EU Citizen Handbook of Instructional Strategies on Evidence Based Foundation for Teaching in Primary Schools

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EU citizen Handbook of instructional strategies on evidence based foundation for teaching in primary schools

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EU citizen: Handbook of instructional strategies on evidence based foundation for teaching in primary schools

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Descrierea CIP a Bibliotecii Naționale a României EU citizen: Handbook of instructional strategies on evidence based foundation for teaching in primary schools / Mariana Crașovan Poesis Petrescu, Marius Lupșa Matichescu, ...; coord: Marian D. ILIE. - Cluj-Napoca: Eikon, 2014 ISBN 978-606-711-161-3

I. Crașovan, Mariana II. Petrescu, Poesis III. Matichescu, Marius Lupșa IV. Ilie, Marian D. (coord.)

Marian D. ILIE (Editor)

EU citizen: Handbook of instructional strategies on evidence based foundation for teaching in primary schools

Mariana CRAȘOVAN Poesis PETRESCU Marius Lupșa MATICHESCU Paul SÂRBESCU Cătălin Iulian FLOREA

This publication was made possible with funds from the project EU Citizen: Instructional Strategies for Teaching in Primary School, Evidence Based, number 542773-LLP-1-2013-1-EN-AJM-ICS funded by the Education, Audiovisual & Culture Executive Agency, Lifelong Learning Programme - Call for Proposals 2013 (EAC / S07 / 12). Jean Monnet Programme, Key Activity 1 - "Learning EU at School" and also with the contribution of the West University of Timișoara.

Project member contribution Marian D. ILIE is a PhD Lecturer at West University of Timișoara, Teacher Training Department. He obtained a degree in Educational Science at the West University of Timișoara (2003) and later a PhD. also in Educational Science at the University of Bucharest (2009). Areas of interest: instructional design, curriculum development and teacher training. Contribution to the project: developing the financing application, design of the research, coordination of project implementation, development and theoretical substantiation of the instructional strategy and also of the type of lesson plan proposed in the project. He is the coordinator/editor of this paper, and also author or co-author to all chapters and/or sub-chapters of the paper. Personal web page: www.cosur.rcsedu.info; e-mail address: [email protected].

Mariana CRAȘOVAN is a PhD Lecturer at the West University of Timișoara, Educational Science Department. She obtained her degree and also her PhD. in Educational Science at Babeș-Bolyai University, Cluj-Napoca. Contribution to the project: collaboration in the design of the research, collaboration in the development and theoretical substantiation of the instructional strategy and also of the type of lesson plan proposed in the project, the development of examples and/or adaption of the examples in the proposed instructional strategies, performance of the lesson plans for teaching activities used in the experimental classes, participation in all phases of project implementation. She is also the co-author of the following sub-chapters: 2.2, 2.3., 2.4. and 2.5. E-mail address: [email protected].

Poesis PETRESCU is a PhD. Professor at the West University of Timișoara, Director of the Training Teacher Department. She obtained a degree in Psychology and a PhD. in Educational Science at the University of Bucharest. Areas of interest: general psychology, educational psychology, community psychology, educational management and empowerment. Contribution to the project: coordinator of teacher training program for the primary school teachers used as the target public in the project and also scientific referent of the paper. E-mail address: [email protected].

Marius Lupșa MATICHESCU is a PhD Assistant Lecturer at the West University of Timișoara, Department of Sociology. He obtained his degree in Sociology at the West University of Timişoara and later a PhD. in Sociology at “Paul Valéry” University, Montpellier, France. Areas of interest: social integration, recruitment and political representation, and sociology of education. Contribution to the project: collaborated in developing the financing application and actively participated in all stages of project implementation. E-mail address: [email protected].

Paul SÂRBESCU is a PhD teacher at the National College of Arts "Ion Vidu" in Timișoara and an associate of the West University of Timișoara, Department of Psychology. He took a degree in Psychology at the West University of Timisoara and later a PhD. in Psychology at the University of Bucharest. Areas of interests: transport psychology, research methodology, applied statistics. Contribution to the project: actively participated in the implementation of all phases of the project, contributed to the development of the educational strategy related to unit number three and performed the statistical interpretation of pedagogical research data. E-mail address: [email protected].

Cătălin Iulian FLOREA is a masters student and associate of the West University of Timișoara, Teacher Training Department. He took a degree in Political Science at the West University Timişoara. Areas of interest: mainly gender representation in education. Contribution to the project: actively participated in all phases of project implementation, developed teaching tools according to the project lessons, contributed to the development of the educational strategy related to unit number two. E-mail address: [email protected].

Collaborators involved in the project implementation at county level Prof. Ioan FRANȚ (Inspector pentru învățământul primar, ISJ Timiș) Prof. Sorinel CONSTANTIN (Casa Corpului Didactic, Mehedinți) Prof. Gheorghe MANDA (Inspector pentru învățământul primar - limbi materne , ISJ Caraș-Severin) Prof. Alina TĂRCHILĂ (Inspector pentru învățământul primar, ISJ Hunedoara) Prof. Ion POPESCU (Inspector pentru învățământul primar, ISJ Gorj)

Teachers from primary schools, involved in pedagogical research implementation Prof. Dorina Maria LOBONȚ (Colegiul Național Bănățean, Timișoara, județul Timiș) Prof. Daniela Maria BOTOȘ (Școala Gimnazială “Mihai Viteazul” Târgu Mureș, județul Mureș) Prof. Adela BUTIURCĂ (Școala Gimnazială “Mihai Viteazul” Târgu Mureș, județul Mureș) Prof. Ionela Nicoleta DRĂGOI (Școala Gimnazială “Aron Densușianu“ Hațeg, județul Hunedoara) Prof. Cristina MIHAI (Școala Gimnazială Sânandrei, județul Timiș) Prof. Niculina BOBESCU (Liceul de Arte “Sabin Păuța“ Reșița, județul Caraș-Severin) Prof. Luminița ȘICLOVAN (Școala Gimnazială Nr. 18 Timișoara, județul Timiș) Prof. Ozana DRĂGILĂ (Școala Gimnazială Nr. 2 Reșița, județul Caraș-Severin) Prof. Carmen GRIGORESCU-FULGA (Școala Gimnazială Nr. 1 Bocșa, județul Caraș-Severin) Prof. Constantin GUȚU (Colegiul Național de Arte “Ion Vidu“ Timișoara, județul Timiș) Prof. Sorina KOVACS (Școala Gimnazială Nr. 1 Bocșa, județul Caraș-Severin) Prof. Ramona Tabita MARIȘ (Școala Gimnazială “Ovidiu Densușianu“ Hațeg, județul Hunedoara) Prof. Mirela Nicoleta VOIA (Colegiul Național Bănățean Timișoara, județul Timiș) Prof. Camelia ALBULESCU(Școala Gimnazială Nr. 24 Timișoara, județul Timiș) Prof. Rozalia Aurora ARNAUȚU (Școala Gimnazială “Romul Ladea“ Oravița, județul Caraș-Severin) Prof. Ingrid Ramona BĂRDĂȘAN(Școala Gimnazială Nr. 30 Timișoara, județul Timiș) Prof. Mariana Rodica BORZEI (Școala Gimnazială “A. Mureșanu“ Deva, județul Hunedaora) Prof. Mirela Lenuța CĂLESCU (Școala Gimnazială Coronini, județul Caraș-Severin) Prof. Adela Simona CARABA (Școala Gimnazială Șimian, județul Mehedinți) Prof. Florinela CHIRIAC (Școala Gimnazială Șimian, județul Mehedinți) Prof. Adina Hannelore COLDA (Școala Gimnazială “Romul Ladea“ Oravița, județul Caraș-Severin) Prof. Mariana CORNEA(Școala Gimnazială Nr. 14 Drobeta Turnu Severin, județul Mehedinți) Prof. Lavinia Ioana DOLOT(Colegiul Național “Traian Lalescu“ Reșița, județul Caraș-Severin) Prof. Simona Loredana VANCU (Colegiul Național “Traian Lalescu“ Reșița, județul Caraș-Severin) Prof. Nicoleta DRILEA (Școala Gimnazială “Sofia Arcan“ Moldova Nouă, județul Caraș-Severin) Prof. Nicola Oana MARIȚA (Școala Gimnazială Nr. 3 Oțelu Roșu, județul Caraș-Severin) Prof. Maria MICLEA (Școala Gimnazială Nr. 3 Lugoj, județul Timiș) Prof. Mariana Ștefana MUREȘAN (Liceul Tehnologic “Ovidiu Denușianu“ Călan, județul Hundoara) Prof. Elena Delia NĂSTASA (Școala Gimnazială Liebling, județul Timiș) Prof. Ecaterina NEAGRĂU (Școala Gimnazială Comloșu Mare, judetul Timiș) Prof. Anuța Rodica NEDELCU (Școala Gimnazială Nr. 30 Timișoara, județul Timiș) Prof. Gheorghe PÂRJAN (Școala Gimnazială “Petru Dumitru“ Orșova, județul Mehedinți) Prof. Florela POENAR (Școala Gimnazială “Andrei Mureșanu“ Deva, județul Hunedoara) Prof. Karina PREOTESOIU (Colegiul Național Bănățean Timișoara, județul Timiș) Prof. Mariana Monica RANTA (Liceul Tehnologic “Ovidiu Denușianu“ Călan, județul Hunedoara) Prof. Teodora SCHÎNTEIE (Școala Gimnazială Nr. 25 Timișoara, județul Timiș) Prof. Elena-Lorena SELARIU (Școala Gimnazială Nr. 1 Bocșa, județul Caraș-Severin) Prof. Maria SZAMCSEK (Școala Gimnazială “Mihai Viteazul“ Târgu Mureș, județul Mureș) Prof. Gheorghița TĂCULESCU (Școala Gimnazială Șimian, județul Mehedinți) Prof. Camelia Florina TENDEA (Școala Gimnazială “Horia, Cloșca și Crișan“ Brad, județul Hunedoara) Prof. Cecilia-Gabriela TODEA (Școala Gimnazială Nr. 30 Timișoara, județul Timiș) Prof. Mihaela Claudia TODOR (Colegiul “Al. Borza“ Geoagiu, județul Hunedoara) Prof. Medena Lorena VESELU (Școala Gimnazială “Alice Voinescu“ Dr. Tr. Severin, județul Mehedinți) Prof. Aloisie VILCU (Școala Gimnazială Berzasca, județul Caraș-Severin) Prof. Snejana Ioana VITU (Școala Gimnazială Nr. 24 Timișoara, județul Timiș) Prof. Ioan VLAD (Școala Gimnazială Nr. 24 Timișoara, județul Timiș) Prof. Tatiana VLAD (Școala Gimnazială Nr. 24 Timișoara, județul Timiș) Prof. Ana-Maria ȘANDOR (Școala Gimnazială Comloșu Mare, județul Timiș)

Content

Foreword ...... 6

Part I: Dimensions of the EU Citizen project ...... 7 1.1. Preamble: The European Union in Romanian primary schools ...... 7 1.2. Design and methodology of the pedagogical research ...... 10

Part II: Didactic suggestions on evidence based foundation for EU Citizen discipline ... 19 2.1. Theoretical fundamentals for a new instructional strategy ...... 19 2.2. Arguments for a new type of lesson plan ...... 22 2.3. Seventy-two instructional strategies supported by evidence based ...... 38

References ...... 181

FOREWORD

The paper is presented in two parts as follows:

 Part I: Dimensions of the EU Citizen project - presents the context of research and the instructional approach used in the EU Citizen course and the design of the pedagogical research carried out.  Part II: Didactic suggestions on evidence based foundation for the EU Citizen discipline - presents the data from empirical research made in the EU Citizen: Instructional Strategies for Teaching in Primary School, Evidence Based project, proposing operational didactical suggestions which include a methodology for realizing teaching design, a methodology for implementing a didactical strategy, an example of lesson plans, and also examples of instructional strategies, all accompanied by empirical evidence of their teaching effectiveness measured though student achievement. After these is shown the ….  References – shows scientific papers related to the undertaken pedagogical study.

The structure of this paper makes it relevant to a variety of people. Due to the manner in which the research was carried out and the data presented, the paper could be useful reading for educational science specialists interested in sustaining their pedagogical ideas through empirical evidence, and also for students, post-graduate students, or PhD research. Students from the area of educational science, may also find it useful to have in front of them as an example of research methodology for implementing a didactic experiment. From another point of view, through the examples of lesson plans, and instructional strategies, and also through the framework methodologies and didactical suggestions presented, the paper could be useful for practitioners interested in their personal professional development.

From another perspective, the present study, accompanied by teaching tools developed in the project could be is a good teaching guide for the implementation in the classroom of this optional discipline The EU Citizen.

At the end of this short foreword we turn our thoughts of gratitude to all those who made this project possible: project team members, partners involved in project implementation at the county level, teachers involved in the teaching experiment (as listed in the previous pages), and the over 800 teachers involved in the non-experimental phase of the project and training program, whose names would be hard to enumerate here, but to whom we assure our gratitude and respect.

Timișoara, Project manager, 31 August 2014 PhD. Lecturer Marian D. ILIE

Part I

DIMENSIONS OF THE EU CITIZEN PROJECT

1.1. Preamble: The European Union in Romanian primary schools

Since 1989, the field of education in Romania, has been marked by many moments of reform (1994, 1997, 2005 and 2011), when the term curriculum has always been a central one. The first educational reforms (1994, 1997) created the premise and framework for dynamic curriculum design and were intended to differentiate educational activities in order to meet the individual needs of learners. Thus, for the first time in Romania we heard of concepts such as: a framework of reference for the national curriculum for compulsory education, curriculum area, time slot, expanded core curriculum, electives, topic curriculum etc. (Crișan, 1998). These theoretical frameworks have also appeared in primary education and have allowed diversification and the increasing adaptation of curricular practices by teachers for primary education. More recently (2011), the methodological landmarks have promoted reform in primary education. Also the National Educational Law No. 1/2011 has led to the promotion of an integrated approach to the disciplines of the curriculum.

In this methodological context, it is relatively easy to insert some curriculum content related to the European Union (EU) not just into educational documents, but also into educational practice at the level of primary education. Theoretically this insertion which promotes the EU content could be made using some of the following means:

█ insertion into the curriculum of a specific compulsory discipline; █ using the part of the curriculum that is open to the decision of the school in order to introduce optional disciplines that address exclusively subjects with EU content; █ insertion of compulsory topics into different mandatory disciplines which are already part of the National Curriculum; █ insertion of some optional topics related to different compulsory disciplines presented in the National Curriculum; █ an integrated trans-disciplinary approach, with some specific topics which include EU content; █ an approach where some specific topics of EU content are introduced in non formal activities.

Romanian primary education, according to LEN nr.1/2011, includes five steps for children aged between 6 and 11 (preparatory class, class I, class II, class III and class IV). Given the specifics and dynamics of this system, a single optimal solution (for including curriculum content related to the EU) would be hard to identify. In a recent study (Ilie et al, 2012)1 examined the solution adopted by decision makers at the macro-

1 In the cited paper, only the results for the implementation of the research in the Caraș-Severin county were published. After analysing data collected from research implementation in Timiș county, the results and conclusions of the study were reconfirmed. 8

educational level, but also those promoted by practitioners. The study was conducted using two methods: documentary analysis and a questionnaire-based survey. The documentary analysis examined the framework of primary education, compulsory program disciplines, the list of optional disciplines approved by the County School Inspectorate (CSI) of Caraş-Severin county and Timiș county, and also programmes of optional topics. The questionnaire included closed and open questions, aiming to highlight the motivational approach of teachers from primary schools in choosing specific optional topics.

From the analysis of central documents relating to school programmes the following methodological frameworks were identified:

█ introduction of an optional topic called European education; █ teachers were able to develop and implement optional disciplines on any topics of interest to the children, including specific topics about the EU; █ compulsory topics were used to cover some EU content (e.g. EU symbols, the number of member countries, geographical aspects, Romania’s place in the EU were included in the History curriculum for class IV); █ the compulsory Geography curriculum for class IV was used to cover specific EU content; █ the compulsory Civics Education curriculum for class IV was used to cover specific EU content; █ non-formal activities were used for promoting the EU for example activities on EU Day (May 9) and/or the special week of events in Romanian schools called “School in a different way”.

Observing and analysing the educational practices in classrooms show that not all these methodological frameworks are valued by practitioners in the classroom. When the issue of EU content is considered the most commonly used methodological framework is: the use of the compulsory subjects of History, Geography and Civics Education to cover specific EU content, and also the promotion of the EU through non-formal activities. The other methodological frameworks appear to be less used.

Due to their compulsory character the subjects of History, Geography and Civics Education, are presented in a systematic way for which reason the students master some basic information about the EU such as EU geography, Romania as a member state, the EU flag, the EU Day etc. Non-formal activities promote the symbols of the EU through school competitions involving artistic creation.

The optional discipline called European education is relatively unknown and due to the fact that it doesn’t have a complete, developed curriculum (containing all the necessary things needed for implementation, starting with a methodological guide and teaching tools) it is rarely implemented.

The hours of the learning curriculum framework which can be used for optional disciplines or to enhance and extend the compulsory disciplines, are perceived as being useful. However, 9 they are not commonly used for the introduction of optional subjects. Instead teachers prefer to use this time to improve the topics from the compulsory disciplines or for introducing other topics within these disciplines. Although a number of optional subjects are introduced at the request of parents, students, or because appropriate teaching resources are available, these optional subjects rarely specifically address content linked with the EU. In the situation where the documents and necessary teaching resources needed for introducing and implementing new, optional disciplines are not available it is difficult to include the new disciplines in the curriculum. If the teacher has to plan and provide everything, it is not so easy. This is confirmed by previous research that exposes the difficulty teachers have working with pedagogical concepts (Fuller, 1969; Haysom and Sutton, 1974; Stenhouse, 1975). This could also explain the low number of new optional disciplines introduced to the curriculum by primary school teachers in the Romanian Education system. So it can be seen that there is a need for primary school teachers to receive support in developing and implementing new, optional disciplines. This should be included in the extremely complex range of teacher training (Wang et al, 2010). In light of this, three years ago (2011) a complex programme of research was initiated to develop documents, teaching tools, and also teacher training dedicated to the inclusion of specific EU content in Romanian primary schools. This programme is generically called The EU Citizen. In the following pages the development and stages of implementation of this project up until the present time (August 2014) are described.

As previously shown, the National curriculum framework for primary schools in the Romanian Education System allows for the inclusion of optional disciplines through which specific topics about the EU can be covered. In addition, it was stated that this opportunity to teach about the EU is not sufficiently exploited due to the difficulties encountered by teachers in developing appropriate courses (the necessary documents and teaching resources).

In this context, in the summer of 2011, an interdisciplinary team from the West University of Timisoara in collaboration with primary education inspectors from the County Schools Inspectorates of the counties of Timiș and Caraş-Severin, put together a project named Let’s train the little EU citizen!. This project was aimed at helping teachers to be able to deliver EU content as part of the curriculum. An application for funding was made to the grant competition opened by the Education Audiovisual & Culture Executive Agency, Brussels, Belgium through Lifelong Learning Programme – Call for Proposals EACEA/18/2011. Jean Monnet Programme, Key Activity 1 – Learning EU at School.

After evaluation, the application was included in the 47 applications from 8 countries which were given finance. So, in the period March 2012-January 2013, the project Let’s train the little EU citizen! (cod 357417-LLP-2011-RO-AJM-ICS) was implemented. The scope of this project was to develop a complete curriculum package for implementing the discipline The EU Citizen in Romanian primary schools. In the summer of 2013, following the results of the project Let’s train the little EU citizen! and the conclusions drawn, an interdisciplinary team from the West University of Timisoara suggested applying for funding for a further project. The proposal was to develop a set of instructional strategies based on empirical evidence which would lead to the production of a complete curriculum package. This would then be 10 offered to teachers for delivering the optional course The EU citizen. Once completed the application, was submitted to the grant competition opened by the Education, Audiovisual & Culture Executive Agency, Brussels, Belgium through Lifelong Learning Programme – Call for Proposals EACEA/18/2011. Jean Monnet Programme, Key Activity 1 – Learning EU at School. After the evaluation, the application was included in the three applications from Romanian institutions that were included in the 37 projects from 15 countries that received financing. The success in obtaining this financing resulted in the implementation of the project EU Citizen: instructional strategies for teaching in primary school, evidence based (cod 542773-LLP-1-2013-1-RO-AJM-ICS) in the period September 2013 – August 2014. The scope of the project was to increase the visibility of the EU in Romanian primary schools by developing an instructional strategy package for teaching about the EU in primary schools and by offering a specific training programme to primary school teachers. In the following pages we present the methodology of the pedagogical research, the instructional strategies and the statistical data obtained on the effectiveness of teaching as measured by students’ school results.

1.2. Design and methodology of the pedagogical research

The research conducted was complex, with both experimental and non-experimental phases. The stages of the pedagogic research conducted are: Stage I: Selecting the suite of operational objectives (non-experimental design); Stage II: Selecting the experimental classes (non-experimental design); Stage III: Testing the teaching effectiveness of the developed instructional strategies (experimental design). In this section the following aspects for each research stage are presented: their role in the general research, the research design, and the methodology used.

█ Stage I: Selecting the suite of operational objectives

Selecting the suite of operational objectives was the first stage of the research project. Based on the operational objectives the educational strategies were designed and implemented and tested Those operational objectives considered for conducting the selection of activities were those proposed in the paper Citizen of the European Union – methodological guide (2013b). This project was designed and implemented to follow on from the first project (Let’s train the little EU citizens!) which was aimed at developing a complete curriculum package for delivering content related to the EU as an optional discipline in the primary school curriculum. In this second project, The EU Citizen: Instructional Strategies for Teaching in Primary School, Evidence Based project the development /design of specific instructional strategies, based on empirical evidence was undertaken.

Because the experimental, empirical testing of instructional strategies for all the operational objectives proposed by the methodological guide would have been virtually impossible during the life of the project, a selection was taken. The set of instructional objectives selected were those thought to be more interesting and attractive for the three categories of 11 stakeholders: primary school teachers, parents of primary school students and, of course, primary school students. The research conducted had a cross-sectional non-experimental design, using the questionnaire as a research tool. To carry out and complete the task of selecting instructional objectives during the planned time, the questionnaires was used in two ways: a) online, via e-mail, and b) face to face, by a member of the project team or a volunteer student from year II or III, studying Psychology and/or Educational Science at the, Faculty of Sociology and Psychology, the West University of Timişoara

In the grant application for the project the proposed sample for the research was 1200 people in the following categories: 40 teachers who participated in the project Let's train the little EU Citizens!, 860 primary school teachers who had not participated in the project mentioned above, 100 parents of students attending primary school, and 200 students in primary school. The sample that was effectively used during the research consisted of 1294 participants (teachers, parents and students) from the Timiș, Caraș-Severin, Hunedoara and Mehedinţi counties.

Of the returned questionnaires, 71 (5.5%) were cancelled because participants had not complied with the instructions for answering. The final sample (N = 1223) consisted of 32 (2.6%) teachers who had participated in the project Let's train the little EU citizen!, 770 (63%) teachers who had not participated in the project Let's train the little EU citizen!, 110 (9%) parents and 210 (17.2%) students. The remaining 101 participants (8,3%) did not give their status. Regarding the distribution by county, 441 participants (36.1%) were from Timis, 243 (19.9%) were from Caras-Severin, 231 (18.9%) were from Hunedoara and 199 (16.3%) were from Mehedinţi. The remaining 109 participants (8,9%) did not give their county. The magnitude of this sample was imposed by the need to select a set of relevant instructional objectives in terms of importance to the educational process, seen from the perspective of direct and indirect stakeholders of the project. Also, by making such an approach, we exclude the possibility of subjective choices of operational objectives that were used for the development of educational strategies, the choice being made based on feedback from the potential stakeholders of the project. The questionnaire designed for this study included a list of 68 instructional objectives grouped into six learning units of the optional subject The EU citizen, developed through the project Let's train the little EU Citizens!. The six units of study and number of related instructional objectives were (Ilie et al., 2013b): What is the European Union? - 9 objectives; Symbols of the European Union - 14 objectives; How the European Union functions? - 18 objectives; Travellers in the EU - 8 objectives; European countries - 10 objectives and European literature for children - 8 objectives. For each learning unit participants had to select five instructional objectives that they considered the most important, and give them scores from 1 to 5 (1 being the most important and 5 the least important). Using the responses of participants we calculated the mean for each objective. In regard to this, to facilitate interpretation, the values from questionnaire responses were reversed. Comparison of means was made between the objectives of each unit of study (a higher score means a higher level of importance for the objective). The questionnaire was designed in two versions, one for teachers and parents and the second for students. Both included the same instructional objectives and in the same order, but had appropriate 12 wording. The version given to teachers and parents presented instructional objectives as technical instructional objectives (e.g. to define the European Union based on information received from the teacher, to describe the EU flag), while the student version presented instructional objectives in the form of simple questions that students might want answered (e.g. What is the European Union?).

█ Stage II: Selecting the experimental classes

The selection of the group of experimental classes was the second stage of the research. Six pairs of primary school classes were chosen (a total of 12 classes). The classes chosen were all third and fourth grade classes because the material was considered more suitable for these older students. The aim in the selection process was that the classes should be as similar as possible in terms of a complex set of parameters (learning outcomes, number of students, classroom environment, self-esteem, self-efficiency, attitudes towards school, positive and negative affects, satisfaction with school). This was to ensure that in the third stage of the research the results obtained would show the affects of the educational strategy under test, rather than being influenced by these other factors. In order to choose the experimental group of classes a complex system was devised. The structure and results of this system for selection are presented below.

The study had a cross-sectional non-experimental design, using several psychometric instruments for collecting the data. Prior to the actual testing, the instruments were pre-tested in a fourth grade class from the National College of Banat in Timişoara. Also, the instruments have been translated into Romanian using the back-translation method.

The questionnaires were completed during lessons, in the presence of a member of the project team, or of a volunteer student. The volunteer students were from year II or III of courses in Psychology and/or Education Sciences, Faculty of Sociology and Psychology, the West University of Timişoara. The questionnaire about class parameters was completed by the teachers, while the other instruments were completed by students from each class. A consistent methodology was used in the questionnaire application, which included the following:

 the teacher was informed about all the instruments to be applied to the students, and about the procedure for completing them.  the teacher completed the information on class parameters, after which he could leave the room. If he wanted to stay, he was asked not to walk around the classroom and not to read what students were writing on the tests, so that the results would not be affected by him.  in the first lesson (each lesson lasted 50 minutes), students completed the test for evaluating their reading-writing competencies.  in the second lesson, students completed the questionnaire about classroom environment.  in the third lesson, the students completed the rest of the remaining instruments. 13

 before the questionnaires were completed, the field monitor explained and exemplified how that instrument should be completed.  during the completion of the questionnaires, the field monitor made sure that students answered individually, without influencing or being influenced by other students.  when receiving the completed questionnaires (with the exception of the test for evaluating their reading-writing competencies), the field monitor checked whether all items had been answered, and, if necessary, requested the completion of unanswered items.

The sample consisted of 48 primary school classes (third and fourth grade) from the Timiş, Caraş-Severin, Hunedoara, Mureş and Mehedinţi counties, totalling 1076 students (52.2% female), aged between 8 and 11 years (M = 9.43, SD = .71). The distribution of the participants by county was as follows: Timis, 18 classes or 405 students, accounting for 37.6% of the participants; Caras-Severin, 13 classes, 260 students, (24.2%); Hunedoara, 8 classes or 199 students, (18.5%); Mures, 3 classes, 92 students, (8.5%) and Mehedinţi: 6 classes, 120 students, (11.2%).

As stated previously, in the analysis of the 48 school classes, several research instruments were applied. These instruments are described in the following section.

The Questionnaire on Class Parameters was completed by each teacher and included the following parameters: type of class (normal, simultaneous, simultaneous with three classes, simultaneous with 4 classes, with SEN students), the number of students, the number of girls and boys, the number of repeaters (coming from other classes), the number of students given awards at competitions - national phase, county phase, local phase, school phase, the number of students with both parents in employment, the number of students with both parents unemployed, the number of students with one parent unemployed, the number of students with both parents working abroad, the number of students with one parent working abroad and the layout form of the class (classical, U-shape, square shape, circular desks and chairs outside, in groups, circular without desks, a double circle, circular with desks and chairs outside and between desks).

The Classroom environment questionnaire (Aldridge, Fraser & Huang, 1999) contains 56 items scored on a 5-point Likert scale (1 = Almost never, 5 = Almost always), and measures the seven dimensions of classroom environment: class cohesion (α = .76), support from teacher (α = .77), involvement (α = .73), investigation (α = .78), task orientation (α = .80), cooperation (α = .70) and equity (α = .81). As α Cronbach values show, all dimensions have at least an acceptable level of internal consistency.

The Coopersmith Self-Esteem Inventory – Short (Coopersmith, 1981) contains 20 items scored on a true-false scale and measures self-esteem. The scale’s internal consistency is situated at an acceptable level (α = .75).

The Children’s Self-Efficacy Scale (Martinelli, Bartholomeu, Caliatto & Sassi, 2009) contains 21 items scored on a 5-point Likert scale (1 = Very rarely, 5 = Very often) and measures general self-efficacy. The scale’s internal consistency is situated at an optimal level (α = .91). 14

The Scale for Attitudes Towards Elementary School (Erktin, Ockabol & Ural, 2010) contains 38 items scored on a true-false scale and measures the attitude of primary school students towards school. In our study only the Attitudes towards learning (4 items) and Attitudes towards teacher (5 items) subscales were used. The internal consistency is situated at a low level for both subscales (α = .53, .59).

The Positive and Negative Affects Schedule for Children (PANAS-C; Laurent et al., 1999) contains 30 adjectives scored on a 5-point Likert scale (1 = Very rarely, 5 = Very often) and measures positive and negative affects. The internal consistency is situated at an optimal level for both subscales (α = .89, .88).

The Multidimensional Students’ Life Satisfaction Scale (Huebner, 1994) contains 40 items scored on a 4-point Likert scale (1 = Always, 4 = Never) and measures life satisfaction. In this study only the Satisfaction with school subscale was used (8 items). The subscale’s internal consistency is situated at an optimal level (α = .81).

The Test for reading and writing skills in elementary school (Ilie, 2011) aims to identify these skills by reading previously unseen written texts. The test consists of four sections. Each of these has a text accompanied by five evaluation items, out of which three require the choice of one correct answer from four possible answers, and two are open items where the respondents have to write an answer. The four texts are different in nature. The first one is a literary text from national literature, the second one is a literary text from international literature, the third one is a letter through which students are invited to an event, and the fourth one is a conversation with familiar terms. The items verify the students’ ability to identify the following: literal information in a given text, correct interpretation of inferential meaning of the text read, but also the ability to write a reply, applying rules of punctuation and spelling. The test was scored so that each of the four texts has 25 points; overall, there are 50 points for multiple-choice items and another 50 points for the open answers. The distribution of points to each assessment item took into account the level of difficulty, so that answers based on the identification of literal information received lower scores than items based on the correct interpretation of the text, where inference was needed to deduce the answer. Following the pre-test activity, we found that the test could be completed by primary students in less than 50 minutes, although it has a high degree of difficulty. This high degree of difficulty was desirable because of the necessity to differentiate as precisely as possible between the students’ reading and writing skills.

█ Stage III: Testing the teaching effectiveness of the developed instructional strategies

Testing the effectiveness of the developed educational teaching strategy is the third stage of the research project The EU Citizen: Instructional Strategies for Teaching in Primary School, Evidence Based, and consisted of implementing a pedagogical experiment designed to empirically validate the teaching effectiveness of using the teaching strategy Smiley Hands up, developed by the project team, in teaching about the EU. For this stage we used a complex design of research. The design is presented below. 15

The research involved a comparative experiment where the independent variable was the instructional strategy used (standardized or based on the choice of each individual teacher). The dependent variable was represented by the score obtained by students in a test of their knowledge. The classes involved in the teaching experiment were selected in Stage II of our research. The period in which the teaching experiment was implemented was April 24 to June 6, 2014.

The 18 instructional objectives selected in the first stage of the research were grouped into six lessons, one corresponding to each learning unit that makes up the curriculum of the EU citizen discipline (Ilie, 2013b). For each teaching activity a lesson plan was created. The experimental classes addressed each operational objective using the educational strategy developed by the research team, while in the control classes each teacher prepared his own lesson plan, using their own instructional strategies. The timing of the lessons was a maximum of two per week.

In the last 10 minutes of each lesson the students’ knowledge was tested. 10 items evenly covering all the objectives in that lesson were given to the students. Also a final test was given to all 12 classes (6 experimental and 6 controls) on completion of all the teaching about the EU. This test was given no later than a week from the day the last lesson was taught. It covered all the 18 operational objectives addressed by the curriculum and lasted 50 minutes.

