PD Material Open Feedback: Finally, is there anything else about the PD materials that you want to tell us? You can provide written feedback on how you experienced the lesson prompts in the text box below.
The PD on Mediating Wordless text was especially useful to me personally. Thank you for providing ideas on how to start the discussions, in particular concentrating on the 6 main elements. I feel that I have a much better understanding of how to start these lessons next week after watching and reading the PD material you have provided. Thanks.
As someone in the early stages of their teaching career, I found the material accessible and interesting. The key principles and research are summarised clearly and links are made to real life practice, addressing both how it can be implemented as well as potential challenges. Along with the flexible nature of the teaching guides, this is encouraging for taking the first steps to using the materials in class.
I think some video examples of use of films would be good-even ones from other countries with subtitles (perhaps distance make them less of a model to copy than a stimulus for thought?
I found the PD material relevant and helpful across all the main areas covered. It was particularly useful in terms of the information of mediating wordless films which is not something that I have had much experience of before. The PD material was succinct and an appropriate length from my perspective. An excellent all-round introduction to this superb project.
I thoroughly enjoyed the Professional Development videos online and the supporting training which I have received through the Dialls project. The motivation behind the training is invaluable and it was interesting to find out that this project is happening around Europe. I found the Dialls wheel a supportive and how we can develop the focus from tolerance/empathy/ inclusion to Being European and how we culturally express ourselves. I really believe that the children must learn this tolerance and grow up thinking about issues or incidents with this in mind. With frequency and familiarity with these lessons and considerations, my hope is that children will become more open minded and open to hearing other's point of view. It will be a great tool for them in the future. I strongly believe that we have to support the children to become tolerant individuals for the future world. I also thought the in depth study of silent animation linked to CLPE also brought another perspective of the film maker and what he or she is choosing to portray. I thought the prompt cards helpful as a starting point however have found that our discussions were less related to these questions. I strive to impart the over riding themes of the Dialls wheel each time. I don't really think you can use the study effectively without regularly referring to the wheel and perhaps it should be emphasised even more in the training. Overall, I am loving this. Thank you
The PD material was well pitched, followed a logical progression and provided the tools to get started on the project. I found the two questionnaire questions about '...is valuable for my students eg they experience dialogic practices themselves' and 'eg they can easily access the topics' a confusing question.' I think the tense of the question is confusing. It is like you are asking if the students enjoyed the PD material I have watched.
The structure has provided a valuable platform for us to develop cultural literacy in the classroom. As a Welsh Medium class I often find that new and inspiring projects are out of reach for us due to language constrictions. Being wordless enables my pupils to engage with an enriched form of developing literacy and therefore enabling further cross-curricular links and activities. We have thoroughly enjoyed the programme so far and pupils have also shared valuable information with their families from the sessions. This was apparent during our virtual parents evening as parents were very impressed with the depth of knowledge and their ability to discuss current issues. I feel that the programme gave us a platform to intertwine some current affairs. Thanks for the opportunity.
Useful PD materials. I particularly found the 'language of dialogue' in session 2 useful. The sentence openers/key phases are a great tool to use for modelling and I hope children will begin to use these too in their discussions. I hope to step back more during the DIALLS programme to allow the children to ask questions and take the lead more. I also like the provisional language words and will keep them with me when teaching DIALLS to help me promote open ended discussion. Session 3 is useful as I have used wordless film before but I liked all the ideas for how to develop these further using the key elements. The films have been really popular with my class so far.
I found the wordless film information especially interesting as it is not an area I have explored before. I teach lower KS2 and I would need to keep it simple for children of this age, as a lot of discussion about light, colour, camera angle would bog them down, but a few references to start them thinking would be good. The dialogic material was interesting and usefully confirmed that I was on the right track, but I don't think it added new knowledge. The first training session was quite interesting but quite academic in its content and approach, which was interesting but not necessarily very useful. I used very general ideas from this to explain the purpose of the project to my class.
I found the PD materials extremely useful. I feel that it presented children with a range of topics to discuss regarding ourselves as a society and as a community. Children have increasingly shared their viewpoints openly and have developed themselves as curious learners; leading their own learning through questioning. Our pupils have a much better understanding of diversity and the variation of values, beliefs and attitudes of everyone within out society. The are both enjoyable for the children and informative- absolutely invaluable!
Some greater guidance perhaps on expected outcomes - what should the children understand for each film?
