Masters in Teaching English (M2 MEEF)

Telecollaborative exchange

France-NetherlandsSpring 2015

GoalsStudents will work with a partner in the French and respectively Dutch university's MA in Teaching English programme to develop teaching activities for their classes.

Our goals are to:

1. promote reflective teaching by discussing and collaborating on language teaching/learning activities

2. offer you an experience of intercultural exchange which may encourage you to develop similar links for your pupils

3. help you learn to use technology in a context that will make it easier to transfer to future teaching/learning contexts

Université Nice Sophia Antipolis, France

Fontys University of Applied Sciences in Tilburg, the Netherlands.

TASK 1: Getting to know each other & Virtual Meeting 1

A) Set up a virtual meeting with your partner, get to know each other and learn more about your partner’s teaching context. The Dutch student will contact the French student after the 11th of February.

B) Questions you need to be able to answer after having met are:

1) What is my partner’s teaching context?

a. Target groups, level CEF(R), homogeneous or heterogeneous groups

b. Pedagogy*

2) Where do I see similarities?

3) Where do I see differences?

TASK 2: Describing (shared) teaching context

❖ your target group, preferably an age group/level you both teach

❖ the focus of your lessons (language skill/aspect) Write a joint paper (600-1500 words) to prepare for Task 3.

TASK 3: Co-create a lesson (3rd virtual meeting)

❖ A) an introduction; what the context of the lesson (see TASK 2) and what you are planning to do.

❖ B) the lesson; there should be (at least) 1 fully developed lesson; including worksheets (with tasks and activities) and English resources in your portfolio.

❖ C) data; the lesson should be put into practice and some evidence needs to be collected on your students’ performance.

TASK 4: Reflective report

❖ On a weekly base students write a reflective diary (see attachment 2) and use this diary and their experiences at the end of the project when writing a reflective report.

❖ The French students send their complete Diary (see document in G-Drive) to their teacher (whyte@unice.fr ) before the 15th of April 2015.

Special cases

CoralieFleur=> exchanging with learners for research paper

Myrna=> working with Coralie

VMAN422 ICT course

❖ Pre-task report (Task 2)

❖ Classroom activity (Task 3)

❖ Reflective report (based on diary, Task 4) => combine into single document and submit to __________ by ___________