All 72 lessons were taught by the usual teacher of each class. Each of the 36 lessons with the experimental classes, as well as each of the 36 lessons with control classes, were observed by at least one member of the research team. For the experimental classes, the observation was systemic, based on a standard observation grid and the lesson plan, while for the control classes it was accomplished using an analytical observation of the lesson plan.

The research sample consisted of 306 students in the third and fourth grade, from the 12 classes (6 experimental, 6 controls) used in this teaching experiment. Because of the characteristics of the teaching activity and of the different dates for teaching each lesson, the effective sample for each lesson varies between 282 and 306 students. These differences arise because of absences from school of pupils on some days.

A more detailed analysis of the sample shows that 160 students were involved in experimental classes and 146 in control classes. In the case of the highest rate of absence, 8 students were found absent in experimental classes (a rate of 5%), and 16 students in control classes, representing 10.9%. Both these high absence figures occurred when lesson number 5 was taught. The number of students that attended each individual lesson, as well as the number that attended the final test, is shown in detail in Table 1. Overall, we identified a mean attendance ratio of 97% for experimental classes and 96% for control classes.

In the teaching experiment the following tools were designed and used: lesson plan (for each of the six lessons), knowledge tests (for each of the six lessons), final test of knowledge and scoring techniques for each test.

Table 1. The number of students that attended each lesson Lesson Class N % Lesson no. 1 Experimental 160 100% Control 146 100% Lesson no. 2 Experimental 157 98% Control 138 94,5% Lesson no. 3 Experimental 155 96,8% Control 138 94,5% Lesson no. 4 Experimental 152 95% Control 135 92,5% Lesson no. 5 Experimental 152 95% Control 130 89,1% Lesson no. 6 Experimental 155 96,8% Control 136 93,2% Final test Experimental 154 96,2% Control 133 91%

Lesson plans used in the experimental classes are exemplified in subchapter 2.2. For each of the six experimental teaching activities a lesson plan was made. Each of the six primary teachers whose classes were selected to be in the experimental group taught six lessons, following the processes given by the project for each of those 6 lessons. Each lesson plan was designed taking into account the two classical parts of a lesson plan: the introduction and implementation.

The introduction contains the following elements: a) the school, b) the teacher's name c) class, d) date, e) curriculum area, f) subject, g) the learning unit, h) the lesson subject, i) the type of lesson, j) instructional objectives and k) references.

The implementation was written as a table with the following columns: a) instructional events and time spent, b) instructional objectives, c) previous knowledge, d) learning content, e) instructional strategy, with the following elements: e1) type of learning, e2) learning stages, e3) methods and processes, e4) teaching means, e5) the form of layout in the class and f) assessment.

For the teaching activities taught to control classes, each teacher prepared his own lesson plan. Before implementation, the lesson plans were approved by the research team. This approval was based on compliance with the instructional objectives that had to be accomplished in that lesson. The research team did not intervene in the formulation of lesson plans except where certain aspects of the instructional objectives of the project remained uncovered by the lesson plan in which case precise suggestions were given with regard to the missing items. Also the tests of knowledge that were given to control classes at the end of each lesson and at the end of the whole teaching programme were based on these plans made by the teachers.

The tests of knowledge were based on the instructional objectives addressed in the lesson and the learning content related to each of these objectives. These tests were designed to evenly cover all of the objectives of a lesson. Each test consisted of 10 items. The tests given to the control classes were similar to those for the experimental classes but they were worded 17 in such a way as to reflect the learning content actually used by the teacher of the control class. For example, for objective O3 (to identify EU countries and their capitals) in Lesson 4, the test of knowledge for the experimental classes was aimed at the correct identification of the capitals of the following countries: Romania, Italy, Belgium, Germany, Netherlands, Austria, Hungary and Spain. In the test of knowledge for each control class the countries named were those referred to in the lesson and lesson plan for that class but otherwise kept the same features as those used with the experimental classes. As for the experimental classes, the students were given 10 minutes to complete each test.

The final test of knowledge was developed using the same methodology as in the tests of knowledge related to each of the six lessons. This test contained 30 items covering all 18 instructional objectives addressed in the lessons. The time given for students to complete this test was 50 minutes.

The scoring technique was the same for all tests related to the six lessons, and for the final test, regardless of the class type (experimental or control). For tests related to the six lessons, the 10 items were scored with 1 point each, and for the final test, the 30 items were worth 0.33 points each. A distinction was made between items with one correct answer and those with multiple correct answers. If the item had one correct answer, the score was awarded only if the correct answer was identified by students, while for items with multiple correct answers the total score was divided by the number of correct answers. This is exemplified in the table below.

Example 1. Item with one correct answer 1. What is the official language spoken in Germany? ① English ② Dutch ③ German ④ French

Test 4, related to lesson 4 Final test A: ③ German = 1 point. A: ③ German = 0,33 points. A: ①, or ②, or ④ = 0 points. A: ①, or ②, or ④ = 0 points.

Example 2. Item with multiple correct answers

2. Name the capital of each country ① Romania, capital ______③ Italy, capital ______② Belgium, capital ______④ Germany, capital ______

Test 4, related to lesson 4 Final test

A = 1 point. A = 0,33 point. ① Bucharest = 0,25 points. ① Bucharest = 0,0825 points. ② Rome = 0,25 points. ② Rome = 0,0825 points. ③ Bruxelles = 0,25 points. ③ Bruxelles = 0,0825 points.

④ Berlin = 0,25 points. ④ Berlin = 0,0825 points.

A: any other answer = 0 points. A: any other answer = 0 points.

A summary of the research design is presented in Table 2.

Table 2. Summary of the research design No. Research stage Methodology Input Results 1. Selecting the suite of Non-experimental design  a list with 68 18 instructional instructional instructional objectives, grouped  2 opinion surveys objectives objectives in 6 lessons  1223 participants 2. Selecting the Non-experimental design  48 primary school 12 classes (160 classes (grades III experimental classes  7 psychometric students), grouped in and IV) instruments 6 pairs and 3  1076 students  1 knowledge test knowledge levels

3. Testing the teaching Experimental design  18 instructional effectiveness of the objectives The empirical developed  6 lesson plans  an educational validation of the instructional strategy  7 knowledge tests strategy  instructional materials  6 experimental instructional classes strategy Smiley  6 control classes Hands up  72 instructional activities taught

Part II DIDACTIC SUGGESTIONS ON EVIDENCE BASED FOUNDATION FOR EU CITIZEN DISCIPLINE

2.1. Theoretical fundamentals for a new instructional strategy Pedagogical literature presents a large range of methods, techniques and instructional strategies (Cerghit, 2006; Negreț-Dobridor and Pânișoara, 2005). For many years, instructional strategies have resulted from the need to adapt to specific learning situations, differentiated approaches to students, or to make team learning (considered more efficient than individual learning). Various papers have been written about the development of critical thinking (Dumitru, 2000; Nicu, 2007) or about interactive strategies (Dulamă, 2002; Oprea, 2008). In this context, it must be recognised that most classroom time is led from the front in a collective-guided manner, and when the class is organised in such a way, the activity level and the interaction level are reduced. This fact affects the teaching effectiveness, and is then reflected in poorer students achievement.

Of course, this collective-guided approach is inevitable in the context of some overloaded programs. During activities in the classroom, teachers are often forced to use this collective - guided approach, as it is well-known that teaching strategies based on an individual or small group approach are time-consuming. In this context, the strategy that we propose can increase the activity level and the amount of interaction of students when the instructional activity is conducted from the front in a collective-guided manner. The instructional strategy proposed will further be called Smiley Hands up (SHU). The structural diagram of SHU is presented below in figure 1.

Figure 1. The structural diagram of instructional strategy Smiley Hands up

. Instructional objective

Prerequisite learning Reception Collective - guided

Hands up

Learning content Understanding Picture for the idea Text for the idea Explanation for the idea

Key ideas Storage

Revision

Summary file 20

An instructional strategy aims to meet the instructional objectives. The instructional strategy that is proposed in this paper is aimed at increasing the teaching effectiveness when the group of students is organised facing the teacher and the activity is conducted by the teacher. So, the classroom organisation is collective-guided. In their pedagogical research, the project team developed and then tested 18 such instructional strategies similar in general concept, but specific to 18 instructional objectives which were selected in the first stage of the research. So in the research carried out we used the same instructional strategy (SHU), but it was operationalised for the 18 selected instructional objectives which had been selected.

The instructional strategy approach called Smiley Hands up has the following structural characteristics: █ It is applied to specific instructional approaches in order to meet different specific instructional objectives SHU allows an instructional objective to be reached in the situation where a class is organized in a collective-guided manner. Using various combinations of teaching methods and instructional materials it facilitates the reaching of a targeted teaching outcome. █ It works with the collective-guided form of class organization. █ There is a face to face approach by the teacher to the group of students, the task being collective. The teacher has the key role, coordinating and directing the instructional activity. The collective-guided approach is advantageous for learning intellectual information. The students who pay attention to what the teacher is doing, can learn better than those that are actually doing the task required (Hattie and Yates, 2014).It involves teacher-student interaction The Hands up technique reduces the passive attitude of students during face to face interaction in the classroom. If you want to learn your mind has to active. (Hattie and Yates, 2014). In order to reach an instructional objective many questions are used in order to ensure that students have understood, but is also important if the answers of all the students are observed. All questions are addressed to the entire class. All students must raise one of their two hands. Those that know the answer raise the right hand, which means:" I know and I want to answer!". Those that don’t know the answer, raise the left hand, which means: "I don’t know, but I want to find out!". In order to use the technique properly, it is very important that before use it, the teacher explains that recognising that you don’t know is a virtue and that when you recognise that you don’t know, but you want to find out the answer, you have already made the biggest step towards knowing. Every time this technique is applied, the teacher must pay attention and to indicate which student should answer but only after he ensures that all students in the classroom have a hand raised. Also, must remain positive, as described above, towards those that have the left hand raised. 21

The teacher chooses a student who has their right hand raised to give the answer. As often as possible he should choose those who he didn’t necessarily expect to raise the right hand. The students that raised the left hand are observed, and after the correct answer is given, these are asked if they are clear and then they are asked to repeat the answer. If for one question, only a few students have a left hand raised, those will, one after another, give the correct answer, but if there are a lot of students with a left hand raised, the entire class repeats the answer in chorus. █ The central teaching approach is algorithm-based, targeting at the same time all four steps of the learning process: Reception, Understanding, Storage and Revision A complete learning must pass through all four stages of the learning process; Reception, Understanding, Storage and Revision. █ The first stage, the stimulus reception which triggers the learning is always interconnected with the Prerequisite learning of the learner The effect of prerequisite learning is strong. Ausubes sustained that he could reduce all educational psychology to: "find what he already knows and train him starting from here". The human mind learns new information more easily if it is divided into a structure which is easier to integrate in relation to what he already knows. █ passing from Reception to Understanding requires the introduction of the Learning content specific to the instructional objective targeted and also drawn and synthesized from the Key ideas. The human mind isn't made for leaning a lot of things at the same time (Hattie and Yates, 2014). The efficiency of the learning process is improved by extracting the main ideas, explain them and presenting the relationship between them in order to later understand the whole concept. █ In the Understanding, Storage and Revision stages, the main ideas of the Learning content for the targeted instructional objective are accompanied by images, texts and precise explanations. The human mind is made to integrate information coming from different sources, so the more ways used in transferring the information (visual, auditory, tactile, etc.) in teaching, the better is (Hattie and Yates, 2014). █ Using an image for each key idea, text and a specific explanation in order to repeat the information, ensures a better understanding of the information. In Storage stage, the Key ideas are repeated and strengthened through the connection of each of these with an image, text and an explanatory note. █ In the Revision stage, the images, tests and explanations for each idea are shown in to students to remind them of each key idea, and the concept that is involved. The teacher asks the class as many questions linked by each key idea separately, and also the general concept so to verify all elements of learning contents approached in the previous stages. 22

█ In the Revision stage, the key ideas are recorder on a summary sheet Based on the students answers to the teacher’s questions a summary sheet is completed. This summary sheet is built around the key ideas of the central concept of the learning content related to the targeted instructional objective. Using the SHU strategy in educational practice in primary levels is exemplified in subchapter 2.3. The examples of instructional strategies are supported stained by empirical evidence. There are 72 instructional strategies, 4 for each of the 18 instructional objectives selected in the first phase of the pedagogical research. Out of the four one instructional strategy is the one proposed by the project team and is an example of the SHU strategy, and the other three are those proposed by the teachers of the control classes. 2.2. Arguments for a new type of lesson plan

Making a lesson plan is a common didactic activity that each teacher must master (really) well, the lesson plan being a basic tool of the teaching profession. So, the literature gives many types of lesson plans (Cucoș, 2002; Crașovan, 2005; Ionescu, 2003; Jinga and Istrate, 2008). Pre-service teacher education and also in-service teacher training programmes give appropriate weight to the study of making lesson plans.

In such a context as the one described above, it might be expected that practitioners in the classroom would be proficient in that the actual practice of planning lessons However, due to difficulties teachers have in operating with pedagogical concepts (Fuller, 1969; Haysom and Sutton, 1974; Stenhouse, 1975), this does not seem to be the reality (at least in Romania). In the last 20 years, the analysis of theory and the observation of actual educational practice in Romania from different points of view (as a pedagogic high school student, as an elementary school teacher, as a student in the Faculty of Educational Science, as a lecturer and as a school inspector) allowed the editor to identify several discrepancies, shortfalls or errors related to theoretical frameworks and, consequently, in the actual process of planning lessons. Some of these are listed below:

█ a lack of theoretical arguments and an absence of empirical evidence to sustain the efficiency of a proposed lesson plan. █ the presence of some new types of lesson plan which give insufficient explanation about how learning will be organized and developed. █ confusion in the use of educational terminology in lesson plans (e.g. confusion between instructional methods and instructional materials, or between learning content and instructional strategy etc.). █ the formulation of some instructional objectives that do not comply with operational requirements. █ the inclusion of an exaggerated number of instructional objectives with far too many for one lesson. █ inclusion (in the introductory part of the lesson plan) of some instructional objectives which are not then included in any instructional strategy in the implementation part of the lesson plan. █ using incomplete instructional strategies for instructional objectives proposed in the lesson plan. 23

█ use of inaccurate/misleading terminology regarding instructional events and disregarding the original shape of the instructional model of Robert Mills Gagné (Gagné and Brigges, 1974) and/or its original translation (Gagné and Brigges, 1977, translation into Romanian by Noveanu and Preda), widely used in Romanian pedagogy and teaching practice. █ confusing the instructional events with ordinary tasks and/or specific measures that take place in a teaching activity (e.g. homework). So there is a weakness in the instructional design of lessons due to the lack of uniformity, the inconsistencies in use of terminology, the limited use of a theoretical foundation or empirical data. Arguments on the necessity of maintaining instructional design seem rather philosophical and teachers seem to be required to produce lesson plans for bureaucratic reasons rather than in order to increase teaching effectiveness. For these reasons teachers are a little wary of, if not hostile towards, instructional design. In the following section some of the questions most frequently asked by students or by teachers involved in-service training, are addressed.

█ Which model of lesson plan is it best to use? At first seen from a theoretical point of view, the best lesson plan would be the one that correctly integrates all the theoretical frameworks that are necessary for teachers to conceive and design a better lesson in the future. This would be a complex plan and could have the disadvantage that it would be hard to develop by someone who isn’t completely familiar with the literature and the specific pedagogical terminology. Also, it should be recognised, that beyond this disadvantage, the development of such a lesson plan would provide and would enrich the professional image of the field for the one who draw up.

From a more pragmatic point of view, the best lesson plan is the one that integrates correctly the appropriate set of theoretical frameworks and at the same time it helps the teacher to engage in effective teaching.

In conclusion, a teacher can use any type of lesson plan in designing his teaching, as long as he uses the correct pedagogic terminology and as long as the references to his teaching are enough for him to later conduct, efficient instructional activities related to instructional objectives pursued.

█ How many instructional objectives can be met in a lesson? Of course, a particular number cannot be proposed. However, useful suggestions can be given about this. Below two methodological frameworks are shown.

In the first stage, at least three aspects must be taken into account: a) classroom level, b) student achievement level and c) the level of difficulty of the learning content being presented.

In the second stage, it must be taken into account that an instructional objective, proposed for a lesson can only be met by the construction of a specific instructional strategy. To build such a strategy an instructional scheme consisting of at least the following elements should be 24 used: instructional objective > learning content > instructional strategy > (methods and instructional materials) > assessment strategy > (methods and assessment tools).

█ What are the instructional events? Instruction is aimed at facilitating the learning of a student. So, the reason for teaching is learning. Given this axiom and founding its origins in the period of the Second World War in the USA, has developed gradually grew the field of instructional design (Dick, 1987). In this field of pedagogical research, the concept of the instructional model is a central one (Reiser, 2001). The term instructional model defines a set of instructional events which in practice can increase the efficiency of teaching thus facilitating the student’s learning.

Over time, many instructional models were developed (e.g.: Diamond 1989; Dick and Carey 1990; Gagné, 1974; Gerlach and Ely 1980; Hunter 1984; Romiszowski 1981; Rosenshin 1983). As many studies have been devoted to their analysis (Andrews and Goodson, 1980; Edmonds and al., 1994) and their use in educational practice (e.g.: Christensen and Osguthorpe 2004). From all these, the model developed by Robert Mills Gagné (Gagné, 1974) seems to be one of the most used and well-known, in the USA, but also in many world states, including Romania (Crașovan 2003; Ilie 2009, 2011a). It is one of the central concepts in many courses on instructional design (Driscoll1994).

The Romanian pedagogical literature devoted to instructional design (Crașovan and Macinga 1999; Catalano and al. 2006; Codorean and Harkai 2010; Franț 2010; Pavelea et. al 2005; Stan and Andrei 1997; Joița 1994), and also the actual observation of lesson plans that are approached by practitioners highlights the fact that in Romania the most used model to conceptualize lesson events is the model developed by Gagné. The original form of instructional events proposed by the Gagné's instructional model is the following:

1. Gaining attention 2. Informing the learner of the objective 3. Stimulating recall of prerequisite learning 4. Presenting the stimulus material 5. Providing learning guidance 6. Eliciting the performance 7. Providing feedback about performance correctness 8. Assessing the performance 9. Enhancing retention and transfer (Gagné and Briggs, 1974, p.135).

Gagné clearly specifies that for carrying out instruction, the use of these events depends on a number of other factors such as objectives, content, teaching framework and/or student. So, we cannot speak about compulsory events or give a precise order for their use (Gagné and Briggs, 1974, p.135).

In recent literature in the Romanian language (Codorean and Harkai 2010; Crașovan, 2003, Franț 2010; Ilie, 2012), and also in current instructional practice, the model is proposed and used in an adapted form, having 12 events. 25

Contrary to Gagné's observation that emphasises the total freedom of the teacher in choosing the instructional events, observation of current practice led us to propose (Ilie, 2009, p. 59) mandatory use of three events (2, 11 and 12) regardless of the type of lesson or other elements of the learning process and their classification according to Table 3 below.

Table 3. Classification of lesson events CHATEGORY OF EVENTS LESSON EVENTS First category Learning organization Mandatory events Informing the learner of the objective (in any type of lesson) Final appreciation Presenting the stimulus material (Lesson of acquiring knowledge) Stimulating recall of prerequisite learning (Lesson of consolidation) Second category Providing learning guidance (Lesson of training skills and abilities) Major events Assessing the performance (Lesson of assessment) (mandatory depending OBS: beside the lesson for the major sequence any other sequence on the type of lesson) from the second category can be optional.

Gaining attention Enhancing transfer Third category Ensuring performance Optional events Providing feedback about performance correctness Enhancing retention

Comparing the two versions of the instructional model highlights the following:  for eight events the initial meaning of an instructional event has been retained (1 - 8).  for event number 9, the initial single event has been divided into two distinct events in the adapted form (9 and 10).  two new events have been added (11 and 12).  in the adapted form, the mandatory use of three events has been proposed, no matter which instructional activity is being carried out (2, 11 and 12). From an epistemic point of view, this adaptation of the original form used in educational practice in Romania needed a strong theoretical foundation and the support of empirical evidence in order to be recognised as a real instructional model. This adaption was validated in a recent paper (Ilie, 2014). In that study the sources of the initial model were taken into account [a. empirical observation of instructional procedures and b. the human learning process model (Gagné, 1988)]. Also taken into account were: some aspects linked to the 26 instructional environment, the teacher-student relationship, and also the use of the systemic observation of 894 university teaching activities. This empirical study supported the theory related to two of the three fundamental differences (mentioned above) between the original model and the adapted model used in Romanian pedagogical practice. The empirical data and the theoretical arguments supported the addition of the Learning organization and Final appreciation events to the nine initial events. Also the mandatory use of three events, no matter what the instructional activity, was corroborated (Learning organization, Informing the learner of the objective and Final appreciation).

The empirical data2 provided by the same research did not support the idea of the division of the Enhancing retention and transfer event (ninth original events) into two different events (Enhancing retention and Enhancing transfer). In Table 4 below, it can be observed that the statistical data shows significant differences regarding teaching effectiveness only in using any of the three events and not using any event, but not in the situations when these events were part of the design of the lessons observed.

Table 4. ANOVA results for dividing the event Enhancing retention and transfer Teaching Instructional events F efficiency Enhancing Enhancing Enhancing Not using any of transfer retention retention and these events transfer (n = 156) (n = 145) (n = 231) (n = 359)

M SD M SD M SD M SD

Efficiency 18.29d 3.77 17.97d 3.66 18.29d 3.70 15.88abc 4.46 6.273* level

Note: * p < .05.Differences between using some events in the design of an instructional activity: Enhancing transfer (a), Enhancing retention (b), Enhancing retention and transfer (c) and Not using any of these event (d), in accordance with post-hoc Games-Howell. The significance test of samples homogeneity was significant.

In conclusion, in light of the above, we proposed the use of the adapted form of the Gagné model from Table 5. In order to consolidate this instructional model, we recommend the following sources: Crașovan 2003; Gagné and Brigges, 1974; Gagné and Brigges, 1977, translated into Romanian by Noveanu and Preda; Ilie 2012, 2014.

2In the paper cited, the data concerning the sequence division Enhancing retention and transfer event were not presented, not being the subject of this publication. 27

Table 5. Gagné’s instructional model according to the adapted form of Romanian pedagogical practice CATEGORY OF EVENTS LESSON EVENTS First category Learning organization Mandatory events Informing the learner of the objective (in any type of lesson) Final appreciation

Presenting the stimulus material (Lesson of acquiring knowledge) Second category Stimulating recall of prerequisite learning (Lesson of Major events consolidation) (mandatory depending Providing learning guidance (Lesson of training skills and on the type of lesson) abilities) Assessing the performance (Lesson of assessment) OBS: beside the lesson for the major sequence any other sequence from the second category can be optional.

Enhancing retention Enhancing retention and transfer Third category Assessing the performance Optional events Providing feedback about performance correctness

█ Don’t you think that making a lesson plan wastes time unnecessarily? Is obvious that the approach in making a lesson plan consume more and more time and energy of teacher than if the entrance in the classroom would be preceded only by inventorying an scientific content that follow to be approached in the lesson or eventually by the selection of some teaching instructional materials, or a plan based only on teaching experience acquired in time.

Naturally an educational professional may think how to reduce the time spent on preparing for his instructional activity but if he is convinced that a preparatory activity will increase the effectiveness of his lesson, he will consider it. So, regarding the above question, an adequate formulation for a professional in the field could be the following:

Does making a preliminary lesson plan increase the effectiveness of a teaching activity? To answer to this question we can point to data from studies which show that when teachers use default scenarios of lessons, the teaching quality is increased. In such situations the students spend more time actively involved with the learning content (Rieth and Evertson, 1988), have better results at school and the level of undesirable behavior in the classroom is decreased. (Gunter and al., 1998; Gunter and Reed, 1997; Martella and Johnson, 2003). Also, the data of pedagogical experiment made in the project EU Citizen: instructional strategies for teaching in primary school, evidence based strongly reiterates the need for planning lessons based on pedagogical frameworks. In this experiment, 12 classes were involved, 6 28 experimental and 6 control classes (the selection and the characteristics of these are described in subchapter 1.2.)

In each class were 6 lessons were taught having the same instructional objectives predefined. All lessons for the experimental classes were based on lesson plans modeled on those proposed by the project team and presented in the following pages. For the 6 control classes, teachers were required to make a lesson plan for each activity but were free to use any type of design they wanted. At the end of each lesson, the students were given the same evaluation test.

In order to observe if there are significant correlations between the form of lesson plan made and the students achievement, the design methodology of the lesson plans was analysed. So, an attempt was made to identify the degree of complexity of the methodology used presented in the lesson plan. The premise was that a lesson plan with a design structure that includes many pedagogical concepts to be used in the lesson is more complex. Five types of lesson plan were identified according to their degree of complexity (Table 6).

Table 6. Lesson plan classification according to degree of complexity Project Number of Pedagogical concepts used in the lesson plan complexity pedagogical concepts / (implementation component) degree included in the lesson

plan

instructional events > instructional objectives > prerequisite learning > learning content > learning type > learning stages V 10 > instructional methods > instructional materials > type of class organisation > assessment. instructional events > instructional objectives > learning content > teacher-student relationship > learning IV 9 organisation > learning type > instructional methods > instructional materials > assessment. instructional events > instructional objectives > learning content > instructional methods > instructional materials > III 7 type of class organisation > assessment. instructional events > instructional objectives > content elements > instructional methods > instructional materials > II 6 assessment. I 4 instructional events > teacher activity > student activity > instructional methods.

The analytical approach previously described allowed us to present the unidirectional relationship between the degree of complexity of the lesson plan and the results of the assessment test given at the end of each of the six lessons (Table 7). The relationships were checked using the correlation coefficient r (Pearson), and the effect size was calculated using the determination coefficient (r²). In order to facilitate the interpretation of data, note that a value of r² around .01 means a weak effect, around .06 a moderate effect, and a value around .14 means a strong effect. 29

As can be observed in Table 7, significant positive correlations were identified between the degree of complexity of the lesson plan and the results of the tests of knowledge given at the end of each of the six lessons. The size effect vary from weak (.01) to strong (.15), the average of the six effects being a moderate level (.09).

Table 7. Pearson’s unidirectional correlations between the complexity degree and the school results The complexity degree of the Effect size (r²) lesson plan School results at test 1 .35** .12 School results at test 2 .11* .01 School results at test 3 .39** .15 School results at test 4 .22** .05 School results at test 5 .34** .12 School results at test 6 .29** .08 Note: * p < .05, ** p < .01.

In conclusion, the answer to our question is a positive one: a lesson plan based on strong pedagogical arguments is a good premise for increasing teaching effectiveness. So, to enrich the theoretical framework of instructional design and to help with the making of an efficient lesson plan, the type of plan used in the teaching experiment is presented below. It is the type of plan that was used in planning and implementing the instructional activities carried out in the experimental classes. The type of plan proposed, consists of the two classical components of such documents: the introductory component (Table 8) and implementation component (Table 9). These will be described, explained and exemplified in the following pages.

Table 8. Introductory component of the lesson plan

LESSON PLAN

a) School b) Teacher c) Date d) Class e) Curriculum area f) Discipline g) Unit of instruction h) Lesson topic i) Lesson type j) Instructional objectives k) References

In drafting the lesson plan, most of the items from the introductory component do not cause any problems, proposing a simple completion of data (a, b, c, d, f, g, h), and others (e, i, j, k), deserved to be taken into account for avoiding confusion/errors often met in practice:

 e) curriculum area – this will be one of the seven curriculum areas from the National Curriculum of compulsory education - Reference framework (1998), using the official 30

name: 1. Language and communication, 2. Mathematics and science, 3. Human and society, 4. Arts, 5. Physical education and sport 6. Technologies and 7. Consultancy and guidance.  i) type of lesson – considering the teaching task as being dominant, depending on the nature of the instructional objectives chosen, the lesson will be in one of the following fundamental types of lesson: a) Lesson of acquiring knowledge; b) Lesson of consolidation; c) Lesson of training skills and abilities, and d) Lesson of assessment (Cerghit and al., 1998, pp. 115 - 120).  j) instructional objectives – these will be formulated and specified plus the lesson is monitored for their fulfillment. The instructional objectives should conform to the rules, processes and conditions associated with pedagogic formulation (Ilie, 2012, p. 38). All the objectives given at this stage must be linked with an instructional strategy in the implementation part of the lesson plan.  k) references – only reference sources used for writing the lesson plan need to be given. Sources (e.g. handbooks) that will be used during the activity only as instructional materials are included later (in the implementation component of the plan). The most intensive part of the design process for a lesson plan is drafting the implementation component. For the lesson plan used in the experimental classes, this component is presented in Table 9. The structure proposed for this part of the lesson plan is a complex one, including 10 pedagogic elements. In the following paragraphs, each of these elements will be presented, and the relationships between them. Table 9. The implementation component of the lesson plan Instructional Ins. Prerequisite Learning Instructional strategy Assessment events / ob. learning content Type of Stages Instructional Instructional Classroom time learning of methods materials organization learning

 in the Instructional events/time section the adapted form of Gagné should be adhered to (Table 5). A row in the table is completed for each lesson event. The number of minutes allocated to each event should also be recorded here as this helps the teacher fit the tasks into the time available for the whole lesson (usually 50 minutes).  in the Instructional objectives section (Ins. ob.) only the numbers of the instructional objectives included in that section are given (O1, O2 etc.) since the instructional objectives are detailed in the introductory part. Also, for each of these instructional objectives a line in the table is completed including the following elements: prerequisite learning >learning content > instructional strategy (type of learning >stages of learning > instructional methods > instructional materials > classroom organisation) > evaluation.  in the Prerequisite learning section a list is made of the knowledge set/abilities and/or experience which students already have and which can be used to make a connection in introducing the new learning content being focused on in the lesson.  in the Learning content section the scientific information and the main ideas that are the basis for what follows are stated.  in the Instructional strategy the following elements are given in a correlated manner: o learning type - the way of learning required from the students is specified, using a classification of learning types. Basically, any taxonomy of learning which is appropriate in the school context might be used. The classification that was used in developing the experimental plans is that proposed by Nicolae Oprescu. This 31

presents the following types of learning: receptive-reproductive, intelligible, operative and creative (Oprescu, 1996, p. 181). o Stages of learning – methodological indications are included which highlight the stage of the learning process reached during implementation of the lesson plan. There are four stages to pass thorough: reception, understanding, storage and revision. o instructional methods – the name of instructional methods appropriate to the lesson are specified. o instructional materials – the instructional materials used to facilitate the learning during the lesson are listed. o Classroom organization – the way in which the class is to be organised at different points in the lesson is given.  in the Assessment section the methodological aspects of evaluation activities are described. The activities are designed to identify whether targets have been reached during the lesson and in order to made possible the necessary correction. To complete the presentation, a lesson plan made using this methodological approach is shown below (Table 10 and Table 11).

Table 10. The introductory component of the lesson plan - example

LESSON PLAN

Unit of instruction : West University of Timișoara Proponent : The project team The EU Citizen: Instructional Strategies for Teaching in Primary School, Evidence Based, project code: 542773-LLP-1-2013-1-RO-AJM-ICS Class : IV Date :1 May 2014 Curriculum area : Human and society Discipline : The EU Citizen Unit of instruction : EU Symbols Lesson subject : The EU: flag, anthem, anniversary day and motto Type of lesson : Lesson of acquiring knowledge Operational objectives : O1. to describe the EU flag O2. to recognise the EU anthem and its history O3. to recognise the EU anniversary day: 9 May O4. to recognise the EU motto: "Unity in diversity!" References : • Ilie M. D., Matichescu, M., L.; Petcu, A.; Franț, I., & Manda Gh. (2013). Cetățean al Uniunii Europene – manual pentru clasa a III-a and a IV-a [EU Citizen - handbook for III and IV grades], Editura EIKON, Cluj-Napoca. • Ilie M. D., Matichescu, M., L.; Petcu, A.; Franț, I., & Manda Gh. (2013). Cetățean al Uniunii Europene - ghid metodologic [EU Citizen- methodological guide], Editura EIKON, Cluj-Napoca. • Hattie, J. & Yates C. R. (2014). Visible Learning and the Science of How We Learn. New York: Routledge.

Table 11. Implementation component of the lesson plan – example Instructional Op. Prerequisite learning Learning content Instructional strategy Assessment events / time ob. Type of Stages of learning Instructional Instructional materials Class learning methods organisation Learning Receptive – The teacher prepares to start teaching by establishing the Conversation M0. > the two Smiley Hands up Collective - Systemic observation of organisation reproductive necessary order, checking on the well-being of students guided students’ behaviour 2 min. and expressing his pleasure to be working with them. Intelligible The teacher explains the game Smiley is happy when he Explanation learns. The teacher shows the two Smileys to the class (M0). Hands up The Hands up system is explained and demonstrated with an easy question and a more difficult one so both right hands and left hands will be used. The summary file of lesson 3 is distributed to all students.

