LICEO GINNASIO STATALE

1
LICEO GINNASIO STATALE G. B. BROCCHIClassico
Linguistico - delle Scienze Sociali Scientifico
- Scientifico/Tecnologico Fondato nel 1819

• COMENIUS 1 - EFFECT PROJECT
•  2007-2009
• Lithuania, Belgium,
• Norway, Italy

2

• 1.THE PRESENTATION OF THE SCHOOL
• G.B.BROCCHI LICEO
• 2.THE PRESENTATION OF THE PROJECT
• 3.THE PEER-TUTORING COURSES AND ACTIVITIES

3
THE PRESENTATION OF THE SCHOOL G.B.BROCCHI
LICEO

• The liceo Brocchi is a modern grammar school
• because it consists of 5 courses beyond the
• classics, there are the scientific , the modern
• languages, the scientific- technological and
  the
• social courses.
• This high school is made up of 5 years/levels, it
  is a
• kind of preparatory school to university.
• According to the Italian system and to the last
  
• regulation of the Minister of Education ,
  students
• must get positive results in all the school
  subjects
• included in their courses to pass to the next
• year/level.

4
THE PRESENTATION OF THE SCHOOL G.B.BROCCHI
LICEO

• The students 'marks are recorded four times a
• year with mid_terms reports,
• in November and March,then at the end of
• the first term in January,at the end of the
• second term and school year in June.
• Thus, if a subject results low/weak it needs to
• be recovered to get to the average/pass
• level which is 6 out of 10 in the Italian
  school
• system.

5
THE PRESENTATION OF THE SCHOOL G.B.BROCCHI
LICEO

• Remedial- work courses are usually arranged to
  help students to overcome their problems.
• It is important to stress that at the end of the
  five school-years the students have to pass a
  final maturity exam ,a school-leaving
  certificate.
• It corresponds to A level exams which allow
  students to enroll university nearly directly,
  except for some faculties like Medicine,Architectu
  re, Veterinary where students have to pass an
  entry test, as well.

6
THE PRESENTATION OF THE 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. It was conceived as another or extra
  occasion-opportunity.
• When the projet 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.

7
THE PRESENTATION OF THE PROJECT

• 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.

8
THE PRESENTATION OF THE PROJECT

• Tutors were chosen according to
• a)  their school discipline results,
• b)  level of reliability and helpfulness,
• c)  communicative competence.

9
THE PRESENTATION OF THE PROJECT

• At the beginning The departements involved were
• English
• Math-Phisics
• Italian
•  
•  
•  
• .

10
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 2006-2007
• February -March-April 2007
• Courses
• Ten 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.
•  
•  
•  

11
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 2006-2007
• February March - April 2007
• Level
• from
• elementary to intermediate for English,
• pre-intermediate for latin,
• pre-intermediate for math,
• intermediate for phisics.
• Timetable
• lessons /periods of 60 minutes in the early
  afternoon
• usually once a week
• 5 lessons of English,
• 7of Math,
• 8 of Phisics
• 2 of latin.  
•  

12
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 2006-2007
• February -March-April 2007
• Students
• 45 all together
• 20 for English (5 courses)
• 10 for math (2)
• 10for phisics (2 courses)
• 5 for latin (1 course).
•  Tutees
• 1st-2nd year/level (14-15 years old) for English
  and Latin
• 3th -4th year for Math and Phisics.  

13
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 2006-2007
• February -March-April 2007
• Tutors 8
• 6 out 0f 8 were older than the tutees
• (cross age tutors) for English and latin
• 2 were the same age for math and phisics.

14
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 2006-2007
• February -March-April 2007
• Method of teaching
• Mainly a circular-oriented lesson
• With a presentation and practice phase
• Providing stimulus with questions, answers,
  examples, further exercises

15
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 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.
•  ATTENDANCE
• nearly regular from 75_80 except latin which
• coudn't be carried out completely for problems
  of timetable.