Although the group of children (4 years old) with whom I work has understood the message transmitted by the film, there were moments when I felt the need to intervene, namely when important and essential messages appeared for the understanding of what was being visualized (as it happened, for example, in the first short film, at the moment when the worm shows the list of animals she would like to be). I think this could be an aspect to consider, as children in this age group do not know how to read, so my intervention was necessary.
The materials are very appealing for my children (4-7 years old) and are very helpful in starting a discussion about a topic. It also helps them to have other perspectives ( in order to see that there are other ways of seeing things and it is OK to change your mind when you have good arguments). Saying "yes -because I think so-" is not enough, you have to think about why you think that way.
The materials are very good and appealing, but sometimes the younger children (4 years old) cannot express what they see.
The material is very well organized and structured and allows us to give a very well-structured lesson. Better than that is to think of videos without words and adapt them for the same purposes as the ones we have seen. Congratulations to the whole Dialls team.
In my opinion (still with limited experience, as I have only been able to watch two films and see the teaching materials for these), I can say that the pupils' first reaction was to say that the short film was very childish. Then they started to become more attentive and focused. When the debate begins, we can conclude that the childish part is no longer relevant and the most different opinions/arguments start to emerge, always assertive and focused on the different messages that short films try to convey. In conclusion, the simplest things are the most beautiful and, in this case, these simple short films are extremely interesting, pedagogical, educational, and didactic materials.
I think the use of these pedagogical materials enhances new practices and dynamics in the classroom, which is extremely positive to reach today's students, challenging them to new ways of interacting and participating in Portuguese classes.
The teaching materials are essential for the teacher to be aware of the whole project and to be able to start the implementation. The materials clarify all the goals to be reached and how they can be achieved. They are undoubtedly an added value, as they allow the teacher to know all the steps to be taken in order to achieve literacy learning in schools.
I think the materials are well structured and wordless films are an asset to explore argumentation, different opinions, and the ability to analyse and understand. The activity proposals are very well structured.
The materials are very interesting and appealing. And they approach the topics in a very interesting way.
The pedagogical materials have guided me and made me aware of an "area" that I had been dormant. I think my mediation skills have been greatly enriched, as well as my ability to alert and sensitize my students to the sharing and fostering of ideas and argumentation. The Pedagogical Materials are succinct and elucidative but lead us to reflect on our daily practice of listening to others, regardless of their opinion and age, and may even lead me to change my way of working as I internalize their guidelines. They should not end here as their updating and follow-up are fundamental for success.
Regarding the scripts, I find them useful, with enough room for exploration for each teacher to adapt to each group/class as they see fit. Regarding the wordless films, I think that some of them are more appealing than others, both for teachers and students.
The teaching materials seem to me to be very assertive and are a good basis for this kind of approach. Dialogue and argumentation have been part of my classroom since 1st grade, because I put into practice what I learn from the Modern School Movement. However, these materials and lesson suggestions helped me to have another perspective to approach these themes. I think it is a very interesting project and very well prepared.
The teaching materials helped me to better understand the objectives behind the DIALLS project and also made me feel more secure in conducting the sessions with my students. I have a better understanding of the role of the teacher as a mentor, who seeks to promote collaborative reasoning and develop the capacity for argumentation through the confrontation of ideas. Also, wordless films stimulate ideas and allow the inclusion of all students who, due to any limitation (e.g. hearing), can understand and contribute.
I really liked the materials: besides being very appealing, they address very important and current issues. I feel, however, that children aged 3 and 4 have difficulties in arguing, reflecting and talking about what they have seen.
The teaching materials are very appealing to my students and are therefore an asset for classroom work.
I found the initiative very rewarding, as it allows us to use different resources from those normally used in the classroom and, at the same time, leads us to reflect on the pedagogical practices applied until now.
The use of these working models and materials was a refresher for my teaching practice, working as an asset to improve my classroom activity, challenging myself and the students, especially in terms of orality and dialogue on a wide variety of topics.
I think that the teaching materials are very appealing and with them we can easily approach the themes and values that are so important for the child's day-to-day life. All materials are very well structured.
The materials are very appealing and definitely a good material to explore with students.
The materials helped me a lot to promote interesting activities with students.
The development materials I experimented with in the first session were stimulating and attracted maximal attention on the part of the children. The children revealed great interest and curiosity and watching the videos increased the quality of their discussions. The experience was introductory and now we have to work on the rules of listening and relating to another's words.