Informing the Knowing the fact that, the The European Union: flag, Receptive – Reception Conversation M01. > Summary file of lesson 3 Collective - Open questions put to the class learner of the majority of countries have anthem, anniversary day and reproductive Using the Hands up technique the students are asked if they (A4 for each student and A0 displayed guided and answers using the hands up objective has a flag, anthem, motto. know the national anthem, the flag, and the national day of Hands up in the classroom) technique. 5 min. anniversary day and Intelligible Romania. The students are reminded that Romania is a Lesson title motto. They know these member of the EU and the students explain what the EU is. Objective 1 – key ideas elements as they relate to Objective 2 – key ideas Romania. Also, from the Understanding Objective 3 – key ideas first unit of instruction, In the same way that countries have a national day, an Explanation Objective 4 – key ideas they know what EU is. anthem, and perhaps a motto, the European Union has these things. These elements tell us a lot about what a country (or the EU) is like.

Storage Exposure The title of the lesson is shared with the students and also the objectives, used the summary file M01.

Revision Interrogation Open questions put to the class who respond using the Hands up technique: Hands up  What will we be discussing in this lesson?  Why is it important to know all these things?  When did we learn something similar?

Presenting the O1 Students know the The EU flag has 12 yellow Receptive – Reception Conversation M1. > Romania flag, A3 Collective - Formative assessment based on stimulus Romanian flag and other stars on a blue background, reproductive The teacher begins discussion by talking about the guided the results obtained in solving material different flags, probably arranged like the hours on the Romanian flag (M1): about its symbolism and colours, but M2. > EU flag, double format A3, the exercises in storage and 25 min. including the EU flag. clock. Intelligible also the term flag. Then the EU flag is discussed. The coloured, laminated with central revision sections. Each star is positioned with its teacher shows a colour example of the flag (M2 is shown to hanger, magnetic. tip facing upwards. The stars the class). Assessment follows the on the flag symbolise the idea M3. > PPS presentation: correction of wrong answers of unity, solidarity and Understanding Explanation 1 click: there is a rectangle with a and the reinforcement of the harmony between EU citizens. - the flag is a rectangle with a clock inside (12 hours) (M3) clock and numbers correct ones. The number of stars - analogy between the EU flag and the clock inside the 2 click: the rectangle and the clock symbolizes perfection and rectangle by using PPS presentation - M3. become blue, and only the numbers unity. - the flag consists of 12 yellow stars on a blue background became yellow - the stars are arranged to form a circle (tips pointing up) 3 – 15 click: at each click one digit is Key ideas - blackboard and are situated in place of the hour numbers on the clock transformed into a star on the EU flag * Blue flag; - the stars on the flag symbolise the idea if unity, solidarity → EU flag. *12 yellow stars; and harmony between the people of the EU. *12 stars pointing up - the number of stars has nothing to do with the number of * the stars are arranged like member states of the EU: there are 12 stars because the M4. > PPS presentation: the hours on the clock; number 12 is (traditionally) the symbol of perfection and Slide 1: the flag colour is wrong, it’s * The number of stars unity. In fact the EU has 28 states. dark green symbolizes perfection and Storage Slide 2: the number of stars is wrong, 33

unity. The teacher questions the class using the Hands up there are10. technique. For each slide of M4 the mistake is identified Slide 3: the position of the 12 stars is and corrected. wrong, they have two points up, not Collective – Exercise one. independent Revision Slide 4: the correct flag Students are given the summary file (M6) and are asked to Hands up complete it individually in 3 minutes. The assessment is M5. > PPS presentation: face to face, together with students, by raising the summary Slide with individual summary file. file by those which completed correctly. Is noted on the Item 1- colours Collective – blackboard the total number of right answers using M5 and Item 2 – number of stars independent then individually is corrected the ones having wrong Exercise Item 3 colours of EU flag stars answers. Is making the same procedure with all three Item 4 –choose the star that has the Collective - criteria. At the final is indicated the flag from the beginning right position guided as example (M2) and is completed the summary file (M01) for objective number 1. M6. > Individual summary file: The individual summary file is identical with M5

M01. > Summary file of lesson number 3

O2 They know the Romanian The music of the EU anthem, Reception – Reception Hearing M7. > audio track with a verse from Collective - Formative assessment based on anthem. approximately 3 minutes. The reproductive The students are asked to identify an excerpt of the Association the Romanian anthem guided the results obtained in solving They probably know that music comes from Romanian anthem (M7) and to note the connection between the exercises in storage and other countries also have Beethoven’s 9th Symphony, Intelligible the music and the country. Similarly they listen to the Hands up M8. > audio track with the EU anthem revision sections. an anthem. “Ode to joy”, composed in anthem of the EU (M8). 1823 M9. > PPS presentation “Ode to Joy” Assessment follows the Understanding click 1: Beethoven image correction of wrong answers In 1985 it was chosen as the The teacher explains that the music comes from the ninth Explanation click 2: the image which show the and the reinforcement of the official anthem of the EU by symphony, “Ode to Joy” composed by Ludwig van composer thinking of happy people correct ones. the leaders. The anthem Beethoven in 1823. The terms solidarity and ode are noted click 3: image showing freedom celebrates freedom, pace, and on the blackboard and explained. click 4: image of peace solidarity. This music is related to happiness (M9). click 5: image of solidarity The anthem expresses the European ideals: liberty, peace click 6: the EU flag, the year 1985, Key ideas – blackboard and solidarity ”Ode to Joy” are on the screen and the * The EU anthem is an excerpt In 1985 the leaders of the EU chose this music as the song is heard in the background from “Ode to Joy”, composed official EU anthem. by Beethoven. M10. > audio track with the Romanian *It symbolises freedom, peace Storage anthem and solidarity. The students listen to 3 short musical excerpts (aprox. 15 Exercise sec each), and using the Hands up technique they identify M11. > audio track with the Hora Solidarity- a feeling that which excerpt is the EU anthem. The excerpts are: the Listening to Unirii makes people provide mutual Romanian anthem (M10), the Hora Unirii (M11) and the musical support within a group. EU anthem (M12). Then objective number 2 of the excerpts M12. > audio track with the EU summary for the lesson (MO1) is completed. anthem. Hands up Ode – poem or song in which Revision feelings of admiration for The following questions are answered using the Hands up M01. > Summary file of lesson people and/or heroic deeds is technique. Students who know the answer raise the right number 3 expressed. hand and may be chosen to answer, and those with the left Oral hand raised will each have to repeat the answer.. questioning Who is the composer of the EU anthem? M13. > audio track with the EU In which year did it become the official anthem of the EU? Hands up anthem. What is the original name of the poem linked to this music? What is this piece of music? (M13) O3 Students know their 9th May is the day of the EU, Receptive – Reception Conversation M14. > PPS presentation: on a slide Collective - Formative assessment based on birthdays and other special the date when Robert reproductive The teacher asks what is special about certain days (e.g. 1st the EU flag and the date of 9th May - guided the results obtained in solving days of celebration Schuman (the French minister December, 1st June, 25th December), after which he asks if Hands up the EU day are shown. the exercises in storage and including the Romanian of foreign affairs), in 1950 Intelligible they know what is special about 9th of May. revision sections. national day. presented the idea of a new 34

form of collaboration between Understanding M15. > PPS presentation: three sheets Assessment follows the the states of Europe, to prevent The students are told that 9th May is the day of the EU Explanation with the EU day appear one by one on correction of wrong answers wars breaking out between the (M14), in the same way that countries have a national day the same slide, they can be used as the and the reinforcement of the countries. The date of 9th May signifies the idea of a new form of basis for an analysis and discussion correct ones. collaboration between European states, to prevent the war about the significance of the EU day. Key ideas – blackboard breaking out between the countries. *9th May – EU day M16. > PPS presentation: 9 slides, on *Significance of the day: Storage each slide is a date and its collaboration between The teacher finds ways to help students remember the date Memory significance. On some of them the European states of 9th May: games significance appears first and on others Was anyone in the class born on that day or do they have the date: relatives born on 9th May?  1st December – Romanian • note the fact that 9 is a single digit and is less than 10, and National Day 5 is half of 10.  Collaboration between the • the fifth month of the year is May European states – 9th May • May has three letters  1st June – Children’s Day •May is the last month of spring.  Saint Nicholas – 6th December The slides of M15 show some of the events since 1996  EU day – 9th May which have marked the EU day. Students are often involved in these events. The significance of the day is reviewed through discussion on the slides.

Revision Using M16 and the Hands up technique, the teacher asks Exercise students to match the dates and/or meanings which appear on the slide. This activity is repeated individually with Hands up those that have answered wrongly, with special emphasis put on the date of 9th May.

O4 They know some slogans, The EU motto is ”Unity in Reception – Reception Conversation M17. > PPS presentation: on a slide is Collective - The formative assessment proverbs and mottos. diversity” and started to be reproductive The teacher presents the slogans/proverbs: “All for one, the EU flag and the date of May 9 - guided based on the results obtained in used from 2000. one for all!”, “Where are many the power increases!”, „A Hands up EU day. solving the exercises at storage It resulted from a competition Intelligible friend in need is a friend indeed!", „Unity in diversity!”. and revising moments. in which 80 000 young people Are taking place discussions regarding their significance, aged between 10 and 20 for „Unity in diversity!”, it’s specified only the fact that is The assessment follows the participated. Even if every EU motto (M17). correction of wrong answers country is different in culture, and the strengthening of the language and traditions, all can Understanding The term motto is explained and is written correct ones. collaborates for a mutual on the blackboard. Starting from EU motto „Unity in Explanation purpose: peace and prosperity diversity!”, is made an analogy between the classroom and for EU countries. Key ideas – the EU. Unity - we are a class of students with mutual blackboard purposes, *EU motto: ”Unity in Diversity – we are all different between us. The conclusion, diversity”. is even if we are different, we can make more and good *Motto’s significance: each things together. country is different in culture, language, traditions, but they The same thing is available also for the 28 countries of EU, all collaborate for a mutual each country is different by culture, language, traditions, M18. > Please compose from the purpose: peace and prosperity such as the students in the classroom; but they are stronger following words proverbs and mottos: for EU countries. Creative together in the EU. So, the EU motto „ Unity in diversity!” All/for/one/one / for /all!/ Where/ are/ means that although the 28 countries are different, they Exercise many/ the /power /increases!/ A/ In groups – Motto – short formula which collaborate in order to maintain peace and prosperity. friend/ in /need/ is/ a/ friend/ indeed!", independent expresses a guiding idea in „Unity in diversity!”. someone's behaviour or Storage activity. The classroom is organised in groups. Each group receive a Collective - sachet related to M18. The groups must compose all the guided mottos/proverbs from the sachet and to choose the EU motto. Is checking for each group the correctness of achieving the task and are made appreciations face to face, Exercise 35

insisting on correcting the errors, if the case. Collective – Revision Individual students are asked to explain in independent sentences the EU motto: What does the motto “Unity in diversity!” mean to you? As many opinions I as possible Collective - are given , and are analysed to strengthen the good ones guided and to correct possible errors.

Providing O1 The knowledge has been Key ideas – blackboard Reception – Revision Oral M19. > PPS presentation: each Collective - The assessment follows the feedback about submitted before in the * The EU flag is formed by 12 reproductive Using the Hands Up technique the students answer the questioning question appears on a slide, when one guided correction of wrong answers performance O2 Presenting the stimulus yellow stars on a blue following questions (M19): appears the previous one disappears. and the strengthening of the correctness material event background, arranged as the Intelligible Hands up correct ones. 6 min. O3 hours on the clock. Who can describe the EU flag? The position of the 12 stars is What is the name of the EU anthem? O4 pointing up. On which date is the EU Day celebrated *EU anthem is a fragment of What is the EU motto? „Ode of joy” What does this motto signify ? *9 May – EU day *EU motto: Unity in For each question, after the right answer is given , the diversity!” students that raised the left hand, are asked directly to *motto significance: each repeat correct answers e.g.: What is the EU motto, Marius? country is different by culture, language, traditions, by all collaborates for a mutual purpose to maintain peace and prosperity of EU countries.

Assessing the O1 The knowledge has been The content of this lesson. Reception – Assessment Written test M20. > Test of knowledge for U.Î.3- Collective– Summary assessment based on performance submitted before in the reproductive The students are given a multi-choice test to complete multi-choice test independently a multi-choice test with 10 10 min. O2 Presenting the stimulus (M20). It is emphasized that all the answers were covered items, each of them having one material event Intelligible in the lesson. The method of completing the test is correct answer or requiring the O3 explained. Please read all the 10 questions be low very completion of an answer. carefully, and colour the circle where the right answer O4 appears. Each question has only one correct answer and for each right answer you are awarded one point (M20).

Summary files of lessons are taken in front of the students. Final Intelligible Conversation Collective – Verbal praise related to appreciation guided students’ performance, 2 min. behaviour and involvement during the lesson will highlight desirable behaviour and discourage undesirable behaviour

In the didactical experiment six such lesson plans were utilized in order to approach the set of the instructional objectives for the experimental classes. These lesson plans were made based on the methodological approach presented above and also on the Smiley Hands up strategy. Table 12 shows the level of students’ achievement in the final assessment tests given at the end at the six lessons taught to the experimental classes using lessons plans like the ones presented below.

Table 12. The achievement of students in the experimental classes Type of Lesson N Min. Max. Mean Standard classes / no. deviation mean3 1 54 0.00 10.00 8,99 1,59 High level 2 53 0.00 10.00 8,34 1,98 of performance 3 51 0.00 10.00 9,18 1,33 classes 4 53 0.00 10.00 8,72 1,64 8,67 5 52 0.00 10.00 8,54 1,79 6 53 0.00 10.00 8,11 1,63 1 58 0.00 10.00 9,15 0,97

2 57 0.00 10.00 8,18 1,50 Medium level of 3 57 0.00 10.00 9,79 0,45 performance 4 54 0.00 10.00 8,88 1,04 classes 5 57 0.00 10.00 9,00 0,99 9,07 6 55 0.00 10.00 9,30 1,09 1 48 0.00 10.00 7,52 2,12

2 47 0.00 10.00 6,55 2,35 Low level of 3 47 0.00 10.00 8,70 1,52 performance 4 45 0.00 10.00 7,46 2,19 classes 5 43 0.00 10.00 6,79 2,46 7,66 6 47 0.00 10.00 7,83 1,80 1 160 0.00 10.00 8,61 1,74

All three 2 157 0.00 10.00 7,74 2,09 type of 3 155 0.00 10.00 9,25 1,24 classes cumulated 4 152 0.00 10.00 8,40 1,75 5 152 0.00 10.00 8,21 1,99 8,46 6 155 0.00 10.00 8,45 1,64

3 The type of the classes represents the category of performance achieved by a class in the initial assessment test made before the didactical experiment. Mean represents the average achievement of the students measured in the classes in the final assessment tests given to the students at the end of the six experimental lessons. 37

As is specified in subchapter 1.2., the process of selecting the classes for this research was a complex one. The 48 classes analysed were classified in three categories: a) low level of performance, b) medium level of performance, c) high level of performance. This classification was made by considering the level of students’ achievement in the reading- writing initial assessment test given to them before the start of the didactical experiment.

The total scores varied between 0 and 99.5 with an average of 54.14 and a mean of 57.5, without deviating substantially from normality (Skewness = -0.39, Kurtosis = -0.72). For making the three categories of classes we used as cut-off points the percentiles 33.33 (with the value of 44.90) and 66.67 (with the value of 61.93), resulting from the analyses of the averages of the 48 classes tested. So, the classes with an average below 44.90 were considered as having a low level of performance, the classes with an average between 44.90 and 61.93 were considered as having a medium level of performance, and those with an average over 61.93 were considered as having a high level of performance. In addition to the categorization, classes selected had to meet the following two criteria: a) to contain at least 20 students and b) for there to be a significant statistical difference in the reading-writing total score between any class of one level and classes from another level. For each category 2 classes were selected. The average level of performance for the two classes in the category of those with low school performance was 35.27, for those with medium school performance it was 55.43 and for those with high school performance it was 72.28.

In order to identify the differences between the average results achieved in the different types of classes in the six tests (given at the end of the lessons) the ANOVA analysis was used. For this comparison only the results from the experimental classes were used. The comparisons post-hoc, were made using the Games-Howell test (unequal groups, heterogeneous dispersion) and the effect size was calculated using the partial eta squared indicator (η²).

Table 13. ANOVA results regarding the difference between the types of the classes Students The type of the F Partial achievement classes η² Low Medium High (n = 36) (n = 51) (n = 43) M SD M SD M SD Testes 7.66bc 1.50 9.07a .60 8.67a 1.37 15.58** .20 media Note: * p < .05, ** p < .01. Difference according to the type of the classes: low (a), medium (b) and high (c), considering the post hoc Games-Howell comparisons.

The results show the existence of significant differences between the three levels: F = 15.58, p < .01. The ad-hoc comparison highlights the fact that the differences are significant only between the levels low and medium, and also between the levels low and high, but not between the levels medium and high. The analysis of the effect size shows a strong effect (η² = .20). So, analysis of the implementation results of the proposed lesson plan shows the following: a) The students achievement level in all classes, regardless of the level of performance in which there were initially classified, has increased significantly. For the classes with a low 38 level this increased from 35.27% of the maximum possible score to 76.66%; For the medium classes from 55,43% to 90,70%; and for classes with a high level from 72,28% to 87,70%. b) From another perspective, as can be observed in Table 13, between the achievement of students in the medium classes and that of those in high level classes, there were no significant statistical differences. Differences were only found when each of these two type of classes was compared with the classes initially classified in the category of a low level of performance. So, the use of the proposed lesson plan can be considered one of the factors which helped increase the students achievement level in the classes classified in the category of medium to those with a high level of performance. Considering the fact that the three categories of classes were built based on significant statistical differences in their level of performance, the statistical data shown before sustains the argument that the lesson plans had an impact on the quality of students’ achievement.

A limitation of this study is linked with the fact that the initial test for determining the level performance of classes was not identical with the one used at the end of each lesson. However, such a methodological approach is accepted in the literature as being valid (Marzano and Toth, 2013). The two tests used (mostly) the same type of closed items with four variants and one correct answer. In the first case the test was assessing the reading- writing skills based on a text read at first sight (which was in front of the students for the whole assessment period), whereas in the case of the tests at the end of the lessons the test was assessing the level of knowledge accumulated during the lesson (without having the materials used during the lesson in front of the students).

To our knowledge, unfortunately, the literature does not present data to compare the level of difficulty of those two types of assessment (assessment of reading-writing skills based on a first sight text vs. the assessment at the end of the lesson of knowledge acquired during the lesson). So, launching arguments in this direction would be highly speculative. For this reason no such arguments are formulated here. Comparing the difficulty level of these two types of tests, but also testing the curriculum design impact by using the same assessment test for initial and also for the final assessment could be pursued in future educational research.

In conclusion, carrying out teaching activities based on a lesson plan made in advance using the experimental model proposed in this paper can lead to a statistically significant increase in students’ levels of achievement. We believe that the data presented above can be considered a strong argument for the need of making qualitative lesson plans, with a solid pedagogical foundation, in order to achieve really efficient teaching activities which will assure high levels of achievement by students.

2.3. Seventy-two instructional strategies supported by evidence based

In this section of this paper seventy-two instructional strategies accompanied by the evidence based of their teaching effectiveness are presented. This is done in order to share several examples of good practice in teaching the UE content. 39

As presented below, in the didactical experiment 6 lessons with 12 primary school classes were taught (6 experimental classes and 6 control classes). Each lesson had a specific set of instructional objectives (Table 14) determined in the first phase of the pedagogical research from a non-experimental design. The final decision on the selection of instructional objectives was based on a hierarchical system of criteria (Table 15).

Table 14. The instructional objectives for each lesson Lesson The set of instructional objectives for the lesson no. O1. To define the European Union 1 O2. To explain the cooperation between EU countries O3. To behave appropriately in accordance with national and European legislation in different everyday life situations O1. To specify how European citizenship is acquired O2. To define the rights and duties of a European citizen 2 O3. To show respect for the fundamental values of the EU O1. To describe the European Union flag O2. To recognise the European Union anthem and its history 3 O3. To recognise the European Union day: 9th May O4. To recognise the European Union slogan: "Unity in Diversity" O1. To recognise the official languages spoken in the countries of the European Union O2. To identify on the map the EU countries and their capitals 4 O3. To match the country to its flag O1. To list at least ten important towns from five different European Union countries O2. To list several tourist attractions in different European Union countries 5 O3. To list some behavioural norms that are specific to different European Union countries O1. To identify from the behaviour of literary characters some actions that are in agreement with the fundamental values of the European Union 6 O2. To be acquainted with well known writers from different countries European Union countries

For each instructional objective an instructional strategy was formulated. The teachers of the non-experimental classes had the freedom to design and implement their personal instructional strategies. On the other hand, the teachers of the experimental classes were compelled to use the same instructional strategies based on the Smiley Hands up strategy.

In order to assess the effectiveness of one instructional strategy for each instructional objective a set of assessment items were developed. These items were used in the assessment tests given to pupils at the end of each lesson. Thus, the teaching effectiveness was measured based on student achievement. So, high values of student achievement meant high values of teaching effectiveness, and therefore a good instructional strategy.

The research design made it possible to teach each instructional objective using seven different instructional strategies (an experimental instructional strategy based on the Smiley Hands up and also six instructional strategies designed by the teachers of the non- experimental classes) but assessed using the same test. Consequently, in the teaching of the 40

18 instructional objectives 126 different instructional strategies were used in 12 primary school classes.

Table 15. The hierarchical set of criteria used in order to select the instructional objectives Criterion The criterion used in order to select the instructional objectives No. highest average obtained from the study sample choices, regardless of the respondents' 1 affiliation (teachers, pupils, parents). in cases of overlap, the objective that had the lowest average was removed and replaced with the next from the list. In the cases of inclusion, the objective that had the higher degree of operationalization was kept and the other was replaced with the next from the list that had the next highest average number of choices in the sample studied. 2 3 the possibility of covering all the instructional objectives selected for a single instructional unit in one lesson (50 min.). the level of compatibility of selected objectives for inclusion in the same lesson. In this situation, the objectives that had the highest average number of sample choices had 4 priority in selection. 5 the average obtained by the instructional objective from the choices made by the pupils group.

In the following section the 18 instructional strategies formulated based on the SHU strategy and implemented in the experimental classes are presented. Also, for each instructional objective other three instructional strategies are presented. These are the instructional strategies that were designed and implemented by the teachers of the non-experimental classes. In most cases, strategies selected for the control classes were those shown to have the highest values of teaching effectiveness. However, in some cases, in order to achieve a didactic aim, a few instructional strategies with a low level of teaching effectiveness were included.

The instructional strategies implemented in the experiential classes are presented in a table that follows the model of the Smiley Hands up instructional strategy: prerequisite learning; learning content; key ideas; teacher discourse - reception, understanding, storage, revision; instructional materials and assessment items. For the instructional strategies implemented in the control classes a table was adopted on which it was possible to show in a uniform manner the strategies designed by all the teachers. That table included the following elements: learning content, instructional strategy (instructional methods, instructional materials, class organization) and assessment. Moreover, the research team improved (in cases where it was necessary) the theoretical explanation for the instructional strategies proposed by the teachers from the control classes. This was done in a such way that the theoretical explanation was improved but the original idea of the strategy was retained.

In order to show the teaching effectiveness of all these instructional strategies, the student achievement level obtained by the implementation of each strategy is presented. The student achievement levels are expressed as the average of the class and are also are accompanied by indicative of the class, standard deviation, minimum and maximum score. 41

1st Unit of Instruction: What is the European Union? O1. To define the European Union

T.1.1. Instructional strategy proposed by the project team Prerequisite Content of Key idea Teacher Discourse Instructional materials Assessment items learning learning  Romania is a The European  Community of Reception M1. > PPT presentation: What is the country (our Union is a countries Pupils are asked what Romania is. It is European Union? country). community  28 countries important that the word country is in the Click 1: Europe on a a) a country;  Pupils know composed of 28  peace answer. The pupils are asked to give yellow background with b) a continent; about other countries, which  welfare examples of different countries. The countries just outlined. c) a community of countries. was created to children are asked to give more examples Click2 – Click 29: each of countries;  Pupils know protect the peace until somebody says the European Union the 28 countries will d) a city. about the and welfare of its or the United States of America. become blue in turn, the European citizens. Understanding colour of the European How many countries Union and Teacher explains the fact that the Union flag. are members of the the United European Union is not a country but a Each country has a number European Union? States of community of countries as the United from 1 to 28, without the a) 27; America. States is a community of states. A name of the country. When b) 28; community is a group of people who live a number appears, the c) 18; together in one place and who collaborate. previous one disappears. d) 17 For example, in the European Union 28 Click30: white dove countries collaborate. The European Click 31: the word peace Why was the Union was created to protect the peace Click 32 – 36: pictures European Union and welfare of the citizens of those with happy people, created? countries. products and goods. a) for peace and Click 37: the word welfare. welfare; Storage b) for peace and Teacher uses a PPT presentation (M1) health; which shows the countries of Europe. c) for welfare and When clicked, each of the 28 countries is riches ; becomes blue and is numbered (up to d) for welfare and 28). After each click, the previous number honesty. disappears and so the last number seen is 28. The next click reveals a white dove, which represents peace. On the following slides are different products and goods, happy people representing welfare. The words peace and welfare appear. 42

Revision The teacher asks the class questions using the Hands up technique. After one pupil offers the correct answer, all pupils who had a left hand up, repeat the correct answer, using the PPT slide. If all pupils M2. > PPT presentation: have the right hand up and the answer was Slides with the following good, the teacher just makes a connection questions: with the picture on the PPT slide. What is the European Union? The teacher writes the following How many countries are definition on the whiteboard and the members of the EU? pupils complete the summary sheet: The What was the purpose of European Union is a community creating the European composed of 28 countries, which was Union? created to protect the peace and welfare What does the white dove of its citizens. represent? What do these pictures Questions (M2): represent (goods, products, What is the European Union? happy people)? How many countries are members of the European Union? Each question is written Why was the European Union created? on one slide. What does the dove represent? What is the significance of these images (products, happy people, goods)?

T.1.1re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 36 4.45 0.37 3.66 4.66 5 4.25 0.51 3.33 4.66 14 4.22 0.56 3.33 4.66 6 4.07 0.83 2.00 4.66 33 4.02 0.99 .66 4.66 23 3.92 0.63 3.00 4.66

43 1st Unit of Instruction: What is the European Union? O1. To define the European Union

T.1.1a. Instructional strategy adapted according to the one implemented within control classroom no 47 Adapted instructional strategy implemented with control class no 47 Instructional strategy Assessment Learning content Instructional methods Instructional materials Class items organisation The European Union is a Conversation Direct What is the community of 28 countries. instruction European This community was created problem solving 1. The famous Swedish cupboard is found in .... Union? to protect the peace, stability 2...... , country of Corridas and toreros. a) a country; and welfare of the citizens of explanation 3. Has the shape of a boot (on the map). b) a continent; those countries. 4. Princess Sissi lived in..... c) a community The teacher shows a word 5. The country of Napoleon Bonaparte. of countries;  peace – situation with no puzzle. After completion 6. Volkswagen and Opel cars are made in...... d) a city. conflicts or wars; of the across clues, the 7. The country of tulips; its capital is Amsterdam.  stability – equilibrium column A-B reveals the 8. Mount Olympus, the house of the gods is in..... How many  welfare - abundance, well- words “European Union”. 9. „The neighbour” of Romania in the West. countries are in being. The teacher talks to the 10. The pound is the currency in this country...... the European pupils about the European 11. The football team „F.C. Porto” is from ... Union? Union: 12. Warsaw is the capital of ...... a) 27; • What is the European 13. Hans Christian Andersen was born in...... b) 28; Union? (a community of 14. A trefoil leaf is the symbol of.... c) 18; 28 countries). 15. Legends say that Santa Clause lives in.... d) 17. • What was the propose of 16. M. Eminescu described it as M “my country of glories”, developing such a union? Why was the (to protect the peace, European stability and welfare of the Union created? citizens). a) for peace and A welfare; b) for peace and 1. S U E D I A health; 2. S P A N I A c) for welfare and riches ; I T A L I A 3. d) for welfare A U S T R I A and honesty. 4. 5. F R A N T A 6. G E R M A N I A

44 7. O L A N D A 8. G R E C I A U N G A R I A 9. M A R E A B R I T A N I E 10. 11. P O R T U G A L I A 12 P O L O N I A . D A N E M A R C A 13 . I R L A N D A F I N L A N D A 1415. 16 . 15. R O M A N I A . B

1st Unit of Instruction: What is the European Union? O1. To define the European Union T.1.1a. Instructional strategy adapted according to the one implemented within control classroom no 17 Instructional strategy Learning content Class Assessment items Methods and procedures Resources organisation The European Union is a Explanation What is the European Union?

community of countries; it is Conversation a) a country; Problem solving b) a continent; composed of 28 countries; The European Union was created to Practice c) a community of countries; Direct d) a city. assure the peace and welfare of instruction its citizens. What does the word ”union” mean? Starting Why was the European Union created? from this question, pupils are divided into ① for the peace and happiness of it’s groups of six members and they have to Group activity citizens; explain that word in a detailed way. ②for the peace and health of its citizens; The answers of each group are written on ③citizens common values and interests; the whiteboard and pupils choose the most worksheet ④ citizens welfare and honesty; appropriate definition for union. Which of the following statements is a

correct definition for the European The teacher will explain the idea of the Union? European Union: the European Union is a Direct ① political, social, economical community (a instruction The European Union is a continent group with the same values and interests) formed of 28 countries, created to protect

created in Europe, composed of 28 its citizens’ peace and welfare; ②The European Union is a political, countries, a unique partnership in the world. economical and social community group, This big political project is a dynamic one. Independent the members of which have the same work Each pupil receives a worksheet with 2 interest and values; questions: ③The European Union is a community formed of 27 countries, created to Give3 reasons why we need a united protect its citizens’ peace and welfare; Europe! ④ The European Union is a city which protects its citizens’ peace and welfare; Why do you think it is important for our How many countries are members of country to be a member of the European the European Union? Union? ①27; ②28; ③18; ④29. 46

1st Unit of Instruction: What is the European Union? O1. To define the European Union

T.1.1a. Instructional strategy adapted according to the one implemented within control classroom no 20 Instructional strategy Learning content Class Assessment items Methods and procedures Resources organisation The European Union is a I know/I want to know/I learnt What is the European Union? voluntary association of Explanation a) a country; European states, based on Conversation b) a continent; economical and political Problem solving c) a community of countries; cooperation and formed of 28 Practice d) a city. states. The Maastricht Treaty created the European Union in Why was the European Union 1993. The main goals of the Teacher gives every pupil a piece of paper with created? To assure: European Union are: keeping the following questions: What do I know? What ① peace, stability and economical peace and stability, economic do I want to know? What did I learn? Work paper and social development;

stimulation, and social Teacher asks the pupils to answer the first two Support text ②citizens peace and health; development. questions. They answer the last one at the end Paper ③citizens welfare and wealth of the activity. Each pupil receives the support Support text ④ citizens welfare and honesty. material. The European Union has a Pupils read the text individually and answer the system of independent and Direct Which of the following statements questions. intergovernmental institutions, instruction correctly defines the European which take decisions through Union? negotiation between the ①The European Union is a continent member states. The most In order to see if the pupils understand the text, formed of 28 countries, created to important institutions of the the teacher asks the following questions: protect citizens’ peace and welfare; European Union are: the What is the European Union? ② European Commission, the What kind of cooperation exists between the The European Union is a voluntary European Council, the Council member states? Independent association of states, based on of the European Union, The What the advantages of being a European work political and economical cooperation citizen? and formed of 28 states; European Court of Justice and the Central European Bank. How many countries are members of the ③The European Union is a European Union? The European Parliament is community formed of 27 countries, elected every five years by the created to protect citizens’ peace and

citizens of the European welfare; ④ Union. The European Union is a city

Pupils use information from the lesson to which protects citizens’ peace and Direct complete ‘What did I learn? question. welfare. instruction 47 How many countries are members of the European Union? ①27; ② 28; ③18;

④29.

T.1.1rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 47 3.86 1.07 .66 4.66 20 3.80 0.89 1.00 4.66 17 3.07 0.90 1.33 4.66 16 2.60 1.11 1.00 4.33 18 2.55 1.43 .00 4.66 13 2.38 0.85 1.33 3.66

1st Unit of Instruction: What is the European Union? O2. To explain the cooperation between EU countries.

