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2011 induction meeting
 

2011 induction meeting

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This presentation was used on the occasion of the Induction Meeting for the Comenius Assistants who are in our country during this school year - 2011/12...

This presentation was used on the occasion of the Induction Meeting for the Comenius Assistants who are in our country during this school year - 2011/12
The meeting took place in Rome (Italy) - november 21st- and was organized by the LLP ITALIAN National Agency.

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2011 induction meeting 2011 induction meeting Presentation Transcript

  • Silvia Minardi Rome November 21, 2011 INDUCTION MEETING Comenius assistants enhancing plurilingual and intercultural competences
  • who is a Comenius assistant? tina
  • “ it’s a perfect way of getting to know a country, a language, the people, yourself. What is more, it is also a great opportunity of seeing whether or not you’re fit for becoming a professor (I’m still deciding on that!)”
  • YOU CAN - improve your language skills - work with experienced teaching staff - gain an insight into another European education system what does the Comenius assistants programme do for you?
  • what can a COMENIUS assistant do?
  • what are you doing?
  • what are you doing?
    • Friedhelm Maiworm, Heiko Kastner and Hartmut Wenzel
    • Study on behalf of the European Commission, DG Education and Culture
    • (Kassel 2010)
    • Period: 2000-2009
    • 7000 assistants involved (45% answers)
    • 4000 schools (47% answers)
  • What do schools expect? Table 3.2 Important reasons for schools to apply for a Comenius Assistantship - by country
  • What does the assistant do?
  • When it’s the end of term What for?
    • Teach a language
    • Teach your specialist subject
    • Enchance the European dimension across the curriculum
    • Raise awareness of the European Union
    • Help develop links with other European countries
  • 1. Teach a LANGUAGE : - ENGLISH - YOUR MOTHER TONGUE, i.e. ONE OF THE EU LANGUAGES
  • - your LANGUAGE - your COUNTRY/CULTURE
  • the Comenius assistant as cultural resource
  •  
  • you are actually a real person
  • Distinguish between personal experience and national experience Try to avoid creating stereotypes about your own culture, i.e avoid generalisations Use this work in cultural studies to find out more about Italian culture
  • An idea: I. IMAGES, DESCRIPTIONS, STEREOTYPES Spanish words/expressions I know: A slogan for Spain:
    • III. CONNECTIONS
      • - Do you know any Italians of Spanish origin?
      • - Do you know any Spaniards of Italian origin?
      • - Do you know about any joint Spanish-Italian projects? (technical, political, economic, artistic)
    • II. INFORMATION
    • Give the name of
      • three Spanish regions
      • three Spanish towns
      • three Spanish writers (poets, novelists)
      • a Spanish singer
      • a Spanish football player
      • a Spanish song
      • a Spanish actor
      • some typical Spanish food
    Spain is… (objects, places, ideas, people...) To be Spanish is to be… (adjectives or short phrases) The Spanish language is… (adjectives or short phrases)
    • REALIA
    • PHOTOS, POSTERS, DRAWINGS
    • QUESTIONNAIRES, SURVEYS
    • GRAPHS, TABLES, DIAGRAMS, STATISTICS
    • SONGS, MUSIC, RHYMES,
    • POETRY, LITERATURE
    • VIDEO and OFF-AIR TELEVISION
    to introduce a cultural topic - MATERIALS
  • Teaching a lesson with cultural content ideas
  • with younger learners
    • a) making and doing activities
    • e.g.like making an Easter or Christmas card, making posters of topics, drawing maps or pictures to illustrate topics
    • b) keep to visual stimulus + story-telling, songs and rhymes
    • c) topics related to
    • the seasonal calendar
    • students’ lives : school and the school day, extracurricular activities at school, towns, villages and cities, spare-time activities, television and media, pets, home life, eating patterns, etc.
  • Older teenagers / Young adults
    • TOPICS:
    • the changes in their own society;
    • the different roles and expectations;
    • the freedom of young people;
    • anything related to generations
    • Combining
    • a song with a short literary extract or some background reading or an autobiography/biography of a person or a poster
    • Song lyrics often reflect the concerns of the day and the culture of the singers
    materials for lessons used to explore an era in history or a theme related to cultural identity. Using contrasting genres
  • Projects and student research
    • Examples (small scale):
    • making a list of products from your country in Italian supermarkets
    • using Italian news to read about your country
  • Projects and student research
    • Examples (larger scale):
    • an ongoing activity involving students collecting data on ….,
    • surfing the Internet to find out about a person or an era
    • making posters for the classroom
  • Projects and student research
    • creative opportunities for meaningful language use
    • Always draw on the students’
    • own experience and world .
  • 2. TEACH YOUR SPECIALIST SUBJECT
  • CLIL: content and language integrated learning What are the language demands of a given lesson? language study skills cognitive functions contents (concepts)
  • CLIL methodology CLIL MODULE PLANNING Cf. Robert Quinn, 2008 - http://robseville.blogspot.com Content: Language: Is it a completely new topic area? Is it a completely new topic area? What concepts might they already know? What key vocabulary might they know? What basic concepts can be reviewed? What basic vocabulary can you review? Which concepts will be most accessible? What new language will be essential?
    • Identify
    • the best concepts for CLIL focus.
    • any basic / review vocabulary .
    • essential new vocabulary.
    • A plan in four steps :
    • Activate
    • Contextualise
    • Transfer and Extend
    • Round-up and Evaluate
  • CLIL methodology CLIL: strategies use visuals , such as pictures, charts and diagrams plan lessons to support the language and learning needs, e.g providing a chart to fill in to accompany a reading text or a framework for a writing activity, identify key vocabulary vary activities to include whole-class, small group, pair and individual work include a lot of repetition and consolidation
    • 3. ENHANCE THE EUROPEAN DIMENSION ACROSS THE CURRICULUM
    • 4. RAISE AWARENESS OF THE EUROPEAN UNION
    • Inspiring teaching material about the European Union
  • 5. HELP DEVELOP LINKS WITH OTHER EUROPEAN COUNTRIES
  • etwinning is the European Commission’s online school collaboration tool . It allows teachers, and students in European countries to work together using Information and Communication Technology (ICT).
    • Teachers and students can:
    • form short or long term partnerships
    • collaborate on a whole range of curriculum based projects in any subject area
    • use an array of ICT tools .
  •  
  • When it’s the end of term What for?
    • Teach a language
    • Teach your specialist subject
    • Enchance the European dimension across the curriculum
    • Raise awareness of the European Union
    • Help develop links with other European countries
  • Your contribution to… life outside after-school clubs, school outings, special cultural events, language classes for staff or parents, presentations to local groups… European citizenship
  •  
  • Silvia Minardi [email_address] www.slideshare.net/silviaminardi www.lend.it