Lab Days Italy – IISS Majorana
The lab days represent the experimental step of the Teachers’ Handbook produced by the CURRY project. In lab days, teachers and learners test Teaching Activities, to evaluate their effectiveness and reproducibility.
|Date and place of the Lab Day||1 to 28 February 2022|
|Name of teachers||Carmen De Stasio|
|Number of students participants||23 + 24|
|Age/class||18-19 years old / ISCED3|
|Title of the activity|
|Duration||5 + 9 hours|
The Lab Days were carried out according to the following styles: debate, workshop, speculation, combination of proposals, creation of Adobe Spark document implying captions, re-elaborated texts, pictures, creative drawings and video. Equipment and resources: computer, I-Pad, websites, Adobe Spark
Methodology: Browsing, Filtering, Recognizing, Collecting, Arranging contents, Critical thinking, Digital Curation Digital information skills, Identifying, cooperative-collaborative team-working, learning-enhancing by doing. Prior to the definition of the single group work a debate was allowed, fixing the huge difference consisting between consequences and downsides, the first one meant to identify long-term effects and the second one identifying the immediate (or short-term) evidences of a careless behavior.
The task primarily focused on the investigation of effective data provided by a range of websites in accordance with the particular topic implied in the content each class-group meant to cope with and curate. Hence, the students were engaged in selecting peculiar topics all implying the crucial heading of either consequences or downsides. The job customized the peculiar re-elaboration of the information browsed on the websites the students reputed in conformity with the task. The effectiveness came forth the critical thinking ability enhanced during the wide and punctual debates provided during and at the end of the whole job and prior to the accomplishment of the final Questionnaire.
Considerations on the experimentation carried out
1st group (23 students)
All students showed a significant engagement in the accomplishment of adequately leading their activity on a specific purpose, meant to highlight their social, individual and qualification in content curation as a suitable strategy to develop CLIL competence. Group splitting enhanced the availability of team working in accordance with specific tasks; mutual support, respect of job time-framing; encouraged consistent browsing and selecting by addressing their research to specific strategic tasks, first: selecting, filtering, identifying, collecting, critical thinking and speculation, digital curation.
No critical elements emerged, just the will to maintain this style as appropriate to drive educational processes significantly.
I would foster the continuity and the dissemination of such an activity, which had primarily evidenced the consistent involvement of each student in feeling as one while working in a team, but even driving their ability to cooperate without any trouble. Besides, the activity enhanced the students’ self-responsibility so as to let each one feel interesting, necessary, available and reliable. This view unfolded throughout the whole activity performance and the way it was accomplished as well.
2nd group (24 students)
All students felt a huge sense of responsibility (both individual and inside each group) in the engagement in a detailed job, focused on the way to manage and fulfill a specific purpose in CLIL style. All of them were involved in identifying the global strategy meant to drive a reliable Content Curation in accordance with decisive steps, bearing in mind the target topic.
Group splitting enhanced the availability of team working in accordance with specific tasks; mutual support as well as the respect of job time-framing encouraged consistent browsing and selecting by addressing their research to specific strategic tasks, first selecting information, filtering the way each content would be driven, identifying crucial details about the content, collecting data, critical thinking and speculation, till digital curation. No critical elements emerged, just the will to enhance such an educational style processing.
I would foster a longer activity like this one so as to enhance the students’ self-responsibility, their significant commitment in engaging an effective team working as the paramount strategy to involve students in a reliable research, as well as the awareness to drive and widespread linguistic and micro- linguistic competence throughout an increasing curiosity.
|Date and place of the Lab Day||14 and 28 February 2022|
|Name of teachers||Anna Karen Calabrese Melcarne|
|Number of students participants||19|
|Age/class||14-15 years old / ISCED3|
|Title of the activity|
The students worked together according to collaborative learning and project-based learning. The work consisted in creating a collection (curate) with the wakelet platform as a result of web searches (find and filter) of the terms and the definitions of the physical quantities previously studied in the classroom. The collection (publish) was the result of collaboration and cooperation between students and teacher. It was a CLIL activity.
Positive elements: collaboration and cooperation.
|Date and place of the Lab Day||4 and 25 February 2022|
|Name of teachers||Giulia Palmitessa|
|Number of students participants||30|
|Age/class||16 years old / ISCED3|
|Title of the activity|
I showed a short video to introduce them to the topic.
I carried them through a discussion in a group and then, using the Jamboard, students selected the main goals of the research.
In teams they collected, selected and realaborated information to create their product.
Students enjoyed working in groups and appreciated this way of studying. This activity encouraged them to learn new information about health. No problem emerged. Some students would like to have more time to accomplish the work.