T.1.2. Instructional strategy proposed by the project Prerequisite Learning content Key idea Teacher discourse Instructional materials Assessment items learning  Pupils know The European Cooperation in the Reception M3. > PPT presentation: the meaning Union has the following fields: The discussion between teachers Ways of cooperation between the of the verb biggest economy  economy and pupils starts from the key member states My grandfather told “to in the world.  agriculture elements of the European Union (a Slide 1 general aspects: the five me that he had cooperate”; Cooperation in  education community of many countries, fields; received money from  Pupils are the economic  health-care cooperation, collaboration, the Slide 2 economical cooperation, the city hall for his familiar with field: we can  culture man goal of the EU is to maintain pictures and short texts; crops from last year. the idea of circulate in the the peace and welfare of citizens) Slide 3 cooperation in the Which cooperation cooperation European Union agricultural field, pictures and short field was he referring between countries for Understanding text; to? states. visiting, studying Member states of the European Slide 4 cooperation in the ______or working. Union collaborate in different educational field, pictures and short ______Cooperation in fields: economic, agriculture, text; the agricultural education, health-care and culture. Slide 5 cooperation in the health Last year, when I field: farmers Teacher explains each field giving sector, pictures and short text; visited Paris, our receive money for examples and using M3. Slide 6 cultural cooperation, colleague Andrei felt agriculture. pictures and short text. sick. He used his Cooperation in Consolidation At the end teacher should focus European heath card. the educational Teacher uses M4 and the Hands again on slide 1. What was the field: pupils, up technique to thoroughly go into cooperation field that students and the fields of cooperation between M4. > PPT presentation: he used? teachers can study the member states. The pupils Slide 1: numbers from 1 to 10. A ______or teach abroad choose a number. Teacher shows click on any number reveals ______for a certain the corresponding picture and asks another slide with a picture which period of time. a question. Teacher chooses a represents a field of cooperation. Cooperation in pupil with a right hand up to On each slide is the question, the health-care answer the question. Teacher “Which field of cooperation is field: all the explains the correspondence represented by the picture? European between the picture and the field (economic, agriculture, education, 49 countries offer of cooperation. Pupils with left health-care, culture). When the their citizens a hands up should repeat the correct teacher gets the correct answer European health answer. In the end, all the five from the pupils and clicks on the card, which is fields of cooperation are repeated word, they hear “Well done!”, valid in all (this aspect which should be when the answer is wrong, they member states. emphasized by the teacher in this hear ”Think again!” For example, if a part of the lesson) Nr. 1 and 2: economic-pictures; Romanian citizen Nr. 3and 4: agriculture-pictures; goes to France he Revision Nr. 5and 6: education-pictures; can go to a doctor Teacher use M5 and Hands up Nr. 7 and 8: health-care-pictures; without paying technique for strengthening of Nr. 9and 10: culture-pictures. any money. the cooperation fields between Each slide has a back button- Cooperation in the member states of EU. which takes you back to the first the cultural field: Teacher praises correct answers slide, in order to choose the next there are a lot of and corrects wrong ones. Pupils number you want. cultural programs with their left hands up should organised by the repeat the correct answer and M5. > PPT presentation: European Union explain it. On each slide there is the following countries. One of The key ideas are written on the question: To which field of the best known is synthesize paper of that lesson, at cooperation does the person refer? “European Capital the second objective. (M01). Pictures with one of the following of Cultural”. In statements: Romania, the city of Sibiu was  My father works in Italy in an declared European car factory. Capital of  Last year I taught Romanian in Cultural in 2008, Paris, the capital of France. and in 2014 our  I visited Barcelona last year. city, Timisoara, is During the holiday, I got a cold bidding to obtain and I went to a doctor. this title.  I live in Timişoara. My city intends to become European cultural capital.  My grandfather went to the city hall and received a sum of 50

money for his crop. On the next slide the correct answer appears.

T.1.2re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 36 3.40 0.50 1.86 3.66 5 3.39 0.61 .80 3.66 6 3.08 0.94 .66 3.66 14 3.06 0.65 2.00 3.66 33 2.51 1.17 .00 3.66 23 1.59 1.10 .00 3.66 51

1st Unit of Instruction: What is the European Union? O2. To explain the cooperation between EU countries.

T.1.2a. Instructional strategy adapted according to the one implemented within control classroom no 20 Instructional strategy Learning content Class Assessment items Methods and procedures Resources organisation

Explanation List the areas of cooperation between the Areas of cooperation: Conversation Direct Member States of the European Union! -economic; instruction -political ; ① ______-educational; Teacher explains collaboration among ②______-cultural; member countries of the European Union, in ③______the following areas: economic, educational, ④______-agricultural. cultural, agricultural, political. ⑤ ______⑥______European citizens can move freely from one country to another, there is a free movement of goods, services and capital. There are Grandpa told me that he had received common/European laws on justice and home money from the municipality for the affairs and there are common policies on wheat harvest last year. To what area of trade, agriculture, fisheries and regional collaboration was he referring?

development. ① ______

My brother, Andrew, studied for three months at a university in France. What area of collaboration has been useful to him? ① ______

1st Unit of Instruction: What is the European Union? O2. To explain the cooperation between EU countries.

T.1.2c. Instructional strategy adapted according to the one implemented within control classroom no 47 Instructional strategy

Learning content Class Assessment items Methods and procedures Resources organisation

Areas of cooperation: Explanation List the areas of cooperation between the -economic; Conversation Direct Member States of the European Union! -political; instruction ① ______-educational; Teacher explains areas of cooperation ②______

-cultural; between the member states of European ③______-agricultural. Union: ④______

⑤ Today, Europe enjoys peace, stability and ______prosperity. Within the EU, borders have ⑥______disappeared. European citizens can travel freely throughout the Community and have Last year, my neighbour, studied for three the opportunity to study, work or live in months at a university in France. What another European country. area of collaboration is it?

European treaties are legal documents ① ______concluded between Member States. They establish rules of conduct for each member A poorer country from EU needs money country towards other member states and to overcome the financial crisis. Austria even towards the non-member. has lent this country a sum of money. What area of collaboration is it? European Treaties foresee economic ① ______conditions, legislative and administrative, made in order to comply with: Next month, in Athens, there will be a - Democracy; large exhibition of paintings in which - Human rights; artists from all 28 EU countries are - Fair sharing of the fruits of economic invited to exhibit works. What area of 53

growth; collaboration is it? - The right to a protected environment; ① economic; - Respect for cultural, linguistic and religious ② political; diversity. ③ cultural; ④ educational.

T.1.2rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 20 1.90 1.31 .00 3.66 47 1.79 1.09 .00 3.66 17 0.65 1.00 .00 3.46 18 0.36 0.74 .00 2.91 13 0.15 0.39 .00 1.53 16 0.09 0.31 .00 1.33

1st Unit of Instruction: What is the European Union? O3. To behave appropriately in accordance with national and European legislation in different everyday life situations.

T.1.3. Instructional strategy – proposed by the project Previous Assessment Content Key Points Teacher discourse Instructional materials Knowledge items  They People must  Means of Reception M6. > PPS Presentation: Fill in the understand carry (on their identification: The conversation begins by underlining the Representative images and short sentences below the meaning person) at all I.D., Passport, importance of the norms of conduct and that of rules/norms. with the of times a Birth certain laws. The teacher refers to the class of Slide 1: I.D., passport and birth appropriate ‘laws/regulati personal certificate pupils, the group of friends, family and behaviour certificate pictures rules of conduct: ons’ identification  In a in different life situations (visiting a museum, going Rule: People must carry at all  They know document or car/airplane: to the theatre, etc.). The emphasis is on the notion of times a form of identification: 1. When how to react passport, in the seat belts are ‘law’ and ‘legislation’ which must be respected at I.D., passport, birth certificate. travelling by in different case of minors, mandatory two levels: on a national level (in your country) and Slide 2: images showing a car, a plane or car situations or a birth and , use of on an international level (when visiting a member plane, a seat belt and a mobile people must: communities: certificate. mobile phones country of the E.U. - one must follow the laws of phone turned off. 2. On a plane it in the When travelling is forbidden. the respective country). Rule: wearing the seat belt is is strictly family, at by car or plane  Luggage: obligatory. Car drivers and plane forbidden to: school, in a it is mandatory eligible for Understanding passengers are not allowed to use 3. In an E.U. group of to wear a seat compensation M6 is used and the following explanations are mobile phones. country friends, at a belt. from the given: Slide 3: photos of lost luggage. people must show. You mustn’t use airline It is mandatory to carry a personal document or Rule: you receive compensation always carry : a mobile phone company if passport, such as an ID or passport, and a birth if the airline company misplaces 4. When I find while driving, or your luggage certificate in the case of minors. your belongings. myself in an during an is lost. It is mandatory to wear a seat belt while driving or Slide 4: images of an ambulance, extremely airplane flight.  Emergency during a flight. police and fire fighters. difficult In case of lost number: 112. Mobile phones are not to be used while driving nor Rule: In case of emergency dial situation I luggage one is  Environmental while flying in an aircraft. If your luggage is lost by 112. can: entitled to responsibility. an airline company, you are reimbursed. 112 is the Slide 5: pictures of nature, fire in 5. In the compensation emergency number in use throughout the entire E.U. the woods, littering and trees countryside from the airline territory, which you can dial for free on a mobile or being cut down in the forest. people must: company. from a land line. Thus contacting the emergency Rule: protect the environment, 112 is the services: police, ambulance, fire department. do not litter and do not destroy 55 emergency Respecting the environment: one should not destroy the environment. In all the slides I am on a plane number in use the environment. Every explanation is backed up by the positive photos are visible to Madrid. throughout the an argument (e.g.: one need to show an I.D. when while the negative ones are Which of the entire E.U. checking in into a hotel). crossed with a red X. following rules territory, which M7. > PPS Presentation: should I keep? you can dial for Storage The teaching game ‘Circle the correct On each slide there is a statement ①talk on the free on a mobile answer’ accompanied by the Hands up technique and a question corresponding to phone; or from a land and M7 and M8 are used to reinforce the rules of the consolidation section and ②don’t wear line. This way conduct. also a related image. Under the the seat belt; you can contact We start from the following statements and picture there are four possible ③ call 112; the emergency questions for which the students must provide the answers represented by other ④wear the seat services: police, correct answer: images out of which only one is belt and don’t ambulance, fire I’m on a plane on my way to Paris. Which rule do I the right answer. talk on the phone; department. have to follow? The correct version will appear

Respecting the I’m in a car, driving in London. Which rule do I circled with the next click. What should I environment: have to follow? The last slide sums up all of the do if there is an one is forbidden I’m in a forest on the outskirts of a German city. 6 rules using appropriate photos. accident and the to damage the How should I behave? people involved environment. The hotel I’m staying at in Rome is on fire. What M8. > Work sheets: need help? should I do? Each pair of pupils receives a set ① I’m in Bucharest. A police officer stops me. What of work sheets identical to the call 911; should I do? ones in the slide show (excluding ② wear the seat At the end the acquired rules of conduct are the last slide). belt; repeated. A student who raised the right hand is ③ call 112; asked to give the correct answer. The students who M9. > PPS Presentation: ④ look for my had their left hands raised will be asked to repeat the 6 short texts (wearing a seat belt, luggage; answer. banning conversations on the phone , identification documents, Revision lost luggage, emergency call, Short texts and life situations in which certain rules protecting the environment), and norms of conduct are broken are presented with along with images of rules the video projector (M9). The pupils must identify being broken. At the next click what is wrong in each situation and explain the we can see the broken rule. rule/norm of conduct for that situation. The Hands up technique will also be used. M01. > Summary sheet of the 56

The students who had their left hands raised will be Lesson asked to repeat the answer.

The key points are marked on the summary sheet of the lesson (M01), at the section for objective 3.

T.1.3re. Results of the implementation of instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 36 3.66 0.00 3.66 3.66 14 3.55 0.30 2.66 3.66 5 3.51 0.34 2.66 3.66 23 3.27 0.57 1.66 3.66 6 3.27 0.76 1.33 3.66 33 3.13 0.81 .66 3.66

1st Unit of Instruction: What is the European Union? O3. To behave appropriately in accordance with national and European legislation in different everyday life situations.

T.1.3a Instructional strategy adapted according to the one implemented within control group no. 17 Instructional strategy

Learning content Class Assessment items Methods and procedures Resources organisation

The emergency system Conversation Direct I am on a plane to Madrid. Which rule 112: is used throughout Explanations instruction do I have to keep? the E.U. territories. This Questioning number may be dialled Rules of conduct in the European Union are ①talk on the telephone; explained: ② only in emergency Don’t wear a seat belt; situations: in the case of  The 112 emergency system is used throughout ③ call 112; accidents, fire, critical the European territories. When used in an E.U. ④wear your seat belt and don’t talk on country an operator will answer in the language medical situations. the phone; spoken in the country where the call is made, or Travelling by plane: in an internationally used language. This wearing a seat belt is What should I do when there is an number should be dialled only in critical mandatory and all accident and other people need help? situations: when we need a doctor immediately, electronic devices must accidents, fires etc. be switched off. ① call 911;  When travelling by plane people must wear a ② Luggage lost by an seat belt and all electronic devices must be wear a seat belt; airline company should switched off. ③ call 112; either be found or  If an airline company loses our luggage, we ④ look for my luggage; compensation offered. have to fill in a request and our luggage will either be found or compensation will be offered. In order to reinforce these rules the following questions are asked: In which situation must we wear a seat belt? What should we do if we see a fire? I just came back from vacation and the aeroplane company lost my luggage. What should I do? 58

1st Unit of Instruction: What is the European Union? O3. To behave appropriately in accordance with national and European legislation in different everyday life situations.

T.1.3b. Instructional strategy adapted according to the one implemented within control group no. 20 Instructional Teaching Strategy Learning Content Teaching Class Assessment items Methods and Procedures Resources Organisation Conversation Direct I am on a plane to Madrid. Which Explanation instruction rule do I have to follow? The emergency system 112: Questioning ① available throughout the entire talk on the telephone; The rules of conduct in the European Union E.U. territories. This number ② not wear my seat belt; are explained: may be dialled only in ③ call 112; emergency situations:  The emergency system 112. It is available ④wear my seat belt and not talk on the throughout the European territories. When accidents, fire alarms, critical phone; used in a country pertaining to the E.U. an medical situations. operator will answer in the language What do I have to do when an Travelling by plane: seat belt is spoken in the country from where the call accident occurs and more than one mandatory and all electronic is made or in a language of international person need help? devices must be switched off. circulation. This number should be dialled ① call 911; The lost luggage by an airline only in critical situations: when we need a company is either found or a doctor immediately, accidents, fires etc. ② wear the seat belt; reimbursement is offered.  When travelling by plane one must wear ③ call 112; the seat belt and all electronic devices ④ look for my luggage; must be switched off.  If an airline company loses our luggage, I am a Greek citizen. My country is a we have to fill in a request and our member of the EU. In order to come luggage will either be found or to Romania I need: reimbursement a will be offered. ①a visa; In order to implement these rules the ②I do not need a visa, I can travel following questions are asked: freely within the EU states; In which situation must we wear a seat belt? ③a special invitation; What can we do if we see a fire? ④ documents from my workplace; I just came back from vacation and the airplane company lost my luggage. What can I do? 59

1st Unit of Instruction: What is the European Union? O3. To behave appropriately in accordance with national and European legislation in different everyday life situations.

T.1.3c. Instructional strategy adapted according to the one implemented within control group no. 47 Instructional strategy

Learning content Class Assessment items Methods and procedures Resources organisation

Respecting the traffic laws of Exercise The chair of Direct I am on a plane to Madrid. each country: wearing a seat Explanation “Good instruction Which rule do I have to follow? belt, paying taxes, the legal Conversation Manners” ①talk on the telephone; speed, etc. ② not wear my seat belt; The pupils are divided into 8 groups (4-5 Travelling by plane: it is ③ call 112; pupils/group); each group receives a note with a mandatory to wear a seat belt ④wear my seat belt and not talk on task, as follows: and to turn off electronic the phone; TOURISTS 1 : devices. We are travelling with the family to Paris, What do I have to do when an Rules of civilized behaviour: by car. How do we behave and what rules do we accident occurs and more than talking in a lower voice in need to follow? Group works one persons need help? public spaces, moving along in TOURISTS 2: ① an orderly fashion when in a We are on a plane to London. How do we call 911; crowd, maintaining the order behave and what rules do we need to follow? ② wear a seat belt; and the cleanliness, TOURISTS 3 : ③ call 112; appropriate dress. We are visiting the Zoo in Budapest. How ④ look for my luggage; do we behave and what rules do we need to follow? TOURISTS 4 : I am a Greek citizen. My country We are at the Schonbrunn Castle – Vienna. is a member of the EU. In order How do we behave and what rules do we need to to come to Romania I need: follow? TOURISTS 5 : ①a visa; We are at the seaside, at a hotel in ②I do not need a visa, I can travel Romanian, Italy. How do we behave and what freely within the EU states; rules do we need to follow? ③a special invitation; TOURISTS 6 : ④ documents from my workplace; We are at the National Theatre in

Timişoara. How do we behave and what rules do 60

we need to follow? TOURISTS 7 : We are travelling by public transportation (subway, bus, tram) in Bucharest. How do we behave and what rules do we need to follow? TOURISTS 8 : We are on the street in Prague. How do we behave and what rules do we need to follow?

The leader of each group comes to the front of the class, sits down on the "CHAIR OF GOOD MANNERS" and reads the rules identified in each of the given situations. EXAMPLE: TOURISTS 1- -to be familiar with the traffic laws of the country you are passing through; -to obey the traffic signs ; -to keep to the speed limit; -to make sure your headlights are on ; -to know the emergency number (112); -to be civilized in traffic ;

-to buy for each country to pay any charges such as tolls.

T.1.3rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 17 3.46 0.44 2.33 3.66 47 3.37 0.76 .66 3.66 20 2.62 0.81 .00 3.66 16 2.61 0.81 .66 3.66 13 2.38 0.78 .00 3.66 18 2.29 1.44 .00 3.66

2nd Unit of Instruction: How does the European Union work? O1. To specify how European citizenship is acquired

T.2.1.Instructional strategy proposed by the project Previous Content Key Points Teacher discourse Instructional materials Assessment items Knowledge  they know European Key Points – Reception Pupils are asked if M1. > PPS presentation: I am a Romanian what a citizenship Summary Sheet they know what kind of On every slide header Citizen. What kind of citizen complements, but  European citizenship they have. The class appears the question Is citizenship do I have? is/they does not replace citizenship is discusses the fact that they all he/she an EU citizen? a. Romanian know the national acquired upon live in Romania, therefore they Why? b. European meaning of citizenship. accession of a are Romanian citizens. The question is followed c. Romanian and “citizen” state to the by an appropriate text and European  they know European European Understanding image. d. None they are citizenship is Union; The teacher clarifies how Slide 1 – My name is Bill, Romanian acquired by every  it European Citizenship y is I live in England. My I live in Russia. Am I a citizens. citizen of a state complements acquired: European Citizenship country is part of the EU. European citizen? once his state has the national complements, but does not Slide 2 – I am Vicenzo, I a. Yes joined the citizenship; replace national citizenship; am Italian. Italy is part of b. No European Union.  when your once a country joins the EU, the EU. c. I don’t know country joins each citizen has both national Slide 3 – My name is the EU, you and European citizenship. For Mike, I live in the USA. The word “citizen” have both example, a French person has My country is not part of means: your national French citizenship because he the EU. a. Having a job and EU lives in France and European Slide 4 – I am Serghei b. To live in a country citizenship. citizenship because of France’s and I am Russian. My and having rights EU membership. The same country is not part of the and duties happens for a Romanian, he has EU. c. To be a living being Romanian citizenship and Slide 5 – My name is d. To live in Romania European citizenship. Ming, I am Chinese. China is not part of the EU. Slide 6 – My name is The Hands Up technique and Marian, I am Romanian. M1 are used to reinforce the Romania is an EU 62

fact that a citizen from an EU country. state has the citizenship of his M2. >PPS presentation: country and EU citizenship. Each question appears on After each question those who a slide. When the correct had the left hand up are asked answer is clicked it is to repeat the correct answer and encircled and you hear a reason. E.g. Bill is an EU Bravo! and applause . citizen because he is an English When the wrong answer citizen, and England is member is clicked you hear Think of the EU. again Slide 1. Revision 1. What is a “citizen”? The class are asked leading a. a title given to any questions. The Hands Up living being technique and M2 are used. A b. a person that lives in a pupil that raises the right hand state and has rights is asked to answer, and the ones and duties with the left hand up will be c. a pupil from a country asked to repeat the answer. The ideas are noted on the Slide 2. summary sheet (M01), in the 2. How is European section for Objective 1. citizenship acquired? a. When I go on a trip to a European country b. When the country I live in joins the EU c. Any citizen of a country in Europe is a European Citizen. Slide 3. 3. What happened to 63

Romanian citizens once Romania became a member of the EU a. They lost their Romanian citizenship b. They became European citizens rather than Romanians c. Their Romanian citizenship was complemented by European Citizenship

M01. >Summary Sheet of Lesson 2

T.2.1re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 14 3.48 0.53 1.33 3.66 5 3.44 0.53 1.33 3.66 23 2.44 0.97 .66 3.66 36 3.29 0.78 1.33 3.66 6 3.26 0.69 1.33 3.66 33 3.22 0.57 2.33 3.66

2nd Unit of Instruction: How does the European Union work? O1. To specify how European citizenship is acquired

T.2.1a. Instructional strategy adapted according to the one implemented within control group no. 17 Instructional Teaching Strategy Learning Content Teaching Class Assessment items Methods and Procedures Resources Organisation The citizenship of a person – conversation I am a Romanian Citizen, my county belonging to a country. explanation is part of the EU. What kind of A citizen is a person that has questioning Direct citizenship do I have?

rights and duties in a instruction ① Romanian democratic society. ② European The introduction is a short advertisement An EU citizen is any person ③ Romanian and European that is a citizen of an EU type film: ④ None member state. https://www.youtube.com/watch?v=R7Oe- laptop EU citizenship complements dQD9rQ. Based on the analysis of the Serghei lives in Russia, his country is national citizenship, it does not sequences presented, students understand the not part of the European Union. Is he replace it. idea of European citizenship a citizen of the European Union? ① Form Civic Education students remember: Yes What is the citizenship of a person? (member ② No, because he lives in another of that country). country The citizen is a person that has rights and ③ I don’t know duties in a democratic society. ④ No, because his country is not part The phrases “European citizen”, “European of the European Union citizenship”, “national citizenship” will be explained. Which one of the expressions below explains correctly the meaning of

“citizen”? Who is a European citizen? ① a person that has a job An EU citizen is any person that has citizenship of an EU member country. ② a living being that lives on our EU citizenship complements the national planet citizenship and does not replace it. ③ a person that lives in a country and has rights and duties

④ a person that live in Romania

Andrei is a French citizen. France is

part of the European Union. Which Did you know: of the versions below is correct?  You have the right to live in an EU ① country for 3 months, only based on Andrei is only a Romanian citizen your ID or passport? ② Andrei is only a citizen of the European Union  You can contact European Union ③ Andrei has dual citizenship, French institutions in any of the 24 official and European EU languages and receive an answer ④ we can’t know in the same language?

In order to fix the concept, the following questions are asked: What citizenship does a Romanian citizen have? What citizenship does a Latvian citizen have? And a Russian? Please give reasons!

2nd Unit of Instruction: How does the European Union work? O1. To specify how European citizenship is acquired

T.2.1b. Instructional strategy adapted according to the one implemented within control group no. 18 Instructional Teaching Strategy Learning Content Teaching Class Assessment items Methods and Procedures Resources Organisation In 1990, initiated by the Conversation Direct I am a Romanian Citizen; my county Spanish government, the Explanation instruction is part of the EU. What kind of notion of European Questioning citizenship do I have? citizenship was legally ① Romanian institutionalised through the Computer ② European European citizenship will be defined with the Maastricht Treaty (1992), Projector ③ Romanian and European where it was defined (art.17). help of a PPT presentation. We will continue PPT ④ None European citizenship is with discussions on the bases of the Presentation

afforded to any person that has information presented. The gathered of EU Serghei lives in Russia, his country is citizenship of a member information will be noted on the board and in citizenship Quiet or not part of the European Union. Is he country of the European the notebooks. individual a citizen of the European Union? Union. study and ① Any person that has citizenship To consolidate the knowledge, each pupil Worksheets Yes testing of a member country of the EU receives a worksheet that contains incomplete ② No, because he lives in another sentences, that need to be completed with the country is a European citizen. appropriate information. ③ I don’t know European citizenship complements national ④ No, because his country is not part citizenship, but does not Fill in the blanks: of the European Union replace it. a) The European Union is an European citizenship is (organisation) that includes (28) Which one of the expressions below regulated by European law and European states. explains correctly the meaning of national citizenship is b) The purpose is to ensure (peace) and “citizen”? regulated by national law, so (welfare) in the member states. ① a person that has a job st that European citizenship does c) Romania joined the EU on (1 January ② a living being that lives on our 2007). not suppress any national right, planet d) Each person has an (identity): name, but gives additional rights that ③ a person that lives in a country and surname, date and place of birth, religion, can be exercised within the has rights and duties 67

Union and in the national citizenship, nationality, sex, name of parents, ④ a person that live in Romania country. home address. European citizenship gives a e) (Citizenship) is represented by the Andrei is a French citizen. France is more profound and real country/state within which you were born or part of the European Union. Which meaning to membership live. of the versions below is correct? within the European Union. f) (Nationality) is represented by the ① Andrei is only a Romanian citizen nation or people you originate from. ② Andrei is only a citizen of the European Union The worksheet will be checked with the whole ③ Andrei has dual citizenship, French class. and European

④ we can’t know

2nd Unit of Instruction: How does the European Union work? O1. To specify how European citizenship is acquired

T.2.1c. Instructional strategy adapted according to the one implemented within control group no. 47 Instructional strategy

Learning content Class Assessment items Methods and procedures Resources organisation

European citizenship is conversation I am a Romanian Citizen; my country Direct acquired through birth, explanation is part of the EU. What kind of teaching marriage to a European citizen, questioning citizenship do I have? or an official change of ① Romanian residency. ② European This follows on form the previous learning ③ Romanian and European unit: “What is the European Union?”. Starting from the definition of the European ④ None Union – a community of 28 states that ensures the peace and welfare of its citizens Serghei lives in Russia, his country is – there is discussion on ideas like “citizen”, not part of the European Union. Is he a “EU citizen” and “European citizenship”. citizen of the European Union? ① Yes Who do you think EU citizens are?(The ② No, because he lives in another people that live in the EU member states.) country How did they acquire European Union ③ I don’t know citizenship? (Through birth in one of the EU ④ No, because his country is not part of member countries, moving into a home in the European Union one of the EU member countries or marrying a European citizen. Which one of the expressions below explains correctly the meaning of “citizen”? ① a person that has a job ② a living being that lives on our planet ③ a person that lives in a country and has rights and duties 69

④ a person that lives in Romania Andrei is a French citizen. France is part of the European Union. Which of the versions below is correct? ① Andrei is only a Romanian citizen; ② Andrei is only a citizen of the European Union; ③ Andrei has dual citizenship, French and European; ④ We can’t know.

T.2.1rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 47 3.23 0.66 1.33 3.66 17 2.97 0.99 .33 3.66 20 2.90 1.13 .00 3.66 18 2.88 0.81 1.33 3.66 13 2.12 1.37 .00 3.66 16 1.89 0.97 .00 3.66

2nd Unit of Instruction: How does the European Union work? O2. To define the rights and duties of a European citizen.

T.2.2. Instructional strategy proposed by the project Previous knowledge Content Key idea Teacher’s strategy Instructional materials Assessment items  They know the EU Citizen – a Key ideas – Reception M3. > PPS Freedom of movement terms rights and person who has summary sheet Have a discussion about being presentation: is: duties from their citizenship in one  An EU citizen a citizen, about the fact that a Slide 1. Definitions for a. a right Civic Education of the 28 countries is any person citizen has rights and the terms: EU citizen, b. an obligation classes; of the EU . that has obligations. Make an analogy rights and obligations. c. a recommendation;  They know the fact citizenship in using the class of students. In Slide 2, 3, 4 and 5 the that every citizen Rights are the one of the 28 order to cohabit in school we mentioned rights, one by has rights and benefits that come countries of have rights and obligations. one, followed by a Which of the following duties; from the rules that the EU. Ask the students to give representative image. affirmations does NOT  They are Romanian apply to the  European examples of rights and Slide 6, 7, 8 and 9 the represent a right of an citizens and EU citizens of a citizens have obligations they have as mentioned obligations, European citizen citizens country. rights and members of the class, but also one by one, followed by a a) the right to study obligations. as Romanian citizens.. Remind representative image. abroad; THE RIGHTS OF  rights: to them that just as we are b) the right to freedom A EUROPEAN address Romanian citizens, we are also of movement; CITIZEN petitions, to European citizens. Therefore, M4. > PPS c) the right to vote and  The right to be protected we have rights and obligations presentation: run for elections at the free by the as EU citizens. On the slides that European Parliament; movement authorities, to represent the rights, there d) obeying the laws. and to stay in vote and be Understanding is the following question: the EU voted for, free As a country that is a member Which right of an EU territory; movement; of the EU, Romania and citizen is represented in Which of the following  The right to  obligations: Romanian citizens have a this image? On the slides affirmations represents vote and to education number of rights and duties. that present the a duty of a European run for about Any citizen that lives in a obligations, there are the citizen? elections to the democratic country that is a member of the question: What obligation a) to protect his assets at European citizenship, EU has a number of rights and of an EU citizen does the any cost; Parliament active duties as an EU citizen. Define image represent b) to retire;  The right to be participation the term EU citizen and refer to Slide 1, 2, 3 and 4 show c) to work in the protected by in a the previous explanations of the an image for each one of territory of any state he 71

the authorities democratic terms rights and duties. Present the four rights of an EU wishes; of any country life, the rights and duties of EU citizen. d) actively participate that’s a involvement citizens by using M3. Slide 5, 6, 7 and 8 in democratic life. member of the in the On every slide, under the EU; community Storage representative image,  The right to life, to respect Use the M4 and the Hands up there appear, as options to address other people’s technique and ask the students be chosen, the 4 rights or petitions to the rights. to identify the right or the 4 obligations. When European obligation that’s shown in the you click the correct Parliament image. Those who raise their variant, the correct answer left hand are asked to repeat the is circled and you hear Obligations are right answer once given, and to applause. When you click duties that citizens explain it. the wrong answer, you have towards the hear: Think again! country or Revision community they Show all the rights and M5. > Boards with the live in. obligations of EU citizens on a list of rights and list, in a random order (M5) obligations of an EU THE DUTIES OF and ask them to sort it in citizen, A3 format or A EUROPEAN tabular form (M6) For this bigger. CITIZEN activity, the Hands up The rights and duties are  The duty to technique is used. A student listed randomly. At the respect the that has his right hand up is top of the list, there is the rights of others chosen to give the right answer, following text: Select and to obey and the ones that had their left from the following list the the law; hand up are asked to repeat and rights and duties of a  Participation explain the answer. European citizen and of citizens in Right down the key ideas on place them into the right the life of the the synthetic sheet (M01), to column. community ; the section related to the second  Education objective. about M6. > PPS presentation: democratic Slide 1 shows the citizenship ; following table, empty.  Active Rights Obligations 72

participation in a democratic life;

Slide 2 – 9 complete each slide with a right or a duty, in the order they appear in M5.

M01. > Synthesis sheet of lesson 2.

T.2.2re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 36 3.48 1.38 1.00 4.66 5 3.28 1.27 1.00 4.66 6 3.25 1.41 .00 4.66 33 3.19 1.49 .33 4.66 14 2.87 1.16 1.33 4.66 23 2.28 0.93 .33 3.66

73 2nd Unit of Instruction: How does the European Union work? O2. To define the rights and duties of a European citizen.

T.2.2a. Instructional strategy adapted after the one implemented at the control class number 18. Instructional strategy Learning content Class Assessment items Methods and procedures Resources organisation The rights and duties of a Debate European citizen Conversation Citizenship of the European Explanation Direct Which of the following variants Union offers rights to the citizens Questioning teaching expresses a right of a citizen of the EU? of the member countries and strengthens the protection of their ① active participation in community life; interests. The Treaty of Maastricht sets 5 categories of ② freedom of movement; Discussions with the students about the Computer supranational rights, Video ③ respecting the rights of others; complementary to national content presented, regarding the rights and obligations of EU citizens. The projector Independent- ④ none. citizenship : Group work 1. The right to freedom of information given will be written on the whiteboard and in notebooks. Which of the following variants movement, the right of residency, PPT expresses an obligation of a citizen of the right to work and study in Presentation Ask the students to form three work- the EU? any of the member states of the Rights and ① The possibility of filing petitions; EU. The right of entry to the groups, to carefully read the explanations obligations ②To respect the rights of others; territory of another member state they received and to discuss the ③ can only be refused for reasons of information they received. The possibility of voting and being security or public health; voted for;

2. The right to vote and the ④ none.

right to run for elections for the European Parliament and local Which of the following variants elections ; presents only rights of an EU citizen? 3. The right to receive certain ① possibility of filing petitions and the benefits in the territory of a third possibility to respect the rights of others; state (a state that is not a member ② The possibility to actively participate of the EU), e.g. the right to have into the community’s life and the consular protection from the possibility to vote; diplomatic authorities of another ③ possibility to vote and the possibility member state, if the country they of freedom of movement; come from doesn’t have consular ④ The possibility to be voted for and the or diplomatic representation in possibility to participate in educational the third state; activities about democratic citizenship. 4. The right to file petitions 74 at the European Parliament ; 5. The right to use the European Ombudsman (People’s lawyer) to examine the cases of maladministration in the institutions. European citizens have the obligation to keep European and national laws and to respect the rights and freedoms of other citizens.

