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Italian Primary Formatori

Having made a selection interview at the British Council in Rome, between March and April We have been informed that we had won a scholarship to a month to become trainers of teachers of English.
The course was held in Norwich, a quiet town of East Anglia, from July 31 to August 25, 2006. You have selected a total of 12 teachers, some school, some high school, some primary school, arrived from all over Italy: Milan, Naples, Pescara, Foligno, Catania, Rome, Palermo, Piacenza, etc. ... None of us knew and was very nice to discover, although of very different ages and backgrounds, all united by the desire to study and compare and a great passion for our craft.
The entire organization (arrangement, construction and social program) was prepared by the NILE (Norwich Institute of Language Education). Upon arrival, we were staying in apartments near the campus of the UEA (University of East Anglia). Classes were held in part at the university itself, in part at the headquarters of the Nile, in the city center.
During the four weeks have come and gone as our teachers of the true experts in education English as a Foreign Language: Pulverness Alan and Melanie Williams (Author of TKT - Teaching Knowledge Test - Course of Cambridge), David Vale (who works with Macmillan, and is working on a project for the restoration of street children in India Teaching through play in English), Briony Beaver, Sharon Whittaker. Thanks to that teacher we opened this blog to continue to exchange information when you return to Italy. For the English teacher was joined for a week is also a lecturer Italian, Sandra Lucietto, he has presented the reality of the teaching of foreign languages \u200b\u200bin Trentino Alto Adige. All classes were very varied and interesting, teachers have focused on the setting of group work compared to lecture, always giving ample room for our contributions and encouraging our creativity. It 'was finally possible to follow some lectures by some of the major innovations in modern language teaching: Mario Rinvolucri and Hugh Dellar.
Our day was very structured: lessons in the morning until 12.45 pm, break for an hour and a quarter and a new lesson until 15.30. In addition, we often stopped to 17.00 for NILE to see the texts of the rich library (really a boon for fans of foreign language teaching), research material on the Internet or prepare group work to be exhibited at the end of the week. At our disposal was also the classroom on campus.
classes had the following purposes:
· us to reflect on our daily practice of teachers
· Exploring the relationship between theory and practice in teaching English to Young Learners
• Develop a work plan for professional development: from teachers
trainers • Provide tools to organize programs for the training of teachers

During the course were discussed the following topics:
· Theory and Practice of Teaching Material Safety Data
pupils
· Methods, approaches and techniques
· Verification and • Management's assessment
Group Dynamics class
·
· Ability basic communication
· styles and cognitive learning
· Tools and multimedia technologies in language teaching
• The portfolio consists of a written language
· syllabus according to the Common European Framework
• analyze the textbooks
· Search - action and professional development
· Teaching adults
· Courses and training seminars and refresher courses for teachers: how to organize
· The Italian situation: initial and in-service

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Norwich dopodinoi

On the Net I have recovered the documentation on the experience of those teachers who are in Emilia Romagna Norwich were just after us. E 'is an example of teacher training at various levels. Have a look! Ck


summary minutes of Stage in Norwich (Great Britain)
28 August to 8 September 2006

Benedetta Toni (IRRE ER)

regional project USR ER-ER IRRE

part of research in USR IRRE partnership between ER and ER has been designed a training abroad at the NILE in Norwich. The stage at
NILE - Norwich Institute for Language Education, an internationally recognized facility on the teaching of English, provides training and research on English in primary school, closely associated with training in linguistic and communicative competence and methodological-educational primary school teachers currently in place in Emilia Romagna.

The initiative was made possible thanks to the attention of promoters (USR ER in the person of Director General, Dr. and Lucrezia Stellacci IRRE ER in the persons of President, Prof. Franco Frabboni and Director, Dr. Mauro Cervellati ) for the qualification training of teachers of English in primary school.
The project was carried out, supervised and coordinated by Dr. Giancarlo Matchett (ER and USR Technical Manager responsible for the project) and Dr Benedetta Toni (ER and responsible scientific researcher IRRE the project).

