Page 226 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 226
Interactive teaching methods
Given that the aim of second-chance education programmes is the partic-
ipants’ active involvement and engagement in the educational process, the
use of interactive teaching methods is inevitable. Teachers in second-chance
education programmes from different EU countries (Greece, Austria and
Italy) (European Commission, 2016; Frame, 2002; Hansen, 2006; Harrison,
Price, Gavin, & Florey, 2002; Koutrouba & Karageorgou, 2013; Wurdinger
& Enloe, 2011) reported that the methods used depend on the competen-
cies the programme aims to develop. In those countries, second-chance ed-
ucation aims to build general competencies as well as media skills, conflict
resolution, self-research study confidence, and support for self-evalua-
tion. They report that the most efficient teaching methods that are often
used are: the creation of individual portfolios, project learning, learning
in groups, partner work, individual self-learning phases, practice-orient-
ed learning formats and exemplary learning. Another approach to teach-
ing and learning that has proved to be effective when working with ESLers
in second-chance education is the MGS (Movement, Games and Sport for
psychosocial development) approach. Teachers in second-chance education
programmes from Romania (European Commission, 2013) reported that
the training, which is very practical and based on the experiential learning
method of games as a psychosocial tool, simultaneously develops the mind,
body and soul, promotes teamwork, builds self-confidence, encourages the
expression of emotions, and stimulates creativity. Competition and exclu-
sion is excluded from the methodology, and promotes cooperation and in-
clusion through sports, games and creative activities. It is also important to
note that teachers from Greece, Austria, Italy and Romania stated that, in
order to effectively implement interactive teaching methods, it is essential
for them to be regularly trained in professional skills such as teamwork, su-
pervision, reflection, feedback and self-evaluation.
Cooperation with the local environment
In our review, another important aspect of second-chance education pro-
grammes proved to be their local partnership with a large variety of part-
ners, including mainstream schools. Practices from the USA alternative
schools (e.g. Opportunity House, 2010; Youth Chance High School, 2016)
show it is very important for ESLers’ motivation and social integration to
give them the opportunity to go to mainstream schools and take a class
they prefer. If that works for them, they can stay and, if not, they return and
226
Given that the aim of second-chance education programmes is the partic-
ipants’ active involvement and engagement in the educational process, the
use of interactive teaching methods is inevitable. Teachers in second-chance
education programmes from different EU countries (Greece, Austria and
Italy) (European Commission, 2016; Frame, 2002; Hansen, 2006; Harrison,
Price, Gavin, & Florey, 2002; Koutrouba & Karageorgou, 2013; Wurdinger
& Enloe, 2011) reported that the methods used depend on the competen-
cies the programme aims to develop. In those countries, second-chance ed-
ucation aims to build general competencies as well as media skills, conflict
resolution, self-research study confidence, and support for self-evalua-
tion. They report that the most efficient teaching methods that are often
used are: the creation of individual portfolios, project learning, learning
in groups, partner work, individual self-learning phases, practice-orient-
ed learning formats and exemplary learning. Another approach to teach-
ing and learning that has proved to be effective when working with ESLers
in second-chance education is the MGS (Movement, Games and Sport for
psychosocial development) approach. Teachers in second-chance education
programmes from Romania (European Commission, 2013) reported that
the training, which is very practical and based on the experiential learning
method of games as a psychosocial tool, simultaneously develops the mind,
body and soul, promotes teamwork, builds self-confidence, encourages the
expression of emotions, and stimulates creativity. Competition and exclu-
sion is excluded from the methodology, and promotes cooperation and in-
clusion through sports, games and creative activities. It is also important to
note that teachers from Greece, Austria, Italy and Romania stated that, in
order to effectively implement interactive teaching methods, it is essential
for them to be regularly trained in professional skills such as teamwork, su-
pervision, reflection, feedback and self-evaluation.
Cooperation with the local environment
In our review, another important aspect of second-chance education pro-
grammes proved to be their local partnership with a large variety of part-
ners, including mainstream schools. Practices from the USA alternative
schools (e.g. Opportunity House, 2010; Youth Chance High School, 2016)
show it is very important for ESLers’ motivation and social integration to
give them the opportunity to go to mainstream schools and take a class
they prefer. If that works for them, they can stay and, if not, they return and
226