2nd Unit of Instruction: How does the European Union work? O2. To define the rights and duties of a European citizen.

T.2.2b. Instructional strategy adapted after the one implemented at the control class no. 20 Educational strategy Learning content Class Assessment items Methods and procedures Resources organisation Rights of citizens of the Conversation Which of the following variants European Union: the right to life, expresses a right of a citizen of the the right to personal integrity, Explanation EU? the right to freedom and security, ① active participation in community respect for private and family Practice life; life, right to marry and have a Whole class- ② freedom of movement; family, the right to education, Each student receives a worksheet on which worksheet independent ③ respecting the rights of others; the right to work, freedom of the main rights and duties of EU citizens are ④ none. thinking, of conscience and listed. Each student reads the text and extracts religious freedom, freedom of the main ideas. speech and information, cultural Direct Which of the following variants diversity, religious and teaching expresses an obligation of a citizen of linguistic, equality between men the EU? and women, the rights of The teacher discusses with the class the main ① children, elderly people’s rights, the possibility to file petitions; rights and obligations of citizens and their integration of people with ②respecting the rights of others; essential elements: disabilities , the right to fair and ③ the possibility to vote and be voted good working conditions for; ④ none. What are the main rights of citizens of the

European Union? Which of the following variants presents only rights of an EU citizen? What are the main obligations of citizens of ① the possibility to file petitions and the European Union? the possibility to respect the rights of others ; Give examples of situations where a certain ② the possibility to actively participate right was broken and specify which right was in the community’s life and the possibility to vote. 76

The charter of fundamental broken! ③ the possibility to vote and the rights of the European Union possibility of freedom of movement; Give examples in which a citizen or citizens Proclaimed by the European did not comply with a duty and explain. ④ the possibility to be voted for and the Committee, European possibility to participate in educational Parliament and European Union Explain why it is necessary as EU citizens to activities about democratic citizenship Council on December, 7th 2000, know our rights and obligations. during the European Council of Nisa.

Duties/Obligations of the EU citizens: 1. To be truly democratic and to respect human rights and the law above all.

2. To respect and use the 4 freedoms in movement

3. To show solidarity with other people from other regions or states.

4. To respect the environment you live in.

5. To reject nationalism and respect multiple identities of citizens: regional, national, continental, and planetary.

6. To encourage decentralization at many levels and get involved at your own 77 level.

7. To support pluralist, multicultural society, to learn from others.

8. To cooperate with others, for the well being of everyone.

9. Not to threaten and not to use force against anyone for an unjust cause.

10. To be open, to accept and integrate others who want to achieve all the above.

78 2nd Unit of Instruction: How does the European Union work? O2. To define the rights and duties of a European citizen.

T.2.2c. Instructional strategy adapted after the one implemented an the control class no 47. Educational strategy Class Content of learning Assessment items Instructional methods Resources organisatio n The rights of a European Debate Which of the following variants Union citizen: the right to live Conversation expresses a right of an EU citizen? and have physical and Explanation Direct psychological integrity, Questioning teaching ② active participation in community life; individual freedom, the right to There will be two columns on the board, one ② freedom of movement; defence, freedom of for the rights of E ③ respecting the rights of others; movement, freedom of U citizens and one for the duties of EU ④ none. expression, freedom to be citizens. Each right and responsibility is Stickers with

informed, access to culture, to written on a sticker and these are allocated to the rights and Which of the following variants express receive health care, the right to the correct column with students explaining duties of EU an obligation of a citizen of the EU? vote, the right to learn. each sticker in their own words. citizens

Duties of an EU citizen: ① loyalty towards his country, the possibility to file petitions; financial contributions, to keep Rights Duties ②respecting the rights of others; the laws of each country, to the right to live and Loyalty towards his ③ The possibility to vote and be voted for; have physical and country ④ keep the rules for traffic , to none. take care of the environment, psychological to have valid documents, to integrity Which of the following variants presents behave in a civilized manner. The right to be Paying their financial only rights of the EU citizen informed contributions Individual freedom To keep the laws ① the possibility of paying taxes ;

The right to defence To keep the rules ② the possibility to move freely; for traffic ③ the possibility to respect the Freedom of To respect public environment; movement order ④ the possibility to be faithful to his Freedom of Care for the country. expression environment Access to culture Having valid documents To receive health Behaving in a care civilized manner The right to vote The right to study 79

T.2.2rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 47 3.16 1.04 .00 4.66 20 2.86 0.96 1.00 4.66 18 2.62 1.01 1.00 4.33 17 2.31 0.71 1.00 4.33 13 1.98 1.37 .00 4.66 16 1.86 0.88 .00 3.00

2nd Unit of Instruction: How does the European Union work? O3. To show respect for the fundamental values of the EU

T.2.3. Instructional strategy proposed by the project Previous Instructional Content Key idea Teacher discourse Assessment Items knowledge materials Possibly they These values are Reception M7. > PPS know some common to all states Key ideas- The teacher explains the presentation: behavioural that are members of synthesis importance of behavioural norms 8 Slides containing a values(respect, the EU. The worksheet in a society. He asks the students representative image Pick from the following kindness, fundamental values  solidarity how they behave in certain for each value. Under list, the EU values: punctuality) of the EU are:  democracy situations: in the library, at the image is written the solidarity,  tolerance school, at home. The teacher tries word that describes the a. fairness, freedom, democracy,  freedom to identify values in the value and its dictionary fraternity tolerance, freedom,  peace behaviour of the students present definition b. freedom, peace, pluralism, peace,  equality and writes these values on the respect equality between  respect whiteboard (discipline, respect, M8. > PPS c. to study well, to men and women,  non- unity).The discussion is presentation: survive, to fight; communication, discrimination channelled so the values written 8 Slides containing an respect, unity, non- will be similar to as many of the image for each value. discrimination. EU values as possible. Under each image, Which of the following there will be randomly words is not an EU value: Key ideas-synthesis Understanding arranged letters that worksheet For people to get along, even if when re-ordered form a. communication  solidarity – they speak different languages, the word that describes b. respect Mutual support they have different cultures, they the value. At the next c. love among are different physically, there is a click the letters are re- d. peace individuals with need to relate to some common arranged and you will a common values. When we talk about the hear a round of interest European Union, these values are applause . (ex. The  democracy – the called “The fundamental values letters ACPEE under involvement of of the European Union”. Explain the peace sign, , are re- all the members and exemplify each value by ordered to reveal the of a collective in using M7. Also, mention the fact correct answer: the process of that these values are common to PEACE). making all states that are a part of the decisions. EU.  tolerance – accepting the Storage other as he is. The teacher projects a series of M01. > synthesis 81  freedom – the images each of them representing worksheet of lesson possibility of a value of the EU. Under each number 2 doing whatever one of them is written the value you wish. but with the letters in a random  peace – situation order (M8). The students have to in which there recognize the value by arranging M9. >PPS are no conflicts the letters and forming the word. presentation: or wars. A student that raises his right 8 Slides have 2  Equality hand will give the right answer columns, the first between men and the ones holding up their left column contains and women hand will repeat and explain why images representing  respect – to the value is important and what the fundamental values appreciate would happen if we didn’t and the second one, the someone. respect it. list of values. At one  Non - Write down the key ideas on the click on the correct discrimination synthesis worksheet, in the answer, the indicated – treating section reserved for objective value appears written in everyone as an number 3. bold letters and moves equal. under the image. At one Revision click on the wrong The teacher uses M9, M01 and answer you will hear: the Hands up technique to ask the Think again! students to recognise what value of the EU the images suggest. A student raising his right hand will give the correct answer and the ones that raised their left hand will repeat the answer.

T.2.3re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 36 3.60 0.24 2.66 3.66 14 3.37 0.71 .66 3.66 5 3.34 0.47 2.33 3.66 6 3.14 0.90 .00 3.66 33 3.06 0.72 1.33 3.66 23 2.45 1.19 .00 3.66 82

2nd Unit of Instruction: How does the European Union work? O3. To show respect for the fundamental values of the EU

T.2.3a. Instructional strategy adapted after the one implemented at control classroom no 17 Educational strategy Learning content Class Assessment items Methods and procedures Resources organisation Conversation Which of the following words is not an The European Union values Explanation EU value: are: democracy, human rights, Problem solving Direct ① solidarity; solidarity, care for the teaching ② tolerance;

environment, respect for ③ wealth ; cultural, linguistic and ④ peace. religious equality, peace,

tolerance, unity, cooperation . Based on their previous learning, the teacher

elicits from the students , the main values of the European Union: democracy, human Which of the following words is an EU rights, solidarity, the right to protect the value: environment, respect for cultural, linguistic ① non discrimination; and religious equality, peace, tolerance, ② grace; unity, cooperation . ③ beauty; ④ wealth . The pupils discuss and analyse their own

points of view about European values and Which of the following words are only how they feel about being a member of the main values of the EU: European Union. ① non discrimination and tolerance;

② solidarity and grace; ③ peace and beauty; ④ freedom and wealth .

2nd Unit of Instruction: How does the European Union work? O3. To show respect for the fundamental values of the EU

T.2.3b. Instructional strategy adapted after the one implemented at control classroom no 20 Educational strategy Learning content Class Assessment items Methods and procedures Resources organisation The values of the European Conversation Which of the following words is not Union are: dignity, equality, explanation an EU value: freedom, solidarity, Practice ① solidarity;

citizenship, justice, peace, worksheet ② dignity; Independent welfare. ③ richness; Each pupil receives a worksheet on which the work main values of the EU are given. Each pupil ④ equality. has to read the text and record /note the main ideas. Direct teaching Which of the following words is an EU value: With whole class the teacher discusses the ① freedom; main values of the European Union and their ② grace; main characteristics: ③ beauty; What does dignity mean? ④ richness. What does freedom mean?

What does equality mean? Which of the following words are What does solidarity mean? only the EU value:

① equality and solidarity;

② solidarity and grace; ③ peace and beauty ③freedom and richness.

2nd Unit of Instruction: How does the European Union work? O3. To show respect for the fundamental values of the EU

T.2.3c. Instructional strategy adapted after the one implemented at control classroom no 47 Instructional strategy Learning Class Instructional Assessment items content Instructional methods organisatio materials n Values of the conversation , explanation, problem solving, practice, educational European game Which of the following words is not Union: an EU value: solidarity, ① solidarity; communication Pupils are divided into 10 groups. The teacher explains the game ② tolerance; ”Key word". Each group receives a “Key word” or a “group of Independen , respect, ③ richness; equality, peace, keywords”. Each group discusses and explains their word(s) and then t-group ④ peace. democracy, makes a little story which illustrates the meaning of the key word(s). work freedom of The ,,Key words” are 10 European Union values: Which of the following words is an movement, 1 Solidarity EU value: freedom to 2 Communication ① study, freedom 3 Respect unity; to work, 4 Equality ② grace; Key-words tolerance. 5 Peace ③ beauty; 6 Democracy ④ richness. 7 Freedom of movement

8 Freedom to study Which of the following words are 9 Freedom to work only the EU values: 10 Tolerance. ① solidarity and tolerance; ② solidarity and grace; Because the terminology is difficult for 10 year olds, help is given ③ peace and beauty; with understanding and completing the task. There are 3 characters: John of England, Klaus from Germany and Andrei from Romania. ④ freedom and richness. Create an event/ a story which illustrates the value.

A representative from each group comes to the front of the class to

tell their group’s story. Afterwards class mates encourage him with applause.

The teacher then presents a power point about the fundamental values of the European Union.

Laptop Projector

Direct teaching

T.2.3rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 17 3.24 0.91 1.00 3.66 47 3.09 0.85 1.00 3.66 20 2.90 0.95 .00 3.66 16 2.80 1.04 1.00 3.66 18 1.40 1.30 .00 3.66 13 1.37 1.13 .00 3.66 86

3rd Unit of Instruction: Symbols of the European Union O1. to describe the European Union Flag

T.3.1. Instructional strategy proposed by the project Prerequisite Content Key ideas Teacher Discourse Instructional materials Assessment items learning  They know The European  Blue colour of Reception M1. > Romanian flag, A3 How many stars are the Union flag has a the flag; The teacher starts the discussion with there on the EU flag? : Romanian blue background  12 yellow stars; the Romanian flag (M1), the terms M2. > EU flag, format A3+, a) 15; flag and with 12 yellow  The stars are banner, flag, colours and the colour, laminated and b) 12; flags of other stars distributed positioned with symbolism of the Romanian flag. The magnetic. c) 21; countries, like the hour the tip up; teacher leads the discussion towards d) 18. maybe even numbers on a  The stars are the European Union flag. He presents M3. > PowerPoint the flag of clock The position positioned in a a colour copy (A3 paper) of the flag presentation: What colour are the the European of the 12 stars is similar way to to the students and displays it in front 1st click: a rectangle is stars on the EU flag? Union with the tip up. the hours on a of the class (M2). displayed with a clock and a) blue; The stars on the clock; numbers. b) yellow; flag symbolize  The number of Understanding 2nd click: the rectangle and c) red; unity, solidarity stars - A rectangle within interior clock clock become blue, while d) green. and harmony symbolizes (12 hours) is shown (M3) the numbers become yellow. among the people perfection and - analogy with the EU flag from 3rd – 15th click: every click What colour is the of the EU. The unity above and the interior rectangle clock, transforms a number into a background of the EU number of stars using the PowerPoint Presentation. star of the EU flag, resulting flag? : symbolizes - the flag is made up of 12 yellow in the EU flag a) blue; perfection and stars on a blue background b) yellow; unity. - the stars are positioned to form a M4. > PowerPoint c) red; circle, all the stars have their tip up presentation> d) green. and their position corresponds with Slide 1: the colour of the the hours of the clock flag is wrong, (bright green). - the stars on the flag symbolize unity, Slide 2: the number of stars solidarity and harmony among the is wrong, (there are only 10). people of the EU Slide 3: the position of the - the number of stars has nothing to stars is wrong, ( they have do with the number of member states two points up). in the EU: there are 12 stars because Slide 4: the correct flag. 12 is the (traditional) symbol of perfection and unity and the EU is M5. > PowerPoint currently made out of 28 states presentation: Slide with the individual work sheet: 87 Storage Item 1- colour The teacher approaches the class Item 2 – number of stars frontally using the Hands Up Item 3 – chose the stars that technique. Using the Hands up are orientated correctly technique, for each slide of M4 the M6. > Individual work students identify the mistake and sheet: correct it. Individual worksheet identical to M5 Revision The students are asked to fill in the individual worksheet (M6) in 3 minutes. The evaluation is frontal, together with the students, by raising the individual work sheet by students who responded correctly. The teacher writes on the board the number of correct answers by using M5 and corrects the students that didn’t respond correctly. The procedure is repeated for all three criteria. At the end, the EU flag is displayed (M2).

T.3.1re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 14 3.99 0.00 3.99 3.99 6 3.99 0.00 3.99 3.99 33 3.97 0.07 3.66 3.99 5 3.95 0.19 3.00 3.99 36 3.95 0.11 3.66 3.99 23 3.87 0.36 2.33 3.99

3rd Unit of Instruction: Symbols of the European Union O1. to describe the European Union Flag

T.3.1a. Instructional strategy proposed by the control class no. 13 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation The EU flag: 12 Conversation What is the number of stars on the EU yellow stars flag? arranged in a Collective - ① 15 circle, on a blue Explanation guided ② Worksheet, 12 background ③ 21 Appendix 2 The banner or flag is the symbol of a state. The ④ 18 European Union has its own flag: It has a blue background with 12 yellow stars arranged in a The stars on the EU flag are: circle similar to the hour numbers on a clock. ① blue ② yellow

③ red The students receive a worksheet containing the ④ symbols of the EU and they fill it in as they find green

out new information. The teacher presents the new content and shows the children how to complete The EU flag is: their worksheet (with their help) ① blue ② yellow ③ red The EU banner is ……………… with ……….. ④ green ………………… stars arranged in a ………… similar to the hours on a ……………….. . The stars represent ………………., ………………….. and ………………….. .

APPENDIX 2

1. The EU flag is …………………. with ………… …………… stars, arranged in a ……….., similar to the hours on a ………….. . The stars symbolise …………………, …………………… and ………………….

2. Europe’s anthem is ………………………………., excerpt from …………… …………………………….. written by …………………………………………… 3. Write the first verse of the EU anthem.

4. The EU slogan is ……………………………………………………. It’s significance is that ………………………………………………………………...... 5. Through his declaration, at ……… , Robert Schuman, the French Foreign Minister, made the first step towards building the European Union. In the year ……………………………………… the date of …………………was chosen as Europe Day.

6. The unique European currency is ……….. 7. This currency offers the opportunity of ease of travel, without the struggle of currency exchange at each frontier passing. On the ………… it officially became the single currency for the majority of member states of the EU. On the 1st of January 2002, …………… bill and coins went into circulation. 8. Draw the EU bills and coins you know. 90 3rd Unit of Instruction: Symbols of the European Union O1. to describe the European Union Flag

T.3.1b. Instructional strategy proposed by the control class no. 17 Instructional strategy Content Instructional Class Assessment items Instructional Methods materials organisation The EU flag: 12 yellow stars Conversation What is the number of stars on the on a blue background. Explanation EU flag? ① 15

② 12 Flag’s significance: Europe’s The European Flag Collective – ③ 21 unity and identity, solidarity Symbolizes not just the EU, but also the EU’s guided ④ 18 and harmony unity and identity in a broader way. The circle of yellow stars represents solidarity and harmony The stars on the EU flag are: between Europe’s populations. Every country has its own flag. The number of stars has nothing to do with the ① blue number of member states. There are twelve stars ② yellow

because the number twelve symbolizes ③ red perfection, fullness and unity. Therefore, the flag ④ green remains unchanged regardless of the number of

member states. Every country keeps its own The EU flag is: flag. ① blue ② yellow

③ red ④ green

3rd Unit of Instruction: Symbols of the European Union O1. to describe the European Union Flag

T.3.1c. Instructional strategy proposed by the control class no. 16 Instructional strategy Content Instruction Class Assessment items Instructional methods al materials organisation The EU flag: 12 stars on a blue Conversation What is the number of stars on the EU background. Explanation flag? Observation ① 15

The 12 stars are arranged in a ② 12 Collective – circle and symbolize the ideals ③ 21 of unity, solidarity and The students observe the model sketch. guided ④ 18 harmony between Europe’s “What do you see” (… a beautiful drawing of countries. Europe Day) Model The stars on the EU flag are: What flag can we see in the drawing? Describe sketch ① Every country has it’s own it. blue flag. ② yellow ③ red The teacher explains that it’s the EU flag (blue ④ green with 12 yellow stars arranged in a circle)

The 12 stars are arranged in a circle and The EU flag is: symbolise unity, solidarity and harmony between ① blue Europe’s countries. ② yellow ③ red Every country continues to have their own flag. ④ green

T.3.1rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 16 0.83 0.21 1.00 2.33 20 0.81 0.17 .00 3.33 18 0.61 0.15 1.00 3.33 13 0.30 0.07 2.33 3.33 47 0.24 0.04 1.00 3.00 17 0.00 0.00 2.33 3.33

92 3rd Unit of Instruction: Symbols of the European Union O2. to recognize the European Union anthem and to know its history

T.3.2. Instructional strategy proposed by the project Prerequisite Content Key ideas Teacher Discourse Instructional materials Assessment items learning

 They know Musical excerpt  The EU anthem Reception M1. >audio track with a Who is the composer the with the EU is an excerpt Students listen to a verse from the verse from the Romanian of the EU anthem? Romanian anthem, from “Ode to Romanian anthem (M1) and they are anthem a) Ciprian anthem approximately 3 Joy “by asked to identify the musical excerpt, Porumbescu;  There is a minutes. Beethoven. after which the connection between M2. >audio track of the EU b) Beethoven; chance that The song is taken  It symbolises country and anthem is made. A anthem – 30 sec. c) George Enescu; they may from the 9th the idea of similar connection is then made d) Mihai Eminescu. know the symphony “Ode freedom, peace between the EU and its anthem. The M3. > PowerPoint fact that each to Joy” composed and solidarity. EU anthem is played (M2). presentation: “Ode to Joy” What is the name of country has in 1823 by click 1: picture of Beethoven the symphony from an anthem Ludwig van Understanding click 2: bubble that portrays which the EU anthem Beethoven. The teacher explains the following: the composer thinking of is taken? In 1985, leaders of - The song comes from the 9th happy people. a)the Romanian the EU decided to symphony “Ode to Joy” composed in click 3: bubble symbolising anthem; make it the official 1823 by Ludwig van Beethoven (it’s freedom b) The Hora Unirii; anthem of the EU. written on the board ) click 4: peace bubble c) Ode to Joy; The anthem - the word “ode” is explained and click 5: solidarity bubble d) Ballade. symbolises written on the board click 6: the EU flag appears, freedom, peace - Beethoven is shown (M3), thinking the year 1985, the text “Ode Which of these and solidarity. about happy people to Joy” and the audio track excerpts is the EU - this anthem symbolises European is played in the background. anthem?(each track is ideals: freedom, peace and solidarity played for 15 sec) - in 1985, the leaders of the EU chose M4. >audio track with the The excerpts are the it as the official anthem of the EU Romanian anthem – 15 sec. following: a) the Romanian Storage M5. > audio track with the anthem; The teacher asks the students to Hora Unirii - 15 sec. b)the Hora Unirii; listen to 3 short musical excerpts c) Ode to Joy; (approx. 30 seconds each), and to M6. > audio track with the d) Ballade. identify which of them is the EU EU anthem. – 15 sec. anthem. The excerpts are: the Romanian anthem (M4), the Hora Unirii (M5), the EU anthem (M6). The Hands up technique is used after 93 each excerpt recognition is made frontally, using the Hands Up technique after each fragment.

Revision Students respond to the following question using the Hands Up technique. A student who raises the right hand will be asked to answer, students who raise the left hand will have to repeat the answer . Who is the composer of the EU anthem? In what year did this musical excerpt become the official EU anthem? What is the name of the piece of music from which the EU anthem is taken ? Which of the following excerpts is the EU anthem? (each excerpt is played for 15 seconds) – M4, M5 and M6.

T.3.2re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 14 3.31 0.07 3.00 3.33 36 3.31 0.08 3.00 3.33 5 3.26 0.25 2.33 3.33 33 3.16 0.36 2.00 3.33 6 3.15 0.48 1.33 3.33 23 2.48 0.87 .33 3.33

94 3rd Unit of Instruction: Symbols of the European Union O2. to recognize the European Union anthem and to know its history

T.3.2a. Instructional strategy proposed by the control class no. 13 Instructional Strategy Content Instructional Class Assessment items Instructional methods materials organisation The EU anthem is an excerpt Conversation Which of the fragments you hear is from “Ode to Joy” by the EU anthem? Ludwig van Beethoven. ① first

Explanation ② Collective – second guided ③ third The EU anthem is an excerpt from “Ode of Joy” ④ fourth by Ludwig van Beethoven. Every member Who is the composer of the EU country of the EU has its own anthem. anthem? ① Ciprian Porumbescu Students receive a sheet containing the EU ② Ludwig van Beethoven symbols and fill it in as they find out new ③ George Enescu information. The teacher presents the new ④ Mihai Eminescu content and shows the children how to complete their worksheet (with their help). What is the name of the song from which the EU anthem is taken ? The EU anthem is ………………………., an ① the Romanian anthem excerpt from …………………………. by worksheet ………………………………………………. ② the Hora Unirii Write a verse from the EU anthem. ③ “Ode to Joy” ④ Ballade

3rd Unit of Instruction: Symbols of the European Union O2. to recognize the European Union anthem and to know its history

T.3.2b. Instructional strategy proposed by the control class no. 17 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation In 1972, the European Council Conversation Which of the fragments you hear is the which adopted the EU flag, Explanation EU anthem? also chose “Ode to Joy” as its Listening and singing ① first anthem. This is not only the ② second Collective – anthem of the EU, but the ③ third anthem of Europe as a whole. guided ④ fourth The music is taken from

Ludwig van Beethoven’s 9th In 1972, the European Council which Who is the author of the EU anthem? symphony of 1823. adopted the EU flag, also chose “Ode to Joy” ① In the last portion of this as its anthem. This is not only the anthem of Ciprian Porumbescu symphony, Beethoven the EU, but the anthem of Europe as a whole. ② Ludwig van Beethoven transposed into music the The music is taken from Ludwig van ③ George Enescu verses of the poem “Ode to Beethoven’s 9th symphony of 1823. In the ④ Mihai Eminescu last portion of this symphony, Beethoven Joy” by Friedrich von Schiller transposed into music the verses of the poem written in 1785. This poem What is the name of the song from “Ode to Joy” by Friedrich von Schiller Computer expresses Schiller’s idealist which the EU anthem is taken ? written in 1785. This poem expresses CD view of mankind, a vision ① the Romanian anthem Schiller’s idealist view of mankind, a vision which was shared by which was shared by Beethoven. Beethoven. ② the Hora Unirii

③ “Ode to Joy” The EU’s anthem will be heard and sang. ④ Ballade

96 3rd Unit of Instruction: Symbols of the European Union O2. to recognize European Union anthem and its history

T.3.2c. Instructional strategy proposed by the control class no. 20 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation The European Council of 1972 Conversation Which of the fragments you hear is the was the one that decided to Explanation EU anthem? make “Ode to Joy” it’s official Listening and singing ① first

anthem. This is not only the ② second Collective – anthem of the EU, but the ③ third anthem of Europe as a whole. guided ④ fourth

The European Council was the one to decide, Who is the author of the EU anthem? In the last portion of this in 1972, to make “Ode to Joy” it’s official ① symphony, Beethoven anthem. This is only the anthem of the EU, Ciprian Porumbescu transposed into music the but the anthem of Europe as a whole. ② Ludwig van Beethoven verses of the poem “Ode to ③ George Enescu

Joy” by Friedrich von Schiller For the last portion of this symphony, ④ Mihai Eminescu Beethoven transposed into music the verses written in 1785. This poem of the poem “Ode to Joy” by Friedrich von expresses Schiller’s idealist What is the name of the song from Schiller written in 1785. This poem expresses Computer view of mankind, a vision which the EU anthem is taken? Schiller’s idealist view of mankind, vision CD which was shared by ① the Romanian anthem that was also shared by Beethoven. Beethoven. ② the Hora Unirii

Students will hear and sing the EU anthem. ③ “Ode to Joy” ④ Ballade

T.3.2rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 13 3.23 0.30 2.33 3.33 17 3.20 0.35 2.33 3.33 18 2.27 0.44 1.00 3.33 20 2.22 0.74 .00 3.33 47 2.19 0.47 1.00 3.00 16 2.04 0.48 1.00 2.33

3rd Unit of Instruction: Symbols of the European Union O3. to recognize the EU’s Day: 9th May

T.3.3. Instructional strategy proposed by the project Prerequisite Content Key ideas Teacher Discourse Instructional materials Assessment items learning

 They know 9th May – EU  9th of May – Reception M1. > PowerPoint On what date is the birthdays, day, the date in EU day; The teacher asks the students if they presentation: on a slide the EU day celebrated? holidays and 1950 that Robert  the significance know about certain holidays (e.g. 1st EU flag and the date 9th of a) 9th June; national days Schumann (the of the day: December, 1st June, 25th December), May are shown . A magnet b) 9th May; exist, they French Foreign collaboration after which he asks about the with the text 9th May – EU c) 1st June; know the Minister), between states significance of 9th May. day (correlated with M2 d) 1st May. Romanian presented the idea of Europe from O2). National Day of a new form of Understanding collaboration The students are told that 9th May is M2. > PowerPoint What is the between states in the EU day (M1), just like other presentation: 3 posters with significance of the Europe, which countries have their national day. the EU day shown on each EU day? would prevent The 9th May celebrates the idea of slide and all on one slide at a) celebrating the possibility of new forms of collaboration between the end. There is a children from all war between states the states of Europe, which prevents discussion on the Europe; the possibility of war between the significance of the EU day. b) unity of all the states of Europe. states of Europe in a M3. > PowerPoint single country; Storage presentation: 9 slides, each c) collaboration The teacher plays memory games with a date and the between states of with the students in order to significance of the date. Europe; remember the date of 9th May: Some show the significance d) celebrating the end  checks if there is a student whose first, others the date first: of the first war birthday is on 9th May or if they  1st December – between the states of have relatives born on this date; Romanian National Day; Europe.  associate the number 9 with  EU Day – 9th May; being a unit smaller than 10, and  1st June – Children’s 5 is half of ten; Day;  the fifth month in a year is May;  Mother’s Day – 8th  the word “May” has 3 letters; March;  it’s the last month of spring.  25th December – Christmas; There are a lot of posters (M2) made  9th May – EU Day; 98 for the EU day from 1996 to the  First day of school – 15th present and students are told that all September; the member countries of the EU  Saint Nicholas – 6th organise different events which December; involve students . The significance is  Collaboration between explained again with reference to the EU states – 9th May ; posters.

Revision Using M3 and the Hands Up Technique, the teacher asks the students to match the dates to their significance shown on the slide. The procedure is repeated by students who didn’t respond correctly, especially when it comes to the 9th May.

T.3.3re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. Dev. Minimum Maximum 14 2.25 0.23 1.33 2.33 5 2.14 0.41 1.00 2.33 36 2.13 0.43 1.00 2.33 33 1.95 0.50 1.33 2.33 23 1.89 0.58 .33 2.33 6 1.79 0.58 .33 2.33

3rd Unit of Instruction: Symbols of the European Union O3. to recognize the EU’s Day: 9th May

T.3.3a. Instructional strategy proposed by control class no. 47 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation Conversation In what day is the EU day celebrated? EU DAY – 9th May Explanation a) 9th of June; b) 9th of May; On 9th May 1950, Robert c) 1st of June; The teacher explains how 9th of May Collective – st Schuman, the French Foreign d) 1 of May. Minister, presented a proposal became the EU day: guided to create an organized Europe, in order to maintain peace in What is the meaning of the EU day? In 9th of May 1950, Robert Schuman, the the region. This proposal, a) celebrating the children from all known as “The Schuman French Foreign Minister, presented it’s Europe; Declaration”, is considered to proposal of creating an organized Europe, in b) unity of all states of Europe in a be the beginning of what we order to maintain the peace in the region. single country; today call the European Union. This proposal, known as “The Schuman c) collaboration between states of The day of 9th May became a Declaration”, is considered to be the Europe; symbol of Europe – EU day, beginning of what we today call European d) celebrating the end of the first war Union. along with the flag, anthem, th between states of Europe. “United in diversity” slogan, The day of 9 of May became a symbol of Europe – EU day, among with the flag, and the single currency. anthem, “United in diversity” slogan and the unique currency, identify the EU.

Students memorise the day and it’s significance.

100 3rd Unit of Instruction: Symbols for the European Union O3. to recognize the EU’s Day: 9th May

T.3.3b. Instructional strategy proposed by control class no. 13 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation The EU day is celebrated on Conversation In what day is the EU day celebrated? the 9th May. Robert Schuman, Explanation a) 9th of June; the French Foreign Minister b) 9th of May; was the first to make a e step c) 1st of June; The EU day is celebrated on the 9th May. Collective – st towards building the European d) 1 of May. Union. guided

The students receive a worksheet containing What is the meaning of the EU day? the symbols of the EU and they fill it in as a) celebrating the children from all they find out new information. The teacher Europe; presents the new content and shows the b) unity of all states of Europe in a children how to complete their worksheet single country;

(with their help) c) collaboration between states of Europe;

With his declaration, on ...... , d) celebrating the end of the first war Robert Schuman, the French Foreign Minister, between states of Europe. made the first step towards building the

European Union. In the year ...... it was Work sheet decided that ...... should be considered the EU day.

Students discuss the significance of the day of 9th May.

