Forms of Immersive Teaching

Country Studied: Germany

Types of learning difficulties the Best Practice is supporting:

• Reading and writing difficulties
• Social or emotional difficulties
• General or specific learning difficulties
• Neurodevelopmental difficulties

 

Aims and objectives of Best Practice

• Enhance Language Proficiency: To improve students’ proficiency in the target language through a variety of effective teaching methods.
• Develop Comprehensive Language Skills: To foster skills in speaking, listening, reading, and writing across different contexts and purposes.
• Promote Active Learning: To engage students actively in their own learning processes by developing self-assessment and peer-assessment techniques.
• Encourage Analytical Thinking: To cultivate students’ analytical abilities by involving them in the creation of assessment rubrics and criteria.
• Support Diverse Learning Needs: To accommodate different learning styles and difficulties through multi-sensory and kinesthetic approaches, as well as the use of specific software and hardware tools.
• Facilitate Continuous Improvement: To provide regular, constructive feedback aimed at continuous improvement in language competencies.
• Integrate Technology in Learning: To leverage digital tools and resources, such as mini-whiteboards and online platforms, to enhance language learning and assessment.
• Enhance Motivation and Engagement: To motivate and engage students by making learning activities relevant, interactive, and enjoyable.
• Promote Effective Communication: To assess and improve students’ ability to communicate effectively in the target language, both in written and spoken forms.
• Encourage Reflective Practice: To enable students and teachers to reflect on their learning and teaching practices, thereby promoting a culture of continuous development and improvement.

 

Short description of Best Practice

It focuses on effective language teaching strategies that enhance students’ proficiency in both national and foreign languages within compulsory education. This practice involves a holistic approach to language assessment, moving beyond traditional tests to include self-assessment, peer assessment, and teacher-led evaluations.

Age: The strategies are applicable across all cycles of compulsory education, including primary (1st and 2nd cycles) and secondary (3rd cycle) students, typically aged 4 to 16 years.

Duration: The best practice strategies can be implemented throughout the academic year. Specific activities, such as the use of mini-whiteboards or graded readers, can span several weeks or be integrated into regular lesson plans on an ongoing basis.

Setting: The practices are designed for classroom settings in compulsory schools. They can be adapted for both small group work and whole class instruction, providing flexibility to meet diverse classroom dynamics and individual student needs.

 

3 Key learning Principles that were used in this Best Practice to support learners with LD

• Differentiated Instruction:
  • Principle: Tailoring teaching methods to meet diverse student needs.
  • Application: The use of graded readers and varied assessment techniques allows for the accommodation of different learning paces and styles. This principle ensures that students with learning difficulties can engage with materials that are appropriate to their reading and comprehension levels, thereby reducing frustration and promoting success.

 

• Multisensory Learning:
  • Principle: Engaging multiple senses to enhance learning and retention.
  • Application: The incorporation of visual, auditory, and kinesthetic approaches, such as mini-whiteboards for interactive activities and technology tools like Blabberize, caters to various sensory preferences. This helps students with LD by providing multiple avenues for understanding and expressing their knowledge, making learning more accessible and effective.

 

• Active and Reflective Learning:
  • Principle: Encouraging active participation and self-reflection to deepen understanding.
  • Application: The practice of developing assessment rubrics with students and using self-assessment techniques fosters a sense of ownership and responsibility for learning. Activities like one-sentence summaries and interactive summaries encourage students to actively engage with the material and reflect on their learning processes, which is particularly beneficial for students with LD as it helps them internalise and apply what they have learned.

 

These principles are integrated into the classroom setting to create a supportive and inclusive learning environment that addresses the needs of all students, including those with learning difficulties.

