The Public Notice of 13 October 2010 for the submission of project proposals aimed at the development of CLIL - art. 29 of M.D. 663 of 2016 - gave the opportunity to five schools in Foggia and the province to join the network for the design and testing of Content and Language Integrated Learning (CLIL) learning pathways through action-research. The aim was to activate collaborative working methods between foreign language teachers and non-linguistic teachers (CLIL team) with the formation of working groups aimed at sharing strategies and ways of teaching the foreign language, defining a Continuous professional development framework for teachers, with Methodological Training courses for CLIL. The Santa Chiara-Pascoli-Altamura Comprehensive School, as a leading school, has submitted a project entitled "Getting to know the national tales" involving four other schools and thus giving life to a network of school institutions Called "Foggia Schools in the Network to Innovate Teaching". By Decree of the General Director of the Directorate General for School Ordinations and the Evaluation of the National Education System prot. n. 1433 of December 22, 2016, the design proposal was approved and funded to combine the CLIL method with the opportunities offered by new technologies, thus promoting the learning of foreign language disciplinary content and the development of digital skills. Through the collaboration between foreign language teachers and NLD professors in action-research projects, integrated into the eTwinning platform for European projects aimed at internationalization and innovation both linguistic and intercultural, teachers have been guided and supported in the Design and implementation / testing of CLIL modules in the background of the latest developments in the field of didactic innovation and the size of technologies and multimedia. In view of this approach, structured in three distinct phases of action, the promotion of language and digital skills of students has been urging the active role in the collaborative realization of digital products within partnerships as documentation of project experiences to be shared on eTwinning site.
The project involved schools that previously had the opportunity to collaborate on the Network for other projects with actions and trials: Accompanying measures to 2012 National Guidelines and Certification of Skills in the First Education Circuit (DM 435/2015 Art. 28) and projects contemplated by MD 435, art. 25 letter a) for the implementation of the National Evaluation System, with particular reference to the design and implementation of the Improvement Plans. The schools in the network share an educational context that requires a general rethinking of didactic practices, setting and general organization to have a strong impact on all school community actors (school leaders, teachers, students, families, territory). It is therefore "shared" an interest in the process of school system innovation related to the implementation of the CLIL methodology. There were 10 classes (fourth and fifth primary and first grade primary school students), in total about 100 pupils.
The overall objective of the Project was to raise the awareness of teachers and students in the Clil teaching, inviting them to the concrete experimentation of this innovative methodology with the integrated use of digital technologies. The specific objective was to improve students' linguistic-communicative skills through the use of a foreign language in the teaching / learning of a curriculum discipline. Integration into an eTwinning project is certainly an effective way to promote language use in a dual-setting, in a real-life context for instant and practical communication (through synchronous and asynchronous network tools) with partners of the international project and the collaboration in the realization of digital didactic activities. Therefore, the project aimed at promoting the rethinking of disciplinary teaching, practices in the light of new multimedia and multimodal technologies and guiding teachers and students in the cross-cutting use of these tools in teaching / learning practices.
The theme of the project is the story through the discovery of the territory: "Tales are one of the oldest cultural symbols. We want to help to enhance the cultural roots of ancient traditions that are often common to all countries. We would like to share the main national stories and repetitive elements, such as characters, magic objects, the struggle between good and evil, good and happy ending. Students will learn various national stories, compare and share the features of fairytales characters in each country, increase the level of intercultural awareness, the ability to develop creativity, and motivation to read. The use of information and communication technologies (ICT), the development of communication skills will be promoted.
The project assumes an international dimension as it is structured and integrated into the eTwinning platform that promotes school collaboration in Europe (and not only) through the use of information and communication technologies (ICT), providing support, tools and services for schools. With the aim of communicating, collaborating, developing projects, sharing and, in short, participating in the most exciting European educational community.
After an initial coordination meeting between school leaders, referent lecturers and project team in order to start planning and schedule commitments, the project developed in three phases:
- Initial training phase
This first phase involves the participation of the project team in training sessions (with experts) on CLIL teaching methods and innovative classroom management practices as well as on learning environments through the use of new multimedia and multimodal technologies on the eTwinning platform. This phase started with a first meeting on the theoretical aspects of the CLIL methodology. Two laboratory meetings were held on the use of the eTwinning platform, which is essencial for project structuring and management in CLIL, workshops on the setting of UDL with CLIL methodology and a webinar held by the researcher of the Indire who directed and supported the tutors Didactic methodology for a proper startup. The goal here is to promote digital skills for both teachers and students using learning environments that allow the expansion of language skills in digital mode, by strengthening the average English language level with language enhancement courses and with elements of Innovative didactics, related to QCER.
