La mobilità delle docenti Russo-Della Selva al Liceo Bose di Brema (Germania) Dicembre 2016

Qui di seguito troverete la narrazione della settimana di mobilità effettuata dalle docenti Almerinda della Selva (Greco e Latino) e Patrizia Russo (inglese, referente CLIL) dal 5 al 9 dicembre 2016 presso l’Istituto partner Hermann Bose Gymnasium di Brema in germani , prestigioso e antico Liceo Internazionale Bilingue , appartenente alla rete Eupoean schule. La mobilità rientra nel progetto biennale Erasmus plus k A 1 “roBOT (Bilingual, Open and Tablet) classes: per una didattica compensativa ed inclusiva bsata sul bilinguismo e sull’utilizzo del tablet” , Call 2015, Round 1.

Nei file allegati  le relazioni delle docenti sull’esperienza vissuta, attraverso i report ricostrusicono giorno per giorno il diario di bordo delle attività e allegano le schede di osservazione in classe compilate e i testi delle interviste fatte ai colleghi che hanno condiviso materiali di studio e risorse.

Particolarmente interessante l’osservazione della preparazione alle simulazioni delle sedute del Parlamento Europeo: la strategia del debate, sulla quale anche il nostro istituto insiste ormai da tre anni, rappresenta una solida ed efficace metodologia di apprendimento adoperata con successo e da anni al Bose.

Scheda di osservazione finale del Programma Erasmus KA1

Erasmus + KA1 Progetto Robot Classes – Report prof.sse A. Della Selva e P. Russo

Ecco la relazione in inglese delle nostre docenti riguardo l’osservazione quotidiana:

 

LESSONS AND ACTIVITIES OBSERVED
• 5TH DECEMBER : ENGLISH GRADE 10 – MRS CHRISTA BAUERSCHMIDT
• 6TH DECEMBER: EUROPEAN STUDIES GRADE 11– PROF GEFFKEN; LATIN GRADE 10- MRS CATHY NICKISH
• MEETING WITH THE HEADTEACHER MRS SYBIL MULLER AND THE RESPONSIBLE FOR
ERASMUS MRS CHRISTA BAUERSCHMIDT
• 7TH DECEMBER : EUROPEAN STUDIES – BIOLOGY–IMUN PREPARATION GRADE 11 – MR. GERKE
• 8TH DECEMBER : ECONOMIICS– MR. RANDEV GRADE 11; HISTORY GRADE 12–MR. STOLLMANN
• 9TH DECEMBER : HISTORY GRADE 11-PROF. WEEHUS; LATIN GRADE 5- MR. WEEHUS

The history lesson, two periods of 45′ each, addressed to students of grade 10, is entirely developed in
English, and begins with the presentation of projects done by the students following the study of educational
material provided by the teacher. The students use the overhead projector to present their mind maps and
schemes on the concept of “chain of the being.” The class is invited to ask explanation questions, to make
valuation reflections and to give suggestions for the implementation of the projects. The lesson goes on with
the individual analysis of two new sonnets that is done on the base of guide questions. The teacher
circulates among the students checking that the job is done and providing only some indication in case of
operational perplexity. Expired the time assigned for the activity, the teacher, bases on the guide questions
to elicit the students’ understanding of content, formal lyric aspect, analysis of the rhetorical figures,
profound message and cultural contextualization. The teacher underlines, among the basic notions
emerged, those that she holds really important. Anyway, the work of text analysis is entirely done by the
students.

The European Studies lesson of 2 45 minutes classes, addressed to students of 10th grade, is entirely
developed in English and is conducted in an interactive in the initial phase of recognition of the content
acquired by the students and goes on, always in a very interactive way, in the exploration and coconstruction
of the new notions about Germany in the years following World war I.
The questions asked by the teacher are stimulus for the students for an autonomous reflection and criticism
regarding the political and economic connections among the events. The concepts arise and are always
deepened through a Socratic and maieutic dialogue rigorously in English.
6 TH DECEMBER: EUROPEAN STUDIES – GRADE 11–MR GEFFKEN; LATIN GRADE 10- MRS KATY NICKISH
The Latin lesson develops On the base hand-outs provided by the teacher. The material is already
structured in activities that the students carry out in couples or small groups. The teacher circulates among
the groups providing explanations or working hints. When necessary, the teacher reminds the students of
some past content or provides them with more detailed information.

7- dec.

In a very informal, relaxed and cooperative atmosphere, Mr Geike proposes his lesson of European Studies
before and, following, Biology, in the multimedial lab.. This setting is necessary since the students have to
work autonomously looking for and producing material for their own projects, which will be presented to the
class the following week. In the same way, in the last part of the lessons, the students prepare the material
their intervention in the the IMUN project simulations will be based on.
The teacher circulates among the desks, he answers to the students’ questions, observes their work,
appreciates it or suggests strategies for improvement. Sometimes an guide intervention is also necessary in
the selection of the sources and in the connection of the various focuses seized by the students.
A particular attention is also given oto the way to file, to catalogue or synthesize the results of the research
activity.

8- dec.

The students (7) are invited to present their projects on which they have previously worked at home. The first presentation concerns the CETA(economic relationships between Canada and Europe). The student broadly illustrates the topic and her presentation ends up with a question for the class debate. The work is structured in Pros and Cons related to the mentioned economic agreement. The second “case” concerns the strike (happened in the month of November) of the Lufthansa flight inspectors. The presentation takes places in the same way as the previous one. This presentation too finishes with a question for class debate. Listening and speaking activities follow as the Teacher finally introduces a video on Marxism and capitalism. In the end the students are asked to do a personal project with a case study related to the content provided by the video.
8th DECEMBER: ECONOMICS – GRADE 11– Mr RANDEV ; HISTORY – GRADE 12 – Mr. STOLLMANN
Economics in L2 belongs to the set of optional subjects students can chose from in the last 3 years, so the class is
made up of just 7 students

History- Stollman The students have to work on a questionnaire on the Vietnam War. The questionnaire is based on authentic information material they have to analyse. Reading activities and writing activities are involved. Discussion and debate follow.

9- dic. : STORIA GRADE 11-PROF. WEEHUS;

The students of a grade 11 class are asked to work on Bismarck Germany. The lesson involves the use of hand-outs. The students are invited to directly read some documents (two of Bismarck’s speeches pronounced in two different historical moments) the The pupils have to scan the text and underline the rhetorical elements.
Text analysis and writing (compilation of the questionnaire) are the main skills involved.

9th DECEMBER: LATIN – GRADE 5- Mr. WEEHUS

The Latin class is given to a grade 5 (11 year old kids). The students are asked to read simple
sentences in Latin and to translate the expressions in English. The sentences, provided by cartoons, are
aimed to make them reflect on the ablative case and and the use of the preposition “in”. The teacher
makes the students consider the function of the preposition “in” and the translation of the same notion
in English and German. Hand-outs are used.