 

Strategies used as part of Best Practice

• Adapting instruction to various learning styles.
• Individualized Learning Plans.
• Guidance on creating and implementing individualized learning plans.
• Collaboration with support services and professionals.
• Strategies for modifying or creating teaching materials to suit different abilities.
• Creating a positive and supportive classroom environment.
• Other:
  • Use of varied assessment techniques.
  • Integration of technology in learning.
  • Development of self-assessment and peer-assessment skills.
  • Incorporation of multisensory and kinesthetic approaches.

 

Results and impact

What does the assessment consist of?

The assessment consists of a variety of methods designed to evaluate different aspects of language proficiency comprehensively. These methods include:

• Development of Assessment Rubrics: Collaborative creation of rubrics by teachers and students to establish clear criteria and expectations for different tasks.
• Varied Assessment Techniques:

• • Minute Papers: Quick, reflective writing exercises at the end of lessons to capture immediate learning outcomes.
  • One-Sentence Summaries: Structured summaries to condense information into a single sentence, promoting concise comprehension.
  • Interactive Summaries: Group activities to summarise and discuss key points from texts or lessons.

• Use of Graded Readers: Simplified texts are used to assess reading comprehension and writing skills through structured activities and projects.
• Mini-Whiteboards: Real-time feedback on student understanding through written or drawn responses to prompts, facilitating immediate correction and discussion.
• Speaking and Listening Assessments: Individual speaking tests to evaluate fluency, vocabulary range, accuracy, and comprehension based on content from texts like “Tom Sawyer.”
• Reading and Writing Tests: Tasks that require students to correct mistakes in texts and write sentences based on provided images to assess comprehension, vocabulary use, and grammatical accuracy.

 

What is the level of assessment?

The assessment level is comprehensive and multifaceted, designed to capture a wide range of language competencies across different skill levels. It includes:

1. Formative Assessment: Continuous assessment techniques, such as minute papers and interactive summaries, provide ongoing insights into student progress and areas needing improvement.
2. Summative Assessment: End-of-unit projects, speaking tests, and writing assignments are used to evaluate the cumulative learning and proficiency of students.
3. Self and Peer Assessment: Students engage in self-assessment and peer-assessment activities, developing their ability to evaluate their own and others’ work against established criteria.
4. Differentiated Assessment: Assessments are adapted to suit varying proficiency levels, with tasks tailored to individual student needs, ensuring that all students, including those with learning difficulties, can demonstrate their abilities effectively.

 

Evidence as to why this was considered Good Practice

The strategies and practices have been recognised and endorsed by the Swiss Conference of Cantonal Ministers of Education (EDK), suggesting they have undergone formal evaluation and approval.

The document includes tips and feedback from teachers on how to implement these practices effectively in the classroom. This practical guidance indicates positive reception and successful application in real teaching environments.

The inclusion of varied assessment techniques and the emphasis on continuous, reflective, and self-directed learning practices point to an ongoing evaluation process. The practices are designed to be adaptable based on regular feedback and observations, ensuring they remain effective and relevant.

The best practice references research and examples from educational journals like “Babylonia,” which suggests that these practices are grounded in educational research and have been part of scholarly investigations into effective language teaching methodologies.

The Best Practice is considered good due to:

• Formal Endorsement: Recognition by the EDK highlights its credibility and reliability.
• Positive Feedback: Practical feedback from teachers and adaptation based on learner needs demonstrate its effectiveness.
• Research-Based: Integration of research findings and contributions to educational journals underpin its academic and practical validity.

 

These elements collectively contribute to its recognition as a model of effective language teaching practice.

