1.6 materia booklet

STUDENT’S BOOKLET

Education in Europe and the Global world; good practice INFANT AND PRIMARY EDUCATION

6 ECTS

HUMANITATEAK ETA

HEZKUNTZA

ZIENTZIEN

FAKULTATEA

Table of Contents:

1. TUTORS INFORMATION

2. INTRODUCTION

3. GENERAL COMPETENCES TO BE DEVELOPED

4. METHODOLOGY

5. GENERAL ORGANIZATION

6. ASSESSMENT

7. SEQUENCING and TIMETABLE

8. BIBLIOGRAPHY

1.6 Module Booklet 3

1. TUTORS’ INFORMATION

• Arantza Mongelos (Module Co-ordinator) Hizkuntza eta Literaturaren Gunea [email protected] Telephone extension: 136

• Julia Barnes Kultura eta Euskararen Normalizazio Gunea [email protected] Telephone extension: 141

• Nagore Ipiña Hizkuntza eta Literaturaren Gunea [email protected] Telephone extension: 167

• Amaia Pinacho Hizkuntza eta Literaturaren Gunea [email protected] Telephone extension: 165

• Larraitz Ariznabarreta Hizkuntza eta Literaturaren Gunea [email protected] Telephone extension: 201

• Sinead Fallon Hizkuntza eta Literaturaren Gunea [email protected] Telephone extension: 166

2. INTRODUCTION

Being a (infant and/or primary) teacher in our globalized (glocalized) society needs more and more reflection and knowledge about what is common and not between the different realities in our world. We need to know and share with others what they and we do in order to apply or make the necessary changes in our daily practice in our schools. In order to help us gain this global view and understanding, we need to be in touch with other schools, organizations, systems, countries… on an (inter)national basis. This module is aiming at that. But, how are we going to get it? In the following module we will be learning through the medium of English about education and good practice in Europe and the wider world. We will first learn to talk in English about basic concepts in education by making reference to the system you know, the Basque one, and then by moving on to describe other systems in Europe including some referring to bilingual communities, similar in some aspects to ours. After learning


about different systems, we will move on to learn about quality in education, describing, discussing and reflecting on different good practice examples. All this background will be applied during the module by means of an ongoing group project in which you will learn about two different countries (one in Europe and the other one in the wider world), their education system and a school there. You should be able to compare those two systems and corresponding schools with our system in the Basque Country and a school here, too. The linguistic aim of the course is to get you to activate the language you have learnt in previous years by USING it to read, to write, to listen and to speak. You will do this in a way that we hope will be of interest to you whilst learning about the global world.

3. GENERAL COMPETENCES TO BE DEVELOPED:

To know: To know how:

Specific co

mpetence

s

• To know the Basque education

system and different non-

university European education

systems

• To know different bilingual, multilingual and multicultural education systems in Europe.

• To know different quality and good practice models in educational organizations.

• To know the characteristics and organization of a formal oral and written expository text in English.

• To contrast different education systems.

• To identify and define “good practice” indicators in education.

• To analyse education contexts in order to reflect and to be able to identify areas of improvement in the teaching/learning practice.

• To extract the main ideas in an expository text related to education and different education systems.

• To produce simple and coherent expository texts related to education in formal contexts.

• To transfer knowledge and strategies related to oral and written expository texts, as previously worked in Basque and Spanish.

• To look for, select, collect and assess the relevant information to be able to compare different education systems.

• To be able to use a WIKI as a tool for co-operative work.

Cross-curricular

competence

s • Learning how to learn: to reflect about the learning strategies used by the student

throughout the module.

• Group work: to negotiate the group-working rules, and follow up their fulfilment.

4. METHODOLOGY


In this module we are going to be using different ways of working. At different times you

will be asked to work individually and some other times you will have to work in groups

(different size groups) depending on the requirements. In this way we aim to achieve the

following aspects:

• Working individually will help you develop your personal reflection ability and

personal work (through readings, personal experience...)

• Working in small groups should help you to reflect together, learn how to cope

with group work, prepare and produce different tasks, learn from each other...

• Working in average size groups should allow you to learn from each other, have

different workshops, present projects to classmates...

• Working in big groups will be something done from time to time in order to listen

to talks, watch films...

We should be very conscious of the importance that the student’s own responsibility for

their own learning is implied in this module. As part of this, different aspects such as

reflection, individual work, suggestions and/or second-thought ideas are foreseen.

