ECML Workshop project IMPEL

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ECML Workshop project IMPEL

• Project C5 of the ECML 2nd medium-term programme
  (IMPEL)

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Towards an Action Plan for ELP Implementation

• Dick Meijer

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Why is this topic in the program?

• Implementing the ELP needs a kind of a masterplan
  in which all the ins and outs of an implementing
  process are covered
• This part of the workshops deals with this
  challenge
• The input
• general ideas about an action plan or action
  plans
• Case studies
• The outcome
• First drafts of action plans related to own
  situation

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ELP in use
Project C 5 IMPEL ELP implementation
support Soutien à la mise en oeuvre du PEL

• Questions to be addressed
• In several countries the ELP is in use in others
  it is still at a starting point, but main
  question is/will be ... how can we increase the
  use of ELP?
• If not yet in use .. how can be profited from the
  experience from others?
• Who is to be convinced (learner, teacher, end
  user, authorities (incl. headmaster)?
• Implementation.... bottom up or top down?
• What is role of publishers?

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Towards an Action Plan for ELP Implementation
Project C 5 IMPEL ELP implementation
support Soutien à la mise en oeuvre du PEL

• What should be reached when? Target?
  Quantitative? Qualitative? Satisfaction?
• What could be a critical moment?
• Which stakeholders are/ could be the most
  important partners in an ELP implementation
  process ?
• Does the product (the ELP) have enough arguments
  from itself to convince?
• .....

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Towards an Action Plan for ELP Implementation
Project C 5 IMPEL ELP implementation
support Soutien à la mise en oeuvre du PEL

• The stakeholders
• Learners
• Teachers (school)
• headmasters
• End users
• Employers
• receiving schools

• Parents
• National/regional authorities
• society
• Publishing houses
• Publishers
• Textbooks designers

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Towards an Action Plan for ELP ImplementationSta
keholders in relation to each other or where to
make interventions
Project C 5 IMPEL ELP implementation
support Soutien à la mise en oeuvre du PEL
Parents
Learners
research
ELP
Publishers
national/regional authorities
teacher/school
End user
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Project C 5 IMPEL ELP implementation
support Soutien à la mise en oeuvre du PEL
Switzerland
Standards
Certificates
Goals
Curricula
Diplomas
Programmes
Outcomes
ELP
Learning-Processes
Assessments
Textbooks
Tests
Materials
Situations
Instruments
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Intervention logic

• Bulgaria

Inputs
Outputs
Outcomes
Activities
Assumptions and risks
Assumptions and risks
Assumptions and risks
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Towards an Action Plan for ELP Implementation
Project C 5 IMPEL ELP implementation
support Soutien à la mise en oeuvre du PEL

• Levels of implementation
• Supra (Council of Europe - CEFR)
• Macro level (educational policy)
• ELP in educational system
• ELP in (national/regional) curriculum
• Meso level (school)
• ELP in school curriculum
• Micro level (classroom) Teacher training
• ELP in classroom
• Instructional design
• Pedagogical and didactical design
• Nano level (individual)

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Levels of Implementation
Project C 5 IMPEL ELP implementation
support Soutien à la mise en oeuvre du PEL

• MACRO
• National or regional educational authorities
• Implementation
• ELP in educational system
• ELP in national curriculum
• Legislation (?)
• National policy (CEFR and national curriculum)
• Assessment
• Role in assessment
• System of evaluation

Levels
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Possible Strategic Objectives

• Macro level Development of tools to involve
  national or regional policymakers in ELP-project
  (if necessary)
• Macro level (Outside school) Development of
  informative materials for employers and parents.
• Meso level Development of curriculum statements
  including examples of good practice. Development
  of activities for school managers

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Implementation activities

• Develop a strong marketing and/or information
  structure an action plan
• Points of attention
• On national level (macro) relate national
  curriculum to CEFR
• School level (meso) teachers are key persons
• Good practices
• Experience themselves
• Headmasters what is the influence in schools or
  classrooms and what are the benefits?

