Academy for SocioEconomics Linguistics — SPRACHKOMPETENZEN FÜR ALLE

Posts Tagged ‘IPK’

Peer group learning: LdL, BGE and IPK at a conference in Berlin

Posted by asecoli - November 20, 2008

Last Friday I was in Berlin at the Didaktik Dialog (organized by Institut für prospektive Analysen (IPA), Team Global and the Bundeszentrale für politische Bildung) to present LdL in connection with BGE (2nd-graders) and my course Internet and Project Competence/Internet- und Projektkompetenz (IPK) that I’m currently offering for teenagers at the college next to our university. At present, the outline of my presentation, including some internet links, is still available on my Wikiversity page.

1. As to IPK, I illustrated the targets and showed some examples of websites by my students at university as “best practice” (see the example 1 and example 2). Then I tried to show what the difficulties are when (a) you do such a course almost exclusively non-face-to-face, via internet, (b) not everyone who first said they supported the idea (in this case the teachers of the different subjects) do not any longer support this, (c) students are not permanently compelled to complete certain tasks, (d) when such a project takes too much time. In the end, though I was able to make it clear—thanks to the student projects—that such the basic concept can lead to impressive results.

2. As regards BGE, I showed a video from Lesson 5 when the kids have to act as “mini-teachers” for an entire section of the lesson for the first time. The reactions from the audience were positive and supportive and showed curiosity to learn more about LdL and BGE. I could distribute several business cards 🙂

The entire conference was quite interesting. There was a teacher with two girls from a compulsory school who organize activities (“Fit for Life”) with teenagers from a town in Brazil and one in South Africa. They either do these projects (e.g. writing and presenting a theater play) via internet or together in one of the “network towns”. Throughout their presentation they showed how all of this is done during leisure time and their averseness to school (except for their teacher) became clear. Someone from the audience asked why they felt such averseness to school, and one girl replied that they have already organized many events and they always invite their friends, family, teachers and principal. As of yet, not a single one of their teachers has ever come to one of their events.

Another guy was the coordinator of the “Buddy Projekt”. Buddies are kids that are charged with finding a solution for a problem or being responsible for certain tasks, including the tutoring of other kids in class. So this comes close to what LdL is about—actually, the guy knew LdL and Jean-Pol Martin.

The audience consisted of all kinds of people active in education business: teachers, professors, private tutors, journalists, members of education institutes. Three utterances that set me thinking are the following:

1. Teachers are still very resistant when someone comes from outside to offer help—one, because they feel their work and their competences are ignored, and two because they fear they have to investigate still more time and effort. To me, this means that what we can bring to school are just offers and ways to find out how teachers with their individual personalities can integrate our suggestions to facilitate their life, to experience more fun in their profession. When we develop teaching concepts we have to keep both sides in mind: the children and the teachers.

2. You won’t convince teachers to try out concepts when you don’t convince their principals.

3. There are still areas of the German school system that are rather neglected: the Hauptschule and the Berufsschule. I’ve decided to spend on networking in this area.

Joachim Grzega

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