Schola Europaea European School Brussels II

More documents

Recommendations

Info

84 PANORAMA WHAT KIND OF LEARNING MATERIAL SHOULD BE USED IN DISTANCE T E A C H I N G O F T H E S L O V E N I A N LANGUAGE? E-material/e-learning material for use in learning and teaching of the Slovenian language – as a support in achieving objectives of the curriculum for Slovenian in the elementary and secondary school systems – should be in accordance with modern findings of professionals who define Slovenian as a school subject, and it must be appropriately methodical and didactical: Concrete curricular circumstances should be observed (provisions and proposals of the curriculum on an individual level and within a programme with regard to objectives and contents, didactical recommendations, etc.); A c c e p t a n c e ( re a d i n g , l i s t e n i n g / watching), analysing and formation activities (speaking, writing) – nonliterary and literary (e-)texts (functional objectives) should be precisely defined; at the same time, educational objectives for a subject must be foreseen; Non-literary and literary (e-)texts should be appropriate, not only in the quantitative sense, but primarily in terms of quality; In selecting non-literary and literary (e-)texts, the following aspects should be observed: the individual student or learner, his or her age, communicative and cognitive abilities as well as receptive and imaginative abilities, experiences, and interests; Appropriate proposals for achieving education objectives (basic linguistic concepts, particularly on the level of use, professional expressions, writers and their works, etc.); Tasks should encourage students to develop communicative abilities (i.e. the ability of critical acceptance of (e-)texts of various types and the ability to form appropriate, comprehensible, proper, and effective (e)-texts of various types) and to develop the ability of literary reading, acquire useful knowledge in a literary-theoretic and literary-historic sense and to perceive literature as a positive value; e-texts/e-learning material should enable the use of modern information communication technologies to the greatest extent possible (for example, internet as a source of information, interactivity, sound, video, etc.), Tasks should, to the greatest extent possible, motivate students to learn, to be innovative and creative, to connect background knowledge, to be independent learners, to value individualization and differentiation, etc.; this is mostly clear from the very structure of tasks that accompany (e-)texts; tasks should be formed extremely carefully (diction of instructions, taxonomic levels in case of individual tasks).
CONCLUSION Despite some deficiencies regarding distance learning and teaching of the Slovenian language, particularly the price of technical equipment and software as well as the didactic (un)suitability of learning material, and finally, the absence of direct personal contact between a student and a teacher, it still makes sense to use distance learning for the Slovenian language, not only for lessons in extraordinary circumstances (for example, teaching children of diplomatic, consular, Literature and Sources European School. 2005-2006: Evaluation of Distance Learning pilot projects (2004- 2005); Distance Learning. Brussels: BOG. Krakar Vogel, B. 2008: IKT in književni p o u k ( u p o r a b n o s t p r i o b r a v n a v i slovenske reformacije); spletna uičilnica osvežitvenega seminarja za multiplikatorje Zavoda RS za šolstvo Razvijanje in preverjanje kulturne zmožnosti na primeru slovenske reformacije. Steinbuch, M. 2004: Uičenje z informacijskimi viri. V: Informacijsko opismenjevanje. Ljubljana: Zavod RS za šolstvo. 161–222. Stone Wiske, M. 2005: Teaching for Understanding with Technology. San Francisco: Jossey-Bass. economic, press, and other representatives of the Republic of Slovenia throughout the world), but also as a supplementary form within regular formal education in European School, etc. (for example, discussion of an individual reading badge book, preparation of students for Slovenian language competitions for the Cankarjevo recognition, discussion of literary-historical periods with the use/making of web questionnaires). 2002: Učni načrt: program osnovnošolskega izobraževanja. Slovenšč ina. Ljubljana: Ministrstvo za šolstvo, znanost in šport : Zavod RS za šolstvo. 2000. Ways of reading. London: Routledge. 2004. Zakon o ratifikaciji Konvencije o statutu Evropskih šol (MKSEŠ). http://info.edus.si/izod http://www.eursc.eu/ http://www.reading.org/ http://learnweb.harvard.edu/alps/ Marija Žveglič, Martina Kroflič, Marijana Klemenčič PANORAMA 85