Individual work is also very important if you want to improve your level of English. Apart

from the assignments in class you should always be doing some extra grammar and

vocabulary work on your own. Some of you may have lower levels of English and should

make an extra effort to improve. You can talk to the teacher if you feel you are one of

these students. She will give you some recommendations.

5. GENERAL ORGANIZATION This module consists of 11 weeks in which we will be working in different ways, and

apart from the individual and group work mentioned already, there are another two

concepts that need clarifying before we start. As you know from previous modules, there

will be some work to be done through contact time and some through non-contact time.

What each of them means and requires is explained below.

1.6 Module Booklet

Contact hours

Attendance is compulsory for the

competences that are necessary in your professional career; sense of responsibility,

working in groups, taking decisions, learning from other works and experience, etc. There

are 55 contact hours and you need

a final mark.

Non-contact hours

In the 90 hours which you should devote to your non

read articles, prepare assignments, look for information using different sources,

work on your project on a weekly basis…

extra grammar and vocabulary work on your own. You can always talk to the teacher if

you feel that you should make an extra effort and she will give you some

recommendations. During these non

competences such as working in groups, taking decisions,

learning to learn, etc.

Groups, Tutors and Rooms:

Group

HH-T1

HH-T2

HH-T3

LH-T1

LH-T2

LH-T3

LH-T4

Unit 1• Learning about the Basque Education

System

Unit 2• Learning about other European

Education Systems

Unit 3• Multicultural and multilingual contexts in

language learning

Unit 4• Quality in Education and Good practice.

is compulsory for the contact hours. By coming to class you work many other



d you need a minimum of 80% of attendance if you want to

which you should devote to your non-contact hours work,

, prepare assignments, look for information using different sources,

on your project on a weekly basis… Apart from that you should be doing some



. During these non-contact hours you will be developing other

competences such as working in groups, taking decisions, negotiating, being responsible,

Groups, Tutors and Rooms:

Teacher Class

Julia Barnes N.3-1

Sinead Fallon N.3-3

Larraitz Ariznabarreta N.3-10

Amaia Pinacho D.3-6

Arantza Mongelos D.3-4

Sinead Fallon D.1-3 (Weds

D.1.1)

Nagore Ipiña N.2-4

Learning about the Basque Education System

Learning about other European Education Systems

Multicultural and multilingual contexts in language learning

Quality in Education and Good practice.

6

hours. By coming to class you work many other



of 80% of attendance if you want to get

contact hours work, you will have to

, prepare assignments, look for information using different sources, and

Apart from that you should be doing some



will be developing other

, being responsible,

3 (Weds

Learning about the Basque Education

Learning about other European

Multicultural and multilingual contexts in

Quality in Education and Good practice.


Special rooms and organization will be announced in advance when required (talks,

follow-up sessions, films...).

6. ASSESMENT:

In order to be able to get a final mark in this module, different aspects will be

considered. As it has been said earlier on, both individual and group work will be the

basis of the work done throughout. So, the following will be taken into account:

- Class work: Discussion sessions, follow up sessions, exchanging information sessions, language work sessions... self-assessment, peer assessment. (20% of the

final mark)

- Group work (contact and non-contact hours): (40% of the final mark) o Poster (Good practice) (10%)

o Booklet (Written group work) (15%)

� Certain minimum requirements should be fulfilled in order to get a

final mark. (index, spell-checked, bibliography, well-coherently

organized...)

o Presentation (15%)

� The criteria to be used for your presentations are already

familiar to you from previous modules.

- Individual work (contact and non-contact hours): (40%) o Written language work (20%)

o Final Reflection on work done throughout whole module, taking into

account different sources, input, process.... (20%)

All these aspects will be assessed according to the different competences mentioned

before in this booklet. All of them will require a pass mark in order to be able to get a

final average mark. If one part is failed it will have to be recuperated in the module

second call and, once it gets a pass, an average final mark will be awarded.

At the end students will be asked to assess their own work, assess their peers work and

try to reach an agreement on the mark given to partners in group. In order to do this,

students will be given a list of criteria according to which they will give themselves and

their partners a mark. They will do this on an individual basis.

Once this is done, groups should get together and discuss the marks they have given

themselves and their partners so as to reach a consensus. These marks will then be

discussed with the tutor at the end of the whole process and before the exam.