16
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 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 we 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?), balance between topics and time
  available.

17
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 2006-2007
• February -March-April 2007
•  Topics of English
• structures and functions.
• For examples
• the use of the basic verbal tenses
• (elementary-pre intermediate level),
• the modals,
• the conditional clauses (1-2 type)
• (Pre-inremediate-intermediate level).

18
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 2006-2007
• February -March-April 2007
• Materials
• by the supervisor teacher from different books,
• simple and essential charts with graded
  exercises for practice

19
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 2007-2008
• October-November-December 2007
• Courses
• 3 Remedial- work courses of English
•  Level
• 2 groups of the 3rd year,
• 1 group of the 5th year
•  Timetable
• once a week ,6 lessons/periods of 60 minutes

20
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 2007-2008
• October-November-December 2007
• Tutees 15 altogether
• 5 students each,
• each group from the same class
• selected by their teachers
•  Tutors 3
• 2 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 by the students themseves
  proposed An American school mate they had been
  working with previously).
•  

21
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 2007-2008
• October-November-December 2007
• Supervisor teacher 1 (me)
•  
• Attendance 80
•  
• Material
• photocopies with charts,
• graded structural exercises (3rd year)
• literature extracts with questionnaires to answer
  and discuss
• (for the 5th year).
•   Method of teaching
• Mainly a circular-oriented lesson
• With a presentation and practice phase
• Providing stimulus with questions, answers,
  examples, further exercises

22
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 2007-2008
• October-November-December 2007
• Level
• pre-intermediate, advanced.
•  
• Results
• 4 out of 5 positive
• 2 out of 5 positive
• 3 out of five positive 60
•  

23
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 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

24
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 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), selects the peer from
  his/her class (or from others), arranges the
  topics, the material, 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 register form to record the
  attendance,
• periods, topics.
• The tutors get a reward they are usually paid
  with money to
• spend freely and school credit is recorded.

25
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in January 2009
• It is very important that the teacher undestands
  
• the nature of the tutees ' problems very
  precisely,
• defines the topics to be repeted/revised,
• provides the the tutors with good material,
• there must be a balance between the
• Tutors and tutees'
• resources (what they can do),
• Lessons (available time) and
• the final target.
• Peer-tutoring must be a positive experience and
  if we plan it very carefully, we can get it.

26
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 2008-2009
• in January, during the meeting for the first
  term results, peer-tutoring courses were proposed
  by a lot of colleagues because the method had
  been presented as official choice.
• So, in the schoool, a lot of courses have been
  organized for several subjets like, for example
• Math informatics chemestry mechanical
  drawing German language

27
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in 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.
• Number of students 8
• Level pre-intermediate
• Timetable once a week,
• 5 lessons/periods of 60 minutes

28
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in February 2009
• Tutees 4 with a peer
• 4 with me
• Place in the same classroom
• Topics the use of basic verbal tenses (simple
  present, present continuos, simple past, past
  continuos, present perfect, simple past)
• Material simple, clear charts, graded
  exercises.

29
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in February 2009
• Attendance 70 with the teacher
• 80 with the tutor

30
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in February 2009
• Method of teaching
• Mainly a circular-oriented lesson
• With a presentation and practice phase
• Providing stimulus with questions, answers,
  examples, further exercises

31
THE PEER TUTORING COURSES AND ACTIVITIES

• Peer tutoring in February 2009
• RESULTS
• In the teachers group 2 out of positive results
  
• (one student was often absent)
• In the peers group 3 out 4 positive results
• CONCLUSIONS
• The response to the peers 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 higt level of interest,
  collaboration or argument, anyway the strong
  relationship between the tutor and tutees mekes
  the experience intense and valid.

32
THE PEER TUTORING COURSES AND ACTIVITIES

• 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 Malpagas document)
• To help and assist disabled students (see an
  English teachers document and Sergio Lucisanos
  document)
• To integrate students of the first year