1 / 18

PRIMARY LANGUAGE PORTFOLIO (PLP) PROJECT progress report Nida Burneikait ė LITHUANIA

This project aims to enhance student responsibility, independence, and intercultural awareness through the implementation of the Primary Language Portfolio (PLP) methodology in grades 2-4. The project involves creating 'own' portfolios, integrating the PLP into the primary portfolio, and writing guidelines for PLP use.

lyleb
Download Presentation

PRIMARY LANGUAGE PORTFOLIO (PLP) PROJECT progress report Nida Burneikait ė LITHUANIA

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. PRIMARY LANGUAGE PORTFOLIO (PLP) PROJECT progress report Nida Burneikaitė LITHUANIA Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  2. background • validated ELPs in Lithuania: • grades 9-12, 2006 • grades 5-8, 2010 • portfolio methodolody at primary level • all subjects • non-compulsory Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  3. description of context-1 Who we are:Primary Language Portfolio Project LATEFL/LAKMA PE-SIG Area: Lithuania: Vilnius, Kaunas, Klaipėda etc. Numbers: 20 teachers, 17 schools,~1000 sts School, age: grades 2-4, 8-10 year-olds Profile: MT: Lithuanian, Polish, German Languages taught: English as FL, Lithuanian as L2 ELP model: no standard ELP Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  4. description of context-2 Motivation: interest in ELP concept and assessment Aims: - enhance st responsibility, independence, intercultural awareness - try out ELP methodology in grades 2-4 - create ‘own’ portfolios / sample tasks - integrate ELP into primary portfolio - write guidelines for PLP use Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  5. description of context-3 Status: approved by principals Initiative: national teacher association; PE-SIG Experience: EFL coursebook-related portfolio primary portfolio Material: validated ELP samples national curriculum guidelines project worksheets/assignments publications on portfolio methodology Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  6. organisation-1 Coordinator: myself as LATEFL PE-SIG Incentives: ECML certificate LAKMA certificate Cooperation: monthly meetings/seminars online consultations analysis of ELP elements designing and trying out ‘own’ tasks evaluation of effectiveness Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  7. organisation-2 Duration of project: • 2009/10 – the learning stage - producing sample tasks / portfolios - writing guidelines for PLP use • 2010/11 – the sharing stage [hopefully] - school teams - more teachers /schools - more languages Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  8. pedagogical exploitations-1 • Techniques to develop learner autonomy: - monthly self-assessment activity (topic-based) - sts set own learning targets - sts revise dossier - peer-assesment - end of term/year self-assessment (skills-based) - ‘what helps me learn’ activity Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  9. pedagogical exploitations-2 • Plurilingualism and intercultural awareness:- languages inside /outside the country - countries I have visited / would like to visit - people I have met / would like to meet - countries, capitals, holidays, traditions, foods - TV channels, films, games etc - words I know in other languages Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  10. pedagogical exploitations-3 • Involving parents: - monthly Parents’ Day for Primary Portfolio - parents give feedback on sts portfolio work - home assignments on - intercultural experience - using/learning languages outside the classroom Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  11. evaluation-1 • Impact on teachers • increased confidence in achieving goals • better focus on skills (what sts can do) • more humanistic approach to assessment • cooperation between FL+MT+L2 teachers • Indicator of impact • tasks designed for (self-)assessment • terminology and symbols used • self-perception as reflected in feedback Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  12. evaluation-2 • Impact on students - increased independence, responsibility • Indicator of impact - positive emotions - better self-assessment skills • Data collected - continuous observation - end of project feedback Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  13. evaluation-3 • Impact on parents • increased interest in children’s work • cooperation in home assignments • Indicator of impact • changed behaviour at parents’ meetings • feedback on sts’ porfolio work Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  14. preliminary feedback-1 PLP project group are ‘happy about’: - better understanding of curriculum - better quality of assessment tasks - involve sts in setting targets - involve sts in discussing evaluation criteria - positive new experience - professional and personal development Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  15. preliminary feedback-2 PLP project group are ‘unhappy about’: - format of tasks - English or Lithuanian - learner objectivity in self-assessment - time-scale; when / how often - what should be kept in dossier - where should portfolios be kept - difference between grades 2/3/4 - how many skills at a time Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  16. further steps • Final meetings of PLP project group • Writing guidelines for PLP use • (Self-)evaluation of project group work • Writing final report • Presenting PLP project at LAKMA assembly • Setting further goals and planning follow-up • Looking for support Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  17. swot • Strengths: • bottom-up / voluntary • genuine interest / creativity • Weaknesses: • no financial support • time constraints Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

  18. swot • Opportunities: • finding support • involving other language associations • Threats: • lack of interest / enthusiasm • lack of support at all levels Nida Burneikaite LITHUANIA ECML ELP-WSU 2010 report

More Related