1. Venice, April 2011 ITIS C. Zuccante

2. In each meeting we discussed:  teaching techniques  teachers’ qualities  students’ achievement What have we done?

3. How? In each country students spoke about these three topics and evaluate some lessons using a grid created in the previous meetings. This grid had been created to evaluate CLIL lessons: methods, habits, teachers’ qualities, students’ active participation.

4. The grid

5. Teaching techniques  Structured group work  Discussion  Debate  Experiential learnig  Technology involved: (PC, Blackboard, interactive whiteboard, projector and internet)  Presentations made by students  Brainstorming/ Mindmapping  Clear objectives  Variety  Teacher-led lesson  Role play  CLIL

6. With “teaching techniques” we mean the methods that teachers use to attract our attention and teach in the best way. Looking at the grid we can see that there are a lot of methods we can use. Students probably prefer fun activities, like working in groups, debate or technology : we would like to see the school as a second home, as a nice place with a lovely atmosphere. Teaching techniques

7. Relative grid

8. Teaching techniques By comparing results we can see that in all countries discussion is the method most used by teachers. Maybe it could be a good system to teach and learn better, because students participate actively instead of the usual teacher-oriented lesson. While the least frequently used methods are interactive whiteboard and role play. Maybe the first could be uncommon because not all the schools have this tool. Role play is not used because it depends on teachers.

9.  CLIL lessons are used especially in Poland, Frankfurt and Italy  Group work is frequently used in Frankfurt and in Lubeck, however in the other countries it’s used less than there.  Brainstorming, clear objectives and teacher-led lessons, debate techniques are quite commonly used in each country  Technology (PC, presentation/projector, internet, etc)is used especially in Italy and Germany Teaching techniques

11. Teachers’ qualities  Humour  Motivation of students  Relaxed environment  Authority/respect  Clear and understandable

12. There are six billion people in the world, all with totally different features. It's very difficult to be in total agreement. At school it’s important to have a good atmosphere with teachers in order to learn better. We prefer a strict and friendly teacher, rather than a friendly teacher without authority. We are guys and we need someone that helps us to grow in the best way. The school should also do this. Teachers’ qualities

13. Relative grid

14. Looking at the grid, we see that in each country there is a high level of relaxed environment, clear and understandable lessons, authority and respect. The last two are more diffused in Italy and Frankfurt and less in Poland, we don’t know why but we could think that it depends on the teachers. Humour and motivation of students are quite high in all the countries. Probably it depends on the teachers but also on the students. It’s important to have a good atmosphere at school. Teachers’ qualities

16. Students’ achievement  Paying attention  Development of critical thinking  Speaking to the whole group  Completed the objectives  Active participation  Tolerance towards each other  Learning from each other

17. When a student is a good student? What is ‘achievement’? We spoke about this: first of all, we are good students when we are good men and women; school and teachers have to do their part. We have to learn and pay attention, speak with other people, complete the objectives and so on. These are life skills that we will need for ever. Students’ achievement

18. Relative grid

19. This project aims at improving students’ participation and comprehension by using different methods. Looking at the grid we could say that after these meetings we have good results. For example: Paying attention, Development of critical thinking, Speaking to the whole group and Completed the objectives are quite diffused in all countries but in different ways. While Active participation and Learning from each other are very common in each school, maybe we could attribute these results to CLIL lessons. Students’ achievement

21. IES “Fuentesaúco” another point of view

22. In the 4th meeting in Cracovia, students described our favourite learning method(s) and created a grid in order to analyse them.

23. 41 students have participated. Aged between 15 and 18 years. First of all, we passed the questionnaire after we made the charts and finally we have analyzed the results This presentation have been divided into three main parts: 1.- TEACHING TECHNIQUES 2.- TEACHER´S QUALITIES 3.- STUDENTS´ACHIEVEMENT

24. T1.Structured group work T2.Discussion T3. Debate T4. Experimaental learnig T5. Technology involved: PC, Blackboard, interactived whiteboard,proyector and internet T6 Presentations made by students T7 Brainstorming/ Mindmapping T8 Clear objetives T9 Variety T10 Role Play T11 CLIL

28.  What we like the most is the use of new technologies in the classroom: use of the computer, internet...  CLIL activities have been funny, very interesting and different to what we are used to do.  In Spain it is not very common to do role playing, so the results have been very low.

29. Q1 Humour Q2 Motivation of students Q3 Relaxed enviroment Q4 Authority/respect Q5 Clear and understandable

31.  We have observed that what students value most in a teacher is authority in the classroom and to instill respect on us.  We punctuate second the fact that the explanations are clear and understandable.  Finally, the motivation that leads the students is also very important.

32. S1 Paying attention S2 Development of critical thinking S3 Speaking to the whole group S4 Complete the objectives S5 Active participation S6 Tolerance towards each other S7 Learning from each other

35.  It draws our attention the fact that students demand more dynamic and participatory classes, although when passing the questionnaire it appears that the last thing we like is making our own presentations and we prefer the teacher to give the explanation.  English activities motivate an increase of student’s participation, critical thinking and teamwork.

36. IES “Fuentesaúco”