Training phase and guided experimentation
Subsequently, all weekly training workshops (3 hours) always favored classroom experimentation (2 hours) for the development of student-centered teaching activities aimed at improving both the foreign language and the language skills through the use of d 'Action To stimulate foreign language learning in the problem-based learning methodology. In the laboratories, the faculty faced one by one, with the development of a time-saving learning project UDL, topics related to the presentation of students, schools and territories, the virtual geolocation of historic sites of interest and the narration of legends related to them. Obviously the themes have always been addressed in class with the CLIL methodology, the support of digital technologies and the use of web tools (padlet, smooth, izitravel). Classroom experimentation, closely linked to apprentice teacher training laboratories (for UDL), with the prediction of methodological strategies and digital tools (eTwinning and web-based tools) to be used for activities, allow the production of digital and Continuous documentation of processes and products made by teachers and students, through collaboration in the realization of didactic activities aimed at solving reality tasks through the use of digital teaching tools .
III. Research-action phase with "on-the-field" workshops for students
The third phase was aimed at promoting literacy and reading skills through extensive reading, both in paper and digital format, by promoting training paths based on the practice of audio-oral skills and cultural exchange, also by activating comparisons and sharing with distance classes, schools, teachers and classes from other countries, combining the awareness of the CLIL methodology. Specifically, at this stage, thanks to the participation of the MIRA association, every school of the Net has been supported in carrying out research activities, through historical sources of legends and stories of the past, guided tours of sites of historical interest Cities and didactic-experimental laboratories on the site. It starts with the promotion of the "real" skills of students by stressing the active role in realizing "real" products as documentation of project experiences, to be publicized through digitization, to extend their value to the collective interest. An App of this third phase of the project has been implemented entirely by the materials produced by students on the site through digital re-elaboration.
The transition to each stage has always been preceded by a coordination and monitoring meeting of the project team with school leaders and referents.
In the initial processing of the project, there was a phase of verification, evaluation and documentation of the project but, with the progress of the various phases, we realized that this phase was actually transversal and inherent in all the others phases through the continuous and constant documenting the process, in the eTwinning virtual project area: the Twinspace, by uploading the results of weekly activities, or materials produced by students in a collaborative way. Verifications were consistently carried out by students with the support of web-based tools. The evaluation of the process was automatic and essential for the continuation of the activities.
Thanks to eTwinning, the project has had an international dimension in which teachers and students have been offered the opportunity, by integrating into a European Community of teachers and students, to enter an enlarged learning context. This added value represents a boost towards multilingualism, multiculturalism, towards a European vision of disciplinary knowledge.
The originality of the project is given by the subjects studied and deepened by the students, but above all by the contextualization of the same within a European design. The integrated CLIL methodology in eTwinning has offered real occasion of language use, allowing interactive and collaborative dynamics to be launched, encouraging curricular integration, promoting multilingualism, developing the essential conditions for future "European" teachers and students.
As part of the project, the production of digital materials was the result of the activities carried out by students in a sharing or collaborative approach. The reference is to digital storytelling typologies, digital quizzes, geolocalizations, animated images with video, audio and video. Thanks to these "productions", there are "naturally" and continuously developed processes of sharing, disseminating and enhancing best practices produced between Schools in the network also in the perspective of internationalization. Subsequently, dissemination in the territory was realized through the spread of school communities, families and the entire territory, of an App entirely implemented with the "products" of the activities carried out in the third phase of the project.
Also linking the eTwinning public link to the Network School sites, national and international eTwinning prizes and the organization of disseminating territorial events, contributed to the enhancement and dissemination of the training experience.
With a view to improve the quality of training and learning, the project has made a significant contribution to the mandatory, permanent and structural training (Law 107/2015 n. 124) of the faculty through a research-action initiative, aimed at guiding and supporting teachers in eTwinning design and implementation of CLIL modules in the background of the latest developments in the field of didactic and technological innovation.
In terms of replicability, the development of the Project for the implementation and testing of CLIL modules with the integrated use of the eTwinning platform ensures the material's accessibility to other territorial schools or the entire school system, as the platform constitutes a tool for documentation, dissemination and spreading of good practices for the valorization of public waterway experiences