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Benefits for headmasters

• They get clear educational (language) standards
• They get more possibilities to cope with
  diversity
• They might get the language teachers 'on the
  move'
• They get more coherence between languages learned
  at school
• They can set up goals for shorter periods
• They can see (and show) the ongoing language
  learning in their schools.

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Outside school activities

• Some examples for end users (macro level)
• Distribute newsletters (electronic or
  traditional) for teachers in the project and
  others who are interested
• Build information platform to share positive
  feelings and exchange solutions (all)
• Write informative articles in press (national and
  local) (parents/employers)
• Show good practises (parents/employers)
• Let parents gain experiences with ELP
• Send information to platforms of employers
  (flyers)
• Let employers gain experiences
• Show international transparency (employers)
• Organize conferences with as much as possible
  impact.

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Risks

• Information should be very practical
• Information should fit into their world
• Examples of good practice should not be to
  specific (in my situation impossible)
• What kind of problem will be solved by using the
  ELP?

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Aspects of an Action Plan

• Timeframe in what year will the activity take
  place?
• What kind of events will be / have been
  organized? Why this activity? Recommendable to
  others?
• Which group(s) of stakeholders is/was/are/will be
  involved?
• Objectives, goals, aims? Successful?
• Other information which can be useful to others
  or shared with others (e.g. budgets, number of
  persons involved?

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Workshop activity(after presentation of case
study)

• Working in pairs to identify elements of
  relevance to your own practice (15 minutes)
• Exchange information on implementation activities
  in a larger group (excluding teacher training
  activities) and identify the potentially most
  effective ones (30 minutes)
• Coffee break (15.30)
• First draft of an action plan related to own
  project (30 minutes)
• Collect activities related to stakeholders and
  questions to the panel put them on posters (30
  minutes)

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Towards an Action Plan for ELP ImplementationFun
ction of ELP
Project C 5 IMPEL ELP implementation
support Soutien à la mise en oeuvre du PEL

• Instrument for self assessment (tests)
• Reporting instrument (certificates, diplomas)
• Planning instrument (Standards, curriculum,
  programmes)
• Language teaching (textbooks, didactics)

• Learner / teacher / school / end user (intake)
• School (end user) teacher / employer/ parents
• Learner / teacher / school
• teacher / school

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Towards an Action Plan for ELP ImplementationFun
ction of ELP
Project C 5 IMPEL ELP implementation
support Soutien à la mise en oeuvre du PEL

• Instrument for self assessment (tests)
• Reporting instrument (certificates, diplomas)
• Planning instrument (Standards, curriculum,
  programmes)
• Language teaching (textbooks, didactics)

• Learner / teacher / school / end user (intake)
• INTERVENTION ON MESO/MICRO LEVEL
• School (end user) teacher / employer/ parents
• INTERVENTION ON MACRO/MESO LEVEL
• Learner / teacher / school / national authorities
• INTERVENTION ON MACRO/MESO/MICRO LEVEL
• teacher / school- INTERVENTION ON MICRO LEVEL

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Workshop activity

• Working in pairs to identify elements of
  relevance to your own practice (15 minutes)
• Exchange information on implementation activities
  in a larger group (excluding teacher training
  activities) and identify the potentially most
  effective ones (30 minutes)
• Coffee break (15.30)
• First draft of an action plan related to own
  project (30 minutes)
• Collect activities related to stakeholders and
  questions to the panel put them on posters (30
  minutes)

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Dutch approach

• The Dutch approach to implement the ELP
• Dick Meijer

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Summary Dutch ELP-project

• Since start very enthusiastic
• Introducing and implementing looked to be 'a
  piece of cake'
• Because of the aims and intentions of ELP
• Almost all institutes were involved (exception
  teacher trainers !!!)
• Tried to develop 7 different portfolios
  (implementation strategy all sectors should be
  involved)

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• Piloting ELPs
• Different projects (e.g. border ELP in German)
• Regulare meetings with teachers
• Developing new descriptors
• Developing learning activities

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Conclusions after three years of piloting