7. SEQUENCING AND ORGANIZATION Timetable: Week Number Day 1 Day 2

1 4:30-6:30 2:00-5:30 2 2:00-4:00 2:00-5:30


3 4:30-6:30 2:00-5:30 4 2:00-4:00 2:00-5:30 5 4:30-6:30 2:00-5:30 6 2:00-4:00 2:00-5:30

7 4:30-6:30 2:00-5:30 8 2:00-4:00 2:00-5:30 9 4:30-6:30 2:00-5:30 10 2:00-4:00 2:00-5:30 11 4:30-6:30??? 2:00-5:30???

8. BIBLIOGRAPHY

Main bibliography:

• Ali Alsagoff, Z. (2009) “The Finish education system rocks! Why?” in: http://zaidlearn.blogspot.com/2009/09/finnish-education-system-rocks-why.html (Last checked 18 December 2009).

• Arexolaleiba, J., Sagasta, M.P., Bilbatua, M. (2005) Basque Language Education in the Basque Country: From Quantity towards Quality. Comenius 2.1 – TERRA: Inter-Cultural Curriculum: Training the Trainers.

• Barkauskaité, M., Monkeviciené, O., Zemguliené, A., Zilinskaité, R. (2005). Intercultural Education in Lithuania: Context, Tendencies of Change, Models. Comenius 2.1 – TERRA: Inter-Cultural Curriculum: Training the Trainers.

• Codde, J.R. (2006) “Principles for good practice in education.” In:

https://www.msu.edu/user/coddejos/seven.htm (Last checked 18 December 2009).

• Education in Norway (2005). Comenius 2.1 – TERRA: Inter-Cultural Curriculum: Training the Trainers.

• Gonzalez Iñarritu, A. (2006). Babel. (film)

• LeBlanc, M. Reggio Emilia: An innovative approach to education.

file:///C:/Documents%20and%20Settings/arantza%20mongelos/Escritorio/1.6%20mate

ria/Artikuluak/Good%20practice%20in%20education/reggio-emilia.html (Last checked

18 December 2009).

• Loach, K. (2004) Un solo beso (film)

• Mercator. (2005). The Basque language in education in Spain. Mercator European Research Centre on Multilingualism and Language Learning.

• Ni-, N. (2005). The Education System in Ireland. Comenius 2.1 – TERRA: Inter-Cultural Curriculum: Training the Trainers.

• Williams, W. (2005). Welsh Language and Welsh Medium Education in Wales. Comenius 2.1 – TERRA: Inter-Cultural Curriculum: Training the Trainers.

9. Appendixes: Language specifications


Previous Knowledge:

Language purposes

Carrying out certain

transactions:

Making arrangements

Giving and obtaining factual information:

Personal Non-personal (places, times, etc.)

Establishing and maintaining social and professional contacts:

Meeting people Extending and receiving invitations Proposing/arranging a course of action Exchanging information, views, feelings and wishes

Language functions

imparting and seeking factual information

greeting people and responding to greetings introducing oneself and other people asking for and giving personal details understanding and completing forms giving personal details describing education and/or job describing people asking and answering questions about personal possessions asking for repetition and clarification re-stating what has been said checking on meaning and intention helping others to express their ideas interrupting a conversation asking for and giving the spelling and meaning of words counting and using numbers asking for and giving information about routines and habits understanding and giving information about everyday activities talking about what people are doing at the moment talking about past events and states in the past, recent activities and completed actions understanding and producing simple narratives reporting what people say talking about future situations talking about future plans or intentions making predictions following and giving simple instructions understanding simple signs and notices making comparisons and expressing degrees of difference expressing purpose, cause and result, and giving reasons making and granting/refusing simple requests making and responding to offers and suggestions expressing and responding to thanks giving and responding to invitations giving advice

expressing and finding out attitudes getting things done socialising structuring discourse


giving warnings and stating prohibitions asking/telling people to do something expressing obligation and lack of obligation asking and giving/refusing permission to do something making and responding to apologies and excuses expressing agreement and disagreement, and contradicting people expressing preferences, likes and dislikes talking about feelings expressing opinions and making choices expressing needs and wants expressing (in)ability in the present and in the past talking about (im)probability and (im)possibility expressing degrees of certainty and doubt

Inventory of

grammatical areas

Verbs

Regular and irregular forms

Modals

can (ability; requests; permission) could (ability; polite requests) would (polite requests) will (future) shall (suggestion; offer) should (advice) may (possibility) have (got) to (obligation) must (obligation) mustn’t (prohibition) need (necessity) needn’t (lack of necessity)

Tenses

Present simple: states, habits, systems and processes (and verbs not used in the continuous form) Present continuous: present actions and future meaning Present perfect simple: recent past with just, indefinite past with yet, already, never, ever; unfinished past with for and since Past simple: past events Past continuous: parallel past actions, continuous actions interrupted by the past simple tense Future with going to Future with will and shall: offers, promises, predictions, etc.

