SHARING BORDERS
A READ ON! FOR eCLIL PROJECT
Liceo Scientifico «G. Galilei» - Macerata Class 3 L
31st May, 2016
CLIL Team: English teacher (Chiaretta Capodaglio), Physics teacher ( Manlio Bellesi) , ICT teacher (Fausto Curzi).
a survey
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Why a poster? When the library arrived at the end of March we felt excited and immediately started reading novels. We also enjoyed exchanging opinions on the books we were reading. One day during an English lesson we discussed about the nature of reading and started expressing opinions , without thinking too much but as a brainstorming activity .The blackboard filled up with our definitions . At last we chose the ones we liked most and we looked for images that were connected with the books we had read . The result was this poster.
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Why a survey?
The idea of a survey was a further step. We were curious to know how the project was ge:ng on among the students taking part in the READ ON! FOR eCLIL project. We discussed and decided to focus on three main objecHves:
-‐ Get a first feedback on the library ;
-‐ learn how to make an online survey; -‐ learn how to process survey results.
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The questions we chose were just 10. We just wanted to have a quick feedback from the students participating in the project; it shouldn’t take too long . Our ICT teacher taught us how to make an online survey and helped us create it. When the question form was ready, its link was emailed to the students taking part in the project and shortly 149 students replied. We processed the results with the help of the ICT teacher and the Physics teacher. What follows is a summary of the results. It is meant to spark further ideas & initiatives aiming to make this project grow up in the next year.
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Question n. 1 The most interesting book: Leonardo da Vinci: 7 Elephant Man: 7 Question n. 2 The least interesting book: Titanic: 7 London: 5 The first two questions, about the most and least interesting books, saw ‘Leonardo Da Vinci’ and ‘Elephant Man’ as the most interesting books. The least interesting ones were ‘Titanic’ and ‘London’ . 7
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Question n. 3How many books have you been able to read so far?
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The students from the six schools in the net received the books at the end of March. Nevertheless, in spite of the short time available, a good number of students – 60 in 150- were able to read a remarkable amount of books. The chart shows that nearly half the students read from 4 to more than 6 books over a period of two months.
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Question n. 4Which level did you start from?
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Looking at the graph we can see that 56 students started from level 1, which was suggested by the ‘Read on!’ project itself. By doing this, students didn’t have to spend time looking up words in the dictionary while reading and they had fun.
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Question n. 5Which level did you reach?
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The chart takes a close look at the levels that the students reached. Over these two months the students who remained on level 1 are very few (10); the remaining students reached an upper level, therefore a slight improvement is registered.
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6. Which is your overall opinion on the library? 1=dreadful; 2=bad; 3=satisfactory; 4= good; 5=
very good; 6=excellent.
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Among the students who took part in the survey only 5% expressed a negative opinion; the majority were quite happy with the project.
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7. How much time did you spend reading per day? 1=30 min or less; 2=30-‐60 min; 3=1 hour-‐
1,30; 4=1,30-‐2.00; 5=2.00-‐2.30; 6=2,30 and more.
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It can be seen that on average most students spent less than an hour a day reading; this shows that reading was a relaxing activity, which didn’t take long. Students felt it as a pastime.
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8-‐9. How hard was it to read the most interesting book? and the least interesting one? 1=very hard; 2=hard; 3=not very hard; 4=quite
easy; 5=easy; 6=very easy. 1
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These questions show that reading was on the whole a pleasant and easy activity for more than 2/3 of the students.
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10. Please evaluate any improvement in your vocabulary/comprehension/language skills. 1=None; 2=A litte; 3=Satisfactory; 4=Good; 5=Very good; 6=Excellent.
This slide shows major improvement in students’ abilities - albeit a self - assessed one.
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In summary the general opinion on the library is positive; the students think they have improved their skills. In conclusion we feel that the results speak for themselves. In our opinion, the strong prevalence of low profile answers (i.e. small progress reported over boasted ‘amazing’ changes) highlights the quality of students’ judgement. We expect even better results in the years to come!
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