Individuelle Förderung von Schülern durch methodis..
Individuelle Förderung von Schülern durch methodische Vielfalt im Englischunterricht der Grundschule
Date du début: 1 juin 2015,
Date de fin: 31 mai 2016
Our one-year project aims to extend the method-repertoire of teaching English in our school through the implementation of the storyline – method and thereby improve the quality of teaching. An integration of this method into daily teaching practice aims to motivate the students even more than before to learn a foreign language such as English.
Very heterogeneous learning groups require teaching methods that are aligned to the needs of all students. Methodological diversity in teaching English makes an important contribution to the practical implementation of this claim. In particular weaker students or those with special needs shall with regard to the apsect of inclusion be supported individually through the holistic and activity-orientated approach of this method.
By the use oft he storyline – method the students are able to shape lessons actively and creatively. They shall be aware of their personal language skills and shall be furter motivated to speak in a foreign language.
This gives the students the feeling of success and strengthens their self-confidence at the same time.
We would like to send the leader of our English symposium, Simone Scholz, to the University of Strathclyde in Glasgow/ Scotland to participate in a special training for the storyline-method.
She aspires by her participation to acquire the relevant knowledge and skills to implement the project into practice.
It is planned to pass on the experience gained to other colleagues by detailed descriptions of Mrs. Scholz as part of a staff meeting, a teachers conference and an English symposium. Upon request colleagues are welcome to take part in Mrs. Scholz‘ English lessons, to gain insight into the pracitical implementation of the storyline – method in daily teaching practice.
The storyline – method should be enshrined in the school’s curriculum for the subject of English to develop the curriculum and in the context of lifelong learning to work on improving the quality of teaching.
From participation in a training measure in Europe, we expect with regard to the European dimension a lively dialogue with teachers from other European countries. Probably it will also give inspiration and ideas for future projects with interested partners from abroad, which we would face open.
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