Lessons with interesting and important content. You can come up with lots of ideas for further discussion in the classroom and for delving into the topics. As a special-education home room teacher, I am required to delve into these topics and use various illustrations and different means when there is a difficulty in understanding but I could really relate to the topics and content and videos.
My only difficulty in this whole new area is referring back to a comment of one of the group members in the forum discussions. The comments do not always upload on time or upload at all. I feel like I put a lot of time dealing with the forum until I understand how things work. In terms of the development materials - the lesson promopt card serves as a great preparation for the activity, the questions included in it provide very useful guidance and the videos are very successful. Thanks!
Well done and thank you for the opportunity
I would love for more guidance, information and materials to help guide me before a lesson with wordless videos
The development materials are designed in an intriguing and interesting way, it is fun to use these materials and to convey a message to the class
My experience is not so good for a very technical reason 1. I do not have internet access in the kindergarten so the videos do not upload at all in the kindergarten. I really believe in the program but do not really manage to implement it in the kindergarten and that's a real shame. I would be happy if there were another session where people would talk and we'd hear about experiences shared by all course participants.
I built the discussion schemes with the children. Is this what you meant or are there discussion schemes required by you? The group consists of kindergarten children so I relied on rules that are familiar to them. Also, there was a great technical difficulty in the video process. I currently have 3 videos to watch. I think I'll need more help by sending videos to me in due course. A full picture of the dialogue will be available later as we gain more experience
"I'm less convinced that it is suitable for younger ages
The videos are eye-catching and the students are able to understand part of the video theme (students with low-functioning autism) and guiding questions and mediation are sometimes to different extents in order to understand the video. It is not always possible to use all the value-related concepts especially for the different populations
The professional development materials and great videos serve as a fertile ground for discussion around cultural values. However, I feel I need to thicken the lessons, come up with ideas to expand the discussion and the involvement of the values taught, I would be happy if there were more aids and teaching materials in addition to what is available as well as a greater variety of possible activities in each lesson prompt card, for the teacher to choose from.
Mediation of wordless films for the classes in which I taught and teach this year is an important field and so are the actual topics that are presented in the films. In the eyes of home room teachers and educators, it is important that we learn creative tools and non-verbal communication methods that we mediate and teach our students to use as language and dialogue for all intents and purposes, and especially when it comes to students with communication disabilities, like my students.
Wordless videos are not always clear even to me, and the message you want to get from them only becomes clear with the help of the lesson prompt cards. Students need mediation and guidance on the part of the teacher.
The films are very interesting and enriching, thought-provoking both for me and for the children in the kindergarten. They serve as a great platform for discussion and discourse. Hopefully in the future they will also cause and contribute to the optimal climate in the kindergarten. I'm still experiencing difficulties when logging into the site and it's a bit cumbersome for me.
The students and I are enjoying every moment. I feel privileged to be in a course like this and it's all thanks to the instructor. Very well done
I would love to know how the topic of dialogue can be continued even without films, in the various aspects of life which are taught in the kindergarten
The professional development material serves as a springboard for me when it comes to engaging in cultural values in an experiential and fun way for my students. The wordless videos enable me to deliver lessons concerning ethically important topics for my students in an interesting way. Dealing with these topics in the classroom promotes emotional and ethical discourse and promotes discourse and dialogue between students in the classroom.
I think the study is not good for preschoolers but more appropriate for older ages
Very interesting and beautiful films, eye-catching. The students really enjoyed it.
Thank you for an ongoing learning experience taking place on the go.
The videos appeal to the viewer and the children enjoyed them and I continue to work on the topic with the kindergarten children
The materials are very nicely designed and attract the attention of the students. Sometimes the goal and value you want to convey in that lesson is more abstract than what is conveyed in the video itself.
There are videos that I think in early childhood needed more information in order to mediate them to children. Overall the program is presented in an attractive and interesting way. A more normal and continuous year is needed in order to examine the impact of the program properly. It was very difficult to teach in the face of the COVID-19.
The videos were interesting and discussed topics from everyday life, which made it easier to develop the topic and maintain the discourse rule .
The students were fascinated with the non-verbal videos. I enjoyed every moment in delivering the lessons. And I was very happy to take part in this study. If there are additional classes on the topic, I'd be more than happy [to participate].
At first I was afraid that the children would not understand and would not cooperate in the activity of the wordless videos, but when I started showing them the videos they cooperated and revealed interest, laughed, got excited .. These videos have led to discussions and listening. I'm glad I've been exposed to an additional tool for creating dialogical discourse.
