SHARING  BORDERS    

 A  READ  ON!  FOR  eCLIL  PROJECT  

 

Liceo Scientifico «G. Galilei» - Macerata Class 3 L

31st May, 2016

CLIL Team: English teacher (Chiaretta Capodaglio), Physics teacher ( Manlio Bellesi) , ICT teacher (Fausto Curzi).

a  survey  

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Why a poster? When the library arrived at the end of March we felt excited and immediately started reading novels. We also enjoyed exchanging opinions on the books we were reading. One day during an English lesson we discussed about the nature of reading and started expressing opinions , without thinking too much but as a brainstorming activity .The blackboard filled up with our definitions . At last we chose the ones we liked most and we looked for images that were connected with the books we had read . The result was this poster.

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Why  a  survey?    

The  idea  of  a  survey  was  a  further  step.    We  were  curious  to  know  how  the  project  was  ge:ng  on    among  the  students  taking  part  in  the  READ  ON!  FOR  eCLIL  project.  We  discussed  and  decided  to  focus  on  three  main  objecHves:  

 -­‐       Get  a  first  feedback  on  the  library  ;    

                                         -­‐          learn  how  to  make  an  online  survey;                                              -­‐          learn  how  to  process  survey  results.  

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The questions we chose were just 10. We just wanted to have a quick feedback from the students participating in the project; it shouldn’t take too long . Our ICT teacher taught us how to make an online survey and helped us create it. When the question form was ready, its link was emailed to the students taking part in the project and shortly 149 students replied. We processed the results with the help of the ICT teacher and the Physics teacher. What follows is a summary of the results. It is meant to spark further ideas & initiatives aiming to make this project grow up in the next year.

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Question n. 1 The most interesting book: Leonardo da Vinci: 7 Elephant Man: 7 Question n. 2 The least interesting book: Titanic: 7 London: 5 The first two questions, about the most and least interesting books, saw ‘Leonardo Da Vinci’ and ‘Elephant Man’ as the most interesting books. The least interesting ones were ‘Titanic’ and ‘London’ . 7

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Question  n.  3How  many  books  have  you  been  able  to  read  so  far?  

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The students from the six schools in the net received the books at the end of March. Nevertheless, in spite of the short time available, a good number of students – 60 in 150- were able to read a remarkable amount of books. The chart shows that nearly half the students read from 4 to more than 6 books over a period of two months.

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Question  n.  4Which  level  did  you  start  from?

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Looking at the graph we can see that 56 students started from level 1, which was suggested by the ‘Read on!’ project itself. By doing this, students didn’t have to spend time looking up words in the dictionary while reading and they had fun.

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Question  n.  5Which  level  did  you  reach?

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The chart takes a close look at the levels that the students reached. Over these two months the students who remained on level 1 are very few (10); the remaining students reached an upper level, therefore a slight improvement is registered.

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6.  Which  is  your  overall  opinion  on  the  library?  1=dreadful;  2=bad;  3=satisfactory;  4=  good;  5=  

very  good;  6=excellent.

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Among the students who took part in the survey only 5% expressed a negative opinion; the majority were quite happy with the project.

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7.  How  much  time  did  you  spend  reading  per  day?  1=30  min  or  less;  2=30-­‐60  min;  3=1  hour-­‐

1,30;  4=1,30-­‐2.00;  5=2.00-­‐2.30;  6=2,30  and  more.

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It can be seen that on average most students spent less than an hour a day reading; this shows that reading was a relaxing activity, which didn’t take long. Students felt it as a pastime.

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8-­‐9.  How  hard  was  it  to  read  the  most  interesting  book?  and  the  least  interesting  one?  1=very  hard;  2=hard;  3=not  very  hard;  4=quite  

easy;  5=easy;  6=very  easy. 1

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These questions show that reading was on the whole a pleasant and easy activity for more than 2/3 of the students.

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10. Please evaluate any improvement in your vocabulary/comprehension/language skills. 1=None; 2=A litte; 3=Satisfactory; 4=Good; 5=Very good; 6=Excellent.

This slide shows major improvement in students’ abilities - albeit a self - assessed one.

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In summary the general opinion on the library is positive; the students think they have improved their skills. In conclusion we feel that the results speak for themselves. In our opinion, the strong prevalence of low profile answers (i.e. small progress reported over boasted ‘amazing’ changes) highlights the quality of students’ judgement. We expect even better results in the years to come!

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