LICEO GINNASIO STATALE “G. B. BROCCHI Classico – Linguistico - delle Scienze Sociali –Scientifico - Scientifico/Tecnologico Fondato nel 1819 Presentation

LICEO GINNASIO STATALE “G. B. BROCCHIClassico – Linguistico - delle Scienze Sociali

–Scientifico - Scientifico/Tecnologico

Fondato nel 1819

Presentation of Comenius 1 project

written by Valeria Dal Molinwritten by Valeria Dal Molin

written by V.Dal Molin


The “peer tutoringpeer tutoring” has been oriented since

the very beginning to go alongto go along other types

of traditionaltraditional “remedial-work” courses:

the ones run by teachersby teachers of the same or of a different class.

the peer-toturing peer-toturing It was conceived as anotheranother or extra occasion-opportunityextra occasion-opportunity


Presentation of Comenius 1 projectWhen the project began, I proposed it to the department of EnglishThe teachers chose the tutee-students, informed thefamilies. As the focus is on the contentscontents of the Englishlanguage, I asked the collegues to select thestructuresstructures and functionsfunctions to reviseThe tutors had to know preciselyknow precisely what they had tohad towork onwork onAt this early stageearly stage of the project, we decided tomake them work especiallyespecially with structures structures ratherthan productive aspectsproductive aspects of the language that areless objective and difficult to mark offmark off, to delimit.So, the final tests could be more objective.objective.



Tutors were chosen according toTutors were chosen according to

a) their school discipline resultsdiscipline results

b) level of reliabilityreliability and helpfulnesshelpfulness

c)c) communicativecommunicative competencecompetence.



At the beginning the departements involved were

EnglishEnglish

Math-Phisics Math-Phisics

Italian Italian


PEER TUTORING 2006-2007 PEER TUTORING 2006-2007 (February-March-April 2007)

COURSESCOURSES

10 classes/groups of remedialwork were arranged with the “new “ peer tutoring approach

5 of English, 2 of math, 2 of phisics,1 of latin

LEVELLEVEL

from elementary to intermediate for English pre-intermediate for latin pre -intermediate for math intermediate for phisics.



TIMETABLETIMETABLE

lessons/periods of 60 minutes in the early afternoon, usually once a week

5 lessons of English7 of Math

8 of Phisics 2 of Latin



TUTEES STUDENTSTUTEES STUDENTS45 all together

20 for English ( 5 courses )

10 for math (2 courses)

10 for phisics (2 courses)

5 for Latin (1 course)



TUTEESTUTEES

1st-2nd year/level (14-15 years old)

for English and Latin

3th-4th year (17-18 years old)

for Math and Phisics



TUTORS 8TUTORS 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



SUPERVISOR TEACHER: 4SUPERVISOR TEACHER: 4

1 for each discipline

They were either insideinside or outsideoutside the

classroom, providing materialproviding material, monotoring,

ready to answerready to answer the students’ requestsrequests



ATTENDANCEATTENDANCE

nearly regular from 75-80%

(except latin which

couldn’t be carried out

completely for

problems

of timetable)



RESULTS RESULTS

65%65% altogether got positive results in the final tests

The most positive side of the peer-tutoring was

communicationcommunication: all students highlightedhighlighted the

new way to interactinteract with the “teacherteacher”:

more freelymore freely and directlydirectly, spontaneuslyspontaneusly

There were problemsproblems connected with some timetablestimetables

and prejudicesprejudices at the beginning of the course (will the peer be good enough?), (will the peer be good enough?), balance between topics and time available.