I enjoyed the teacher training course and would love to implement it regularly in my next classes as well
"I believe that this is a great project for older ages "
I have not thought about using wordless films in class before and I am glad that the DIALLS project gave me the push to do so. I now see the many possibilities and areas of application for such films. I find the training material for the wordless films appealing and clearly understandable. The information can be easily transferred to other subject areas, so that one has value from the training material that goes beyond the DIALLS project.
I am missing exercises such as those that are common in the process of mediator training in schools. When students are gripped by a topic it is difficult for them to remember the rules of the discussion - practice on this would help. The rules for the discussions should be listed in student-friendly language so that they can, for example, put up in a large format in the classroom. Or individual rules are presented again and again to remind the Students of them. The wordless films are otherwise very well received. The Students look forward to seeing them every week. The film Streetart in particular was very well received by my 5th grade. Above all, they found the research on successful and not so successful street art in the www great and immediately made a powerpoint presentation on it.
I noticed that they contain a lot of theoretical background, but unfortunately few concrete practical implementation options. But that's exactly what I would have liked from further training material - in addition to the lesson proposals. Furthermore, I would like to point out that the concentration phases are rather short, especially in younger grades, and the pupils do not yet have the attention span to follow long discussions. Here practical approaches or methods would be helpful, through which the pupils get into an active activity in order to be able to reflect their experiences with it afterwards. I hoped for more input in the further training material.
I find the design and structure of the materials quite confusing. thus, I have to do a lot of jigsaw puzzles to put the contents together into a picture. So that the further training materials benefit the students better, it would be nice if they included specific exercises, for example for arguing on a specific cultural topic. Overall, a lot of the materials are kept very general. I would like to see more depth in some places. In order to understand the goals of DIALLS, however, the materials are definitely helpful.
The wordless films impress and arouse curiosity. Excellent as an impulse and material.
Even if the training material has been worked through in detail, the reality with your own students is of course a challenge. How do they react? How do they understand the goals? How do we come to an agreement on how to deal with one another without sticking to traditional phrases. The S. already know exactly what the teacher is getting at. It's about actually changing structures - it's a lengthy process.
I find the materials impressive. It was helpful for me that I was able to talk extensively about the materials with a colleague. It was also good that, because of an exam, I had the opportunity to write about the materials, thus, to think about them in writing and thus to check and deepen my understanding. And there are films that I can't do much with. Unfortunately, I was only able to perform the DIALLS courses in the various groups to about a quarter. That's why the films that I can't do that much with haven't appeared in class so far.
The pupils accepted the wordless films very well and have asked about them every lesson since the first film. The films are wonderful impulses to hold conversations and gain knowledge.

Lesson Plans Open Feedback: Finally, is there anything else about the lesson prompts that you want to tell us? You can provide written feedback on how you experienced the lesson prompts in the text box below.
- I liked the ideas for cultural expression at the bottom of the page because there was a variation of tasks and more flexibility - Discussion prompts were clear and kept focus to the discussion - The section 'Beyond the film' allowed pupils to make wider connections which I felt was necessary and enriched the learning - Liked the flexibility - Suitable for online learning in live lessons, but worked better in a classroom environment
Perhaps the questioning could be levelled following a Blooms Tacsonomi approach?
I liked the discussion prompts to use as a basis for your questioning during the lesson. There are some lovely ideas for developing cultural expression. My children greatly enjoyed the films and lessons and looked forward to them.
Some were very effective for my year 3 children but I have found that by branding the whole of KS2 as the same it has meant that my year 3 children have struggled to understand the concept of some of the more abstract videos.
I found the lesson prompts a good starting point and they helped me to focus on the learning of the lesson. I could then take them on and develop my lessons to cater for the needs of my own cohort and think about how I might want to expand the learning beyond discussion anticapted by the prompts.
They provide so much scope for extension work and project based learning. It's great to have such a wealth of stimuli. Thank you!
The lesson prompt was easy to follow and the children thoroughly enjoyed the lesson. I feel as though they got a lot out of it and am looking forward to the next one.
The lesson prompts are engaging, flexible and support the sessions.
The instructions were very valuable and very useful as it helped me to reflect on the power of talking to children about different topics, and the importance of children being able to share and accept different opinions.
The lesson prompts were very useful and helped me to plan the lesson and making it happen.
As I work with young children, they learn best through action; as such, we used the lesson instructions to reflect and then acted on the practice, in our daily lives, to put the ideas into practice.
