The aim of the project is the comparison between ordinary methodologies in non linguistic subjects and CLIL strategies. The main structure of the project is:

• Analysis of the methodologies normally used in each country through the presentation of some video recorded examples of lessons in the native language. By comparing and analysing the videos, we aim to identify certain parameters and indicators to evaluate each methodology from the teachers' point of view.
• Analysis of the innovative methodologies and the best practices actually used in our countries through the presentation of some video recorded examples of lessons in English, as L2, using CLIL or other bilingual methods. The identification of other parameters and their testing will allow the development of a teachers' evaluation grid.
• Experimentation with teaching methodologies in each country, involving the students in the analysis and the evaluation, and facilitate the development of a student’s evaluation grid.
• Enlarge the number of students and teachers involved, with questionnaires and interviews, using web tools too. Analyse and share the results with other educational institutions.
• Disseminate the materials and conclusions throughout each partner school, other interested schools of each district/country, and through the wider educational community.

   

   

I.T.I.S. "C. Zuccante" [coordinator institution]
Venezia-Mestre (ITALY)
http://www.zuccante.it

Inverness Royal Academy
Inverness (United Kingdom)
http://www.invernessroyal.highland.sch.uk

Otto-Hahn-Schule
Frankfurt am Main (Germany)
http://www.ottohahn-schulefrankfurt.de

Grupul Scolar “Matei Basarab”
Craiova (Romania)
http://www.mateibasarab.rdscv.ro

Gimnazjum im. Kazimierza Wielkiego
Wieliczka (Poland)
http://www.gimnazjum.wieliczka.eu/

IES Fuentesauco
Fuentesauco (Spain)
http://iesdefuentesauco.centros.educa.jcyl.es/sitio/

Thomas-Mann-Schule Europaschule
Luebeck (Germany)
http://tms.lernnetz.de

Seven common meetings in the different countries are planned in the two years of the project.

1st meeting [read the report]
Location: SCOTLAND-Inverness
Date: October 2009
Participants: only teachers
Activities: Each partner describes methodologies normally used in his/her country and presents one or more video recorded example(s) of lessons in the native language. By comparing and analysing the videos, we aim to identify certain parameters and indicators to evaluate each methodology from the teachers' point of view.
NB: It is very difficult to decide what “normal” methodology is. We intend to collect the most commonly used (although possibly not the best- or the least-innovative practices).

2nd meeting
Location: SPAIN-Fuentesauco
Date: December 2009
Participants: only teachers
Activities: Each partner describes the innovative methodologies and the best practices actually used in his/her country and presents one or more video recorded example(s) of lessons in English, as L2, using CLIL or other bilingual methods. In comparing and analysing the videos, we focus on testing the parameters and the indicators we identified in the first meeting and then decide on our final teachers' evaluation grid.

Between the 2nd and the 3rd meeting, each partner will use some of the methodologies and strategies previously discussed to start involving the students in these learning and teaching processes. These lessons will be recorded. Thereafter there will be on-going activities with an emphasis on comparing CLIL with other methodologies in all partner schools. At the end of each
meeting, the results obtained will be compared with the aims and if necessary appropriate remedial strategies will be implemented.

3rd meeting
Location: ROMANIA-Craiova
Date: March 2010
Participants: teachers and students
Activities: In the first phase, teachers of all the participating countries present some typical examples of teaching methodologies to the assembled students, who, in the second part comment, discuss and compare the different methodologies to develop their own evaluation grid. Teachers should initiate the discussion, but the main work will be carried out by the students. To facilitate the exchange of information, a website, including a logspace for teachers' use, will be designed by the students.

4th meeting
Location: POLAND-Krakow
Date: October 2010
Participants: teachers and students
Activities: The two different evaluation grids will be discussed and each partner school will share its experiences and in doing so they may contribute new ideas. The students will describe their preferred learning method(s). In order to reach a wider audience, questionnaires and interviews will be created and published on the website together with a blog to which both students and teachers can contribute.

5th meeting
Location: GERMANY-Luebeck
Date: December 2010
Participants: teachers and students
Activities: Teachers and students of each country will report about their most recent experiences of the methodologies discussed in the previous meetings. Some foreign teachers will submit one teaching object to the local students, and these activities will be recorded, commented and analysed from the students and the teachers present to the meeting. Afterwards, their considerations and results will be publised on the web site of the project.

6th meeting
Location:  GERMANY-Frankfurt Am Main
Date: March 2011
Participants: teachers and students
Activities: Teachers and students of each country describe their most recent experiences of the methodologies they have tested and present videos. The activities are to be analysed and evaluated in round table sessions, one for the teachers and one for the students. Finally, the results of the questionnaires and the interviews will be discussed and compared with a view to publishing these in a brochure.

7th meeting
Location: ITALY-Venice
Date: May 2011
Participants: teachers and students
Activities: The final meeting will concentrate on the formal dissemination of the outcomes of the project, to the local, national and international massmedia, to National Agencies and appropriate educational institutions (for example the University of Venice, Ca' Foscari, and the Italian regional scholastic office USR).