 

Transferability

The Best Practice demonstrates significant potential for transferability across various educational contexts due to several key factors:

• Adaptability to Different Languages: The strategies and assessment methods are designed to be applicable to both national and foreign languages, making them versatile for teaching multiple languages.
• Applicability Across Age Groups: The practices are suitable for students across all cycles of compulsory education, from primary to secondary levels, typically ages 4 to 16. This broad age range enhances the transferability to various educational stages.
• Flexibility in Teaching Environments: The methods can be implemented in diverse classroom settings, whether in small groups or whole-class instruction. This flexibility allows for adaptation to different class sizes and learning environments.
• Inclusive of Various Learning Styles and Needs: The use of multisensory and kinesthetic approaches caters to different learning styles, ensuring that the practices are inclusive and supportive of students with diverse learning needs, including those with learning difficulties.
• Integration of Technology: The incorporation of digital tools and resources, such as mini-whiteboards and specific software, makes these practices relevant and easily adaptable to modern, technology-enhanced classrooms.
• Collaborative and Reflective Learning: Encouraging self-assessment, peer-assessment, and the development of assessment rubrics with students fosters a collaborative and reflective learning culture. This approach can be adapted to various educational philosophies and curricular frameworks.

 

Practical Examples of Transferability

International Schools:

The best practices can be implemented in international schools where multiple languages are taught, ensuring consistency in teaching quality and assessment across different linguistic contexts.

 

Special Education:

The strategies are particularly beneficial for special education settings, where differentiated instruction and multisensory learning are essential for addressing individual student needs.

 

Professional Development:

Teacher training programs can adopt these practices as part of their curriculum to equip future educators with effective, research-based language teaching strategies.

 

Curriculum Development:

Educational policymakers and curriculum developers can integrate these practices into national or regional curricula to standardise language teaching methods and assessment procedures.

 

The transferability of the Best Practice is evident due to its adaptability to different languages, age groups, teaching environments, and learning needs. The incorporation of modern technology and a collaborative learning approach further enhances its applicability across various educational contexts, making it a robust model for effective language teaching and assessment.

 

Resources used as part of Best Practice

Exemplars and Links:

• Assessment Rubrics: Developed collaboratively with students to ensure clarity and understanding of expectations. Examples and templates can be found in the document and online resources:
  • Example rubric creation: Babylonia Issue 2,2016 – http://babylonia.ch/fileadmin/user_upload/documents/2016_2/Buechel.pdf

 

• Graded Readers: Simplified texts used for reading and writing assessments. Examples include:
  • ZEBIS Lecture Facile (French) – https://www.zebis.ch/unterrichtsmaterial/franzoesische-lesebuecher-pause-lecture-facile
  • Bibliomedia Easy Reader Deutsch (German) – https://www.bibliomedia.ch/de/zkl-der-easy-reader-ist-da/

 

• Blabberize: An online tool used to create talking images, which supports reading and speaking exercises.
  • http://blabberize.com

 

• ICT-REV Project: Provides a review of digital tools for language learning.
  • http://www.ecml.at/ECML-Programme/Programme2012-2015/ICT-REVandmoreDOTS/ICT/tabid/1906/InventoryID/6/language/en-GB/Default.aspx

 

Use of Assistive Technologies in Language Instruction:

• Mini-Whiteboards: These are used for interactive and immediate assessment of understanding and language skills. They are especially useful for real-time feedback and promoting student engagement without the pressure of permanent records.
• Digital Tools:
  • Blabberize: Allows students to create and present spoken content through animated images, aiding in speaking and listening practice.
  • ICT Tools from the ICT-REV Project: Various digital resources and software are recommended for enhancing language instruction through technology.

 

Multisensory Approaches: Incorporating visual, auditory, and kinesthetic methods to engage different learning styles and needs, which is particularly beneficial for students with learning difficulties.

 

Critical issues

The Best Practice addresses several critical issues in language instruction, particularly when catering to diverse student needs and ensuring effective learning outcomes.

1. Differentiated Instruction:

• • Issue: Addressing the varying proficiency levels and learning styles within a classroom.
  • Response: The Best Practice includes the use of graded readers and differentiated assessment techniques to cater to individual learning needs, ensuring that all students can engage with the material at an appropriate level.

 

2. Comprehensive Assessment:

• • Issue: Moving beyond traditional testing to evaluate a broad range of language skills.
  • Response: Incorporating varied assessment methods, such as self-assessment, peer assessment, minute papers, and interactive summaries, provides a holistic view of student progress and competencies in speaking, listening, reading, and writing.