I think the lesson instructions are well designed, with interesting and motivating working guidelines, being open and enabling new approaches. Sometimes, I used the Dialls lessons as a starting point to approach curricular contents, such as Education and Citizenship.
I think that the lesson instructions could also contain a questionnaire to assess students' learning or reflections on each topic.
The lesson prompts seemed to me to be very well structured, serving as a resource and support for lesson planning in the context of other literacies.
The lesson instructions enabled the articulation with the Portuguese curriculum and Citizenship and Development. In this way, I could always work in curricular articulation.
The lesson instructions helped me a lot, they were essential for the success of the lesson, as they clarified the goals and the means to achieve them.
The instructions are very clear and assist the teacher in dealing with the different topics.
I always consulted the lesson prompts and applied them, sometimes adapting them to the way the class and the discussion was going.
I consider that the lesson prompts are clear and adapted to the purposes, and thus facilitate the implementation of the project.
For me the lesson prompts were an asset.
The lesson prompts are very clear. Therefore, it is very easy to apply the activities.
The lesson instructions are an excellent starting point, from then on I always gave my students the freedom to decide the best way to work and present the themes. Sometimes, some groups asked other questions (other than the ones suggested in the instructions "beyond the film"), which made the activity proposals more enriching and meeting the students' ideas.
I considered the lesson prompts clear and objective, very easy to understand and apply.
The instructions are very clear and easy to put into practice. When made public, they will be very valid for Citizenship classes in particular and any subject in general.
The lesson prompts seemed quite clear to me and through them I was able to apply the resources without difficulty.
The lesson prompt cards served as an anchor for me. I used them as preparation, so as not to miss important concepts and values. Thank you
Before each lesson I watch the video several times, then print out the lesson prompt card and read it. All this helps me plan what to explain to the children at the beginning of the session, in addition I prepare with them a clear list and demonstrate to them the use of the sentences 'I agree with ..' and 'I disagree with ..' out of the ideas that appear on the card. In addition I encourage the children to use these sentences when they share their ideas. Using the card I prepare questions in advance for after they have watched the video and we hold a discussion following these questions.
The way we were asked to comment in the forum was very uncomfortable and messy. The responses are not arranged chronologically, every time you have to open and close topics many times just to be able to respond. It's really cumbersome and doesn't look very professional.
The lesson prompt cards helped a lot in understanding the message and planning the lesson also in terms of the materials that I need to add to the video in order to clarify the message of the video
I would like to note that the lesson prompt cards are very good and effective. They are very helpful in understanding the message of the videos and express ideas for activities with the students in the classroom.
I have an enlightening comment regarding the comments on the platform. It's bothersome that you can't view all comments and have to open each window separately
The students learn so many meaningful and relevant values concerning their school and the school system from the DIALLS lesson prompt cards and content. It is stylish and suitable for every level of teaching and for every teacher, in every sector and for every level. Well done.
The lesson prompt cards were clear and provided guidance and helped to convey the lesson in the best way
The lesson prompts helped me prepare the lessons and understand the goal from the videos.
The lesson prompt cards convey the rationale and teaching methods in a clear and matter-of-fact manner. I enjoyed every moment, I learned and taught new, fascinating, and fun topics for the students and for me.
The lesson prompt cards help me build and plan the lesson, the card is inviting and catchy. I always use it when planning the lesson and it provides me with wonderful ideas for activities following the video (artefacts, model preparation..)
The lesson prompt cards served as a good basis for me when building the lessons. The goals are clear both in terms of content - the values and in terms of discourse skills. However, in each lesson, I had to develop the card, think about additional educational activities, because the card is lacking, it's too concise! It is worthwhile to provide a database of activities, a wider range of questions for discussion, various suggestions for the course of the lesson, so that each teacher can choose what she relates to ...
It is very helpful to use them [the lesson prompt cards] and they are easy to understand and apply
The lesson prompt cards were great and clear
Unfortunately, hardly anything was possible because of corona.
The lesson proposals could be more detailed. They should be complemented with exercises. In order for the Students to be able to practice entering into an intercultural dialogue, they have to practice this. This also happens, for example, with dispute settlement training. For example, I can think of exercises to change perspective.
For me it was nice that I was able to develop the DIALLS materials together with a colleague. Over a longer period of time, I kept looking at the suggestions for the lessons along with the other materials. Suddenly I had a good overview, the whole thing seemed reasonable and good to me. From this point on, I was also able to set individual accents for the classes / groups. Overall, I followed the suggestions quite closely.
