Az angol tanítás innovációi és legújabb módszerei a tanítóképzésben ’e-learning’ segítségével

- Innovations in pre-service education for teaching English through e-learning
- Leírás
- Tartalomjegyzék
- Abstract
- 1. Introduction
- 2. The theories and practices of teaching languages in early childhood in the British culture
  - 2.1 The reality of Globalization within teaching English
    - 2.1.1 New global perspectives
  - 2.2 Methods supporting teaching and learning
    - 2.2.1 E-Learning
  - 2.3 Teaching languages to young learners in the British culture
- 3. Exploring our current understanding and practice
  - 3.1 Motivating young learners
    - Task 1
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    - Task 13
- 4. Communication-, interactive-centred and problem-, experience-based learning and teaching
  - 4.1 Learning to learn
    - Task 1
    - Task 2
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    - Task 4
    - Task 5
    - Task 6
    - Task 7
- 5. The roles of questions: what, when and how to ask to be able to develop children’s practical and thinking skills
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- 6. Strategies of planning to be able to equip children with competences enabling them to think critically and work creatively in the „Life Long Learning” process
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- 7. Designing learning activities on the basis of teacher’s and children’s experience, problems and questions
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- 8. Learning about the latest toolkits supporting learning
  - Task 1
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- 9. Designing toolkits, for example, case study toolkit, cooperative and peer review toolkit
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- 10. Selecting an aspect of cooperative learning resources to explore
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- 11. Recording the outcomes and reflect on what should be done differently next time
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  - Task 6
- 12. Test questions
- 13. Glossary
  - A-D
  - E-I
  - J-S
  - T-V
- 14. References
- Téma

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# 2.2.1 E-Learning

Task 1 Read these definitions then add yours to these ones.

Mixed-mode/blended/resource-based learning – these terms interchangeably describe an approach to education that combines face to face and distance approaches to education. In that an instructor or tutor meets students (either in a face to face mode or through a technological means) and a resource-base of content materials and learning activities is made available to students. In addition, some E-Learning approaches might be used.

E-Learning – the use of various technological tools that are either Web-based, Web-distributed or Web-capable for the purposes of education.[1]

Teachers’ learning needs the power of technology to overcome the limitation of resources methods and time.

Task 2 Read this list of pedagogical principles in relation to e-learning and reflect on how they are dealt with in your context

- Support of the management
- Identification of goals
- Identification of critical factors
- Material development by applying on-line activities
- Teachers’ capacity and autonomy to design
- Taking the parents’ views into consideration
- Evaluating teachers’ work and effectiveness
- Reviewing learners’ performance
- Analysing the impact of e-learning on children’s progress

Task 3 Do you agree with the following views?

Young children should frequently have the following experiences while using the methods of e-learning in early age:

Different views | Yes, because | No, because
Being intellectually engaged, absorbed, challenged |  |
Being engaged in interactions e.g., conversations |  |
Being involved in investigations of their own environment worthy of their interest, knowledge, understanding |  |
Helping others to find out things and to understand them better |  |

Task 4 Explain the meaning of these phases in your teaching

Phases of e learning | In my practice
Taking initial steps to demonstrate activities |
Comparing an object, a person for similarities and differences |
Describing |
Discussing |
Engaging e.g.: taking part in an activity |
Expressing, communicating through facial expressions/gestures |
Understand |

Task 5 So far how and for what purposes have you used e-learning methods? Think in what aspects these methods help your learning and teaching young learners.

I have used e-learning for | It helps me
e.g.: sharing ideas with other professionals, planning lessons, finding authentic materials, pictures etc. | e.g.: to get new ideas, information to experience new methods to assess my practice to build relationships to involve parents and families

Task 6 Try to answer the questions that families already know

- What have the children done in your classes that surprised you with a new ability or skill?
- How do the children go about trying out something new?
- What activities do they really enjoy?
- How do they react to new challenges and situations?
- Are young generations ready to go for a full-online learning?

Task 7 Do you share your views about the learning process of the children with their parents?

My experience regarding parents’ reactions

Task 8 Read this list and think through what activities you have used the internet sources for?

Activities I have used | My experience
Games |
Listen and watch |
Read and draw |
Make your e.g.: calendar, your character |
Speak and spell |
Grammar games/quizzes |
Others |

Digital competence: IT

Task 9 Detail how e-learning could be used in your EFL classes for young learners.

I have already tried it | I have only ideas about it
It can be a fun time with many e-learning activities. Learning games online teach kids to recognise, for example, colours, shapes and to concentrate. |

Task 10 Find examples of game categories in the internet which you could apply in your language classes and parallel try to design your own activities.

Examples I have found | My ideas and context | Grade | Subject | Age
Animal games |  |  |  |
Art and music games |  |  |  |
Colouring |  |  |  |
Health games |  |  |  |
Vocabulary games |  |  |  |
Spelling games |  |  |  |
Playground jigsaw |  |  |  |
Rhymes |  |  |  |
Stories |  |  |  |
Keyboard games |  |  |  |
Weekly planner |  |  |  |
Concentration games |  |  |  |

Teaching with visualization

Task 1 What benefits of visualisation can you think of? Do you accept the issues of this list?

It enhances

- empathy and social skills
- intrapersonal intelligence
- imaginative skills and creativity, and
- self image

[1] http://www.ifets.info/journals/6_2/1.html

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