101

3rd Unit of Instruction: Symbols of the European Union O3. to recognize the EU’s Day: 9th May

T.3.3c. Instructional strategy proposed by control class no. 17 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation Europe Day – 9th May. conversation On what day is the EU day celebrated? On 9th May 1950, Robert explanation a) 9th June; Schuman presented his The teacher explains to the students how 9th May Different b) 9th May; proposals for creating an became the EU day: posters that c) 1st June; organized Europe, such as On 9th of May 1950, Robert Schuman presented show the EU Collective – d) 1st May. would be necessary for his proposal for creating an organized Europe, day in guided different years maintaining peace between indispensible for maintaining the peace relations. the nations. These proposals, This proposal, known as “The Schuman What is the meaning of the EU day? in what is known as “The Declaration” was the building blocks of today’s a) celebrating the children from all Schuman Declaration” were European Union. Video- Europe; the building blocks of today’s In 1985, when the project of building Europe was projector b) unity of all states of Europe in a single European Union. already outlined, the ten member states that made Laptop country; th In 1985, when the plans for the European Community, decided for 9 of May c) collaboration between states of building Europe had already to become the EU day. Europe; been outlined, the ten member d) celebrating the end of the first war states that made up the Computer between states of Europe. European Community, decided The teacher presents 3 posters that show the th the 9th May should become celebration of 9 May. Students memorize this the EU day. date and analyze the main symbols represented by the drawings: peace, unity, solidarity, tolerance, and others.

T.3.3rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 13 1.71 0.67 .00 2.33 16 1.70 0.62 .33 2.33 47 1.69 0.54 .33 2.33 17 1.66 0.49 1.33 2.33 20 1.52 0.64 .00 2.33 18 1.41 0.56 .00 2.33

102 3rd Unit of Instruction: Symbols of the European Union O4. to recognize the EU slogan “United in diversity”

T.3.4. Instructional strategy proposed by the project Prerequisite Content Key ideas Teacher Discourse Instructional materials Assessment items learning

 They know The EU slogan is  EU slogan: Reception M1. > PowerPoint Which of the some “United in “United in The teacher presents the presentation: on a slide the following is the EU slogans, diversity” and this Diversity” slogans/proverbs: “All for one, one EU flag and the 9th of May slogan? proverbs and has been used  The for all!”, “More people, more date is shown, along with a) “All for one, one mottos since the year significance of power!”, “When in need, you find out the slogan “United in for all!” 2000. It was the the slogan: your true friends! ”, “United in diversity”, correlated with b) “More people, result of a Even though diversity!”. Students discuss their M2 from O2. more power!” competition in each country is meaning and for the last one, they are c) “When in need you which 80000 different in told that it’s the EU slogan (M1) M2. > Order the following find out your true young people culture, words to make slogans and friends! ” aged between 10 language and Understanding proverbs: All/ for/ one/,/ d) “United in and 20 traditions, they Starting with the EU slogan “United one/ for/ all/, More/ people/,/ diversity!” participated. . all collaborate in diversity”, an analogy is made more/ power/!/, A/ friend/ is/ Even though each in order to between the EU and the class . United known/ when/ in/ need/, What does the EU country is fulfil a – we are a class with similar goals, United/ in/ diversity/ slogan symbolize? different in common goal: Diversity – we are all different. In a) everyone is culture, language the peace and conclusion, even though we are all different; and traditions, prosperity of different, we can do more work b) everyone is equal; they all the EU states. together. The same is true for the 28 c) even though we are collaborate in states of the EU, each country is all different, we can order to fulfil a different in culture, language and collaborate and common goal: the traditions in the same way that a class together we are peace and has different students; the states are stronger; prosperity of the more powerful in the EU. Therefore, d) everyone is EU states. the slogan “United in diversity!” different and equally means that even though all 28 states strong. are different, they collaborate in order to maintain peace and prosperity between them.

Storage The class is organised into pairs. Each pair receives an envelope (M2). The pairs must compose all the 103 slogans/proverbs from the words in the envelope and then chose the EU slogan. The teacher checks the task is completed correctly giving praise and correction as appropriate. Revision Individual students are asked to explain what the EU slogan “United in diversity” means for them. As many students as possible are invited to give their opinion. The teacher corrects any misunderstandings.

T.3.4re. Results of the implementation of instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 36 2.27 0.24 1.33 2.33 5 2.25 0.26 1.33 2.33 14 2.24 0.29 1.33 2.33 33 1.87 0.73 .00 2.33 23 1.76 0.76 .00 2.33 6 1.75 0.90 .00 2.33

104 3rd Unit of Instruction: Symbols of the European Union O4. to recognize the EU slogan “United in diversity”

T.3.4a. Instructional strategy proposed by control class no. 17 Instructional strategy Content Instruction Class Assessment items Instructional methods al materials organisation Conversation Which of the following is the EU The EU slogan “United in explanation slogan? diversity” a) “All for one, one for all!” b) “More people, more power!” The EU slogan is “United in Diversity” Collective – c) “A friend is known when in need” guided d) “United in diversity!”.

This symbolises the fact that, within the EU, the What does the EU slogan symbolize? citizens are united in promoting peace and a) everyone is different; prosperity. The different cultures, traditions and b) everyone is equal; languages of Europe are a positive element of c) even though we are all different, we this continent. can collaborate and together we are

stronger; d) everyone is different and equally

strong.

105 3rd Unit of Instruction: Symbols of the European Union O4. to recognize the EU slogan “United in diversity”

T.3.4b. Instructional strategy proposed by control class no. 47 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation A Which of the

The EU 1 U N I U N E A E U R O P E A N A following is the slogan EU slogan? “United in 2 D U N A R E A a) “All for one, one Collective – Diversity” 3 I T A L I A for all!” guided 4 T E M P E R A T A crossword b) “More people, more power!” 5 C A R P A T I c) “A friend is 6 C R I S T O F O R known when in need” 7 B R U X E L L E S d) “United in diversity!” 8 I N C H I S O A R E What does the EU 9 M O N T B L A N C slogan symbolize?

a) everyone is 10 D A N E M A R C A different; b) everyone is 11 E M I L R A C O V I T A equal; 12 V A T I C A N c) even though we 13 T R E I L E A are all different, we can collaborate 14 L O N D R A and together we 15 C A S P I C A are stronger; 16 P A R I S d) everyone is different and 17 A T L A N T I C equally strong. 18 V O L G A 19 L E V T O L S T O I 20 J U L E S V E R N E B 1. European organisation of which Romania has been a part since 2007. 106 2. River that runs through 4 capital cities. 3. European country situated I on a peninsula and shaped like a shoe. 4. Climate in the continent of Europe. 5. The longest European chain of mountains . 6. The surname of the explorer that discovered America in 1492. 7. Capital city of the European Union. 8. The location where Marco Polo wrote the book of his magnificent/amazing adventures. 9. One of the highest mountains in Europe. 10. Northern country starting with the letter “D”. 11. Romanian explorer caught between ice at the board of the boat Belgica. 12. The smallest European country. 13. The place occupied by Europe in the Largest Surface Ranking Board. 14. City – capital of the United Kingdom. 15. The only sea considered a lake. 16. European city known as “City of Light”. 17. Ocean situated to the West of Europe. 18. The longest river in Europe. 19. Author of Golden key or Buratino’s adventures. 20. Author of From the Earth to the Moon

The EU slogan is “UNITED IN DIVERSITY!”

The slogan is the result of a contest in which more than 80.000 young people aged between 10 and 20 participated. The slogan signifies the fact that all Europeans are united in their efforts to work together towards maintaining peace and prosperity.

Complete the following crossword according to the definitions below. In the vertical column AB you will discover the EU slogan.

107

3rd Unit of Instruction: Symbols of the European Unions O4. to recognize the EU slogan “United in diversity”

T.3.4c. Instructional strategy proposed by control class no. 13 Instructional strategy Content Instruction Class Assessment items Instructional methods al materials organisation Conversation Which of the following is the EU EU slogan “United in explanation slogan? diversity!” a) “All for one, one for all!” The EU slogan is “UNITED IN DIVERSITY” b) “More people, more power!” Collective – c) “A friend is known when in need” This symbolises the fact that, even though we guided d) “United in diversity!” our countries , languages, traditions, customs and cultures are different, all citizens of the What does the EU slogan symbolize? European Union are united in their efforts to a) everyone is different; ensure peace and prosperity for all citizens. b) everyone is equal; Students receive a sheet containing all the c) even though we are all different, we symbols of the EU which they complete as they can collaborate and together we are

find out new information. The teacher presents stronger; the new content and shows the children how to d) everyone is different and equally complete their worksheet (with their help) strong.

The EU slogan is ...... Its significance is that ......

T.3.4rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 47 2.10 0.42 1.33 2.33 17 1.97 0.68 .00 2.33 16 1.68 0.70 .00 2.33 13 1.68 0.69 .00 2.33 20 1.21 0.72 .00 2.33 18 0.81 0.81 .00 2.33 108 4th Unit of Instruction: European Union Countries O1. to recognize the official languages spoken in the countries of the European Union

T.4.1. Instructional strategy proposed by the project Prerequisite Content Key ideas Teacher Discourse Instructional materials Assessment items learning

 Students Some countries  Some Reception M1. > PowerPoint 1. For each country know that have a single countries have Discussion starts with the fact that there presentation: write the official Romania is a official language a single are many continents, and we live in Map of Europe, showing language(s) spoken in country and (e.g. France). official Romania, which is situated in Europe. the names of every that country: a member of There are language (e.g. All the EU countries are on this country. Germany - ...... the EU; countries that France). continent. The Map of Europe is shown Spain - ...... every have multiple  There are (M1). The following questions are used: M2. > PowerPoint France - ...... country has official languages countries What countries in Europe do you know? presentation: Italy - ...... at least one (e.g. Belgium – that have Which countries in Europe have you Slide 1: Map of Europe, Great Britain - ...... official French, Flemish, multiple visited? from M1 Hungary - ...... language; German). official Which country would you like to visit? Every click adds a Greece - ...... they know The official languages What cities/capitals in Europe would you capital to the map. Bulgaria - ...... that the language is the (e.g. like to visit? Click 1: Romania- Denmark - ...... official language spoken Belgium – Bucharest Portugal - ...... language in a state’s French, Understanding Click 2: Belgium - spoken in institutions and Flemish, The teacher tells students that they are Brussels Romania is the language used German). going to take a journey through Europe, Click 3: France-Paris 2. Mark the following Romanian by citizens to  The official more specifically to the capitals of EU Click 4: Germany - sentences with TRUE  Students communicate. language is states (M2). The position of Romania is Berlin of FALSE (by know at least Countries with the language located on the map and students are Click 5: Italy - Rome circling): one foreign just one official spoken in a reminded that Bucharest is the capital of Click 6: Luxembourg - All European language language: in state’s Romania. Luxembourg countries have a taught in Germany the institutions Students write the name of each country Click 7: The single official class official language and the and its capital on their summary sheet. Netherlands - language T F  Students is German, in language Amsterdam Belgium has more may know Spain the official used by Storage Click 8: Hungary - than one official other foreign language is citizens to The main capitals are learned using M2 Budapest language T F languages Spanish, in communicat and the Hands Up Technique. In order to Click 9: Bulgaria - Sofia EU languages are the because of: France, the e. give a correct answer , students are Click 10: Austria – languages spoken by mass-media, official language  Germany – asked to raise their right hand.. The left Vienna the population of the multicultural is French, in Italy the German hand is raised if they don’t know the Click 11: Spain - countries of the EU. T ism and the official language answer. Students with the left hand raised Madrid F foreign language is  Spain – are asked to repeat the correct answer. Click 12: Portugal - The EU encourages tourism. Italian, in Great Spanish The key ideas are written on the Lisbon all citizens to speak 109 Britain the  France – Summary Sheet (M01) for the 1st Click 13: Greece - only the official official language French objective. Athens language of their is English, in  Italy – Click 14: Great Britain - country. T F Hungary the Italian Revision London official language  Great On a PPS (M3) the following ‘fill the Click 15: Denmark - is Hungarian, in Britain – gap’ exercise is written: Copenhagen Greece the English I visited London, capital of ..... Click 16: Ireland – official language  Hungary – Last year, I spent my vacation in the Dublin is Greek, in Hungarian capitals of France and Portugal. Which Denmark the  Greece – cities did I visit? M01. > Summary sheet official language Greek In Germany, I visited the capital .... for lesson no. 4 is Danish, in  Denmark – Copenhagen is the capital of ..... Portugal the Danish Which capitals did I visit if I went to official language  Portugal – Greece and Ireland? M3. > PowerPoint is Portuguese. Portuguese Last year I visited ....., the capital of presentation: Austria, Each slide shows a Next year I want to visit the capitals of person talking about a Bulgaria and Netherlands. country the students I visited a country with a name that is supply the missing also the name of its capital. Which information. The next country did I visit? click shows the correct I would like to visit the capitals of Italy answer. and Spain. What cities would I like to visit? M01. > Summary sheet In order to answer, students can use M01. for lesson no. 4

T.4.1re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. Dev. Minimum Maximum 14 2.12 0.47 .66 2.33 33 1.94 0.55 .25 2.33 36 1.89 0.53 .50 2.33 6 1.76 0.75 .00 2.33 5 1.65 0.58 .50 2.33 23 0.89 0.74 .00 2.24

110 4th Unit of Instruction: European Union Countries O1. to recognize the official languages spoken in the countries of the European Union

T.4.1a. Instructional strategy proposed by control class no. 16 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation Austria – the German language Conversation Which of the following Belgium – French, Flemish explanation correctly defines the term France – French practice official language?

Germany – German observation ① the official language is any Greece – Greek Italy – Italian Listening and singing language spoken by the Romania – Romanian Spain – citizens of a country; Spanish ② the official language is an The teacher reads verse, song lyrics and epic texts Bulgaria – Bulgarian expression that means the written in a few of the languages spoken in the EU Slovakia – Slovakian English language; (eg. Italian, French, German , Spanish). Students Sweden – Swedish ③ the official language is the must recognize the language being spoken. Denmark – Danish language spoken in state Hungary – Hungarian Texts written in institutions and in Poland – Polish Students listen to foreign music and must recognize different the languages they hear. language communication between United Kingdom – English citizens; Czech Republic – Czech ④ none of the above. The teacher highlights the fact that each country has at least one official language, that is used to Collective – communicate in the country’s territory. There are guided What is the official language countries, like Belgium, that have two official languages. spoken in Germany? The teacher distributes the support text “Countries ① English of the EU” that contains information about the ② Dutch official languages spoken in member states of the ③ German

EU. ④ French

Computer In order to retain more information, the students CD answer questions based on the texts: What is the official language What language is spoken in Poland? spoken in Austria? What language is spoken in Sweden? ① English What is the official language of Germany? ② Hungarian ③ German

The necessity and importance of knowing as ④ French 111 many foreign languages as possible is discussed What is the official language spoken in Greece?

① English ② Hungarian ③ German ④ Greek

All European countries have Support text one official language. ① True ② False ③ Only the English language ④ Only the French language

112 4th Unit of Instruction: European Union Countries O1. to recognize the official languages spoken in the countries of the European Union

T.4.1b. Instructional strategy proposed by control class no. 17 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation Conversation Which of the following BULGARIA explanation correctly defines the term Bulgarian practice - game official language?

① the official language is any

language spoken by the CZECH REPUBLIC The students sing the song “Europe’s Countries’ citizens of a country; Czech (from the album Musical Train vol. 3). Computer CD ② the official language is an  Practice identifying EU countries, their Map of Europe expression that means English capitals and languages spoken; AUSTRIA language;  Practice speaking some words from other ③ the official language is the German languages. language spoken by state

institutions and in HUNGARY The teacher says the EU slogan United in diversity communication with the Hungarian in several languages: Hungarian, French, Italian, citizens; Portuguese, Romanian, Spanish, Czech and ④ none of the above.

German. ITALY Collective – Italian guided The teacher points out that there are 24 official

languages in the EU, including Romanian. What is the official language FRANCE spoken in Germany?

French ① English ; SPAIN Practice – Game where questions are asked based ② Dutch ; Spanish on the following scheme: ③ German ; My country is Hungary. ④ French The capital is ...... GERMANY I speak ...... German

I am Spanish. What is the official language PORTUGAL My country is ...... spoken in Hungary? Portuguese The capital is ...... ① English ; 113 I speak ...... ② Hungarian ; ③ German ; ROMANIA ④ French . Romanian What language do I speak if I’m French? In which member countries is French spoken?

Is German the official language of only one What is the official language country? spoken in Spain? ① English ; ② Hungarian ; ③ German ; ④ Spanish .

All European countries have one official language. ① True; ② False; ③ Only English ; ④ Only French .

114 4th Unit of Instruction: European Union Countries O1. to recognize the official languages spoken in the countries of the European Union

T.4.1c. Instructional strategy proposed by control class no. 47 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation Official language(s) of the Conversation Which of the following correctly member states of the EU. explanation define the term official practice language?

drama ① the official language is any language spoken by the citizens of a country; Close your eyes and imagine that each of you is from a ② the official language is an member country of the EU. (e.g. Iulia and Alexandra are expression that means English characters from France). The characters come to the front language; of the class and talk about their countries: ③ the official language is the - name of the country (geographical position) - abbreviation of the name language spoken by state - capital institutions and in - flag communication with the citizens;

- official language ④ none of the above. Every character has a sticker with his /her flag and, after

they’ve spoken , they put it to the Map of Europe on the Collective – flipchart. guided Map of Europe What is the official language

spoken in Germany? To improve storage of the knowledge, the teacher gives a ① English ; PowerPoint presentation showing the names of the countries of the EU and their flags (these objectives were ② Dutch ; completed in the 4th Unit of Instruction). The students must ③ German; then say the official language or languages of each country ④ French .

Computer What is the official language Projector spoken in Hungary?

PowerPoint ① English ; presentation ② Hungarian ; 115 ③ German ; ④ French .

What is the official language spoken in Denmark? ① English; ② Hungarian ; ③ German ; ④ Danish .

All European countries have one official language. ① True; ② False; ③ Only English ; ④ Only French .

T.4.1rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 17 2.13 0.31 1.49 2.33 16 2.02 0.44 .91 2.33 47 1.58 0.62 .16 2.33 20 1.42 0.68 .00 2.33 13 1.32 0.57 .08 2.33 18 1.21 0.87 .00 2.33

116

4th Unit of Instruction: European Union Countries O2. to identify on the map the member countries of the EU and their capitals (16 countries, 16 capitals)

T.4.2. Instructional strategies proposed by the project Prerequisite Content Key ideas Teacher Discourse Instructional materials Assessment items learning

 They know The continent of  The continent Reception M4. > Movie: awards the fact that Europe is made of Europe is Discussion starts with the ceremony for a Romanian Write the capital for each countries up of 45 made out of 45 Romanian flag. A photo or athlete. of the countries bellow: have capitals countries. The countries. video of a Romanian athlete  The students European union  The European being awarded a first place M5. > PowerPoint Romania - may know is made up of 28 union is made medal is shown . The flag and presentation: Belgium - some countries. The out of 28 anthem are national symbols of Every slide has the name France- countries and number of countries. each country and very important of a country and its flag. Germany- their capitals member states of  Every county for that country. The country Romania, flag Italy - the EU is has a capital flags can be seen in sports Italy, flag Luxembourg - constantly city. competitions, on important Germany, flag The Netherlands - changing as Romania - Government institutions, on the France, flag Hungary - more countries Bucharest masts of ships, etc. Great Britain, flag Bulgaria - join the EU. Belgium - Brussels Portugal, flag Austria - Every county has France - Paris Understanding Bulgaria, flag Spain - a capital city. Germany - Berlin The flag (the colour Hungary, flag Portugal- Italy - Rome combination) of each country is Belgium, flag Greece - Romania - Luxembourg - discussed , using M5. Great Britain - Bucharest Luxembourg M01. > Summary sheet for Denmark - Belgium - Nederland - Storage lesson no. 4 Ireland - Brussels Amsterdam Using M6 and the Hands Up France - Paris Hungary - Technique, the students have to M6. > PowerPoint Germany - Berlin Budapest match each country to its flag.. presentation: Italy - Rome Bulgaria - Sofia The wrong answers are corrected On 3 slides the country is Luxembourg - Austria - Wien and further individual practice is shown first, then the flag. Luxembourg Spain - Madrid given as necessary (to the ones On 3 slides the flag is The Netherlands - Portugal - Lisbon that raised the left hand). The displayed first, the country Amsterdam Greece - Athens key notes are written on the after Hungary - Great Britain - Summary Sheet (M01). On the last 4 slides, there Budapest London are only questions (e.g. Bulgaria - Sofia Denmark - Revision What is the flag of 117 Austria – Vienna Copenhagen The students play the game Belgium?, and 3 possible Spain - Madrid Ireland - Dublin Catch the ball, answer, and flags to chose from (e.g. Portugal - Lisbon choose the next respondent, France, Belgium, Italy) and Greece - Athens using M7 and M8. In order to at a click the correct Great Britain - answer, the teacher throws the answers appear at the London ball to a student that has the right bottom. Denmark - hand raised. If he answers Copenhagen correctly, the student can chose M7. > PowerPoint Ireland - Dublin who is the next to answer. If not, presentation: the student returns the ball to the Every slide has a flag and teacher. After finding out the the question Whose flag is correct answer, the students with this? . At a click the correct the left hand raised must repeat answer appears. The it. In order to answer, the process is repeated for 10 students may use M01. countries.

M8.> a small ball.

M01. > Summary sheet for lesson no. 4

T.4.2re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 14 3.15 0.23 2.66 3.33 36 3.10 0.31 2.16 3.33 5 3.04 0.41 1.83 3.33 6 2.97 0.64 .58 3.33 33 2.90 0.61 1.33 3.33 23 2.21 0.81 .16 3.08

118 4th Unit of Instruction: European Union Countries O2. to identify on the map the member countries of the EU and their capitals (16 countries, 16 capitals)

T.4.2a. Instructional strategy proposed by control class no. 17 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation BULGARIA Conversation Write the capital city for each Capital – Sofia explanation country. practice- game ① Czech Republic, capital _

② Bulgaria, capital _ _ _ _ CZECH REPUBLIC ③ Austria, capital _ _ _ _ _ Capital – Prague Students are presented with 13 member countries of ④ Germany, capital _ _ _ _ the EU and their capitals. BULGARIA AUSTRIA Computer Capital – Sofia Projector Capital–Vienna CZECH REPUBLIC PowerPoint Capital – Prague Presentation AUSTRIA Write the capital city for each HUNGARY Capital–Vienna country. Capital–Budapest HUNGARY ① Capital–Budapest Greece, capital _ _ _ _ _ ② Hungary, capital _ _ _ __ ITALY ITALY ③ Italy, capital ______Capital –Rome Capital –Rome Collective – FRANCE ④ Spain, capital ______guided Capital –Paris FRANCE SPAIN Capital –Paris Capital –Madrid Map of Europe GERMANY Capital –Berlin SPAIN PORTUGAL Capital –Madrid Capital –Lisbon

ROMANIA

Capital–Bucharest GERMANY GREECE

Capital –Berlin Capital–Athens GREAT BRITAIN

Capital–London PORTUGAL POLAND Capital –Lisbon 119 Capital – Warsaw On each slide the name of a country is shown , ROMANIA along with the capital and some pictures. Capital–Bucharest

GREECE In order to store the knowledge for each country, the Capital–Athens following practice -game is played: My country is Hungary. GREAT BRITAIN The capital city is ...... Capital–London

POLAND I am Spanish. Capital – Warsaw My country’s name is ..... The capital city is ......

My country is Poland. The capital city is ...... I am ......

I am Greek. My country is ...... The capital city is ....

120

4th Unit of Instruction: European Union Countries O2. to identify on the map the member countries of the EU and their capitals (16 countries, 16 capitals)

T.4.2b. Instructional strategy proposed by control class no. 16 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation Conversation Write the capital city for Austria-Vienna explanation each country. Belgium-Brussels practice ① Romania, capital _ _ _

France-Paris observation ② Belgium, capital _ _ _ _ ③ Italy, capital ______Germany-Berlin ④ Germany, capital _ _ _ The teacher talks to the students about a friend of Greece-Athens his, a teacher in a school in Torino, Italy, who over

Italy-Rome the years, sent him hundreds of postcards showing

Italy and other countries and capital cities. Postcards from Romania-Bucharest Write the capital city for The teacher shows the students these postcards and different countries each country. Spain-Madrid the capital cities they will discuss during the lesson, of the EU making the rest available for the students in a break ① France, capital _ _ _ _ _ Bulgaria-Sofia or other lessons. ② Greece, capital _ _ _ _ _ Slovakia-Bratislava The countries and capital cities discussed are the ③ Austria, capital _ _ _ _

Cyprus-Nicosia following: ④ Spain, capital _ _ _ _ _ Slovenia –Ljubljana Austria-Vienna Collective – Croatia-Zagreb Belgium-Brussels guided Sweden –Stockholm France-Paris Germany-Berlin Denmark-Copenhagen Greece-Athens The Netherlands - Amsterdam Italy-Rome Romania-Bucharest Estonia-Tallinn Hungary –Budapest Spain-Madrid Bulgaria-Sofia

Finland-Helsinki Slovakia-Bratislava

Ireland-Dublin Cyprus-Nicosia Slovenia –Ljubljana Latvia-Riga Croatia-Zagreb Lithuania-Vilnius Sweden –Stockholm Denmark-Copenhagen 121 Luxemburg –Luxemburg The Netherlands - Amsterdam Estonia-Tallinn Malta-Valletta Hungary –Budapest Poland - Warsaw Finland-Helsinki Portugal – Lisbon Ireland-Dublin Latvia-Riga United Kingdom - London Lithuania-Vilnius Czech Republic - Prague Luxemburg –Luxemburg Malta-Valletta Poland - Warsaw Portugal – Lisbon United Kingdom - London

Czech Republic - Prague

For better storage of the capital cities, the students are asked the following questions: What is the capital city of Spain? What is the capital city of Italy? What is the capital city of Austria? What is the capital city of Germany? Students are then shown a CD that contains support texts and images “European Countries”.

Computer Projector CD 122 4th Unit of Instruction: European Union Countries O2. to identify on the map the member countries of the EU and their capitals (16 countries, 16 capitals)

T.4.2c. Instructional strategy proposed by control class no. 47 Instructional strategy

Learning content Class Assessment items Methods and procedures Resources organisation

Austria-Vienna Conversation Collective – Write the capital city for each Belgium-Brussels explanation guided country. France-Paris practice ① Latvia, capital _ _ _ _ Germany-Berlin drama ② Belgium, capital _ _ _ _ Greece-Athens ③ Italy, capital ______Italy-Rome Close your eyes and imagine that each of ④ Germany, capital _ _ _ Romania-Bucharest you is a country member of EU. (eg. Iulia Map of Europe

Spain-Madrid and Alexandra are characters from France).

Bulgaria-Sofia The characters come in front of the

Slovakia-Bratislava classroom, on the podium and talk about

Cyprus-Nicosia their countries: Slovenia –Ljubljana - name of the country (geographical Write the capital city for each

Croatia-Zagreb position) country. Sweden –Stockholm - abbreviation of the name ①The Netherlands, capital Denmark-Copenhagen - capital ② Hungary, capital _ _ _ The Netherlands - Amsterdam - flag ③ Estonia-Tallinn - official language Austria, capital _ _ _ _ Hungary –Budapest Every character has a note with its flag and, ④ Spain, capital _ _ _ _ _ Finland-Helsinki after the role is finished, they will apply it to

Ireland-Dublin the Map of Europe on the flipchart. Latvia-Riga

Lithuania-Vilnius In order to store the knowledge, the teacher Computer Luxemburg –Luxemburg will present a PowerPoint presentation with Projector Malta-Valletta the names of the countries from EU and their PowerPoint Poland - Warsaw flags. The students must say the capital city th presentation Portugal – Lisbon of the country (in the 4 Unit of Instruction (countries and United Kingdom - London these objectives were completed) capital cities) Czech Republic - Prague The capital cities of the states members of

EU will be told by the students. The countries and capital cities discussed are the following: 123 Austria-Vienna Belgium-Brussels France-Paris Germany-Berlin Greece-Athens Italy-Rome Romania-Bucharest Spain-Madrid Bulgaria-Sofia Work sheet Slovakia-Bratislava Cyprus-Nicosia Slovenia –Ljubljana

Croatia-Zagreb Sweden –Stockholm Denmark-Copenhagen The Netherlands - Amsterdam Estonia-Tallinn Hungary –Budapest Finland-Helsinki Collective - Ireland-Dublin independent Latvia-Riga Lithuania-Vilnius Luxemburg –Luxemburg Malta-Valletta Poland - Warsaw Portugal – Lisbon United Kingdom - London Czech Republic - Prague

Students receive a sheet to complete with the following task : “ Match the countries in the first column to the capital cities in the second column”.

124 T.4.2rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. Dev. Minimum Maximum

47 2.91 0.61 .33 3.33 17 2.78 0.63 1.24 3.33 16 2.43 0.78 .74 3.24 13 2.17 0.73 .83 3.33 20 2.17 0.83 .00 3.33 18 1.59 0.71 .58 3.08 125

4th Unit of Instruction: European Union Countries O3. to match the EU country to its flag (10 countries, 10 flags)

T.4.3. Instructional strategy proposed by the project Prerequisite Content Key ideas Teacher Discourse Instructional materials Assessment items learning

 They know The flag is the  The flag is the Reception M9. > PowerPoint Black, red and yellow are the the member symbol of a state. symbol of a presentation: a picture of flag colours of: countries of A flag or banner state. Introductory game “Mailman” a mailman that brings a. Romania the EU is a piece of The Romanian (M9). The teacher prepares someone a postcard is b. Bulgaria  They know coloured cloth, flag: red, yellow postcards /pictures in envelopes shown. At a click, a door c. Germany that each usually in the and blue from member states of the EU bell is heard and the d. France country has shape of a Italy (Romania, Great Britain, France) teacher says the a flag rectangle, with a Germany (M10). After repeating the verse following: “kling, kling, Red, yellow and blue are the  They know certain pattern France “kling, kling, kling, the mailman kling, the mailman is flag colours of: the flag of (emblem). Great Britain is here, / kling, kling, kling a here, / kling, kling, kling a. Spain Romania The Romanian Spain letter is near, / kling, kling, a letter you received, / b. Portugal  It’s possible flag: red, yellow Portugal kling, we want to hear, / kling, kling, kling, kling, you c. Romania they may and blue Bulgaria kling, kling, in what language have to say, / kling, d. Hungary know flags Italy Hungary does it appear! .” After opening kling, kling, in what from other Germany Belgium the envelope and removing the language it is.”, The Italian flag has the countries France picture, using the Hands Up Kling…., the mailman is following colours: from sports Great Britain Technique, the students discuss here ...... competitions Spain the country of origin (indicated Kling…a letter is near , mass- Portugal by the pictures) and the language Kling….we wan to hear The flag of Great Britain has media etc. Bulgaria in which the greeting is written. kling…in what language the following colours: Hungary Students show their knowledge does it appear ...... Belgium of the identified languages (what Then the teacher gives languages do they know and the postcard from M10 to where did they learn it? ). Time a student. permitting, Students give examples of other languages M10.> Envelopes with 3 they know or have heard about pictures / postcards from Understanding 3 countries: Romania, It’s very important to know as Great Britain and France. many languages as possible. The On each postcard the flag most used languages in Europe and greeting of the are English, German and French. country is shown . The teacher explains the fact that 126 each country has at least one official language. The official language is the language used in M11. > PowerPoint Government institutions and the presentation: on each language used by citizens to slide there is a flag, at a communicate. The teacher shows click the name of the a flag (M11), and students have country is displayed, at to guess the country and its another click the official official language. After the language(s) of the students answer, the next click country is displayed. The shows the name of the country final click stars the audio and its official language. of greetings in the countries: Romania, France, Germany, Great Storage Britain, Spain and Italy. The game Guess what country it is and what language is spoken is played, using M12. This M12. > PowerPoint highlights the fact that the presentation: on each official language is the language slide is displayed the used in Government institutions flag, country and official and spoken by citizens to language(s) along with communicate. Students have to the expression “Good match the country/flag and the afternoon” (written and official language. Students that audio). The order in raise the right hand are e asked which they appear is to answer, while those who raise changed from slide to the left hand have to repeat the slide, showing the flag, correct answer. At the same country or language(s). time, every student writes down The presentation on M01 the correspondence includes the following between country and official countries: Germany, language(s). Spain, France, Italy, Great Britain, Hungary, Greece, Bulgaria, Revision Denmark, Portugal and The game Guess the language Romania. and answer the mailman in his language is played, using M13 M01. > Summary sheet and M01. The class is asked of lesson no. 4 what language is spoken in a 127 country and, after a student M13. > PowerPoint raises his right hand and presentation: on a slide answers correctly, he has to say there are 6 flags. Above Good afternoon in that language. each flag is the name of E.g. France > a student raises his the country. After a click, right hand > French > Bonjour! the flag, the language and > the whole class > Bonjour! greeting is displayed (and heard). There are slides for the 10 countries/official language(s).