• So many different portfolios were not necessary
• For the learners it was difficult to understand
  the descriptors (not used to look at foreign
  language learning that way)
• Focussing on reporting function is not enough to
  implement ELP
• Teachers need also to be 'owner' of the portfolio
  (involving them in new developments)
• The ELP should be embedded in the curriculum

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Dutch portfolios

• Validated portfolios
• 9 pupils (primary schools)
• 12 pupils (lower secondary education)
• 15 pupils (upper secondary education)
• Vocational education
• Migrants
• Language portfolio for language teachers
• English in primary and lower secondary education

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Accessibility for (young) learners

• One conclusion was descriptors are difficult to
  understand especially for (young) learners.
• they did not always recognize communicative
  situations 'behind the descriptors'
• they had difficulties to imagine foreign language
  situations if they are not used to go abroad

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Consequences

• If you want to implement the ELP, the problem of
  accessibility should be solved
• The pedagogical role of the portfolio became more
  and more important
• So
• we tried to find ways to make the portfolio more
  accessible to the 'users'
• We developed series of language learning
  activities, linked to the descriptors (activities
  are concrete, realistic, imaginable, have an
  addressee)

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Checklist

• Checklist exists of descriptors and situations
  and explanations
• It links to learning activities

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Dutch portfolio is a 'complex' project

• No stand alone activities developing a common
  Dutch language portfolio website
• Student/pupils Portfolio - efficient learning
  activities
• Textbook authors (a.o.) Portfolio - language
  profiles (series of concrete interpretations of
  descriptors in terms of can do-statements)
• Schools Portfolio and help for implementation
  (Focus on matching secondary and vocational
  education)
• Implementation strategy ad hoc by trying to
  solve problems

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Implementation strategies

• ELP for everybody (now website)
• Strong focus on pedagogical part
• Involving teachers in school projects (at least
  two teachers)
• Developing learning materials
• Organizing workshops, seminars etc.
• Articles written by professionals
• Involvement of all pedagogical institutes
• Maim aim learning a language becomes interesting
  and effective
• Focus on ongoing learning

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• Almost no quantitative targets
• Research projects on two ELP projects
• Budget pro year

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Situation now
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• 20.000 users
• 2.000 teachers
• 18.000 learners
• Implementing activities (bottom up)
• Networks of schools
• Publishers
• Teacher training institutes
• ELPs for all learners (primary till adult
  education)
• Curriculum activities ongoing learning, closing
  gap between schools and between upper and lower
  secondary

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Aspects of an Action Plan

• Timeframe in what year will the activity take
  place?
• What kind of events will be organized (Maybe have
  been organized? Why this activity? Recommendable
  to others?
• Which group of stakeholders was involved?
• Objectives, goals, aims? Successful?
• Other information which can be useful to others
  or shared with others (e.g. budgets, number of
  persons involved?

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Workshop activity

• Working in pairs to identify elements of
  relevance to your own practice (15 minutes)
• Exchange information on implementation activities
  in a larger group (excluding teacher training
  activities) and identify the potentially most
  effective ones (30 minutes)
• Coffee break (15.30)
• First draft of an action plan related to own
  project (30 minutes)
• Collect activities related to stakeholders and
  questions to the panel put them on posters (30
  minutes)

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Working group 3John Thorogood/Dick Meijer

• Getting ELP into maximum number of classes
  Practicalities ----7
• Ensuring impact on methodoligy ---- 6
• Is there life after implemenation (life long)
• Institutionalisation -------6
• Continuity between phases ----5
• Maintaining momentum/interest ---- 3
• Acceptance outside formal educational process
  ----1

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Working group 3What do we hope to get from the
workshop?

