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Comenius project 2004/2005
Comenius project 2004-2005
Setting Europe in motion - Integration as school development project
Documentation of the work done by school partner n.4
Liceo Classico “M.Cutelli”-Catania (Italy)
In
the first part of the school year some teachers worked on welcome
activities in order to facilitate the integration of students coming
from different schools, sometimes from different towns, and also
students of different levels.
The following is an example of a welcome project.
PLACE
English class
TIME
Five 50 minute lessons
TARGET PEOPLE Above all English; mother tongue when necessary
LANGUAGE Students of first yesr of high school, about 14 years old
RATIONALE Favouring and quickening the integration of students from different schools, social groups or cultural level.
1st day.
The teacher welcomes the students and introduces herself.
The students introduce themselves then participate in ice breaking dynamic activities to learn the names and to know each other.
2nd day
The students describe themselves with adjectives or short sentences.
The
students and the teacher set a list of the recurrent characteristics
and find out that the class is made up of many different kinds of
teenagers but, at the same time, that they have a lot of things in
common.
OUR CLASS
(26 people)
Everybody likes travelling
Everybody is friendly
23 have a sweet tooth
22 are fond of music
19 are good readers
18 are interested in computers
15 are fond of sports
15 are sensitive
14 love animals
14 love sleeping
12 like going to the cinema
12 are shy
11 are generous
11 are lazy
10 are chatterboxes
10 are funny
6 are fond of art
6 are solar
4 play an instrument
3 are football-crazy
Then
the teachers provide the students with an affective entry test in their
mother tongue in order to know their feelings about school in general.
AFFECTIVE ENTRY TEST
1) Do you like staying in class?
2) Do you think to be a good student?
3) Write at least 4 good qualities of yours.
4) In the past how did you use to feel at school?
5) Is it important for you to have new friends as soon as you start a new school year? Why?
6) What is the quality a good teacher HAS TO have?
7) What is the quality a good student HAS TO have?
8) Why do you study?
9) Do you think mistakes have always to be corrected? |
RESULTS
We found out that Students, at the beginning of the school year,
Have a positive attitude towards school
Think to be “decent” students
Like staying in class
Give great value to culture
Give great value to friendship
Think that a good teacher has to be understanding, prepared, patient and funny
Think that a good student has to be respectful and willing
Want to be corrected because “practice makes people perfect”
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3rd day
The students work in groups (groupworks are very good to integrate) to decide which rules have to be kept while in class.
The students, together with the teacher, set the regulations that will be hanged on the wall
Then the teacher leads the students to a tour of the school to show them where facilities are.
4th day
The
teacher reads and explains her year-planning, to make the students
aware of what they are supposed to achieve within the end of the scool
year and how they will be evaluated.
The students and the teacher analyse the course book to familiarize with its lay-out and content arrangement.
5th day
The students take a written entry-test of English. Actual work starts!
FEEDBACK The
students are happy with the activities done during the first English
classes. They say that, while practicing spoken English, they have
started to know and accept each other in a fast and funny way.
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Another little group of teachers started a project of continuity with a Scuola Media (first degree of secondary school)
from which many of our students come. The aim is to encourage also
foreign or disadvantaged pupils to choose Liceo classico which is
generally looked at as a very difficult and selective kind of school
but, at the same time, a kind of school detatched from working reality.
This project will last for two years involving the exchange of teaching
material and experiences. This year five
meetings of the classes involved are planned. They will be preceded and
followed by individual and group work in class.
ADDRESSEES 12 and 13-year-old students of the last two years of “scuola media”.
14 and 15-year-old students of the first two years of high school
OBJECTIVES Facilitating the passage from a lower to an upper school level
Improving integration
Developing school guidance
Learning or improving efficient study method
TOOLS
Tests , questionnaires, memotechniques
LENGTH
Two school years
METHODOLOGY Meetings between target classes
Production of didactic documents
Creation of heterogeneus groups for team work
Meeting of teachers to evaluate the project’s result and feedback from the
students
EXPECTED RESULTS Good self-evaluation and evaluation of other students’ ability
Higher motivation to home work
Use of techniques of time management when studying at home
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As in our school the
need to increase the level of integration and continuity between high
school and University is deeply felt, we also started a two year
project of vocational guidance with the cooperation of the University of Catania and external experts.
Below there are the stages of the part of the project that took place this school year.
VOCATIONAL GUIDANCE PROJECT
ADDRESSEES : Students of two classes attending the second last year of high school
TIME: March- May 2005
1ST STAGE
PRESENTATION TO THE TEACHERS
ACTIVITY meeting of two experts with a little group of teachers
OBJECTIVE spreading the principles of vocational and career guidance among the teachers of the
Students involved in the experimentation
2ND STAGE
PRESENTATION TO THE STUDENTS
ACTIVITY meeting of experts, teachers and students.
OBJECTIVE -making students aware of the importance of vocational guidance
-making students familiar with the tools they are going to use that are:
QIP (a 67 items questionnaire worked out for the needs of Sicilian students of 17 or
18 years to facilitate them in the post-certificate choice)
QDO (a note-book worked out at the University of Psychology concerning above all self-evaluation of the students about the many psichological aspects involved in their choice)
3RD STAGE
ADMINISTRATION OF THE QUESTIONNAIRE
ACTIVITY Students fill in the questionnaire provided by their teachers
OBJECTIVE collecting data
4TH STAGE
DATA PROCESSING
ACTIVITY the experts separately examine the questionnaires and work out the results
OBJECTIVE elaborating results
5TH STAGE
DATA RESTITUTION
ACTIVITY meeting of experts and students in classrooms
OBJECTIVE improving Students’ self-knowledge about psychological variables implied in a
process of choice
6TH STAGE
INDIVIDUAL INTERVIEWS
ACTIVITY the Students meet an expert individually if necessary
OBJECTIVE making Students’ideas clearer and giving further help to the most undecided students
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Finally,
during this school year, we tried to strengthen and increase all
extracurricular activities, such as drama, choir, sports, film club,
workshops and others as we think they are fundamental to make students
from different classes and different cultural level to integrate.
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