Due to the pandemic, I was only able to show the first 4 films for ages 4-7. I worked several hours on each topic. The questions about the film were often helpful. However, I find the stimulations for designing the cultural artefacts lacking- like for the film Ant. Younger children in particular, often find it difficult to reflect on situations that they have not experienced themselves. Acting out what happened in the ant burrow to experience what it is like to improve things together helped the children to verbalize what they had experienced afterwards and to recognize the idea of democracy. After this experience, on the topic of solidarity (November film), I gave the children the task of crossing an imaginary river together with the help of stones (newspapers). each child only had one stone available. The pupils therefore had to find a solution together, how they could all get across the river together with the existing material. Several proposals were discussed and eventually one of them was implemented. After this practical experience, the pupils succeeded very well in reflecting on what they had experienced, transferring it to other situations and answering the question When have we ever worked together to solve a problem? to answer. This thought can also be found in the proposal for film 5 (Law of the Jungle), in which the children should practically practice fair sharing. I miss that with the other topics (sustainable development, environmental protection, inclusion, etc.).
The practical suggestions that go beyond the mere discussion are usually too time-consuming. It would be nice, for example, to get smaller topic-specific games or something like that as a suggestion. Then you'd better get it accommodated in a lesson.
Unfortunately, it was due to the students who were not as willing to discuss as I would have liked

SPCLL Open Feedback: Finally, is there anything else about the SPCLL that you want to tell us? You can provide written feedback on how you experienced the lesson prompts in the text box below.
- Very useful to see examples of different experiences - Liked the link to go back to the indicators - Easy to use. Liked different columns for different stages of development - Detailed if someone was unsure how to develop a specific skill - Easy to see development or what needs to be developed further as it was all on one page - There are some issues with the Welsh translations - titles missing and incomplete. - Cultural learning progression tool not yet available in Welsh on the website
I have used the SPCLL briefly but have considered it for curriculum planning-and for this it is very ueful.
Again, useful tools that will enable the development of DIALLS beyond the scope of this project, which I think is the most exciting element of this!
The SPCLL document is very long. It is very valuable as a reference before a lesson and helpful in guiding the children to different understanding of the values. It would be helpful to have an assessment grid which incorporates all of the values. A summary of values to highlight.
I like how the cultural learning tool was reflected in the lesson prompts so you could clearly think about opportunity for developing cultural themes. With the dialogue progression tool I found it helpful to see how the teacher was responding in the examples. It was useful seeing examples of discussions as you could think about discussions in your own class and how you could facilitate developing them further.
I would have liked to have had access to the tools earlier in the programme
It was a scale that supported me to the extent that it allowed me to check the level at which my children are situated in terms of dialogue and argumentation. Not so much for the content of what they say but for the way they argue and how they accept the arguments of others.
It could have shown up earlier to see where we wanted to put ourselves, like the next objective.
This was, for me, the most complex activity, from the point of view of filling out documentation and registration. Although, from a practical point of view and from my professional experience, it is empirically and consciously relatively easy for me to perceive the students' reactions to the different approaches and the different films or activities resulting therefrom, as well as to see the evolution recorded in the students during the classes / activities implemented in the scope of the project, filling in the document proved to be a complicated task and one that caused me some concern.
I would like to express how beneficial it was to become aware of this resource, not only for the implementation of the project, but also for the development of a dialogical pedagogical practice, regardless of Literacy , theme or content.
I have nothing to say. I think that scales are an asset to guide us and to be able to position students at different levels.
SPCLL helped me to analyze my role as mediator and in what sense I can guide my work to help the class to develop and improve the skills of dialogue and understanding of cultural literacy issues.
As I mentioned throughout the questionnaire, SPCLL is an asset in this process. All the materials, together, promote the autonomy of the Professor to work as he wishes the various short films, while never failing to give flexible indications / orientations, a guide for the work we intend to accomplish.
I would like, once again, to highlight the appealing and motivating form of the materials, which allow an enrichment of themes and practices, even changing the educational paradigms that base our daily lives in the educational community. SPCLL allows us to reflect on our educational practices and reflect this reflection on our students, who as digital natives, are used to the immediate, the ephemeral, and in this way, using appealing images, they think and reflect on fundamental issues of the current world. The application of the project was more limited by the circumstances of the pandemic, in which we experience the way of being in school due to that pandemic, but I intend on returning to school, post-confinement, to apply the materials more easily. I would like to highlight, once again, the richness of the project and the extraordinarily appealing way in which they lead us to reflect on essential issues of our experiences in society and in the current world, with the challenges that arise.