Verb forms

Affirmative, interrogative, negative Imperatives Infinitives (with and without to) after verbs and adjectives Gerunds (-ing form) after verbs and prepositions Short questions (Can you?) and answers (No,


he doesn’t)

Interrogatives

What, What (+ noun) Where; When Who; Whose; Which How; How much; How many; How often; How long; etc. Why

Nouns

Singular and plural (regular and irregular forms) Countable and uncountable nouns with some and any Abstract nouns Compound nouns Noun phrases Genitive: ‘s & s’

Pronouns

Personal (subject, object, possessive) Impersonal: it, there Demonstrative: this, that, these, those Quantitative: one, something, everybody, etc. Indefinite: some, any, something, one, etc. Relative: who, which, that

Determiners

a + countable nouns the + countable/uncountable nouns

Adverbs

Regular and irregular forms Manner: quickly, carefully, etc. Frequency: often, never, twice a day, etc. Definite time: now, last week, etc. Indefinite time: already, just, yet, etc. Degree: very, too, rather, etc. Place: here, there, etc. Direction: left, right, etc. Sequence: first, next, etc. Comparative and superlative forms (regular

and irregular)

Connectives

and, but, or, when, where, because, if

Language competences to be developed throughout the module:

Inventory of functions, notions and communicative tasks

describing education, qualifications and skills asking for repetition and clarification re-stating what has been said checking on meaning and intention helping others to express their ideas interrupting a conversation starting a new topic changing the topic resuming or continuing the topic reporting what people say


making comparisons and expressing degrees of difference expressing purpose, cause and result, and giving reasons drawing simple conclusions and making recommendations making and granting/refusing simple requests making and responding to offers and suggestions expressing agreement and disagreement, and contradicting people expressing opinions and making choices

Inventory of

grammatical areas

Verbs

Regular and irregular forms

Modals

can (ability; requests; permission) could (ability; possibility; polite requests) would (polite requests) will (offer) shall (suggestion; offer) should (advice) may (possibility) might (possibility) have (got) to (obligation) ought to (obligation) must (obligation) mustn’t (prohibition) need (necessity) needn’t (lack of necessity) used to + infinitive (past habits)

Tenses

Present simple: states, habits, systems and processes (and verbs not used in the continuous form) Present continuous: future plans and activities, present actions Present perfect simple: recent past with just, indefinite past with yet, already, never, ever; unfinished past with for and since Past simple: past events Past continuous

Verb forms

Affirmative, interrogative, negative Imperatives Infinitives (with and without to) after verbs and adjectives Gerunds (-ing form) after verbs and prepositions Gerunds as subjects and objects Passive forms: present and past simple Verb + object + infinitive Causative have/get So/nor with auxiliaries


Simple reported speech

Statements, questions and commands Indirect and embedded questions

Interrogatives

What, What (+ noun) Where; When Who; Whose; Which How; How much; How many; How often; How long; etc. Why

Nouns

Singular and plural (regular and irregular forms) Countable and uncountable nouns with some and any Abstract nouns Compound nouns Complex noun phrases Genitive: ’s & s’ Double genitive: a friend of theirs

Pronouns

Personal (subject, object, possessive) Reflexive and emphatic: myself, etc. Impersonal: it, there Demonstrative: this, that, these, those Quantitative: one, something, everybody, etc. Indefinite: some, any, something, one, etc. Relative: who, which, that, whom, whose

Determiners

a + countable nouns the + countable/uncountable nouns

Adverbs

Regular and irregular forms Manner: quickly, carefully, etc. Frequency: often, never, twice a day, etc. Definite time: now, last week, etc. Indefinite time: already, just, yet, etc. Degree: very, too, rather, etc. Place: here, there, etc. Direction: left, right, along, etc. Sequence: first, next, etc. Sentence adverbs: too, either, etc. Pre-verbal, post-verbal and end-position adverbs Comparative and superlative forms (regular and irregular)

Connectives

Sequencing ideas Concluding phrases Adding information Expressing cause Showing results Introducing examples Showing contrast

Topics Related to the module Education systems Bilingualism Multilingualism Quality

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