T.4.3re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 14 5.46 0.39 4.66 5.66 36 5.15 0.89 2.66 5.66 33 4.93 1.13 2.00 5.66 6 4.89 1.01 3.00 5.66 5 4.74 0.55 3.33 5.66 23 3.88 1.22 1.00 5.66

128

4th Unit of Instruction: European Union Countries O3. to match the EU country to its flag (10 countries, 10 flags)

T.4.3a. Instructional strategy proposed by control class no. 17 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation Flags of the following Conversation Which of the following sentences countries: explanation defines a flag? Hungary practice - game ① any symbol of a state;

Bulgaria ② a piece of coloured cloth,

Austria usually rectangular in shape with a Students sing the song “Europe’s countries” (from the Czech Republic certain pattern (emblem), that is the album Musical train vol. 3). Computer Collective – Italy CD Musical guided symbol of a state; France train, vol. 3 ③ a piece of material that is used Spain Map of Europe to make expensive clothing; Germany All 24 official languages spoken in EU are covered ④ none of the above. Portugal (including Romanian). 10 member countries of the EU will be shown on the Romania Flags of the ten map and their flags shown to the students. Write the country for each flag: countries ①(image of the Romanian flag ), Magnetic map country Magnetic flags Practice in recognizing the geographical locations and ②(Image of the French flag),

flags of the 10 countries using the magnetic map: country Which is the flag of Spain? ③(Image of the Italian flag ), From the 10 flags, choose the ones of the Czech country Republic and Hungary! ④ Find two flags that are similar apart from one colour. (Image of the German flag ), Whose are they ? country Show me the flags of the following countries: Bulgaria, Germany and France. Write the country for each flag: ①(Image of the Hungarian flag ), country ②(Image of the Portuguese flag ), country _ ③(Image of the Czech flag), country ④(Image of the Austrian flag ), country 129

4th Unit of Instruction: European Union Countries O3. to match the EU country to its flag (10 countries, 10 flags)

T.4.3b. Instructional strategy proposed by control class no. 20 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation Austria (Austrian flag) Which of the following sentences Hungary (Hungarian flag) Explanation defines a flag? The Netherlands ( Dutch flag) Conversation ① any symbol of a state;

Sweden (Swedish flag) Observation Computer ② a piece of coloured cloth with Spain (Spanish flag) practice Map of Europe a certain pattern (emblem) Slovenia (Slovenian flag) Projector Collective – usually rectangle in shape, that is Slovakia( Slovakian flag) The material is presented using a projector ( member the symbol of a state; guided Romania (Romanian flag) countries of the EU and their flags) ③ a piece of material that is used PowerPoint Czech Republic (Czech flag) to make expensive clothing; United Kingdom (British flag) Each student has the flags of the member countries presentation ④ none of the above. Portugal (Portuguese flag) of the EU on his desk. After the presentation, each

Poland (Polish flag) student glues the flags onto his notebook and Write the country for each flag: Malta (Maltese flag) writes the name of the country by its flag . Flags of the ① Luxemburg (Luxemburg flag) member states of (Romanian flag image),

Lithuania (Lithuanian flag) In order to store the knowledge, the colours of the the EU country _ ②(French flag image), country Latvia (Latvian flag) flags will be said out loud. Italy (Italian flag) ③(Italian flag image), country _ Ireland (Irish flag) ④(German flag image), country Germany (German flag) Estonia (Estonian flag) Write the country for each flag: Greece (Greek flag) ①(Croatian flag image), country France (French flag) ②(Greek flag image), country _ Finland (Finish flag) ③(Belgian flag image), country Denmark (Danish flag) ④(United Kingdom flag image), Croatia (Croatian flag) country Cyprus (Cyprus flag) Bulgaria (Bulgarian flag) Belgium (Belgian flag) 130

4th Unit of Instruction: European Union Countries O3. to match the EU country to its flag (10 countries, 10 flags)

T.4.3c. Instructional strategy proposed by control class no. 47 Instructional strategy Content Instructional Class Assessment items Instructional methods materials organisation Austria (Austrian flag) Conversation Which of the following sentences Hungary (Hungarian flag) explanation define a flag. The Netherlands Dutch (flag) practice drama ① any symbol of a state;

Sweden (Swedish flag) ② a piece of coloured cloth with

Spain (Spanish flag) a certain pattern (emblem) usually Close your eyes and imagine that each of you is Slovenia (Slovenian flag) rectangle in shape, that is the a country member of EU. (e.g. Iulia and Map of Europe Collective – Slovakia (Slovakian flag) symbol of a state; Alexandra are characters from France). The guided Romania (Romanian flag) ③ a piece of material that is used characters come in front of the classroom, on the Czech Republic (Czech flag) to make expensive clothing; United Kingdom (British flag) podium and talk about their countries: ④ none of the above. Portugal (Portuguese flag) - name of the country (geographical position) Flags

Poland (Polish flag) - abbreviation of the name Write the country for each flag: Malta (Maltese flag) - capital ① Luxemburg (Luxemburg flag) - flag Flipchart (Romanian flag image),

Lithuania (Lithuanian flag) - official language country _

Latvia (Latvian flag) Every character has a note with its flag and, after ②(French flag image), country _ PowerPoint Italy (Italian flag) the role is finished, they will apply it to the Map ③(Italian flag image), country _ presentation Ireland (Irish flag) of Europe on the flipchart. ④(German flag image), country _ Computer Germany (German flag) Projector Estonia (Estonian flag) Write the country for each flag: In order to store the knowledge, the teacher will Greece (Greek flag) ① (United Kingdom flag image), present a PowerPoint presentation with the France (French flag) country _ _ _ _ Finland (Finish flag) names of the countries from EU and their flags. The students must say the flag and capital city of ② (Portugal flag image), country Denmark (Danish flag) th ③ (Spain flag image), country _ Croatia (Croatian flag) the country (in the 4 Unit of Instruction these ④ (Bulgarian flag image), Cyprus (Cyprus flag) objectives were completed) country _ _ _ Bulgaria (Bulgarian flag) Belgium (Belgian flag) 131

T.4.3rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Sd. Dev. Minimum Maximum

47 5.02 0.96 .66 5.66 17 4.97 0.80 3.33 5.66 20 4.23 1.07 .00 5.66 16 4.06 1.38 1.33 5.66 13 3.97 1.41 .66 5.66 18 2.92 1.47 .00 4.66

132

5th Unit of instruction: Travellers in the European Union O1. to list at least 10 important towns (Cambridge, Manchester, Marseille , Grenoble, Florence , Venice , Barcelona, Valencia, Munich, Bonn) from five different EU countries (England , France , Italy , Spain , Germany ).

T.5.1. Instructional strategy proposed by the project Prerequisite Instructional Content Key ideas Teacher discourse Assessment items learning materials  know the EU Cambridge is a city  Cambridge, Reception M1> PPS: 4 slides List the 10 cities that countries. which has one of the Manchester (United Students are asked where they with images of cities we talked about in  know the oldest and most Kingdom of Great live, in which city. If living in in Romania: today's lesson: countries of important universities Britain and Northern rural areas, students give Bucharest, Timișoara, 1 ______Europe. in the world. Ireland); examples of cities in their Cluj-Napoca, Iaşi 2 ______ might have Manchester, a city in  Marseille , Grenoble county. They are asked to name 3 ______been on NW England, is the (France); some other cities in Romania. 4 ______holidays in third largest city in  Florence ,Venice (M1) 5 ______different cities England. It has three (Italy); They are reminded that 6 ______/ countries of universities.  Barcelona, Valencia Romania is an EU member, 7 ______the EU. Marseille: is the (Spain); along with other states. 8 ______second largest city in  Munich , Bonn Students are asked to give 9 ______France. It was the main (Germany). examples of cities they have 10______port of France. visited or heard about. The Grenoble: a city in SE teacher talks about the France, in the foothills following cities and countries: In France I could visit of the Alps. It is an  Cambridge, Manchester the following cities: important scientific (United Kingdom ); a) Bologna, Pisa; centre of the world.  Marseille , Grenoble b) Dresden , Berlin; Florence is a major (France); c) Marseille , city in Italy. Popular  Florence , Venice (Italy); Grenoble; for its art and  Barcelona, Valencia d) Bucharest, Iași. architecture, it is (Spain); considered one of the  Munich, Bonn (Germany). M2> PPS: It shows most beautiful cities in one country with two the world. representative cities , Venice has been Understanding Clicking the name of a declared a UNESCO It is very important when you city reveals an image 133 world heritage site . It visit a city in another country, plus two key ideas has 354 bridges. that you know the city's history about that city. In Italy I could visit the Barcelona is the and famous places. Each following cities: second largest city of country has many cities, some a) Florence , Venice ; Spain. It provides a more well-known than others. b) Dresden , Berlin; unique opportunity for M2 is used to show each city. c) Paris, Lion; tourists to visit sights d) Sofia, London. from the Roman and Cambridge is a city which has the medieval eras as one of the oldest and most well as from modern important universities in the times. world. Valencia is the third Manchester is a city in NW largest Spanish city. England, the third largest city The original name of in England. It has three the city means courage. universities. It is called the city of Marseille: is the second largest arts and sciences. city in France. It was the main Munich: the third port of France. largest city in Grenoble: is a city in SE Germany. The name France, in the foothills of the of the city means Alps. It is an important monk. It is a major scientific centre of the world. academic centre. Florence is a major city in Bonn is an important Italy. Popular for art and cultural centre and architecture, it is considered university city in one of the most beautiful cities Germany. It is the city in the world. where Beethoven was Venice has been declared a born. UNESCO world heritage site. It has 354 bridges. Barcelona is the second largest city of Spain. It provides a unique opportunity for tourists to visit sights from the Roman and the medieval eras as well as 134

from modern times. Valencia is the third largest Spanish city. The original name of the city means courage. It is called the city of arts and sciences. Munich: the third largest city in Germany. The name of the city means monk. It is a major academic centre . Bonn is an important cultural centre and university city in Germany. It is the city where Beethoven was born.

Storage Students are divided into pairs. Each pair has a map of Europe M3: 15 simple outline showing the shapes and map of Europe, where names of the five countries. the names of five (M3) They also have an countries appear. envelope with clips representing the 10 cities (M4). M4: 15 envelopes with The chips are placed on the 10 chips named with correct countries . Using M5 the 10 cities and the Hands up technique (starting each time with a M5> PPS: A map of different pair) the teacher Europe identical to M1 checks the activity finally is projected. At each showing the correct answers by click a town is clicking on the PPS. positioned in the appropriate country.

Revision Using the Hands up technique, 135

cumulative questions on the cities learned are asked as follows: Last year I was in Italy. Which cities could I visit? This year I want to go to Italy and Spain, which cities do you recommend visiting? Next year I want to go to Italy, Spain and France. Which cities do you recommend visiting? This year my friend wants to go to Italy, Spain, France and England. Which cities would you recommend ? Next year, my friend wants to go to Italy, Spain, France, England and Germany. Which cities do you think he should visit?

T.5.1re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 14 3.19 0.39 2.00 3.33 36 2.97 0.61 1.33 3.33 5 2.91 0.43 1.53 3.33 6 2.59 0.93 .00 3.33 33 2.17 1.00 .30 3.33 23 1.81 0.95 .00 2.83

136

5th Unit of instruction: Travellers in the European Union O1. to list at least ten important towns from five different European Union countries

T.5.1a. Instructional strategy adapted after the implementation of control class no 47 Instructional strategy

Learning content Class Assessment items Methods and procedures Resources organisation

Germany: Munich, Stuttgart; Conversation List the 10 cities which are not capitals France: Lyon, Marseille; explanation of their country, which we talked about Spain: Barcelona, Seville; questioning in the lesson today:

Greece: Thessaloniki, Crete; practice ① ______United Kingdom: Liverpool, ②______

Manchester; ③______Students are told that they will be travelling Italy: Venice, Pisa. to different countries of the European Union. ④______groups - ⑤______The class is divided into groups of three independent students (11 groups) Each group is given one ⑥______of the 6 countries. ⑦______Their task is to find and share information Informative Collective - ⑧______about the country’s capital, two important materials conducted ⑨______pictures cities besides the capital, major tourist ⑩______attractions and norms of behaviour. Students views bring from home stories /information about Scissors

different countries. The project will be Sheets of In Germany I could visit the following completed on a large piece of card, which card cities: will be used to present their findings on a markers ① Bologna, Pisa; member country of the EU. glue ② Munich, Stuttgart; After the projects are completed, each group Map of ③ Marseille, Grenoble; acts as a tour guide showing the rest of the Europe class what they know. ④ Bucharest, Iași. Germany: Munich, Stuttgart France: Lyon, Marseille

Spain: Barcelona, Seville Greece: Thessaloniki, Crete 137

United Kingdom: Liverpool, Manchester Italy: Venice, Pisa To reinforce the learning on these cities the In Spain I could visit the following cities: teacher asks the following questions: ① Florence , Venice ; ② If I go to the UK, which cities could I visit? Dresden , Berlin; My friend Andrew is going to visit France Collective- ③ Paris, Lion; next year. Which cities would you independent ④ Seville, Barcelona. recommend visiting? If I went to Barcelona and Seville, which country would I have visited? On the map of Europe, in which country can we find Manchester and Liverpool? Students receive a worksheet on which they have to write the name of each ”visited country”, their capitals and major cities

138

5th Unit of instruction: Travellers in the European Union O1. to list at least ten important towns from five different European Union countries

T.5.1b. Instructional strategy adapted after the implementation of control class no. 20 Instructional strategy Content of learning Instructional Class Assessment items Instructional methods materials organisation Romania: Oradea, conversation List the 10 cities which are not Timisoara; explanation capitals of their country, Hungary: Szeged, practice which we talked about in the Debrecen; lesson today: Austria: Graz, Linz; Students are told that they will make an imaginary trip Map of Europe ① ______Germany: Munich, through Europe. What do you do if you want to go Projector ②______Stuttgart; on a trip to Europe? You choose the country of Computer ③______France: Strasbourg, destination and the route. The route must contain ④______Orleans. towns you are going through. It is good to see other ⑤ cities besides the capital, and several tourist PPS presentation Collective - ______attractions. A map of Europe and the students’ route is Two example conducted ⑥______shown on the projector e.g.: Romania -Hungary cities for each of ⑦______Austria-Germany-France. five European ⑧______countries; Each ⑨______

city is be shown ⑩______on a slide, with

appropriate pictures.

In Austria I could visit the following cities: ① Bologna, Pisa; ② Dresden , Berlin; ③Graz, Linz; The route should follow highways and is chosen by ④ Bucharest, Iași. the teacher. The entire trips made by watching the images on the projector: 1 Departure from Romania to Oradea, where we visit 139 the Citadel Theatre of Oradea ; Or in Timisoara the Metropolitan Cathedral and the Museum of Art; 2 Hungary - cities -Szeged - We visit the Palace Museum Reök Paprika; In Hungary I could visit the - Debrecen - we visit the aqua park, botanical and following cities: zoological gardens; ①Florence, Venice; 3 Austria - cities ② Dresden , Berlin; - Graz - Graz Castle, Graz Cathedral; ③ Szeged, Debrecen; - Linz- Old Cathedral, New Cathedral; ④ Sofia, London. 4 Germany - cities -Munich- Allians Arena, The English Park in Munich; -Stuttgart the Mercedes-Museum, the Zoo and Botanical gardens; 5 France - cities -Strasbourg- Notre Dame, Orangery Park, St Etienne Cathedral; -Orleans - Sainte Croix Cathedral, the Floral Park.

140

5th Unit of instruction: Travellers in the European Union O1. to list at least ten important towns from five different European Union countries

T.5.1c. Instructional strategy adapted after the implementation of control class no 17 Instructional strategy

Learning content Class Assessment items Methods and procedures Resources organisation

Strasbourg conversation List the 10 cities that are not capitals of a Manchester explanation practice country we talked about in the lesson Brno today:

Ostrava The students take an imaginary journey ① ______Szeged through several European Union countries ②______Eger in order to know more about them. ③______Pisa Students are divided into five groups and ④______Innsbruck each group is given a country : Map of Europe ⑤______Brasov Group I - Hungary Projector ⑥______Group II - France Computer Group III Austria ⑦______Group IV The United Kingdom Group V ⑧______

The Czech Republic PPS presentation ⑨______Collective - They have tables flags countries. Two example conducted ⑩______There are some pictures about these cities for each of countries in PowerPoint format. five European Students discuss the images which are countries; Each city In the UK I could visit : about different major cities in five of the is shown on a ① Manchester; countries of the European Union. slide, with ② Dresden ; appropriate The teacher makes a link with previous ③ Marseille; experience by asking : pictures. ④ Bucharest. Have you visited any European cities which are not the capital city ?

If you have, which country were you in ? In Greece I could visit : What do you remember about this city? What did you see there? ① Florence; ② Dresden ; ③ Athens ; ④ Sofia.

141

Szeged is located in: ① France; ②Hungary ; ③ Romania; ④ Bulgaria.

T.5.1rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 17 3.29 0.86 1.30 4.33 47 2.68 0.81 .33 3.33 16 1.95 1.13 .00 2.93 20 1.55 0.96 .00 3.23 18 1.42 0.95 .00 2.33 13 1.27 0.96 .00 3.13

142

5th Unit of instruction: Travellers in the European Union O2. to list several tourist attractions in different European Union countries (five capitals, two attractions per capital).

T.5.2. Instructional strategy proposed by the project Prerequisite Instructional Content Key ideas Teacher discourse Assessment items learning materials  know the EU Tourist Attractions in  Rome: the Reception: In Paris you can visit: countries. EU countries Coliseum, the Students are asked if they have a) the Coliseum, the  know the Vatican; travelled anywhere recently and what Vatican; countries of  Paris: the Eiffel they visited. Each city is known for its b) the Royal Palace Europe. Italy Tower, Notre tourist attractions. Before visiting a and Retiro Park;  know cities in Rome: The Coliseum Dame; city it is very important that we find c) the Eiffel Tower, EU countries. was built on where  London: Big Ben, out about the city and some of the Notre Dame;  might have previously there had the Tower of things that can be seen there.. Today d) The Brandenburg been on been a lake. 55,000 London; we are going to visit some important Gate, Berlin holidays in fans could enter  Berlin: the capitals and to see some of their Cathedral. different through, the 80 gates; Brandenburg tourist attractions, namely: Rome, countries / It was used to provide Gate, Berlin Paris, London, Madrid and Berlin. List the top 10 tourist cities of the free public Cathedral; attractions in the 10 EU. entertainment.  Madrid: the Royal European capitals, we might have The Vatican: a small Palace and the Understanding talked about today: visited well state in the city of Retiro Park. M6 is used to present and explain the 1 ______known sights Rome. The entire state cities and monuments. Each slide is 2 ______in different is contained in about read and explained by one of the 3 ______European half a square kilometre students, with details being added by M6> PPS: 5 4 ______countries . The state is led by the other students and finally by the capitals plus, two 5 ______Pope and is mainly teacher as necessary. . attractions in each, 6 ______occupied by the Tourist Attractions in EU countries (10 slides) capital 7 ______Catholic Church. Attraction name, 8 ______Italy picture, short text. / 9 ______France Roma: Coliseum was built on the The same 10______Paris: surface of a lake can get 55,000 fans, information, but The Eiffel Tower: a which could enter the 80 gates; was they will be printed famous construction is used to provide free public games. as students. a steel frame that is Vatican: It's a small state in the city of 324 feet tall and Rome. The whole country has about weighs 10,000 tonnes. half a square kilometre. The state is It became a worldwide led by the Pope and the Catholic 143 symbol of France. The Church is the main residence. height of the tower changes by several cm France In Rome you can visit: during a year due to Paris: a) the Coliseum, the changes in Eiffel Tower: famous construction is a Vatican; temperature. steel frame that measures 324 feet tall e) the Royal Palace Notre Dame is and weighing 10,000 tons. He became and Retiro Park; considered the darkest a worldwide symbol of France. Tower f) the Eiffel Tower, cathedral. The changes its height several cm due to Notre Dame; cathedral is 130m long, temperature. g) The Brandenburg 45m wide, 35 feet Notre Dame is considered the darkest Gate, Berlin metres tall and it holds cathedral. The cathedral is 130m long, Cathedral. 10,000 people. 45m wide, 35 feet tall and it fits 10,000 people.

England London: England Big Ben: is the largest London: four-faced chiming Big Ben: is the largest four-sided clock. At the base of clock bell. Within each side is golden. each gilded face there At the base of each side is engraved is engraved in Latin the the inscription: Jesus, defending our inscription: O Lord, Queen Victoria the First. The clock please keep safe our mechanism weighs 5 tons. Queen Victoria the Tower of London: or the White Tower First. The clock is the oldest building in London. Over mechanism weighs 5 time was fortress and royal residence. tonnes. Inside it is a prison. The Tower of London: or the White Tower is the oldest building in Germany London. Over the years Berlin: Gate of Brandenburg: is the it has been a fortress most important symbol of the city and and a royal residence. a symbol of the German state. Inside it is a prison. Dome of Berlin is famous for its organ consists of 700 pipes. Many Germany important people are buried in the Berlin: dome. The Brandenburg

144 Gate: is the most Spain important symbol of Madrid: the city and a symbol Royal Palace: one of the largest and of the German state. most impressive palaces in Europe. It The Dome of Berlin is has over 2,000 rooms, of which 50 famous for its organ can be visited. Here resides the royal which consists of 700 family of Spain. pipes. Many important Retiro Park: the most popular park people are buried in the full of visitors. The park meets many dome. artists: musicians, painters, actors, jugglers and various entertainers. Spain Madrid: The Royal Palace: one Storage of the largest and most When you visit a town, it is good to impressive palaces in visit monuments, churches, palaces, Europe. It has over museums, parks, towers etc. 2,000 rooms, of which Match each tourist attraction in the 50 can be visited. The first column with the appropriate royal family of Spain location in the second column. Give reside here. M7 worksheet to each student, check The Retiro Park: the knowledge using the Hands up most popular park full technique . of visitors. in the park many artists: In the capital The Tower of London, LondonM7: Individual musicians, painters, of Spain I worksheet. actors, jugglers and could visit Each student various entertainers receives a can be seen. The largest Berlin Cathedral, Berlinworksheet.

DO ” four-faced,

IN chiming

clock „

The organ The Royal Palace, Madrid with 700 pipes

The place Big Ben-London haunted by 145 ghosts is:

The largest The Eiffel Tower Paris and darkest cathedral is

A steel The Vatican, construction Rome weighing 10, 000 tonnes in Paris

The only Notre Dame Paris state found in a city

A magnificent M8: large cube on building built each of the six faces on the site of is written one of a lake the capitals.

Revision A teaching game is used and the M8 and M9 resources. On each face of the M9> PPS: cube is one of the capitals studied A slide gives the and Bucharest is on the sixth face. A following sentence student rolls the cube, reads the city to be completed by and asks the other students to say the students about whether they can complete a sentence cities on the cube about the city and its attractions. The M8: Hands up strategy is used, but the student who rolled the cube chooses If you want to go to who will answer. Those who raised _ _, _ _ capital, I their left hand are asked by the recommend you teacher to repeat the correct answer: visit _ _ _.

Paris, France, the Eiffel Tower and 146 Notre Dame

London, England, the Tower of London and Big Ben

Berlin, Germany, the Dome of Berlin and the Brandenburg Gate

Rome, Italy, the Vatican and the Coliseum.

Madrid, Spain's Royal Palace and the Retiro Park

Bucharest, Romania, the National Theatre and the Romanian Village Museum

T.5.2re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 36 3.09 0.41 1.93 3.33 14 3.04 0.48 1.33 3.33 5 2.89 0.55 1.00 3.33 6 2.88 0.66 1.00 3.33 33 2.59 0.86 .33 3.33 23 2.22 0.88 .00 3.23

147 5th Unit of instruction: Travellers in the European Union O2. to list several tourist attractions in different European Union countries (five capitals, two attractions per capital)

T.5.2a. Instructional strategy adapted after the implementation of control class no 47 Instructional strategy

Learning content Class Assessment items Methods and procedures Resources organisation

Conversation In Prague you can visit: BELGIUM explanation ① the Coliseum, the Vatican; Capital – Bruxelles – the questioning ② he Royal Palace, the Retiro Park; Atomium (symbol of the city), practice ③the Eiffel Tower, Notre Dame the Manneken Pis, the Royal Cathedral; Palace, Parliament Museum; Students are told that they will be travelling ④the Astronomical Clock, the IRELAND to different countries of the European Union. Charles Bridge. Capital– Dublin – Saint The class is divided into groups of three

Patrick's Cathedral, Dublin students (11 groups).

Castle, Trinity College, the Their task is to present information about the groups - In Budapest you can visit: National Botanical Garden; country capital two important cities other independent ① CZECH than the capital city, major tourist Coliseum, Vatican; Capital – Prague: Prague attractions and norms of behaviour. Students ② Royal Palace, Retiro Park; Castle and Golden Lane, City bring from home stories information about Collective - ③Eiffel Tower, Notre Dame Hall and the Astronomical different countries. The project is produced conducted Cathedral; Clock, the Charles Bridge, the on a piece of card , which will be written ④Royal Palace, Fisherman's Bastion.

Dancing House ; will crop will plot as they wish, a country AUSTRIA member of the European Union. List the top 10 tourist attractions in Capital–Vienna: the After the projects are completed, each the 10 European capitals, we have Schonbrunn Palace, St. group presents their findings to the rest of talked about today: Stephen's Cathedral, the the class. Tour guides from the groups use ① ______Belvedere Palace, the Hofburg the posters in presenting the main attractions ②______Imperial Palace, the State of the five capitals studied, as follows: ③______Opera, the Zoo; ④______HUNGARY BELGIUM Collective- ⑤ Capital– Budapest: Parliament, Capital – Bruxelles – Atomium (symbol of ______independent the Royal Palace, the the city), Manneken Pis, Royal Palace, ⑥______Fisherman's Bastion, Heroes' Parliament Museum; ⑦______Square, the Chain Bridge, ⑧______Matthias Church.

148

IRELANDA ⑨______Capital– Dublin – Saint Patrick's Cathedral, ⑩______Dublin Castle, Trinity College, National Botanical Garden;

CZECH Capital – Prague: Prague Castle and Golden Lane, City Hall and Astronomical Clock, Charles Bridge, House dancing; AUSTRIA Capital–Vienna: Schonbrunn Palace, St. Stephen's Cathedral, Belvedere Palace, Hofburg Imperial Palace, State Opera, Zoo; HUNGARY

Capital– Budapest: Parliament, the Royal Palace, Fisherman's Bastion, Heroes' Square, the Chain Bridge, Matthias Church.

Students receive a worksheet on which they record the names of ”countries visited ”, their capitals and major tourist attractions.

149

5th Unit of instruction: Travellers in the European Union O2. to list several tourist attractions in different European Union countries (five capitals, two attractions per capital)

T.5.2b. Instructional strategy adapted after the implementation of control class no. 16 Instructional strategy Content of learning Instructional Class Assessment items Instructional methods materials organisation France conversation In Paris you can visit: Capital - Paris explanation a) the Coliseum, the Vatican; Attractions: the Eiffel Tower (This practice b) the Royal Palace and monument gets its name from its Retiro Park; designer, Gustave Eiffel and is the c) the Eiffel Tower, Notre tallest building in Paris), the Arc de Students are told that they will have a Dame; Triumph, Champs-Elysees, Notre lesson with the title European countries. In d) The Brandenburg Gate, Dame, The Louvre, the Pont the lesson they discuss European capitals, Berlin Cathedral. Alexander III, the Pantheon, the other well-known cities and main tourist Versailles Chateau, the Paris Opera, attractions. In Athena you can visit: the Place de la Bastille. Each student records the lesson content. a) the Coliseum, the Vatican; They read and discuss the text-based b) the Royal Palace and

questions on sights and attractions in five Retiro Park; Greece European capitals. c) the Eiffel Tower, Notre Capital - Athens. Map of Europe Dame; Attractions: the Acropolis, the Key ideas are noted in their books. d) the Acropolis , the Temple Temple of Zeus, the National Collective - of Zeus. Archaeological Museum, the conducted Temple of Poseidon, the Museum of Then students watch a documentary about List the top 10 tourist Popular Music, the Theatre of the sights previously analyzed. attractions in the 10 European Dionysus, the Byzantine Museum. To reinforce their knowledge, they answer capitals, we have talked about some questions: today:

What could we visit in Rome, the capital of ① ______Italy Italy? ②______Capital - Rome. Name two sights which you recommend Attractions: The Coliseum in Rome, ③______visiting in Paris, the French capital. St. Peter's Basilica, the Trevi ④______I would like to visit the Spanish capital, Fountain, the Roman Forum, the Madrid. What do you recommend visiting? ⑤______Pantheon, Trajan's Column, the List as many sights as you can that I could Worksheets ⑥______Vatican, the Villa Borghese Park. visit in the capital of Romania. ⑦______Next year you are going to visit Athens, ⑧ ______150 Romania capital of Greece. What sights are you documentary ⑨______Capital - Bucharest. planning to visit? ⑩______Attractions: the Romanian Athenaeum, the Opera, Cişmigiu Park, Parliament House (House of People), the Arc de Triumph, the Village Museum.

Spain Capital-Madrid Attractions: the National Museum the Reina Sofia, the Arco de Victoria, the Royal Palace, Plaza Mayor, Gran Via, Almudena Cathedral, the Sol (the most famous market in the city). 151

5th Unit of instruction: Travellers in the European Union O2. to list several tourist attractions in different European Union countries (five capitals, two attractions per capital)

T.5.2c. Instructional strategy adapted after the implementation of control class no 17 Instructional strategy Content of learning Instructional Class Assessment items Instructional methods materials organisation Prague – the Charles Bridge, Prague conversation In Paris you can visit: Castle; explanation a) the Coliseum, the Vatican; Paris - the Louvre Museum, the practice b) the Royal Palace and the Eiffel Tower; Retiro Park; London - London Bridge, Big Ben; Students are divided into five groups c) the Eiffel Tower, Notre Budapest- Parliament Building, the representing the five countries: Dame; Danube Bridge; Group I - Hungary d) The Brandenburg Gate, Vienna - the Schombrun Castle, the Group II - France Berlin Cathedral. Opera . Group III - Austria Group IV the United Kingdom Group V the In Prague you can visit: Czech Republic a) the Charles Bridge and The flags of the Prague Castle;

five EU countries b) the Royal Palace and the They have tables flags countries. Retiro Park;

It has some pictures about countries c) the Eiffel Tower, Notre PPT presentation mentioned above, displayed and performed Dame; with the five in PowerPoint format. d) The Brandenburg Gate, capitals and tourist Collective - Berlin Cathedral. attractions conducted

Discussion on the pictures and materials List the top 10 tourist related to the five countries mentioned Groups - attractions in the 10 European above. pictures markers independent capitals, we have talked about For homework the students collect today: information, pictures, souvenirs about the glue ① ______tourist attractions in these 5 capitals will Flipchart sheets ② describe each country charts through the ______capital and specific landmarks (students had ③______as homework to gather information about the ④______tourist attractions in the capitals of the five ⑤______countries, views, pictures, curiosities). ⑥______⑦______It requires exemplification other European ⑧______capitals known. ⑨______152 ⑩______

The front shows on flipchart sheets, descriptions made.

T.5.2rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 20 2.92 0.76 .00 3.33 17 2.61 0.66 1.00 3.33 16 2.34 0.64 1.33 3.13 47 2.34 0.83 .33 3.33 13 2.08 1.04 .00 3.13 18 1.23 0.61 .00 2.33

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5th Unit of instruction: Travellers in the European Union O3. to list some behavioural norms that are specific to different European Union countries.