METHOD OF TEACHING METHOD OF TEACHING

the tutors used mainly a circular-oriented lessoncircular-oriented lesson

with a presentation and practicepresentation and practice phase,

providing stimulusstimulus with questionsquestions, , answersanswers, ,

examplesexamples



TOPICS OF ENGLISHTOPICS OF ENGLISH structures and functions

For example:

the use of the basic verbal tensesthe basic verbal tenses

(elementary-pre intermediate level)

the modalsmodals

the conditional clauses 1°-2° typethe conditional clauses 1°-2° type

(pre-intermediate, intermediate level)



MATERIALSMATERIALS

by the supervisor teacher from different books

simple and essential chartssimple and essential charts with gradedgraded

exercises for practiceexercises for practice



PEER TUTORING 2007-2008 PEER TUTORING 2007-2008 (October-November-December 2007)

COURSESCOURSES3 Remedial-work courses

of English

LEVELLEVEL2 groups of the 3rd year

1 group of the 5th year



TIMETABLE TIMETABLE once a week, 6 lessons/periods of 60 minutes

TUTEES: 15 altogetherTUTEES: 15 altogether5 students each, each group from the same class,

selected by their teachers

TUTORSTUTORSTwo 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 themselves proposed an American school

mate they had been working with previously



SUPERVISOR TEACHER: SUPERVISOR TEACHER: One (me)

ATTENDANCE: ATTENDANCE: 80%

MATERIALMATERIALphotocopies with chartsgraded structural exercises (3rd year)literature extracts with questionnaires toanswer and discuss (for the 5th year)



LEVELLEVEL

pre-intermediate

advanced

RESULTSRESULTS

4 out of 5 positive

2 out of 5 positive

3 out of five positive

60,00%60,00%




PEER TUTORING PEER TUTORING January 2008 January 2008

The method became officialThe 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 schoolIn 2008 spring the method began to spread and became more popular



Official procedure for the peer tutoring coursesOfficial procedure for the peer tutoring courses

A teacher proponespropones it to his/her students, from 1 to 5from 1 to 5 (or more if possible), selectsselects the peerthe peer from his classhis class (or from others), arranges, the material, the topics,arranges, the material, the topics, the the timetablestimetables, usually in the afternoon at least 5 periods5 periods.

There must be the assentassent by families and the students , the students , the class coordinator.the class coordinator.

The tutor is given a registerregister formform to record the attendanceattendance, periodsperiods, topics.topics.

The tutors gets a rewardreward: they are usually paid with money to spend freely (€7,00/hour), and school creditschool credit is recorded.



It is very importantimportant that the teacher undestandsundestands:

- the naturenature of the tutees’ s problemsproblems very precisely- defines defines the topics topics to be repeted/revised,- provides provides the tutors with good materialgood material- there must be a balancebalance between the tutors’ and tutors’ and

tuteestutees‘ ‘ resourcesresources (what they can do)

lessonslessons (available time)

the final target final target

Peer-tutoring must bemust be a positivepositive experienceexperience and if we planplan it very carefullycarefully, we can get it.



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.


PEER TUTORING PEER TUTORING February 2009February 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 studentsNumber of students: 8

LevelLevel : pre-intermediate

TimetableTimetable: once a week,

5 lessons/periods

of 60 minutes



TuteesTutees

4 with a peer

4 with me

PlacePlacein the same class



TopicsTopicsuse of basic verbal tenses

(simple present, present

continuous, simple past,

past continuos, present

perfect, simple past)

MaterialMaterialsimple, clear charts,

graded exercises.



METHOD OF TEACHING METHOD OF TEACHING

mainly a circular-oriented lessoncircular-oriented lesson

with a presentation and practicepresentation and practice phase,

providing stimulusstimulus with questionsquestions, , answersanswers, ,

examplesexamples



ATTENDANCEATTENDANCE

70% with the teacher

80% with the tutor



RESULTS: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: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 simplymore freely, more directly, more simply

I witnessedwitnessed the high level of interest, collaboration or interest, collaboration or argument, argument, anyway the strong relationship amongstrong relationship among the tutorthe tutor and the tutees which makes the experienceexperience intenseintense and validvalid.


EXTRA PEER-TUTORING EXTRA PEER-TUTORING

It is important to mark that peer-tutoring activities have been developed in different ways in our school:

1) To integrate students arriving from foreign countries (see Daniela Malpaga’s document)

2) To help and assist disabled students (see an English teacher’s document and Sergio Lucisano’s document)

3) To integrate students of the first year


Documents

LICEO GINNASIO STATALE “G. B. BROCCHI Classico – Linguistico - delle Scienze Sociali –Scientifico - Scientifico/Tecnologico Fondato nel 1819 Presentation