 

3. Student Engagement and Motivation:

• • Issue: Keeping students motivated and engaged in their learning.
  • Response: The use of interactive tools like mini-whiteboards and digital platforms such as Blabberize promotes active participation and makes learning more enjoyable. Engaging students in the creation of assessment rubrics also fosters a sense of ownership and responsibility for their learning.

 

4. Inclusivity and Support for Learning Difficulties:

• • Issue: Supporting students with learning difficulties and ensuring inclusive education.
  • Response: Multisensory and kinesthetic approaches are integrated to accommodate different learning styles. The use of visual, auditory, and tactile methods helps students with learning difficulties grasp concepts more effectively. Regular feedback and tailored support further ensure that these students can succeed.

 

5. Effective Use of Technology:

• • Issue: Leveraging technology to enhance language learning without overwhelming students or teachers.
  • Response: Specific technologies, such as Blabberize and other ICT tools reviewed by the ICT-REV project, are used to support language instruction. These tools are chosen for their ability to integrate seamlessly into the classroom and provide meaningful enhancements to traditional teaching methods.

 

6. Teacher Training and Implementation:

• • Issue: Ensuring teachers are well-prepared to implement these best practices effectively.
  • Response: The PDF includes practical tips and examples from experienced educators, which serve as valuable resources for teacher training. Continuous professional development and sharing of best practices among educators are encouraged.

 

Any additional learning that we can take from this Best Practice, example:

1. Collaborative Learning and Assessment:

• • Insight: Engaging students in the development of assessment rubrics not only clarifies expectations but also fosters critical thinking and self-reflection.
  • Application: Encourage students to participate in creating assessment criteria for various tasks, which can lead to a deeper understanding of quality work and improve their analytical skills.

 

2. Continuous Feedback and Improvement:

• • Insight: Regular, formative assessments such as minute papers and interactive summaries provide continuous feedback to both students and teachers, enabling real-time adjustments to teaching and learning strategies.
  • Application: Implement regular, low-stakes assessments to monitor student progress and adapt instruction as needed. Use these assessments to inform individual and group feedback sessions.

 

3. Integration of Technology in a Balanced Way:

• • Insight: Effective use of technology, such as Blabberize and ICT tools, can enhance engagement and provide diverse ways to demonstrate learning, without overwhelming the educational process.
  • Application: Select technology tools that complement traditional teaching methods and provide clear benefits for student learning. Ensure that these tools are user-friendly and accessible to both students and teachers.

 

4. Emphasis on Reflective Practice:

• • Insight: Encouraging self-assessment and reflection helps students take ownership of their learning and develop metacognitive skills.
  • Application: Incorporate self-assessment and reflective activities regularly. For example, after completing a project, ask students to reflect on what they did well and what they could improve, and to set goals for future learning.

 

5. Creating a Supportive and Inclusive Learning Environment:

• • Insight: A positive and supportive classroom environment is crucial for all students, especially those with learning difficulties.
  • Application: Foster an inclusive atmosphere where mistakes are viewed as learning opportunities. Use positive reinforcement and provide tailored support to students based on their individual needs and abilities.

 

6. Flexibility and Adaptability in Teaching Methods:

• • Insight: Flexibility in teaching methods and assessment techniques allows educators to address the diverse needs of their students more effectively.
  • Application: Be open to modifying lesson plans and assessment methods based on student feedback and performance. Use a variety of teaching strategies to cater to different learning styles and preferences.

 

7. Professional Development and Sharing of Best Practices:

• • Insight: Ongoing professional development and the sharing of successful strategies among educators can lead to improved teaching practices.
  • Application: Participate in professional learning communities and workshops to stay updated on effective teaching practices. Share your own experiences and strategies with colleagues to contribute to a collaborative learning environment.