Projects (2020-2023)
Stela : Storytelling for Teaching English as Second Language
November 2020- October 2023
The project directly supports the strategy by contributing to promote key competences, specifically - by promoting comprehensive approach to language teaching and learning. In May 2018, the Council for Education, Youth, Culture and Sports adopted a Council Recommendation on Key Competences for Lifelong Learning. The documents underline that the special attention should be paid to "increasing the level of language competences in both official and other languages and supporting learners to learn different languages relevant to their working and living situation". The UK government says that "Everyone living in England should be able to speak and understand English, so they can integrate into life in this country and make the most of the opportunities of living in modern Britain". Importance of the English language teaching is underlined in all partner countries education reports and national policies. However, while the growing impact of English as a global language has definitely had its toll in partner countries, at the same time, it seems that its penetration in the society and culture has been moderate compared to other European contexts. Storytelling is one of the oldest forms of human communication, and much has been said in the literature about its effectiveness as a pedagogical tool in the development of language skills, regardless of learners’ age or background (e.g. Isbell et al., 2004; Cameron, 2001). Furthermore, storytelling is even claimed to be more effective in language teaching than traditional teaching materials, such as textbooks. Studies generally believe that effectiveness of storytelling relies on the fact that it is fun, engaging and highly memorable, raising learners’ interest in listening to stories, as well as in speaking, writing and reading about them (e.g. Atta-Alla, 2011, Kim, 2010; Wajnryb, 2003). Storytelling is, therefore, considered to be a powerful instrument to motivate learners to learn languages by engaging and encouraging them to actively participate in the language learning process. Together with storytelling methodology the project will integrate digital tools made to visualize these stories. The digital storytelling as researcher and digital culture consultant, John Seely Brown described it is: “a new ways to use multiple media to tell stories and in the ability of kids, who are now growing up in a digital world, to figure out new ways to tell stories. " By combining creativity (storytelling) and technology (digital story telling tools)the project seeks to respond to the language teacher needs and to contribute to the national and European language learning policies.
More info: https://project-stela.eu/
MISSION:STEAM: A guide for ethnic minorities in STEAM
January 2022---December 2023
While the idea and benefits of the STEAM curriculum are spreading around the world, it still does not impact each demographic in the same way. It is still the case that those are coming from ethnic minorities are consistently underrepresented in science, technology, engineering, arts and mathematics. For example, in the fields of computer engineering and computer science, there is a substantial disparity between minorities and their counterparts. Of the 5 million employed workers in the computing field (US), minorities only account for about 30% of employees (A Guide for Minorities in STEM: Increasing Workplace Diversity, March, 2020).
The MISSION:STEAM project identifies and creates the opportunities for children coming with a minority background to be engaged with STEAM activities and further follow the STEAM pathways through education and trainings from the early ages of life (primary school). Researches show (e.g. Olsson, M., & Martiny, S. E. (2018), Steinke, J. (2017) women and men form gender roles in childhood, largely based on their exposure to media and popular culture.For example, talking with friends and family about science and consuming science media in childhood is predictive of STEAM identity in further career choice. Another research -Implementing STEAM in the Early Childhood Classroom - compliments the idea by stating that providing meaningful hands-on STEAM experiences for early childhood and elementary age children positively impacts their perceptions and dispositions towards STEAM.
As main results within the project 3 outputs will be produced:
- O1 - MISSION:STEAM e-Hanbook and Curriculum (incl. Pedagogical Model, Lesson plans, Worksheets). The handbook will be produced in 6 different languages: Lithuanian, Russian, Polish, Ukrainian, Italian, Spanish - fot those coming with ethnic minority background. And common version in English.
- O2 - MISSION:STEAM Science on the Sofa weekends (incl 18 live-stream online lessons in 6 different languages: Lithuanian, Russian, Polish, Ukranian, Italian, Spanish).
- O3 - MISSION:STEAM Community learning platform (incl. 18 edited online lessons in 7 different languages: Lithuanian, Russian, Polish, Ukrainian, Italian, Spanish, English; Lesson plans and Worksheets for download, Pedagogical Model)
Their development processes will be supported by European training activities for 12 STEAM Educators that will provide helpful inputs to partners for the work they will have to carry on at national level in the validation of what proposed at European level. The outputs will also be widely disseminated though multiplier events (described in dissemination), one in each of the partner countries.
The main target group are primary school students with ethnic minority background, 6 to 12 years old. They will be invited to join online educational activities (O2/A5) using their parents help to connect (if needed). They will reached by using media, social networks, national educational networks, NGOs and schools, some of which are associated partners.
For more info: https://clf4d.dev/msteam/