It helps to understand the levels at which students are at. And they help guide the work to be done.
The SPCLL and the Dialogue Progression Scale, in addition to being an asset for me and my students, in all the valences already mentioned in the survey, contain excellent indicators that can be used as items for reflection and self-assessment tool for students. students / groups.
I enjoyed expanding my horizons using the tool and used it when dealing with ideas/concepts and when preparing for the children's watching of the videos.
The tools that are uploaded to the site are very helpful in preparing the lesson, as well as during the lesson. The children cooperate and look forward to the lessons involving wordless videos.
I enjoyed using this tool. I believe that in a normal school year, where children attend kindergarten regularly, the tool would have been delievered in a more optimal way. The children really enjoyed the videos, and this only reinforces the opinion that every kindergarten should have the facilities of interenet access and a projector, as is customary in schools. The tool is important and very helpful for children.
The SPCLL tool was a kind of indicator for me, both to track the progress, and to direct me towards the goals.
The children whom I teach enjoy the lessons and the videos very much and relate to them and (to my great surprise) manage to understand many of the values and messages presented, in spite of their communiction disability.
I enjoyed working with your videos. Some of the videos were too complex for the students, so I had to make some adjustments. But despite everything it was fun. And the students liked your videos too. Thank you
I feel it did not suit the ages at which I taught
It was an experience for me and the children to work with the videos that appeal to the viewers and convey an important message and what helped me in the preparation is the lesson prompt card. Thank you for the support and help
I really enjoyed using and working with SPCLL. The students have made progress and learned in every lesson.
Working with the videos while illustrating the values being learnt greatly contributes to my students and allow me as a teacher to convey messages and ideas concerning the values that constitute the basis of our cultural conduct as human beings. I really enjoyed working with the program.
The idea of working with children using videos and extending the teaching to different directions is wonderful in my opinion. The difficulty was that children with complex disabilities require the teacher's mediation in every little detail and sometimes the explanation in the lesson prompt cards wasn't detailed enough.
It was fun and nice for me to work on the videos and share the summary and read what others have commented. And good luck to everyone
Unfortunately, hardly anything could be done because of corona.
Unfortunately, due to the lockdown, I no longer had the opportunity to use the tool. I would like to do this in the future, if I can do the lessons again in class.
We should have had that much earlier. That would have made a lot of things easier for me.
I find everything a bit confusing, but I don't have a suggestion ready either!

Discussion Forum Open Feedback: Finally, is there anything else about the discussion forum that you want to tell us? You can provide written feedback on how you experienced the lesson prompts in the text box below.
- Posts were interesting - Many posts gave ideas and suggestion which inspired me - Victoria replied to questions quickly - A zoom meeting was scheduled after I posted asking about how to use DIALLS when remote learning which was great. - Getting an email to notify you of when someone's responded to your post would be beneficial. Sometimes I'd write a post and not check it for a few days therefore didn't see the reply. This might encourage others to contribute more. But, sometimes I would get an email so I'm not too sure how this works..?
I think because there are two of us within the school involved, I have found discussions with my colleague in general easier than using the forum. However, particularly early on I found it useful to place some ideas online. I think this aspect has been impacted by the disruption caused by the lockdowns as there has been a reduction in the number of lessons delivered which has impinged on the volume of actvity.
It was a little difficult to navigate initially, for example, which area to contribute to for a specific topic as often the themes are related to different topics.
I feel like I contributed a few times to the key stage 1 area, as did my colleagues at school. We just felt like the discussion in key stage 1 was rater limited, from each post we would get one response at best, it didn't feel like an area where other teachers were expressing their views.
I found the discussions very interesting and used advice on planning and implementing the program.
I didn't feel this area was very helpful-realistically I didn't expect much engagement, there wasn't much useful discussion and it seemed like comments were being made to fulfil that aspect of the course. I wasn't particularly motivated myself to contribute to be honest.
I found it really useful reading other people's posts. It was useful to see how people were getting on and I could gain some ideas from what other people wrote.
I didn't particularly find the discussion area useful There were some good points made but nothing particularly revealing or useful.
