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COMENIUS 1 - EFFECT PROJECT 2007-2009 Lithuania, Belgium, Norway, Italy

LICEO GINNASIO STATALE “G. B. BROCCHI Classico – Linguistico - delle Scienze Sociali –Scientifico - Scientifico/Tecnologico Fondato nel 1819. COMENIUS 1 - EFFECT PROJECT 2007-2009 Lithuania, Belgium, Norway, Italy. 1.THE PRESENTATION OF THE SCHOOL: ” G.B.BROCCHI” LICEO

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COMENIUS 1 - EFFECT PROJECT 2007-2009 Lithuania, Belgium, Norway, Italy

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  1. LICEO GINNASIO STATALE “G. B. BROCCHIClassico – Linguistico - delle Scienze Sociali –Scientifico - Scientifico/TecnologicoFondato nel 1819 COMENIUS 1 - EFFECT PROJECT 2007-2009 Lithuania, Belgium, Norway, Italy

  2. 1.THE PRESENTATION OF THE SCHOOL: ” G.B.BROCCHI” LICEO 2.THE PRESENTATION OF THE PROJECT 3.THE PEER-TUTORING COURSES AND ACTIVITIES

  3. THE PRESENTATION OF THE SCHOOL:” G.B.BROCCHI” LICEO The liceo Brocchi is a modern “grammar school” because it consists of 5 courses: beyond the classics, there are: the scientific , the modern languages, the scientific- technological and the social courses. This high school is made up of 5 years/levels, it is a kind of preparatory school to university. According to the Italian system and to the last regulation of the Minister of Education , students must get positive results in all the school subjects included in their courses to pass to the next year/level.

  4. THE PRESENTATION OF THE SCHOOL:” G.B.BROCCHI” LICEO The students 'marks are recorded four times a year: with mid_terms reports, in November and March,then at the end of the first term: in January,at the end of the second term and school year: in June. Thus, if a subject results low/weak it needs to be recovered to get to the average/pass level which is 6 out of 10 in the Italian school system.

  5. THE PRESENTATION OF THE SCHOOL:” G.B.BROCCHI” LICEO Remedial- work courses are usually arranged to help students to overcome their problems. It is important to stress that at the end of the five school-years the students have to pass a final “ maturity” exam ,a school-leaving certificate. It corresponds to A levelexams which allow students to enroll university nearly directly, except for some faculties like Medicine,Architecture, Veterinary where students have to pass an entry test, as well.

  6. THE PRESENTATION OF THE PROJECT The “peer tutoring” has been oriented since the very beginning to go along other types of traditional “remedial -work” courses, the ones run by teachers of the same or of a different class. It was conceived as another or extra occasion-opportunity. When the projet began I proposed it to the department of English.The teachers chose the tutee-students, informed the families. As the focus is on the contents of the English language I asked the collegues to select the structures and functions to revise.

  7. THE PRESENTATION OF THE PROJECT The tutors had to know precisely what they had to work on . At this early stage of the project, we decided to make them work especially with structures rather than productive aspects of the language that are less objective and difficult to markoff, to delimit. So the final tests could be more objective.

  8. THE PRESENTATION OF THE PROJECT Tutors were chosen according to: a)  their school discipline results, b)  level of reliability and helpfulness, c)  communicative competence.

  9. THE PRESENTATION OF THE PROJECT At the beginning The departements involved were English Math-Phisics Italian .

  10. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2006-2007 February -March-April 2007 Courses: Ten classes/groups of remedial- work were arranged with the “new “peer tutoring approach: 5 of English,2 of math,2 of phisics,1 of latin.

  11. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2006-2007 February – March - April 2007 Level: from elementary to intermediate for English, pre-intermediate for latin, pre-intermediate for math, intermediate for phisics. Timetable: lessons /periods of 60 minutes in the early afternoon usually once a week: 5 lessons of English, 7of Math, 8 of Phisics 2 of latin.  

  12. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2006-2007 February -March-April 2007 Students: 45 all together: 20 for English (5 courses) 10 for math (2) 10for phisics (2 courses) 5 for latin (1 course). Tutees: 1st-2nd year/level (14-15 years old) for English and Latin 3th -4th year for Math and Phisics.  

  13. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2006-2007 February -March-April 2007 Tutors: 8 6 out 0f 8 were older than the tutees (cross –age tutors) for English and latin; 2 were the same age for math and phisics.

  14. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2006-2007 February -March-April 2007 Method of teaching Mainly a circular-oriented lesson With a presentation and practice phase Providing stimulus with questions, answers, examples, further exercises

  15. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2006-2007 February -March-April 2007 SUPERVISOR TEACHER: 4 1 for each discipline. They were either inside or outside the classroom, providing material, monotoring, ready to answer the students’ requests. ATTENDANCE: nearly regular: from 75_80 % except latin which coudn't be carried out completely for problems of timetable.

