(Andrew Potter, Emma Eklund)
The goal of the intellectual output “Concept for the Development of Peer Teaching Material” is to provide teachers with a concept and step to step instructions as well as further ideas how to activate pupils and prepare material and lesson plans for their peer groups. With eTwinning an example is given how to do this transnationally with pupils. Besides this intellectual output also the actual peer teaching material is provided as a result. The concept is applied and tested within the learning activities at Singen, Stratford and Gothenburg.
Pupils will work with lessons and will have a role in their evaluation for future use. A fresh approach to Shakespeare is ensured with pupils developing teaching material and thus bringing Shakespeare’s “Midsummer Night’s Dream” and “The Tempest” alive for their generation. They will teach and mentor the classes below them that are coming through the school and the lesson plans developed can be published through the Shakespeare Birthplace Trust website for pupils and educators to use. They can also be collected together in a booklet to be distributed at multiplier events. By using current technologies instructions can also be given in video form. There are great opportunities for the pupils to practice their skills to ‘welcome and mentor’ which are going to be essential as Europe moves forward. The technology helps greatly with this. Meeting online with video technology, schools can link up and learn about how to meet someone in another language. Filming of outputs will be used which is loved by pupils and will unite them. The use of video is possible later too when older pupils start to mentor younger peers. The universal language of emoticons can also be used to interpret some scenes which will be a comical and uniting way into the material and will include all regardless of language profile. This is good practice for their citizenship and will help to ensure the project as there will always be a fresh supply of young learners coming through. It is also important to their language development because explaining how to do something to others is a different skill and demands that the young person has fully understood the material. Moreover, this will motivate the pupils taking part in the project as well as those they will mentor to a more open and active access to Shakespeare’s work.
The use of technology is also highly democratic in schools where pupils can meet the same technology regardless of background and experience the technology as a working and learning tool.
The learning activity at Stratford is a major milestone in this intellectual output. In the archive of the Shakespeare Birthplace Trust pupils have access to the translation of “Midsummer Night’s Dream” and “The Tempest” in their mother tongues. They will build these into the teaching material they develop. This makes the learning activity vital to achieving the objectives of the project.
As Shakespeare’s plays were written not to be read but to be performed, one key aspect will be the staging of the play. The pupils will take over the part of the director. They will take it in turns to direct scenes from the play giving it their own interpretation with attention to stage positions and actors’ interpretation of the lines as pupils will take different roles in collaboration culminating in a discussion about merits and problems of the different productions. The focus of the project will be on the English version of Shakespeare’s play, but as there are a lot of stagings in various languages or countries respectively available, pupils will also have a closer look at some of these, including their own mother tongues, thus concentrating on intercultural and multilingual aspects. As the two schools involved have pupils from widespread backgrounds it will be possible to explore vocabulary from a range of languages including those affected by the refugee crisis.
The following objectives are to be covered by the intellectual output “Peer Teaching Material”:
- promote language development and ability to impart gained knowledge
- support pupil-centred learning
- stimulate an understanding for multilingual diversity and similarities
- embrace transculturality as an aspect of modern life
- develop transnational expertise.
- use of modern technologies
The intellectual output is disseminated on eTwinning and at multiplier events for the target groups and stakeholders and online through the PH and SBT websites. Furthermore, the cooperation partners with their different networks disseminate the product in tertiary education, further teacher education and educational conferences.