This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
This project has been funded with support from the European Commission.
This material reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
basic information
THE INITIATIVE PROMOTER’S PERSPECTIVE
Danish and English are a part of the compulsory education. Swedish and Norwegian are taught instead of Danish if the pupils have background knowledge in the language. They are not beginners in Norwegian and Swedish.
•To lay the foundations for a common philosophy of teaching and assessment in language learning
•To implement the certain paragraphs of the curriculum to raise the student´s awareness of what is required of him/her, what his/her interests are and awareness of what motivates him/her.
•To train students in seeing the connection between the objectives in the curriculum and the tasks at hand, learning to link tasks to other tasks and to the learning objectives.
•To provide students with an overview of what has been done, what methods and means students have used to achive their goal.
•Students learn to collect and record their work, to assess their work on a fair basis and respect their own work.
•Students learn how to keep progress folders, update them and keep track of its content by using IT.
•To facilitate the participation of parents in the learning of their children.
The teachers who use progress portfolio have found a powerful learning tool for students, a tool for the teacher to organize the learning process in a meaningful way, and a monitor to measure the progress of the individual. The portfolio gives both teachers and students an overview of what has been done and what is ahead which strengthens the relationship between the past and the future, and becomes a visible link which the student can return to.
n a changing world it is important to get recognition for new practises. This gives the project a status and attention.
We gave many talks and introductions, courses and workshops, both in the Reykjavík area, in the provinces and in the teacher education. I wrote about it in the journals of both the language teachers and special education teachers. For a while we had much material on the subject on our website. Teachers were curious about it and wanted to learn more.
The idea and use of learning portfolios been developed since this project started. It has in some way or another been applied to most subjects of the school as well as the Language Studio. Many schools use portfolios and the use of them has become a common practice in the teacher education. This was and is a trend that is expanding.
See what has been done, how it has been done, what is in the pipelines not only in languages but the whole world. Languages are the core of all learning.
Comments on this Case Studies
Date: 2014.09.19
Posted by Marika Pursiainen (Finland)
Message: This tool offers a possibility to the learner to see what he or she has learned. Thus, learning procedure becomes more visible and the learner can become more self-guided of his own learning procedure. This in turn improves learning skills which are the base of all learning.
Date: 2014.08.20
Posted by Pekka Virtanen (Finland)
Message: A useful tool for assessment has been developed in the project. The beneficiares are both teachers and learners and the method of self assessment has been improved and further developed in the project. The use of portfolio is a great way for evaluating learning outcomes and personal development in language learning, it is still used as one of the methods in teaching, which also shows that the project was quite innovative more than 10 years ago.
