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Potenziamento delle lingue straniere attraverso lo sviluppo professionale dei docenti: CLIL, Cooperative Learning, lingua e didattica
Start date: Jun 1, 2015, End date: May 31, 2017 PROJECT  FINISHED 

BACKGROUND Istituto Comprensivo "A. Bresciani" di Ala is a mainstream comprehensive school (6-14) in the autonomous province of Trento (northern Italy). School numbers: 770 pupils, 85 teachers, 21 clerical+administratives staff. The school is multilingual and multicultural and there are immigrant children in all classes. IC Ala has no previous experience in EU-funded projects. Last year we submitted a KA1 project which scored 92/100 and was included in a waiting list , but was non acceèpted in the end for lack of funds. A CLIL project started in the Primary sectir in 2012. CLIL modules started in the Secondary school in 2013/2014. We started a project (still ongoing) aiming to include students with special ed. needs in 2014. One of the suggested methods for inclusion is Cooperative Learning, which is not yet mastered by many teachers. Cooperative Learning, is also considered one of the methodological essential elements of CLIL. As a school committed to improving language and social competence in our students through pedagogical innovation, we would like to improve language and subject teachers' linguistic and methodological skills+competence, in collaboration with language advisors and CLIL/COOPERATIVE LEARNING researches from the European context. We want to improve the effectiveness and efficiency of FL teaching and subject teaching and learning. We are also committed to reducing social exclusion and discrimination. OBJECTIVES - to acquire/develop competence in CLIL/COOPERATIVE LEARNING methodology -to acquire/develop competence in effective approaches/methods in FL teaching -to develop FL competence (English/German) -to develop awareness of the characteristics of foreign language acquisition/learning and of effective bilingual education -to exchange projects and experience with professionals from other context, aimed at improving the school organization PARTECIPANTS ELEVEN (11) people: 1. the Headteacher; 2. the Deputy head of the secondary school; 3. the Deputy head of the headteacher of the primary school; 4. the Head of Department of Maths+science; 5. the Head of Department of Foreign Languages; 6. the Head of Department of Italian/Geogr.+History; 7. one teacher of Italian (Primary); 8. one teacher of English (Primary); 9 and 10. two teachers of Maths (Primary); 11. One teacher German (Primary). DESCRIPTION OF ACTIVITIES -attendance to a top-notch international Cooperative Learning Conference in Denmark (October 2015)(6 people) -attendance to language and methodology courses during the summer months (German/English) (8 people) -participation in a top-notch International Conference on CLIL/ EFL teaching (2 people) PROJECT MANAGEMENT METHODOLOGY -clear allocation of partners' roles and responsabilities -full consultation within the school and partners before making any informed decisions -tracking all agreements and protocols -making all decisions and project steps visible to all involved, both internally and externally, keeping the communication flow going at all times -adopting "problem solving" strategies -adopting ongoing monitoiring and evaluation procedures and strategies -involving all school stakeholders in the evaluation process -disseminating the results to the school stakeholders and the local community LEARNING OUTCOMES at the end of the project, participants will hopefully be ready/able to: -promote/implement educational innovation -share their knowledge in school Departments -collaborate with colleagues, so that innovative ideas may spread witin the whole school -collaborate with experts from local and European pedagogical/univerity centres, in order to make innovation sustainable -organise initiatives aimed at introducing innovation at school within the school network LONGER TERM BENEFITS The acquired competencies will enable teachers to better respond to the challenges of the 6-14 curriculum by: -understanding and "filling the gaps" between primary and secondary, to solve transition problems; -applying effective language teaching strategies/approaches with children whose first language is not Italian; -applying effective and up-to-date FL teaching approaches, in classroom where students have a variety of first languages -allowing enhanced awareness of interculrural competence to guide attitudes+actions in interpersonal relationships, avoiding discrimination, marginalisation and intolerance.
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