1. Intercompetency & Dialogue through Literature EACEA European Lifelong Learning Programme: Multilateral Project Developing Transversal Abilities in School Children Comparing 3 teaching approaches: interactive, passive & self-directed Dr Alan Clark European Projects Co-ordinator Stasia Cwenar: Research Coordinator Assoc. Prof. Jennifer Rogers: Research Consultant Carol Carlisle: Broughton Hall School Coordinator Rosemary Sage COT Professor at the Institute of Education

2. Are we developing only half our brain power? Academic at the expense of personal abilities? Left brain: verbal R Right brain: non-verbal deals in parts d deals in wholes R brain images create meaning for understanding & applying knowledge & skills Learning activities target L brain

3. How do we assemble information? In parts or wholes? What do you make of this picture? We use imagination to fill in information & opinion gaps as in eg. below: A lgy met the bear. The bear met Algy. The bear was bulgy. The bulge was Algy.

4. IDEASRecord produceRecite arrange Refer compare Replay sequence in time Recount Introduce, describe, discuss Report Introduce, describe, discuss Relate setting, characters, actions,results, reactions (Sage) A MODEL TO ASSEMBLE INFORMATION & OPINION (Sage) supports both personal and academic development supports both personal and academic development Formal communicative exchanges are planned & organised Clarity, Content, Conduct and Convention come together to express ideas to others Formal communicative exchanges are planned & organised Clarity, Content, Conduct and Convention come together to express ideas to others Clarity making ideas clear And interesting Conduct impression ideas make on others Content ideas relevant for audience Convention rules governing the Exchange of ideas 7 stages to information development

5. COGS: Goal 1: 5 Sections: Clarity; Content; Convention; Conduct; Creative Writing Method: 5 x 2 hour workshops: 30 subjects: 3 groups: Active (COGS); passive & self- directed. Pre and post test data - Qualitative & Quantitative data Key Competencies (2006/962/EC,) are: effective communication & cultural awareness, learning how to learn, mathematical, digital, scientific & technological abilities, social & civic engagement, initiative & entrepreneurship. Transversal & academic competences are underpinned by communication

6. Clarity: Introduce & read from 2 literature sources 2 contrasting views on a transversal topic. Content: Create something with a cross cultural theme Convention: Format for Seeking information Conduct: Response to stimulus: Literature and poetry titles Creative Writing: Presentation Handout for Content topic SUMMARY OF THE ACTIVE APPROACH TO LEARNING PERSONAL & ACADEMIC ABILITIES COGS Goal 1 Performance: Tasks assessed against core and specific competencies Outcome: g reater awareness of formal verbal & non-verbal s ystems & how they impact on diverse audiences from multi-cultural backgrounds

7. Groups:1,2,3 1=Interactive (COGS) 2=Passive3=Self-directedPre-testSignificance (2 tailed) Post-test 1 cf 2 0.570.00 1 cf 3 0.640.00 2 cf 3 0.680.77 Comparisons between groups pre and post teaching red = significant difference blue = no significant difference

8. Interactive rather than passive teaching helps R & L brain development to underpin both academic & personal success