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
Presentation of Comenius 1 project
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
written by V.Dal Molin
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.
written by V.Dal Molin
Presentation of Comenius 1 project
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.
written by V.Dal Molin
Presentation of Comenius 1 project
At the beginning the departements involved were
EnglishEnglish
Math-Phisics Math-Phisics
Italian Italian
written by V.Dal Molin
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.
written by V.Dal Molin
PEER TUTORING 2006-2007 PEER TUTORING 2006-2007 (February-March-April 2007)
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
written by V.Dal Molin
PEER TUTORING 2006-2007 PEER TUTORING 2006-2007 (February-March-April 2007)
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)
written by V.Dal Molin
PEER TUTORING 2006-2007 PEER TUTORING 2006-2007 (February-March-April 2007)
TUTEESTUTEES
1st-2nd year/level (14-15 years old)
for English and Latin
3th-4th year (17-18 years old)
for Math and Phisics
written by V.Dal Molin
PEER TUTORING 2006-2007 PEER TUTORING 2006-2007 (February-March-April 2007)
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
written by V.Dal Molin
PEER TUTORING 2006-2007 PEER TUTORING 2006-2007 (February-March-April 2007)
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
written by V.Dal Molin
PEER TUTORING 2006-2007 PEER TUTORING 2006-2007 (February-March-April 2007)
ATTENDANCEATTENDANCE
nearly regular from 75-80%
(except latin which
couldn’t be carried out
completely for
problems
of timetable)
written by V.Dal Molin
PEER TUTORING 2006-2007 PEER TUTORING 2006-2007 (February-March-April 2007)
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.
written by V.Dal Molin
PEER TUTORING 2006-2007 PEER TUTORING 2006-2007 (February-March-April 2007)
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
written by V.Dal Molin
PEER TUTORING 2006-2007 PEER TUTORING 2006-2007 (February-March-April 2007)
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)
written by V.Dal Molin
PEER TUTORING 2006-2007 PEER TUTORING 2006-2007 (February-March-April 2007)
MATERIALSMATERIALS
by the supervisor teacher from different books
simple and essential chartssimple and essential charts with gradedgraded
exercises for practiceexercises for practice
written by V.Dal Molin
written by V.Dal Molin
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
written by V.Dal Molin
PEER TUTORING 2007-2008 PEER TUTORING 2007-2008 (October-November-December 2007)
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
written by V.Dal Molin
PEER TUTORING 2007-2008 PEER TUTORING 2007-2008 (October-November-December 2007)
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)
written by V.Dal Molin
PEER TUTORING 2007-2008 PEER TUTORING 2007-2008 (October-November-December 2007)
LEVELLEVEL
pre-intermediate
advanced
RESULTSRESULTS
4 out of 5 positive
2 out of 5 positive
3 out of five positive
60,00%60,00%
written by V.Dal Molin
written by V.Dal Molin
written by V.Dal Molin
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
written by V.Dal Molin
PEER TUTORING PEER TUTORING January 2009 January 2009
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.
written by V.Dal Molin
PEER TUTORING PEER TUTORING January 2009 January 2009
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.
written by V.Dal Molin
PEER TUTORING PEER TUTORING January 2009 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.
written by V.Dal Molin
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.
written by V.Dal Molin
PEER TUTORING PEER TUTORING February 2009February 2009
Number of studentsNumber of students: 8
LevelLevel : pre-intermediate
TimetableTimetable: once a week,
5 lessons/periods
of 60 minutes
written by V.Dal Molin
PEER TUTORING PEER TUTORING February 2009February 2009
TuteesTutees
4 with a peer
4 with me
PlacePlacein the same class
written by V.Dal Molin
PEER TUTORING PEER TUTORING February 2009February 2009
TopicsTopicsuse of basic verbal tenses
(simple present, present
continuous, simple past,
past continuos, present
perfect, simple past)
MaterialMaterialsimple, clear charts,
graded exercises.
written by V.Dal Molin
PEER TUTORING PEER TUTORING February 2009February 2009
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
written by V.Dal Molin
PEER TUTORING PEER TUTORING February 2009February 2009
ATTENDANCEATTENDANCE
70% with the teacher
80% with the tutor
written by V.Dal Molin
PEER TUTORING PEER TUTORING February 2009February 2009
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.
written by V.Dal Molin
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
written by V.Dal Molin