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Wschód–Zachód:Przestrzeńwzajemnegoprzenikaniasiękultur*Słupsk2020
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heuristic,basedonproblemsolvingandexploration,assumingtheformofdi-
scussions,debatesandgroupworkwhichareconsideredtodevelopimportant
competences(e.g.acompetenceofcommunicating,acompetenceofsolving
problems)andatitudes(e.g.atitudetoleadership,atitudetoteamwork).When
theseconditionsarefulfilled,learnersaremorelikelytobeactivelyengagedwith
thecontentandappreciatethevalueofaforeignlanguageasaschoolsubjector
thevalueofactivitiesconductedduringlanguageclasses.
Themethodologicalsolutionswhichreflectsuccessfulteachingintheeraof
globalization,particularlyinthecaseofambitiousstudents,shouldmeetthecri-
teriaexpectedofactivitiesthatleadtodeeplearning.AsmotivationisoneofSLA
individualdiferences,itcanbeeasierforateachertocreateateachingcontext
thatlearnerswouldfindmotivatingthanonlytomotivatelearners,whichisnot
thesame.Thecreationofamotivatingcontextcanbe,amongothers,achieved
through:1)regularfocusingonstudents’combinationofreceivedknowledge
(internalization)withwhattheyunderstood,subjectedtoreflectionandcanex-
pressbythemselves(externalization),2)placingemphasisonhigher-orderskills
(analysis,synthesis,comparison,evaluation,application)andthetaskswhich
moreengagetheircognition(flminds-on”)ratherthanmovement(flhands-on”)
[Barkleyetal.2005],despitethefactthatengagingactivitiesareoftenwrongly
understoodasthosethatrequirestudents’physicality,3)students’explorationof
theirownexperiences,atitudesandvalues.
Belowthreemethodologicalactivitiesthatareillustrativeofsuchthinkingare
presented:theconceptualmap,theflippedclassroom,andtheduoethnographic
dialogue.Theauthor’sintentionisnottopointtothenoveltyoftheseactivities
butrathertoshowcasethemaslanguageteachereducationtasksthathelpbeter
graspthedemandsofsuccessfulforeignlanguageteachingtoday.
3.1.Theconceptualmap
Animportantmethodleadingtodeepprocessingofknowledgeareconcep-
tualmaps,alsocalledmindmaps.InitiatedbyAusubel[1978],conceptualmaps
standinoppositiontorotelearning,analogouslytotherelationshipthatexists
betweendeeplearningandshallowlearning.Inpractice,aconceptualmapas-
sumestheformofadiagramwithwordconnectionsorassociationsaround
acentraltopic.
Inlanguageteachereducationconceptualmapscanbeusedbyteachersin
variousways.AccordingtoHayetal.[2008],theycanbeusedfor:
–lessonplanning(diagnosingwhatstudentsalreadyknowaboutagiven
topic),
–measuringchangesinstudents’conceptualizations(pre-learningandpost
learningmeasurementofthesameissue),
–organizinggroupwork(formingteamsinwhichstudentssharetheirknowl-
edgeorhelpotherswithunderstandingit),
