Proud to be tvmbo - Kortlopend Onderwijsonderzoek

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How many bones does a human skeleton have? More than 200. Pupils change pairs and places and play the game twice more. Charlotte then revises a couple of things that she feels necessary to do in the whole class setting. For example, What are the functions of the skeleton? Movement, protection, making blood cells, shape. She also asks one pupil, Jason, what have you learned today? Jason explains what the skeleton does. Figure 5.2: Two biology mind maps: Muscle and Skeleton 67
Creativity, projects, surprises and new things Linked to the topic of variety, several teachers mentioned that students learn well if they are allowed to be creative themselves. Tvmbo students like to express their own thoughts and to use their fantasy, to push their creative boundaries further. And surprises and new or exciting things also work in the classroom. For instance, making a ‘fantasy animal’ for biology and explaining its life processes. Projects allow, too, for creativity and experimentation. For example, one school does a project on America, with twenty-two possible subjects to choose from in groups of three; each topic is allocated a different number of points and the students choose topics which add up to 120 points. Another example is a project on a British city – each group having a different city (Manchester, Reading) or area (the Lake District, the Scottish islands) to investigate and the same budget to spend. Groups of students have to plan a week’s holiday using the budget, including their accommodation, cultural visits and their journey. Choice Some teachers say that one way to motivate tvmbo students is to give them choice. For example in a reading project, the teacher has ten boxes of books and DVDs plus ac- 68
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KORTLOPEND ONDERWIJSONDERZOEK Proud
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CIP-GEGEVENS KONINKLIJKE BIBLIOTHEE
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5 Results: interviews 61 5 Results:
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N.B. For ease of reading we refer t
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Summary The Centre for Teaching and
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The concentration span of tvmbo stu
Page 14 and 15: • Pay attention to language which
Page 16 and 17: 1 Introduction and background 1.1 I
Page 18 and 19: alization in education. One of the
Page 20: Table 1.1: Levels of English aims f
Page 23 and 24: Context CLIL prepares students for
Page 25 and 26: learning. This is very motivating f
Page 27 and 28: 2.5.3 Immersion and ‘at risk’ s
Page 29 and 30: 32 strategy that Genesee highly rec
Page 31 and 32: guage integrated learning (CLIL)? a
Page 33 and 34: 2.5.8 Teaching in English in primar
Page 35 and 36: Time Speak slowly to your students,
Page 37 and 38: Questioning Think about the kinds o
Page 39 and 40: make their content comprehensible t
Page 42 and 43: 3 Research methods: online surveys,
Page 44 and 45: 3.1.1 Interviews : protocols and ke
Page 46 and 47: Figure 3.4: Key questions dealt wit
Page 48 and 49: 3.3.3 Interviewees and observations
Page 50: teen teachers from eight schools an
Page 53 and 54: 4.3.1 Level of English and internat
Page 55 and 56: Figure 4.2: In which year did your
Page 58 and 59: 5 Results: interviews 5.1 Introduct
Page 60 and 61: have worked longer in bilingual hav
Page 62 and 63: terms of language as well as in ter
Page 66 and 67: companying assignments. Students ca
Page 68 and 69: thoroughly that students have under
Page 70 and 71: siastic teachers in this group - ma
Page 72 and 73: Figure 5.6: Accent report card, Lor
Page 74 and 75: http://maryglasgowplus.com/scholast
Page 76 and 77: elated to different countries. The
Page 78 and 79: Canterbury cathedral and have a tou
Page 80 and 81: extremely positive about the school
Page 82 and 83: able for the upper school and that
Page 84 and 85: themselves. They also think that th
Page 86 and 87: Teacher skills The students also me
Page 88 and 89: 5.6.3 Materials We also asked the s
Page 90 and 91: Good tvmbo teachers use (nearly) 10
Page 92: choose consciously not to do so. Sc
Page 95 and 96: Table 6.1: Number of teachers and s
Page 97 and 98: Figure 6.2: Which classes are stude
Page 99 and 100: • watching films with English sub
Page 101 and 102: 6.4 Results: online surveys for tea
Page 103 and 104: and builds confidence; pictures and
Page 105 and 106: Choice for tvmbo As well as asking
Page 107 and 108: About a third of the teachers found
Page 109 and 110: Table 6.6: Teachers’ opinions abo
Page 111 and 112: works to develop tvmbo. However, th
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7 Conclusions and recommendations 7
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Results: online surveys for student
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• Organize English language activ
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in your car! Don’t worry too much
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Final word This study has shown tha
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A2 Taalvaardigheid Nederlands A3 Do
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B4 Aanbod Oriëntatie op studie en
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Appendix 2: interview protocol subj
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Own English Observations 7. Outsid
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4. Materials Key questions: Wat voo
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García, S. B. & Taylor, B-J. (2010
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Glossary A short glossary for non-D
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Proud to be tvmbo Teaching in bilin
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