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Intercompetency & Dialogue through Literature PowerPoint PPT Presentation


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Rosemary Sage COT Professor at the Institute of Education. Intercompetency & Dialogue through Literature EACEA European Lifelong Learning Programme: Multilateral Project Developing Transversal Abilities in School Children

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Intercompetency & Dialogue through Literature

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Intercompetency dialogue through literature

Rosemary SageCOT Professor at the Institute of Education

Intercompetency & Dialogue through Literature

EACEA European Lifelong Learning Programme: Multilateral Project

Developing Transversal Abilities in School Children

Comparing 3 teaching approaches: interactive, passive & self-directed

Dr Alan Clark

European Projects Co-ordinator

Stasia Cwenar:

Research Coordinator

Assoc. Prof. Jennifer Rogers:

Research Consultant

Carol Carlisle:

Broughton Hall School Coordinator


Intercompetency dialogue through literature

Are we developing only half our brain power?Academic at the expense of personal abilities?Left brain: verbal Right brain: non-verbaldeals in parts deals in wholes

  • R brain images create meaning for understanding & applying knowledge & skills

Learning

activities

target

L brain


How do we assemble information in parts or wholes what do you make of this picture

How do we assemble information?In parts or wholes? What do you make of this picture?

We use imagination to fill in information & opinion gaps as in eg. below:

Algy met the bear. The bear met Algy. The bear was bulgy. The bulge was Algy.


Intercompetency dialogue through literature

A MODEL TO ASSEMBLE INFORMATION & OPINION(Sage)

supports both personal and academic development

Formal communicative exchanges are planned & organised

Clarity, Content, Conduct and Convention come together to express ideas to others

7 stages to information development

Clarity

making ideas clear

And interesting

IDEAS

Record

produce

Recite

arrange

Refer

compare

Replay

sequence in time

Recount

Introduce, describe, discuss

Report

Introduce, describe, discuss

Relate

setting, characters, actions ,results, reactions

Content

ideasrelevant for

audience

Conduct

impression ideas

make on others

Convention

rules governing the

Exchange of ideas


Intercompetency dialogue through literature

COGS: Goal 1: 5 Sections: Clarity; Content; Convention; Conduct; Creative Writing

Key Competencies (2006/962/EC,) are: effective communication & cultural awareness, learning how to learn, mathematical, digital, scientific & technological abilities, social & civic engagement, initiative & entrepreneurship.

Transversal & academic competences are underpinned by communication

Method: 5 x 2 hour workshops: 30 subjects: 3 groups: Active (COGS); passive & self-

directed. Pre and post test data - Qualitative & Quantitative data


Intercompetency dialogue through literature

SUMMARY OF THE ACTIVE APPROACH TO LEARNING PERSONAL & ACADEMIC ABILITIES

COGS Goal 1 Performance:Tasks assessed against core and specific competencies

Outcome:greater awareness of formal verbal &non-verbal systems & how they impact on diverse audiences from multi-cultural backgrounds

Clarity:Introduce & read from 2 literature sources

2 contrasting views on a transversal topic.

Content:Create something with a cross

cultural theme

Convention:Format for

Seeking information

Conduct:Response to stimulus:

Literature and poetry titles

Creative Writing:Presentation

Handout for Content topic


Intercompetency dialogue through literature

Comparisons between groups pre and post teaching

red = significant difference blue = no significant difference


Intercompetency dialogue through literature

Interactive rather than passive teaching helps R & L brain

development to underpin both academic & personal success


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