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ECML Workshop project IMPEL

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

Towards an Action Plan for ELP Implementation

Dick Meijer

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

5

ELP in use

• 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?

Project C 5 IMPEL ELP implementation supportSoutien 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?

– .....



• The stakeholders• Learners• Teachers (school)

– headmasters• End users

– Employers– ‘receiving’ schools

• Parents• National/regional

authorities– society

• Publishing houses– Publishers– Textbooks designers



Stakeholders in relation to each other or where to make interventions


ELP

Learners

teacher/schoolEnd user

Publishers national/regional authorities

Parents

research

Goals

Learning-Processes

Outcomes

ELP

Certificates

Textbooks

SituationsMaterials

ProgrammesCurriculaStandards

TestsInstruments

Assessments

Diplomas


Switzerland

Intervention logic

Inputs

Assumptions and risks

Bulgaria

Assumptions and risks Assumptions and risks

Activities Outputs Outcomes


• 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)


Levels of Implementation

• 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 assessmentSystem of evaluation


Levels

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

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?

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.

‘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.

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?

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?

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)


Function of ELP• 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



Function of ELP• Instrument for self assessment

(tests)





• INTERVENTION ON MESO/MICRO LEVEL


• INTERVENTION ON MACRO/MESO LEVEL

• Learner / teacher / school / national authorities

• INTERVENTION ON MACRO/MESO/MICRO LEVEL

• teacher / school- INTERVENTION ON MICRO LEVEL


Workshop activity






Dutch approach

The Dutch approach to implement the ELP

Dick Meijer

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)

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

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

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 teachersEnglish in primary and lower secondary education

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

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)

Checklist

• Checklist exists of descriptors and situations and explanations

• It links to learning activities

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

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

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

Situation now

Aantal users per profiel

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18-dec-2006

• 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

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?

Workshop activity






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

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

Ideas for an action plan

A kit for ELP-related teacher training(ECML Project ELP-TT, C6)

Involvement of teachers


Stakeholders in relation to each other or where to make interventions


ELP

Learners

teacher/schoolEnd user

Publishers national/regional authorities

Parents

research


Role, and possible effects of using, ELP

• Instrument for self assessment (tests)






• Learner / teacher / school

• teacher / school


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

• 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

– 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

An example:The 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.

• 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

• 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.

• Cover page • Powerpoint presentation on intercultural

learning• Worksheet• Language biography• Handout

• Additional materials– Workshop ‘Analysing a Textbook by using ELP and

CEFR’• National events -Reports

– Hamburg– Selbsteinschätzung (Hamburg)– Selbsteinschätzung– Sprachstadt

• References

Using resources

Using internet statistics for further development

• 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

• How to use this kind of information for further development?

• And for the implementation process?

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