T.5.3. Instructional strategy proposed by the project Prerequisite Instructional Content Key ideas Teacher discourse Assessment items learning materials  know general Every culture has its British: Greet Reception If you are in Germany norms of norms and its someone with a Every culture has its norms and and an older person behaviour; traditions. handshake. traditions. The teacher goes over some enters the room you  possibly There are some Spanish: rules of behaviour known by the should: know some universal rules of Shake hands with students. There are universal rules of a) greet him first; norms for behaviour, and some everyone, starting behaviour, and some specific. If you b) stand up; conduct in specific. If you know with the oldest know some rules of behaviour specific c) do nothing; specific EU some rules of person. When you to different countries, then it is easier to d) let's go and get to countries. behaviour specific to talk to someone, you behave appropriately when you go to know that person. different countries, it sit very close to him. visit these countries. is be easier to behave Is it acceptable to be appropriately when late for a meeting 15 Understanding Punctuality is important you go to visit these min., But in a race M10 is used to present and explain each to: countries. with the bulls have rule. a) British; to be punctual. Britain: M10> PPS: b) Spanish; British: Germans When you meet an English person must illustrated with c) French; When you meet an When an older be punctual. When you meet with an pictures showing d) Italian. English person you person enters a English / English you meet is advisable rules of conduct, must be punctual. room, you have to only a handshake. one slide for each When you meet the get up. rule. English for the first French Spanish: Name of country In Spain it is important time it is usual to When you walk into The shakes hands with everyone, start Image to be punctual for : shake hands. . a store, it's good to with the older person. Written rule a) any meeting; welcome and even Personal space, distance from the b) a bull fight ; Spanish: start a brief speaker is closer than usual. Is it c) a meeting with They shake hands with conversation with acceptable to be late for a meeting 15 friends; everyone, starting with the man who sold min., But in a race with the bulls have to d) a horse race. the oldest person. there. You need to be punctual. Personal space, the talk quietly on the 154

Spanish tend to get phone in public closer to the speaker places. Germans If I am in France and I than is usual. It When you meet with a German have to go into a shop I should acceptable to be 15 be punctual. : minutes late for a When an older person enters a room, a) let greet and see my meeting , but in for a you have to get up. further shopping; bull fight you have to be punctual. French b) get on with my When you walk into a store's okay to say shopping ; Germans hello and even start a small conversation c) greet the assistant When you meet with a with the selling. In public places (the and start a little German you have to restaurant, on the street, in vehicles) conversation; be punctual. have to talk on the phone slowly, d) not do anything. When an older person otherwise it is a sign of lack of enters a room, you education. should stand up. Storage French The Hands up technique is used to When you walk into a answer the questions below. Those who store it is okay to say raise their left hand are asked to repeat hello and even start a the correct answer. short conversation with the sales assistant. In  • In which countries is punctuality an public places extremely important rule of conduct? (restaurants, on the  • In which country is it acceptable to street, on public be 15 minutes late for a meeting? transport) you should  • If you were in Germany, and a group talk slowly on the of friends and someone older entered phone, otherwise it is a the room, what rule of conduct should sign of a lack of you follow? education.  • I am in Spain and I meet people of different ages? What rules of conduct should I respect?  • When I meet an English person what rules of behaviour should I follow? 155

• I'm in France, on the bus and talking on the phone. What behavioural norm should I remember?

Revision M11 is projected. A student reads the text aloud. The teacher asks the class to learn the rules of conduct and country in which they apply. To achieve these M11> PPS short Hands up technique is used. texts with rules of conduct covering all the rules studied. Each slide is the text and right click behaviour following.

T.5.3re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 5 4.31 0.58 3.00 4.66 14 4.21 0.59 3.33 4.66 36 4.18 0.74 2.33 4.66 6 3.81 1.17 .00 4.66 33 3.66 1.19 .66 4.66 23 3.01 1.26 .00 4.66

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5th Unit of instruction: Travellers in the European Union O3. to list some behavioural norms that are specific to different European Union countries.

T.5.3a. Instructional strategy adapted after the implementation of control class no. 13 Instructional strategy Content of learning Instructional Class Assessment items Instructional methods materials organisation Specific behaviour of people in Conversation Fairness is a very important various European Union member explanation quality for the: nations: practice o English;

Lotus flower o Germans;

o Italians; o Greeks. Collective -

• The French are respectful and conducted welcoming; Students must act as a tour guide for a friend Punctuality is important to  The English are punctual; named Marian. Students will talk about the:  Germans are very fair; several European countries, their capitals, o British;  Hungarians are very disciplined tourist attractions and country-specific o Spanish; and clean (environmental standards of behaviour. o French; cleanliness / cities); Locate every country on the map of Europe. o Italians.

 Italians are concerned with art; Explain the country specific standards of behaviour through a PowerPoint  Romanians are hospitable. presentation. Which people are recognized for their concern about

discipline and cleanliness? What should I tell Marian about Italian o Latvians; people? o The Irish; What should Marian keep in mind when o Hungarians; visiting England? o Bulgarians. When he visits France, Marian should know that the French are ...... If Marian decides to visit Germany, he Hospitality is a characteristic should know that the Germans are a people feature of:

who like ...... o The British; Computer In Hungary, what should Marian remember o The Spanish; 157 about how people behave? Projector o The Portuguese; What should I know about Marian’s country PPT presentation o Austrians? of Romania? with rules of behaviour. Each

slide shows a Fill a bunch of information about the country name, its different EU countries. flag, a rule and an Students complete clusters in tour guide (the appropriate picture board is working on the "lotus flower"). which helps reinforce the behavioural rule.

Map of Europe

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5th Unit of instruction: Travellers in the European Union O3. to list some behavioural norms that are specific to different European Union countries.

T.5.3b. Instructional strategy adapted after the implementation of control class no. 17 Instructional strategy Content of learning Instructional Class Assessment items Instructional methods materials organisation  In the United Kingdom: people conversation If you are in the UK in a car have to drive on the left on explanation the driver has to: public roads. We have to keep practice o expect to be

this rule when travelling through welcomed; groups - this country, and they have to Students are divided into five groups o travel on the left on guided drive on the right when representing the five countries: public roads;

travelling through other Group I - Hungary o stand up; countries. Group II - France o do nothing.  Do not drive over the border to Group III Austria someone else, because you do Group IV the United Kingdom Going on a trip to Austria, not know what is in it; Group V the Czech Republic along with your parents .  Do not get involved in issues They have tables flags countries. What rule should you keep ?

related to taking or trafficking Based on the students’ own experience of trips o not to take packages in Europe they list some specific behavioural abroad for others; drugs (in some countries there is norms observed in different EU countries. o to be punctual; even a death penalty for such acts!) The need to respect the laws and rules of o to sit on the front  Do not take packages abroad to conduct of the country where we are is Collective - seat; other people as you do not know emphasised. conducted o no rule in the past. what they might contain; The following rules of conduct are given as  Observe speed limits imposed examples: Map of Europe If you go to a European by the legislation of the •in the United Kingdom: drive on the left on country by car, you are not countries in which you are public roads. We keep this rule when travelling allowed to: through this country, and they keep the rule o wear a seat belt; travelling;  Do not take food which is about driving on the right when travelling o exceed the speed through other countries. limit ; banned by any country you are visiting ; • Do not drive over the border to someone else, o go with friends; because you do not know what is in it; o do nothing.  Follow rules about firearms • Do not get involved in matters of consumption 159 and drug trafficking (in some countries even the death penalty for such acts!) • Do not take packages abroad to other people you do not know which contain; • To observe speed limits imposed by legislation of the countries in which you are travelling; • To introduce the ban food in countries visited; • Follow rules of firearms under the laws of the countries visited. To reinforce the knowledge gained the following questions are asked: Can we transport a package across the border for another person?

Why not? If you are on the road in England, you need to drive on the ...... Are the following statements true or false: 1. In Europe there are no speed limits when driving abroad. 2. When you go on a trip to an EU country can you take any food you want? 3. Can my father take his shotgun with him wherever he wants? 160

5th Unit of instruction: Travellers in the European Union O3. to list some behavioural norms that are specific to different European Union countries.

T.5.3c. Instructional strategy adapted after the implementation of control class no. 47 Instructional strategy

Learning content Class Assessment items Methods and procedures Resources organisation

Rules of conduct in different conversation If you are in Germany and an older countries of the European explanation person enters the room you should : Union: questioning o wait to be welcomed; - Information about the rules practice o greet the older person first; of civilized behaviour; o stand up; - Listen and keep quiet in Students are told that they will be travelling o do nothing. public places and tourist to different countries of the European Union. attractions The class will be divided into groups of three informative Groups - I am visiting a museum. I need to: - Obey the traffic laws of the students (11 groups). materials independent o speak loudly; country; Their task is to present the country capital, pictures o talk on the phone; - Maintain cleanliness; major tourist attractions and norms of views o I'm not buzzing; - Not buzzing; behaviour. Students brought home stories Scissors Collective – o do nothing. hooliganism/ruddy behaviour/ about different countries. The project will be Sheets of guided anti-social behaviour completed on a piece of cardboard, which card pens I walk in a park in Barcelona. I need to:

- Respect the customs and will be written will crop will plot as a markers o keep the park clean; country seeking EU membership. glue o respect traffic rules; traditions of the place. Once you have completed 11 projects, o pick flowers; representing each group will come to the o do nothing. class and it will present. He will be the tour guide. The guide will include behavioural When I am driving in a foreign country I norms of the country. must: Example: o obey the traffic laws; - Inform us about the rules of civilized o drive on the left; behaviour; o drive on the right; - Listen and keep quiet on what to visit; o do nothing. - Obey the traffic laws of the country; - Maintain cleanliness; 161

- Not buzzing; - Respect the customs and traditions of the place.

His classmates encourage him be applauding.

T.5.3rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 17 3.76 1.10 1.00 4.66 47 2.99 1.00 .00 4.66 13 2.75 1.39 .33 4.66 20 2.65 1.33 .00 4.66 16 2.42 1.27 .66 3.66 18 1.62 1.26 .00 3.66

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6th Unit of instruction: European literature for children O1. to identify from the behaviour of literary characters some actions that are in agreement with the fundamental values of the European Union.

T.6.1. Instructional strategy proposed by the project Prerequisite Instructional Content Key ideas Teacher discourse Assessment items learning materials Know the Excerpts of the texts: solidarity, Reception M1. > PPS with The Swallow in the text fundamental "Thumbelina" by Hans unity, The story, in short, of the legend of EU values "Thumbelina" by Hans values of the Christian Andersen, "Fox cub democracy Goldfinch by Mihail Sadoveanu. identical to M7 Christian Andersen EU, given in found" by Irina Korschunow , diversity, Remember the bird sent his sisters to UI.2 reminds us to value: previous and "Little drummer Sardinian" cooperatio bring a piece of the sun, that can be 8 Slides with an a. Peace; lessons. by Edmondo De Amicis (see n, heated bird seed and die. Only a small, image representing b. Tolerance; Appendix 1). equality, bravely bird dared to soar, managed to each value. Under c. Liberty; EU fundamental values: tolerance, bring that glimpse, but returned without the pictures there d. Diversity. solidarity, understand feathers, which had been burned. Large are words that unity, democracy, diversity, ing, peace birds, lacking courage before now make describe the cooperation, equality, tolerance, fun of him , while smaller ones each gave picture. understanding and peace. him a feather, putting them on her, because they appreciated her boldness. M2. > Excerpt of The goldfinch’s plumage is very harsh, literary text: The Little drummer in but is achieved jointly due to great Hans Cristian the text "Little drummer generosity. Andersen Sardinian" by Edmondo Thumbelina text. De Amicis brings to Understanding (each student will mind the following The story is examined , so the students receive this value: identify the values it demonstrates. The excerpt ) a. Peace; questions below can be used. b. Diversity; What qualities were shown by the M3. > Excerpt of c. Liberty various birds during the events of the literary text: d. Units. story? Excerpt from the What did the plumage of goldfinch look text "Fox cub like at the end? found" by Irina What is considered valuable about his Korschunow (each behaviour? student will Describe in one word message of the text receive this 163

excerpt ). In today's lesson we will analyse / study The fox in the text " other literary characters whose actions are M4. > Excerpt of Fox cub found" by Irina consistent with the fundamental values of literary text: Korschunow makes us the EU. They remind us of EU values Excerpt from the think about the learned in previous lessons M1. The class text "Little following value: read and analyse the text below (M2, M3 drummer a. Peace; and M4), making connections between Sardinian" of b. Unity ; their messages and EU values. Edmond of Amicis c. Solidarity; (each student will d. Tolerance. Excerpt from the text "Thumbelina" by receive this Hans Christian Andersen (M2). excerpt ). Who are the two characters that appear in the excerpt ? M01. > Summary What is this passage about ? sheet Lesson 6 What does the swallow do? Why? How would you describe in a gesture saying Swallowtail? How would you describe it in one word gesture? Arguments! (freedom) Note the summary sheet (M01).

Excerpt from the text "Fox cub found" by Irina Korschunow (M3). Who are the characters that appear in this passage? What is this passage about ? Where is the fox cub found? Was it her baby fox? What was the greatest danger? What qualities are demonstrated by the fox? Which of these qualities remind us of European values? Give reasons! 164

Note the summary sheet (M01).

Read an excerpt from the text "Little drummer Sardinian" by Edmondo De Amicis (M4) afterwards discuss the text using the questions below. Who are the characters in this excerpt? Where does the story take place ? What did the drummer do? How did the captain? Why? What are the qualities that the drummer shows? What key words would you use to describe this story in a text message? What is the EU value that is found in this passage? Give reasons ! Note the summary sheet (M01).

Depending on the time available and the speed of response the class can answer more or less questions on each text.

Storage M5. Discussion with the class to reiterate EU On each slide there values, their meaning, and to show how are 2or 3 pictures some of them are represented in the texts related to the texts read. The Hands up technique and the read. At a click questions below should be used . then appears that What fundamental values of the EU do the EU can you know? connect text. What fundamental EU values are found in the three excerpts studied? Please illustrate! What qualities of character are valued or 165

appreciated? What other attitudes EU and other readings you found yours?

Revision The Hands up technique is used and the middle M5 and phrases below. The text is about a brave young drummer who risks his life for his country, the EU's fundamental value that we find is PEACE. The text proposes that swallow a girl to take her wings far and wide on its the fundamental value of the EU that emerges is FREEDOM. The text in which a fox cub is rescued from the mouth of a fox greyhound expresses SOLIDARITY. To indicate he is able to answer a student raises his right hand, and those who raise the left hand are asked to repeat the correct answer and to explain the answer.

T.6.1re. Results of the implementation of the instructional strategy proposed by the project team for the six experimental classes Class ID Mean Std. dev. Minimum Maximum 14 5.25 0.62 3.66 5.66 5 5.24 0.89 2.00 5.66 36 5.20 0.72 3.66 5.66 33 5.07 0.91 3.00 5.66 6 4.35 0.64 2.33 4.66 23 4.16 1.05 2.00 5.66

166

T.6.1a. Instructional strategy adapted after the implemented of control class no. 13 Instructional strategy Content of learning Instructional Class Assessment items Instructional methods materials organisation "Fables" by Jean de la Fontaine conversation Book "Fables de la Which of the words below explanation Fontaine” denotes a fundamental value of practice the European Union? analysing a story 1 solidarity; 2 thanks; JEAN DE LA FONTAINE Collective – 3 beauty; (1621- 1695) - poet, playwright, The teacher reads "Fables" by Jean de la guided 4 wealth. novelist, especially famous for his Fontaine. fables. The students are asked about the Which of the words below country of origin and give examples of denotes a fundamental value of the culture and customs of France, the the European Union? founder member of the EU 1 solidarity; Biographical Data: Students describe France in simple 2 freedom; sentences and recall other authors in 3 greatness; He was born in France in the Champagne province where grapes French literature, and other names of 4 peace. personalities associated with the are grown from which a very good sparkling wine (champagne) is made. country. In the fable "The Crow and the Fox" the value exemplified is: He was born to bourgeois parents ...... who were concerned that their son Students present a portrait poster board , did not seem suited to business life...... La Fontaine, and giving some ...... His father, a practical man, wanted biographical information about the him to enter a monastery, but the author. young man had no inclination towards In the fable "The Fox and the religious life. Finally, the parents grapes" the value exemplified is arranged for him to marry and sent : Students read the biographical data and him to study law in Paris. request clarification, if necessary...... In Paris, in parallel with his law studies , La Fontaine was attending a ...... 167 literary circle called "Round Table", The teacher shares with the students consisting of young poets of that era. the fables of the Crow and the Fox, In the fable "The Dog and the Jean de La Fontaine's debut in and the Fox and the Grapes. Puppy" the value exemplified is literature came on 17th August 1654, Students read these independently and : with the publishing of a comedy in explain the morality that emerges...... five acts...... In 1694 his first collection of fables ...... appeared. The teacher asks students to name A4 portrait poster Jean de La Fontaine died on March Romanian authors who wrote fables. board 13, 1695. Students tell the fable of “The Dog andlittle dog Puppy” by Grigore Alexandrescu, from their Romanian text book. Students are asked to choose a favourite PPT Presentation - author from the list of European biographical data authors. At home they collect information about the author and prepare a 5-6 line text about him and Computer say why they chose him. Projector Justified by a statement choice.

Copies of the fables "The Raven and the Fox" and "The Fox and the Grapes"

168

T.6.1b. Instructional strategy adapted after the implemented of control class no. 17 Instructional strategy Content of learning Instructional Class Assessment items Instructional methods materials organisation "The Happy Prince" by Conversation Which of the words below denotes Oscar Wilde explanation a fundamental value of the practice Collective - European Union? analysing a story conducted 1 solidarity "The Little street of Florica" Book "The Happy 2 thanks Read an excerpt from : Prince" 3 beauty "The Happy Prince" by Oscar Wilde. 4 wealth "Cuore, Heart of a Child" Students discover the work and the author of Map of Europe by Edmondo De Amicis the text. They then discuss some biographical data Which of the words below denotes about Oscar Wilde. Country of Birth: a fundamental value of the Ireland. They locate Ireland on the map and European Union? attach the flag of the country. 1 solidarity 2 freedom What core EU values is illustrated by this 3 greatness story? 4 peace

The main values that we find in the The class discuss the messages and values text "Cuore, heart of a child" are: transmitted by various literary works, which are still valid today (solidarity, equality of ...... rights, children's rights, tolerance, peace, ...... unity, cooperation, cultural diversity, linguistic and religious equality). In the text "The Happy Prince", the

Read an excerpt from the story "The little core values that we find are: street of Florica" a publication from the ...... Directorate General (DG) for the ...... Environment of the EU

This text leads to discussion on the following: care for the environment, 169 tolerance, cooperation. What is the messages of the author? The main values that we find in the text "The little street of Florica" are Read an excerpt from "The Happy Prince" by Book "The little ...... Oscar Wilde. street of Florica" ...... Who are the characters in this passage? What are the values that can be drawn from this literary work? (solidarity, cooperation, tolerance) Book "The Happy Prince"

Read an excerpt from "Cuore, Heart of a Book "Cuore, Child" by Edmondo De Amicis. Heart of a Child" Who are the characters that appear in this passage? What are the values that can be drawn from this literary work? (cooperation, unity)

170

6th Unit of instruction: European literature for children O1. to identify from the behaviour of the literary characters some actions that are in agreement with the fundamental values of the European Union.

T.6.1c. Instructional strategy adapted after the implementation of control class no. 47 Instructional strategy Content of learning Instructional Class Assessment items Instructional methods materials organisation "The Ugly Duckling" - Hans Christian conversation Which of the words below denotes Andersen explanation a fundamental value of the "Cinderella" - Charles Perrault practice European Union? "Snow White" - The Brothers Grimm questioning 1 solidarity; "Hansel and Gretel" - Hans Christian 2 thanks; Andersen 3 beauty; Read excerpts from the 5 Collective – 'Harry Potter' – J.K. Rowling guided 4 wealth. examples of literary texts by EU authors. Which of the words below denotes a fundamental value of the European Union? 1 solidarity;

Discussion is based on the 2 freedom; 3 greatness; following questions: 4 peace.

What values are exemplified in In the text of "Hansel and Gretel" each of the five texts? by Hans Christian Andersen we Which parts of the stories are meet: characteristic of these values? 1unity; What are the main differences 2 tolerance;

between the following: "tolerance" 3 freedom; 4 diversity. and "discrimination"? As you have read the literary texts have you met "solidarity"? In the literature about "Harry Can give examples from our class Potter" we meet: life that reflects the 1 freedom; "establishment"? 2 diversity; 171

Why are these values important? 3 respect; What would happen if people did 4 unit. not comply with these values? The text "Snow White" brings to Compose a text of 10 -15 lines mind the following value: about characters you have read 1 freedom; about who exemplify specific 2 discrimination; values of the EU 3 solidarity; 4 tolerance.

T.6.1rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 47 4.34 1.47 .00 5.66 17 3.44 1.41 .00 5.66 13 3.11 1.71 1.00 5.66 20 2.53 1.20 .00 4.33 16 1.82 0.87 .00 4.33 18 1.67 1.54 .00 4.66 172

6th Unit of instruction: European literature for children O2. to appoint be acquainted with well-known writers from different EU countries (6 writers)

T.6.2. Instructional strategy proposed by the project Prerequisite Instructional Content Key ideas Teacher discourse Assessment items learning materials They know some Charles Perrault “Little Charles Perrault Reception Record the 6 authors that authors and their Red Riding Hood” “Little Red Riding On the table are volumes of you learned about today: literary works. Antoine de Saint- Hood” works by Romanian and 1 ...... They have read Exupery “The Little Antoine de Saint- foreign writers. Discuss with 2 ...... some Romanian Prince” - France Exupery “The Little students what these are and 3 ...... and foreign J. K. Rowling – “Harry Prince” - France which books and authors 4 ...... literature. Potter” J. K. Rowling – they have read Why is it 5 ...... Lewis Carroll – “Alice “Harry Potter” important to read? 6 ...... in Wonderland” - Lewis Carroll – “Alice England in Wonderland” - Understanding Carlo Collodi – England Introduce the following A well-known Italian “Pinocchio” - Italy Carlo Collodi – authors: Charles Perrault, M6. > PPS European writer is: Petre Ispirescu – “Pinocchio” - Italy Antoine de Saint Exupery, writers: 1. Antoine de Saint- “Eternal youth and life Petre Ispirescu – JK Rowling, Lewis Carroll, Each slide contains Exupery; without death” “Eternal youth and life Carlo Collodi, Petre the name of an author, 2. Mihai Eminescu; Cezar Petrescu – “Fram, without death” Ispirescu, Cezar Petrescu and his picture, his native 3. Carlo Collodi; polar bear” - Romania Cezar Petrescu – their literary works. For each land, a title / titles 4. Lewis Carroll. “Fram, polar bear” - author have a title / titles representative of his Romania representative of their literature and images works, a portrait of the of book covers. From the writers you author, his native country learned about today, (M6). name one from each of the following countries: Storage M7. > On the first 1. England; Teaching game "Guess the slide are the names of 2. Romania; writer and the country" (M7). the seven writers. 3. France; Teacher asks students to give Clicking on a name 4. Italy. titles and the country for reveals a slide with each of the 7 authors above. four book covers at 173

The Hands up technique is the top and four used. To answer indicate a countries at the student raises his right hand, bottom. Clicking on and to indicate uncertainty the correct answer his left hand is raised. Those (both for the work and who have the left hand up for the country) are asked to repeat the results in the sound of correct answer and his applause Clicking on argument. a wrong answer Think again! Revision Exercise "Who wrote the M8. > PPS with book I read?" questions: The slide displays the I read last week following questions (M8). "Fram, polar bear," The Hands up technique is but I forgot the used: author. Who can help Last week I read "Fram, me? polar bear," but I’ve I read in the summer forgotten the author. Who vacation "Red Riding can help me? Hood". Can someone In the summer I read "Red tell me who the author Riding Hood". is? Can someone tell me who the A friend of mine read author is? "The Little Prince". A friend of mine read "The Who is the author of Little Prince". this book? Who is the author of this My sister read a book book? called "Pinocchio". My sister read a book called Who wrote it? "Pinocchio". "Harry Potter" was a Who wrote it? great book. Who is "Harry Potter" was a great the author? book. Who is the author? "Alice in I liked "Alice in Wonderland" I liked it 174

Wonderland" very much. very much. Who Who wrote it? wrote it? "Youth Without Old Age and "Youth Without Old Life without Death" is a very Age and Life without interesting tale. Who is the Death" is a very author? interesting tale. Who is the author? To answer indicated a Each question appears student raised his right hand, on a slide when a and those who had left hand question appears, the above are asked to repeat the previous one correct answer and his disappears. argument.

T.6.2re. Results of the implementation of the instructional strategy proposed by the project team of the six experimental classes Class ID Mean Std. dev. Minimum Maximum 5 5.33 0.60 3.33 5.66 14 5.25 0.88 2.33 5.66 33 5.21 0.72 3.33 5.66 6 4.77 1.03 2.33 5.66 36 4.48 1.80 .00 5.66 23 3.40 1.51 1.33 5.66

175

6th Unit of instruction: European literature for children O2. to appoint well-known writers from different EU countries (6 writers)

T.6.2a. Instructional strategy adapted after the implementation of control class no. 47 Instructional strategy Content of learning Instructional Class Assessment items Instructional methods materials organisation Aesop (ancient Greece) -”The Fox and conversation Computer Collective - Which of the following writers is the Grapes”; explanation conducted from Romania? Hans Cristian Andersen practice 1 Charles Perrault; (Denmark) -” The Ugly Duckling”, ,, 2 Carlo Collodi; The Little Mermaid'; 3 I.L. Caragiale; Lewis Carroll (England) – Alice in The power point entitled,, 4 Lewis Carroll; Wonderland'; European Writers' is shown. It Carlo Collodi (Italy) -,, Pinocchio”; contains 20 slides about 20 well- Selma Lagerloff (Sweden) - "The known writers: writer's name, Which of the following writers is wonderful adventures of Nils Holgerson portrait, their country of origin and from England? in Sweden '; main works. 1 Charles Perrault; Charles Perrault (France) -,, Puss in 2 J. K. Rowling; Boots '' Cinderella,, ",, Little Red Riding 3 Antoine de Saint-Exupery;

Hood ',,, Sleeping Beauty'; Each slide is explained, discussed 4 Peter Ispirescu. and analyzed. It emphasises writers The Brothers Grimm (Germany),, Hansel and Gretel, '' The brave little tailor '' and works that students have met in Which of the following writers is Snow White ',,,Rapunzel'; their Romanian classes or from Italy? Ernst Theodor Amadeus Hoffmann individual study. Projector (Germany) -,, The Nutcracker ',,, The cat 1 Cezar Petrescu; Murr "Jonathan Swift (Ireland) -,, 2 Charles Perrault; Gulliver's Travels'; After every fifth slide the teacher 3 Petre Ispirescu; Sir Walter Scott (Scotland) -,, Ivanhoe ',,, reviews the information by asking 4 Carlo Collodi. Rob Roy'; questions such as:

Jules Verne (France) -,, Around the Which of the following writers is World in 80 Days, ''The Children of What country is the author from Denmark? Captain Grant,, "; ...... from? 1 Peter Ispirescu; Alexandre Dumas (France) -,, The Three Give examples of literary works by 2 Hans Christian Andersen; Musketeers ',,, The Count of Monte ...... ! 3 Cezar Petrescu; 176

Cristo'; Puss in Boots was written by 4 Carlo Collodi. Ion Creangă (Romania) -,, Childhood ...... Memories ',,, Old woman and her PowerPoint Daughter',,, The Five loaves ',,,The story presentation Which of the options below shows of a lazy man'; entitled two writers from the same Mihai Eminescu (Romania) -,,The Star "European country? ',,,The Sleepy birds',,, Prince Charming Writers". The 1 Carlo Collodi and J. K. The tear begotten'; presentation Rowling; J.K> Rowling (England) -,, Harry Potter contains 20 2 Mihai Eminescu and Lewis '; slides with 20 Carroll; Antoine de Saint Exupery (France) -,, well-known 3 Petre Ispirescu and Carlo The Little Prince '; European Collodi; Jean de la Fontaine (France) -,, The writers, showing 4 Alexandre Dumas and Antoine Grasshopper and the ant "," The Raven their home de Saint-Exupery. and the Fox "; country and Ion Luca Caragiale (Romania) -,, Mr. relevant works. Goe ",,The visit ',' Bubico '; Miguel de Cervantes Saavedra (Spain) - ,, Don Quixote de la Mancha '; Astrid Lindgren (Sweden) -,, Pippi Longstocking';

177

6th Unit of instruction: European literature for children O2. to appoint well-known writers from different EU countries (6 writers)

T.6.2b. Instructional strategy adapted after the implementation of control class no. 17 Instructional strategy Content of learning Instructional Class Assessment items Instructional methods materials organisation Brothers Grimm - "The Musicians of conversation Which of the following writers is Bremen", "Cinderella", The brave explanation Book with the from Romania? little tailor "," Little Red Riding Hood practice works of writers Collective - 1 Charles Perrault; "; mentioned in conducted 2 Carlo Collodi; content . 3 Cezar Petrescu; Hans Christian Andersen - "The Read an excerpt from the story : 4 Lewis Carroll. Emperor's New Clothes," "The Little "The Happy Prince" by Oscar Mermaid," "The Ugly Duckling", Wilde. Which of the following writers is Students find out about the work "Swans"; from England? and the author of the text. 1 Charles Perrault; Charles Perrault - "Puss in Boots"; 2 Lewis Carrol; 3 Antoine de Saint-EXUP; Jules Verne - "A Captain at 15" They discuss some biographical 4 Peter Ispirescu. "Around the World", "The Mysterious information about the author. Island"; They find a portrait of the author Which of the following writers is and his country of birth: Ireland. from France?

Jean from Fontaine- "Fables"; 1 Cezar Petrescu; What is the capital of Ireland? Worksheets that 2 Charles Perrault; Oscar Wilde- "The Happy Prince"; Locate it on the map and attach include the 3 Petre Ispirescu; the flag of the country. author's name, 4 Lewis Carroll. Lewis Carrol- "Alice in Wonderland"; representative Divide the students into groups as works, his native Which of the following writers is Carlo Collodi- "Pinocchio"; in the previous classes. Students country, the from Italy? complete the worksheet on capital and 1 Peter Ispirescu; Edmondo of Amicis- "Cuore, heart of authors, which includes the country flag. The 2 Antoine de Saint-Exupery; a child"; author's name, examples of titles author's name and 3 Cezar Petrescu; written , his native country, the example titles are 4 Carlo Collodi. Gellu Naum- "The Books of capital and country flag. given on the 178

Apollodorus'. worksheet, the The author of "The Happy Prince" other categories is: will be filled in by 1 Carlo Collodi; students based on 2 J. K. Rowling; After completion of the table, the their general 3 Oscar Wilde; teacher discusses with the whole knowledge by class: Groups- 4 Lewis Carroll. searching for the independent What country is the author of "The relevant Book of Apollodorus from?" information.. What is the capital of this country? What is the flag of this country?

Give examples of English authors! What is the capital of England? What is the flag of England? Collective - Do you know any other English guided authors?

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6th Unit of instruction: European literature for children O2. to appoint well known writers from different EU countries (6 writers)

T.6.2c. Instructional strategy adapted after the implementation of control class no. 13 Instructional strategy Content of learning Instructional Class Assessment items Instructional methods materials organisation The Brothers Grimm (Germany) - conversation Worksheet about Which of the following writers is "Cinderella", "The brave little tailor", practice 11 European from Romania? "Little Red Riding Hood," "Hansel directed observation authors from six 1 Charles Perrault; and Gretel," "Snow White," "Tom EU countries. 2 Carlo Collodi;

Thumb"; 3 Ion Creangă; Hans Christian Andersen (Denmark) - Each student is given a card with 4 Lewis Carroll. "The Snow Queen", "The Emperor's the names of authors of European New Clothes," "The Little Mermaid," literature (grouped by country of Which of the following writers origin) which is appropriate for "The Ugly Duckling"; from England? Charles Perrault (France) - "Puss in their age Students should read the Collective- 1 Charles Perrault; Boots"; card and tick the readings read in independent 2 Lewis Carroll; Jules Verne (France) - "20,000 class. 3 Antoine de Saint-Exupery; Leagues Under the Sea," "Around the 4 Peter Ispirescu. World", "The Mysterious Island";

Jean de la Fontaine (France) - Discuss the students’ reading: Which of the following writers is "Fables"; Which books from the list have you from France?

Oscar Wilde (Ireland) - "The Happy read so far? 1 Cezar Petrescu; Which literary work did you like Prince"; 2 Jules Verne; the most? Jonathan Swift (Ireland) - "Gulliver's Collective - 3 Petre Ispirescu; Who is the author of that work? Travels"; conducted 4 Lewis Carroll. Lewis Carroll (England) - "Alice in What country is the author from?

Wonderland"; Please mark the country with X e Which of the following writers is Daniel Defoe (England) - "Robinson from Italy? on the map Crusoe"; Students receive a map of Europe, 1 Peter Ispirescu; Carlo Collodi (Italy) - "Pinocchio"; 2 Antoine de Saint-Exupery; which specifies the names of the Edmondo De Amicis (Italy) - European Union countries and 3 Cezar Petrescu; "Cuore, heart of a child". they match the names of the 11 4 Carlo Collodi. authors from the worksheet to the 180

six EU countries the authors Which of the options below shows originate from . two writers from the same Do you know any other writers country? from other EU countries? 1 Carlo Collodi and J. K. What have you already read that is Rowling; by these authors? Map of Europe 2 Charles Perrault and Jules Verne; labels 3 Petre Ispirescu and Carlo Collodi; 4 Lewis Carroll and Antoine de Saint-Exupery.

T.6.2rc. Results of the implementation of the instructional strategies proposed by the teachers of the six control classes Class ID Mean Std. dev. Minimum Maximum 47 4.99 0.78 3.00 5.66 17 4.70 1.01 2.00 5.66 13 4.59 0.87 3.33 5.66 20 4.32 1.50 .00 5.66 16 3.03 1.47 .33 5.66 18 2.96 1.59 1.00 5.66 181

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