  16. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2006-2007 February -March-April 2007 Results: 65% altogether got positive results in the final tests the most positive side of the peer tutoring was Communication: All students highlighted the new way to interact we the “teacher”: more freely and directly, spontaneusly. There were problems connected with some timetables and prejudices at the beginning of the course (will the peer be good enough?), balance between topics and time available.

  17. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2006-2007 February -March-April 2007 Topics of English: structures and functions. For examples: the use of the basic verbal tenses (elementary-pre intermediate level), the modals, the conditional clauses (1°-2° type) (Pre-inremediate-intermediate level).

  18. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2006-2007 February -March-April 2007 Materials: by the supervisor teacher from different books, simple and essential charts with graded exercises for practice

  19. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2007-2008 October-November-December 2007 Courses: 3 Remedial- work courses of English Level: 2 groups of the 3rd year, 1 group of the 5th year Timetable: once a week ,6 lessons/periods of 60 minutes

  20. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2007-2008 October-November-December 2007 Tutees: 15 altogether 5 students each, each group from the same class selected by their teachers Tutors: 3 2 of the 4th year (cross-age), (One was proposed by the teacher of the class, one by me) one of the 5th (peer). (For the 5th class by the students themseves proposed An American school mate they had been working with previously).

  21. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2007-2008 October-November-December 2007 Supervisor teacher : 1 (me) Attendance: 80% Material : photocopies with charts, graded structural exercises (3rd year) literature extracts with questionnaires to answer and discuss (for the 5th year). Method of teaching Mainly a circular-oriented lesson With a presentation and practice phase Providing stimulus with questions, answers, examples, further exercises

  22. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2007-2008 October-November-December 2007 Level: pre-intermediate, advanced. Results: 4 out of 5 positive 2 out of 5 positive 3 out of five positive 60%

  23. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in January 2008 the method became official the principal Ms. Maddalena Lazzarotto proposed it as another “remedial work” course which mightbe chosen by all the teachers of the school. In 2008 spring the method began to spread and became more popular

  24. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in January 2009 Official procedure for the peer tutoring courses A teacher propones it to his/her students, from 1 to 5 (or more if possible), selects the peer from his/her class (or from others), arranges the topics, the material, the timetables (usually in the afternoon, at least 5 periods). There must be the assent by families and the students the class coordinator. The tutor is given a register form to record the attendance, periods, topics. The tutors get a reward: they are usually paid with money to spend freely and school credit is recorded.

  25. THE PEER TUTORING COURSESAND ACTIVITIES Peer tutoring in January 2009 It is very important that the teacher undestands the nature of the tutees ' problems very precisely, defines the topics to be repeted/revised, provides the the tutors with good material, there must be a balance between the Tutors’ and tutees' resources (what they can do), Lessons (available time) and the final target. Peer-tutoring must be a positive experience and if we plan it very carefully, we can get it.

  26. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in 2008-2009 in January, during the meeting for the first term results, peer-tutoring courses were proposed by a lot of colleagues because the method had been presented as official choice. So, in the schoool, a lot of courses have been organized for several subjets like, for example: Math – informatics – chemestry – mechanical drawing – German language

  27. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in February 2009 I organized 2 English courses in my 3rd year classes with a comparative approach. One group was tutored by me,another by a student in order to compare results, draw conclusions. Number of students: 8 Level: pre-intermediate Timetable: once a week, 5 lessons/periods of 60 minutes

  28. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in February 2009 Tutees: 4 with a peer 4 with me Place : in the same classroom Topics: the use of basic verbal tenses (simple present, present continuos, simple past, past continuos, present perfect, simple past) Material: simple, clear charts, graded exercises.

  29. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in February 2009 Attendance: 70% with the teacher 80% with the tutor

  30. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in February 2009 Method of teaching Mainly a circular-oriented lesson With a presentation and practice phase Providing stimulus with questions, answers, examples, further exercises

  31. THE PEER TUTORING COURSES AND ACTIVITIES Peer tutoring in February 2009 RESULTS: In the teacher’s group: 2 out of positive results (one student was often absent) In the peer’s group: 3 out 4 positive results CONCLUSIONS: The response to the peer’s course has been more positive; in fact the tutees appreciated the way they worked with the tutor: More freely, more directly, more simply I witnessed the higt level of interest, collaboration or argument, anyway the strong relationship between the tutor and tutees mekes the experience intense and valid.

  32. THE PEER TUTORING COURSES AND ACTIVITIES EXTRA PEER-TUTORING It is important to mark that peer-tutoring activities have been developed in different ways in our school: • To integrate students arriving from foreign countries (see Daniela Malpaga’s document) • To help and assist disabled students (see an English teacher’s document and Sergio Lucisano’s document) • To integrate students of the first year

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