Page 1:
1/2010 N° 234 ALICANTE BERGEN N.H.
Page 4 and 5:
2 PANORAMA "SAME PROCEDURE AS EVERY
Page 6 and 7:
4 EDITORIAL BY RICHARD GALVIN, DIRE
Page 8 and 9:
6 VORWORT VON RICHARD GALVIN, DIREK
Page 10 and 11:
8 EDITORIAL PAR RICHARD GALVIN, DIR
Page 12 and 13:
10 PANORAMA
Page 14 and 15:
12 PANORAMA ICT IN ADMINISTRATION:
Page 16 and 17:
14 PANORAMA NEW TECHNOLOGY TRENDS F
Page 18 and 19:
16 Alison Yun is a teacher in the p
Page 20 and 21:
18 PANORAMA Should all children be
Page 22 and 23:
20 abc PANORAMA Advantages for Teac
Page 24 and 25:
22 PANORAMA book, they take an incr
Page 26 and 27:
24 PANORAMA Digital Camera - images
Page 28 and 29:
26 Richard Mann is a geography teac
Page 30 and 31:
28 PANORAMA of learning and whether
Page 32 and 33:
30 PANORAMA learning. The learning
Page 34 and 35:
32 Project-based teaching is one wa
Page 36 and 37: 34 PANORAMA the pupil identifies wi
Page 38 and 39: 36 PANORAMA important information a
Page 40 and 41: 38 THE IMPACT OF INTERACTIVE WHITE
Page 42 and 43: 40 PANORAMA INTRODUCTION January is
Page 44 and 45: 42 PANORAMA creation tools for use
Page 46 and 47: 44 abc PANORAMA Stage 3: teachers u
Page 48 and 49: 46 PANORAMA a whole class (Moss et
Page 50 and 51: 48 PANORAMA References: Armstrong,
Page 52 and 53: 50 Roger Blamire is Senior Manager
Page 54 and 55: 52 abc PANORAMA echoes this finding
Page 56 and 57: 54 PANORAMA study’s 209 866 prima
Page 58 and 59: 56 Tom Claes is a primary teacher a
Page 60 and 61: 58 PANORAMA on the entire education
Page 62 and 63: 60 PANORAMA HOW TO USE ICT IN YOUR
Page 64 and 65: 62 PANORAMA APPEAL: In the European
Page 66 and 67: 64 Annick Fauconnier est enseignant
Page 68 and 69: 66 Jose Fragoso is a teacher, ICT c
Page 70 and 71: 68 PANORAMA SOME PRACTICES It is ag
Page 72 and 73: 70 abc PANORAMA the future use and
Page 74 and 75: 72 PANORAMA CREATING MP3 FILES TO E
Page 76 and 77: 74 PANORAMA to do is to fire up you
Page 78 and 79: 76 PANORAMA was done in a tradition
Page 80 and 81: 78 DISTANCE-LEARNING AND TEACHING O
Page 82 and 83: abc 80 PANORAMA In the organization
Page 84 and 85: 82 PANORAMA place “live”, we de
Page 88 and 89: 86 Samantha Malmbergs is a primary
Page 90 and 91: 88 PANORAMA in the bottom corner of
Page 92 and 93: 90 PANORAMA
Page 94 and 95: 92 ˝SAME PROCEDURE AS EVERY SCHOOL
Page 96 and 97: 94 PANORAMA Lernen von und miteinan
Page 98 and 99: 96 Jean-Pierre Coppens est Biblioth
Page 100 and 101: 98 PANORAMA vaste que divers systè
Page 102 and 103: 100 PANORAMA en conservant son cara
Page 104 and 105: 102 D’UN LOCAL VIDE À UNE BIBLIO
Page 106 and 107: 104 PANORAMA La sécurisation est u
Page 108 and 109: 106 François Roosegaarde Bisschop
Page 110 and 111: 108 PANORAMA EUCLIDEAN GEOMETRY AND
Page 112 and 113: 110 PANORAMA The ‘code’ is then
Page 114 and 115: 112 PANORAMA PROBLEM SOLVING Alread
Page 116 and 117: 114 L’INFORMATIQUE, LES TECHNOLOG
Page 118 and 119: 116 PANORAMA de composition avec ce
Page 120 and 121: 118 PANORAMA de l’infographie, de
Page 122 and 123: 120 PANORAMA du gaélique, langue m
Page 124 and 125: 122 PANORAMA
Page 126 and 127: 124 “CAN A DIGITAL VISUALISER HEL
Page 128 and 129: 126 PANORAMA In my own context the
Page 130 and 131: 128 PANORAMA In this series of imag
Page 132 and 133: 130 PANORAMA Teachers can also demo
Page 134 and 135: 132 EASY COMMUNICATION IN THE CLOUD
Page 136 and 137:
134 PANORAMA Since every room in sc
Page 138 and 139:
136 PANORAMA EASY COMMUNICATION IN
Page 140 and 141:
138 Charles Nihoul est professeur d
Page 142 and 143:
140 PANORAMA INFOGRAPH’ART ? Le c
Page 144 and 145:
142 PANORAMA Décoration de bus d
Page 146 and 147:
LA FORMATION ON-LINE DES ENSEIGNANT
Page 148 and 149:
146 PANORAMA et des connaissances d
Page 150 and 151:
148 PANORAMA le jour après des ren
Page 152 and 153:
150 COMPUTER-ASSISTED TEACHING AND
Page 154 and 155:
152 PANORAMA presentation of inform
Page 156 and 157:
154 PANORAMA The objectives set for
Page 158 and 159:
156 PANORAMA The European Schools h
Page 160 and 161:
158 PANORAMA PROPOSALS TO THE SCHOO
Page 162:
NOTES .............................
show all

Schola Europaea European School Brussels II

Create successful ePaper yourself

Delete template?

Save as template?