To contact the administrative aspects of the project was Dr. Leandro Venturi (Headmaster - Curriculum Directorate XIII Club of Bologna) and the logistical and organizational Norwich was referring to Dr. Marika Triola (tutor-trainer - 8 ° Circolo Bologna). Among the agencies who cooperated in the project also pointed out the provincial education offices of Bologna, Forlì and Parma.

In particular, the experience was attended by 61 teachers:
· 27 teachers who completed the training and language teaching methodology, level B1 (CEFR),
· 26 specialists and specialist teachers, teacher-trainers
• 6 involved in regional training on English and research activities undertaken by USR IRRE ER and ER, ER IRRE
• 2 teachers (a researcher and a teacher) for scientific supervision and documentation of the project.
The training structure provided for: v
the course Teaching to Young Learners Inglese 2006 for teachers who completed the training and language teaching methodology, level B1 (CEFR), the course
v From Key Principles to Best Practices in CLIL: Teaching Across the Curriculum Inglese 2006 for specialists and specialized teachers. Inglese
The course Teaching to Young Learners course of 2006 is a methodology for teaching English Primary School held entirely in English. Specifically, the teachers who completed the training and language teaching methodology, level B1 (CEFR) were compared with the scale and specialists have been able to find, analyze, discuss innovative techniques, materials, the syllabus-oriented, the discussions on language in the curriculum, procedures for documentation and evaluation of language learning. The course
From Key Principles to Best Practice in CLIL: Teaching Across the Curriculum Inglese 2006 is a monographic course in English methodological innovation of CLIL. The articulation of the path was rich and detailed and offered a panorama of ideas and activities on supplies of quality associated with the use of this methodology is in linguistics and in discipline. The specialists and specialist teachers who already teach English in primary school were compared with theoretical presentations and practical contexts privileged and / or experimental use of CLIL to be able later to assess the transferability of membership in their own reality.
The trainers have been involved in scientific support activities and organizational, research, consulting, coaching and mentoring.

Short course evaluation

From informal discussions with participants, the meetings between the trainers and products from the questionnaires NILE is an initiative by the complete success of the scientific and humane.

's strengths in relation to the scientific quality of teaching are as follows: there
instructors, teachers of both courses (Teyla and CLIL), are authors of scientific papers and trainers at the international level, there
contents of both courses have alternated theoretical presentations with practical action, but in general by all the participants were shown an immediate practical education in practice, v
the validity of the proposed teaching strategies: social-emotional, cognitive, metacognitive,
vl ' accuracy of language reinforcement activities, v
winning the methodology of the project work (assessment tool of learning processes) core assets of both training models for combining content and language, to encourage collaborative learning, to promote discussion and reflection on 'acquisition of various abilities and the development of cognitive processes to make students responsible for their own learning process, to encourage different modes of representation of language including non-verbal communication, v
the three conferences (lectures) expert international teaching of foreign languages \u200b\u200bto enrich the program with insights on the teaching profession.

's strengths in human terms:

v constant motivation to learn, the classroom climate
v engaging and exciting, v
the active participation of members of the group of project works,
v desire to return even own expense, to confirm that the need to update is an issue of foreign language teacher.

A look at social programs and housing

The formula of full immersion in the English language achieved not only through intensive courses but also through tours and Blickling Hall in Cambridge, nights out in Norwich in British pubs with a typical menu and music venue (complex folk and traditional dances) has been an opportunity rilavante.

The accommodation, in particular, arranged as eight apartments with shared kitchen favored socialization, the sharing of ideas and thoughts, moments of encounter and engagement.

The experience was an excellent opportunity for professional development of teachers and trainers and human and can serve as a starting point for rethinking the initial and in service to existing and future foreign language teachers. A training module
abroad proves to be a vital step in the qualification of a good teacher foreign language.

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materiale sui percorsi CLIL

If you click

http://www.liceocopernico.ud.it/progetti/clil/files/clil_tesina.pdf

find the documentation in pdf: The Network
CLIL - Udine
Experience design and implementation of multilingual education