I have little experience of an online discussion forum. I do like to discuss ideas and experiences with other teachers. Perhaps it is my age but I am not very drawn to online discussions. For me the remote nature means it is not very spontaneous so you have to make time when perhaps you are not feeling totally in tune with the lesson, there is not an immediate response necessarily. On the other hand without this, if you are working alone on the project in school there is no one really to talk to and this is definitely better than nothing at all.
I really should have made better use of the Discussion Area, but I ended up making the shares that I thought were pertinent during the training sessions and I also listened carefully to the shares of the other teachers, in those same sessions. As the day went by, I ended up not taking advantage of the benefits of the Discussion Area.
I think it could be more dynamic. Exchanges between participants should be intuitive.
Some people's ideas intersect with my ideas and give me ideas to continue them. On the other hand, it is also interesting when the same film derives from different approaches and both are highly interested in the development of Dialogue and cultural literacy. I also think that if the discussion area were more intuitive with regard to sharing photographs of the work done by teachers with their students, it would become even more attractive and enriching. In my case I found it difficult to load the works.
Participation in the various topics seemed to me somewhat confusing, that is, I had some difficulty in managing if I had entered all the topics in the Discussion Area, as requested.
Nothing to add. I loved participating in the project despite not having much time to share the work done with my students.
I would have liked to have participated more actively but my lack of knowledge and lack of desire to use the tool conditioned my participation.
It was clear to me the diversity of approaches that teachers can take when promoting dialogue and debate on the same topic of cultural literacy. Just as it was clear the diversity of responses / paths that a class can give / follow during the dialogue on a certain topic. Discussions between teachers and sharing experiences are always enriching and help us to improve our teaching practices.
Discussions between DIALLS teachers effectively allow us to feel part of a community and exchange ideas and opinions. It is possible to verify the impact of activities on students, their reactions, their gains and, even more, see that it is possible to react, without words, to transversal / cultural / multicultural issues common to all of us Europeans.
The discussions are enriching. I read some.
I considered the area of ??discussion to be very important and pertinent, serving as a space for the exchange of ideas and work practices, which contribute to the enrichment of practices in class, personally, I had some problems in accessing the area of ??discussion, which limited my participation.
Sharing experiences helps to have more information about how we can use the various resources.
Sharing different experiences with the Dialls material allows us to have different approaches on a theme and to review or adapt the way we apply and interact with the group of students. This type of forum allows us to work collaboratively.
The forum serves as an excellent platform for peer learning. There's no doubt I got ideas and was happy to share.
The teachers and kindergarten teachers have provided me with support. The forum is interesting, instructive and supportive. I have often found myself using ideas from feedback my colleagues have written thank you
I enjoyed reading how teachers taught videos that I also taught and especially hearing the students' reactions to the video since I work with special-education students.
The forum discussion platform was very user-unfriendly. It is very difficult to find the comments I have written in the past, to read comments that have been written to me about my remarks, I have to go through all of the comments from the beginning of the course, and even then there is no guaranteed that I will find [the desired comment]. There is no order in the accessibility of the forum members and of posts relating to me. I really didn't like this platform technically, it didn't help me at all.
I wanted to point out that the forum structure is inconvenient and ineffective for the participants. From lesson to lesson comments are pushed down and it becomes difficult to find the desired comment, the desired lesson. You need to come up with a more convenient forum.
In my opinion, the materials form the basis for the forum.
In the forum I enjoyed reading how others delivered the material and how the children they taught responded to the videos
I am very glad that I was part of the DIALLS family and it was an experience for me to work with a team of teachers and professional kindergarteners, I acquired a lot of knowledge and ideas. Good luck
I taught the materials in a class consisting of students at different levels of cognitive functioning. I liked the advice of the forum members. The ideas helped me to reach out to students in different, varied and interesting ways. Thank you for the experiential, powerful and challenging experience.
It felt pretty unnatural and artificial ... I only commented because I had to.
I enjoyed taking part in the forum exchanges. I used ideas shared there and came up with ideas myself. I loved that everyone had something in common and also different and fertile. Thank you for the privilege of taking part [in the program].
Since I generally do not use any forums, the DIALLS forum was of no help to me. However, this is not due to the design, but to my user behavior. Nevertheless, I wrote two articles for it.
It was good to readabout the different things that can be done with the materials. That was inspiring and I incorporated some of the ideas into my lessons. Sometimes I was missing the context of what another person was trying and doing. Which subject in which class / group did she teach? What were the students' issues and problems? I think it would be good to continue to have such a forum.