTION: THE FIVE SENSES IN FIVE LEARNING STATIONS                                            “When I hear, I forget.                                                                When I see, I remember. 
                                        When I do, I understand.”
                                                                                              Chinese proverb
  

The old Chinese proverb shows the importance of the senses in the learning process. The five senses of hearing, touch, sight, taste and smell are the primary means we use to gain new knowledge. We rarely experience with one sense alone. Our senses work together to give us a total picture of experiences. People of all ages learn best when involved in meaningful experiences. Learning takes place when the mind is able to put together information from all the senses and make a connection with past learning. Using many senses to gain information helps learning to be more meaningful and useful. Children naturally learn with all the senses. From birth, children are experts at learning with all five senses active. They have not learned to select the information from any one sense as more important. They are interested in everything!

CHILDREN USE THE SENSES TO LEARN  
The function of the brain is to sort out the information gained from the senses into meaningful learning. The brain is always working, just as your lungs breathe and do not stop unless there is a major interference. It is interesting to see how young children experience new situations as they play. Young children make sense of their world by hearing, touching, seeing, tasting and smelling. When they are offered a new toy they squeeze it with their hands and rub it on their cheeks. They want to feel the toy in a variety of ways. They put the toy in their mouths and around their noses to taste and smell. They listen to sounds the toy makes. Then they notice if there is a relationship between squeezing the toy and the sound it makes. Children delight in learning. They continue to test out their ideas to make sure their information is correct (squeezing the toy and listening in varying time gaps or changing how hard they squeeze). Often, they will offer their toys to adults to see how they use the toys. This is how children learn more from birth to four than during any other phase of life.

CHILDREN LEARN BY ACTIVE INVOLVEMENT IN EXPERIENCES  
 To help children earn most in a situation, parents and teachers should involve as many of their child’s senses as possible. For example, children learn that stoves are hot not just by hearing adults say, “This stove is hot.” Nor do children learn about hot stoves by watching adults act out “hot.” Children learn when adults talk about hot stoves while the children feel the heat and watch the reaction of adults in the same circumstances. It is the listening, watching, feeling and language happening at the same time that helps the child learn about hot stoves. Children do not learn best by listening or watching the adults around them. Children are active learners who need to be involved in activities which use as many senses as possible. Language is the “glue” that helps the child make sense of all of this sensory information.

“…Who is there that does not always desire to see, hear, or handle something new? To whom is it not a pleasure to go to some new place daily, to converse with someone, to narrate something, or have some fresh experience? In a word, the eyes, the ears, the sense of touch, the mind itself, are, in their search for food, ever carried beyond themselves; for to an active nature nothing is so intolerable as sloth. The proper education of the young does not consist in stuffing their heads with a mass of words, sentences, and ideas
 dragged together out of various authors, but in opening up their understanding to the outer world, so that a living stream may flow from their own minds, just as leaves, flowers, and fruit spring from the bud on a tree…”
  John Amos Comenius (1592-1670), The Great Didactic
  

“…First, our Senses , conversant about particular sensible objects, do convey into the mind several distinct perceptions of things, according to those various ways wherein those objects do affect them. And thus we come by those ideas we have of yellow, white, heat, cold, soft, hard, bitter, sweet, and all those which we call sensible qualities; which when I say the senses convey into the mind, I mean, they from external objects convey into the mind what produces there those perceptions. This great source of most of the ideas we have, depending wholly upon our senses, and derived by them to the understanding, I call SENSATION…”  John Locke (1632-1704)
  

“…Children should not be given ready- made answers but should arrive at answers themselves. To do this their own powers of seeing, judging and reasoning should be cultivated, their self -activity encouraged (Silber 1965: 140). The aim is to educate the whole child – intellectual education is only part of a wider plan. He looked to balance, or keep in equilibrium, three elements – hands, heart and head…”
   Johann Heinrich Pestalozzi (1746 – 1827).