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Presentation of Comenius 1 project written by Valeria Dal Molin

LICEO GINNASIO STATALE “G. B. BROCCHI Classico – Linguistico - delle Scienze Sociali –Scientifico - Scientifico/Tecnologico Fondato nel 1819. Presentation of Comenius 1 project written by Valeria Dal Molin. Presentation of Comenius 1 project. The “ peer tutoring ” has been oriented since

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Presentation of Comenius 1 project written by Valeria Dal Molin

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  1. LICEO GINNASIO STATALE “G. B. BROCCHIClassico – Linguistico - delle Scienze Sociali –Scientifico - Scientifico/TecnologicoFondato nel 1819 Presentation of Comenius 1 project written by Valeria Dal Molin

  2. Presentation of Comenius 1 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. the peer-toturing It was conceived as another or extra occasion-opportunity

  3. Presentation of Comenius 1 project When the project 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 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 mark off, to delimit. So, the final tests could be more objective.

  4. Presentation of Comenius 1 project Tutors were chosen according to • their school discipline results • level of reliability and helpfulness • communicativecompetence.

  5. Presentation of Comenius 1 project At the beginning the departements involved were English Math-Phisics Italian

  6. COURSES 10 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 LEVEL from elementary to intermediate for English pre-intermediate for latin pre -intermediate for math intermediate for phisics. PEER TUTORING 2006-2007 (February-March-April 2007)

  7. PEER TUTORING 2006-2007 (February-March-April 2007) TIMETABLE lessons/periods of 60 minutes in the early afternoon, usually once a week 5 lessons of English 7 of Math 8 of Phisics 2 of Latin

  8. PEER TUTORING 2006-2007 (February-March-April 2007) TUTEES STUDENTS 45 all together 20 for English ( 5 courses ) 10 for math (2 courses) 10 for phisics (2 courses) 5 for Latin (1 course)

  9. TUTEES 1st-2nd year/level (14-15 years old) for English and Latin 3th-4th year (17-18 years old) for Math and Phisics PEER TUTORING 2006-2007 (February-March-April 2007)

  10. PEER TUTORING 2006-2007 (February-March-April 2007) TUTORS 8 6 out of 8 were older than the tutees (cross-age tutors) for English and Latin 2 were the same age for Math and Phisics

  11. PEER TUTORING 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

  12. ATTENDANCE nearly regular from 75-80% (except latin which couldn’t be carried out completely  for problems of timetable) PEER TUTORING 2006-2007 (February-March-April 2007)

  13. PEER TUTORING 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 with 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?), (will the peer be good enough?), balance between topics and time available.

  14. PEER TUTORING 2006-2007 (February-March-April 2007) METHOD OF TEACHING the tutors used mainly a circular-oriented lesson with a presentation and  practice phase, providing  stimulus with questions, answers, examples

  15. PEER TUTORING 2006-2007 (February-March-April 2007) TOPICS OF ENGLISH structures and functions For example: the use of the basic verbal tenses (elementary-pre intermediate level) the modals the conditional clauses 1°-2° type (pre-intermediate, intermediate level)

  16. PEER TUTORING 2006-2007 (February-March-April 2007) MATERIALS by the supervisor teacher from different books simple and essential charts with graded exercises for practice

  17. COURSES 3 Remedial-work courses of English LEVEL 2 groups of the 3rd year 1 group of the 5th year PEER TUTORING 2007-2008 (October-November-December 2007)

  18. PEER TUTORING 2007-2008 (October-November-December 2007) TIMETABLE once a week, 6 lessons/periods of 60 minutes TUTEES: 15 altogether 5 students each, each group from the same class, selected by their teachers TUTORS Two 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 the students themselvesproposed an American school mate they had been working with previously

  19. PEER TUTORING 2007-2008 (October-November-December 2007) SUPERVISOR TEACHER: One (me) ATTENDANCE: 80% MATERIAL photocopies with charts graded structural exercises (3rd year) literature extracts with questionnaires to answer and discuss (for the 5th year)

  20. LEVEL pre-intermediate advanced RESULTS 4 out of 5 positive 2 out of 5 positive 3 out of five positive 60,00% PEER TUTORING 2007-2008 (October-November-December 2007)

  21. PEER TUTORING January 2008 The method became official The principal Ms. Maddalena Lazzarotto proposed it as another “remedial-work” course  which might be chosen by all the teachers of the school In 2008 spring the method began to spread and became more popular

  22. PEER TUTORING 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), selectsthe peer from his class (or from others), arranges, the material, the topics,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 registerform to record the attendance, periods, topics. The tutors gets a reward: they  are usually paid with money to spend freely (€7,00/hour), and school credit is recorded.

  23. PEER TUTORING January 2009 It is very important that the teacher undestands: • the nature of the tutees’ s problems very precisely • defines the topics to be repeted/revised, • provides the  tutors with good material • there must be a balance between the  tutors’ and tutees‘ resources (what they can do) lessons (available time)   the final target Peer-tutoring  must be a positiveexperience and  if we plan it  very carefully, we can get it.

  24. PEER TUTORING January 2009 In January, during the meetings for the first term results, peer-tutoring courses were proposed by a lot of colleagues because the method was presented as an official choice. So, in the school, a lot of courses have been organized for several subjets like, for example: math informatics chemestry mechanical drawing German language.

  25. PEER TUTORING 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.

  26. Number of students: 8 Level : pre-intermediate Timetable: once a week, 5 lessons/periods of 60 minutes PEER TUTORING February 2009

  27. PEER TUTORING February 2009 Tutees 4 with a peer 4 with me Place in the same class

  28. Topics use of basic verbal tenses (simple present, present continuous, simple past, past continuos, present perfect, simple past) Material simple, clear charts, graded exercises. PEER TUTORING February 2009

  29. PEER TUTORING February 2009 METHOD OF TEACHING mainly a circular-oriented lesson with a presentation and  practice phase, providing  stimulus with questions, answers, examples

  30. ATTENDANCE 70% with the teacher 80% with the tutor PEER TUTORING February 2009

  31. PEER TUTORING February 2009 RESULTS: In the teacher’s group: 2 out of 4 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 high level of interest, collaboration or argument, anyway the strong relationship amongthe tutor and the tutees which makes the experienceintense and valid.

  32. 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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