• After implementation what next?
• Learning from experiences of others
• How to motivate other teachers (e.g. to integrate
  ELP)
• Good practices in teacher training (implications
  for TT )
• Better networking between participant countries
• ELP versus the CEFR (reporting vs pedagogic
  functions) resolve (perceived) conflicts arising
  from coexistence of ELP and CEFR
• Sharing ideas on material development

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Ideas for an action plan
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A kit for ELP-related teacher training(ECML
Project ELP-TT, C6)

• Involvement of teachers

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Towards an Action Plan for ELP ImplementationSta
keholders in relation to each other or where to
make interventions
Project C 5 IMPEL ELP implementation
support Soutien à la mise en oeuvre du PEL
Parents
Learners
research
ELP
Publishers
national/regional authorities
teacher/school
End user
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Towards an Action Plan for ELP ImplementationRol
e, and possible effects of using, ELP
Project C 5 IMPEL ELP implementation
support Soutien à la mise en oeuvre du PEL

• Instrument for self assessment (tests)
• Reporting instrument (certificates, diplomas)
• Planning instrument (Standards, curriculum,
  programmes)
• Language teaching (textbooks, didactics)

• Learner / teacher / school / end user (intake)
• School (end user) teacher / employer/ parents
• Learner / teacher / school
• teacher / school

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Key person teacher

• The purpose to support the implementation of the
  ELP by
• developing a kit of materials and activities for
  ELP-related teacher training
• mediating materials and activities in a central
  workshop
• supporting national ELP training events arising
  from the central workshop

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• teacher training kit must be as wide-ranging as
  possible
• the CEFR competences, levels and descriptors
• self-assessment in relation to the common
  reference levels
• learning how to learn a model for reflection
  for teacher trainers
• learner autonomy
• language in the ELP language(s) of presentation
  and language(s) of process plurilingualism

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• developing intercultural awareness
• integrating the ELP with language curricula and
  textbooks
• using the ELP to go beyond the textbook
• connecting assessment with the ELP and the common
  reference levels

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An exampleThe intercultural dimension

• Why is this topic in the programme? The
  intercultural component of the ELP reflects the
  Council of Europe's concern with ... respect for
  diversity of cultures and ways of life and the
  ELP should be a tool to promote plurilingualism
  and pluriculturalism. According to the
  Principles and Guidelines the language passport
  should record intercultural learning
  experiences. However, in most cases foreign
  language learning takes place in classrooms far
  away from the target country, and it is
  traditionally dominated by a narrow view of
  language.1 It is therefore necessary to look
  for methods or activities to bring intercultural
  experiences into the classroom, mediated through
  the internet and other media. Global simulation
  is an activity that can give (especially young)
  foreign language learners intercultural
  experience.
• 1 D. Little B. Simpson, European language
  Portfolio the intercultural component and
  learning how to learn, Strasbourg, Council of
  Europe, 2003, p. 5.

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• Working methods Work in pairs. Invent a native
  speaker of the target language by
• giving him/her a name, age, family, etc.
• decide where he/she lives (region, town, street,
  etc.)
• finding his/her school and give him/her a
  realistic language profile
• .........
• Check the information on the internet or with a
  resource person.
• The outcome of this activity should be a language
  biography page

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• What we want to achieve Participants are
  introduced to a number of activities they can use
  to develop the intercultural experience with
  their learners. Presentations on posters should
  provide an overview of possible activities.

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• Cover page
• Powerpoint presentation on intercultural learning
• Worksheet
• Language biography
• Handout

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• Additional materials
• Workshop Analysing a Textbook by using ELP and
  CEFR
• National events -Reports
• Hamburg
• Selbsteinschätzung (Hamburg)
• Selbsteinschätzung
• Sprachstadt
• References

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Using resources

• Using internet statistics for further development

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• In my opinion the tasks (learning activities) in
  the eELP are okay.
• I like working with the eELP and I find it
  interesting
• Working with the eELP is useful
• To upload documents in the dossier To use the
  dossier) is, nice, useful and interesting
• I like the idea that my teacher gives me
  information feedback in my eELP on what I did
  well or not so well
• I can learn a language better with an eELP than
  without
• An eELP enables me to identify what I can do in
  an language
• An eELP enables me make an own planning
• I can work autonomous with an eELP

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• User statistics

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• How to use this kind of information for further
  development?
• And for the implementation process?