Report settembre 2017
The project is a response to the growing demand for new and more effective tools for teaching. The project aims to develop and share, at European level, a better knowledge in a comparative perspective of the transnational state of art in the application of the concepts and methodologies of teaching through projects based on ITC in the specific working environment. We will proceed in steps, and precisely:
– Collection of the narrative case stories in the database of the project
– Define and propose a common European profile of competences and skills for the professionals
– Develop a multidisciplinary e-Learning based training packages aimed at “teaching through projects” based on ICT methodology to
the different professionals working in all the fields that affect and are affected.
The project also means to identify the best European strategies to prevent and combat the early school leaving by increasing motivation through “teaching by projects. It is based on a bottom-up approach for a transnational sharing of new dynamics that could be created innovating our teaching approach, integrating in a more and more completed ways TIC in our methodology.
The aims of the project are:
- to identify best practices in the field of innovative education in the digital era.
- to develop a training programme for professionals of the schools, offering practical tools for implementation of didactical pathways and training consistent with the methodology of the project
- to collect experiences and narration of innovative methodological approaches reports
- to prepare our students to face the challenge that modern world present in the field of language, literacy, numeracy and in information and communication technologies (ICT).ICT competence is an essential foundation for learning, and learning to learn supports all learning activities. We want to stimulate critical thinking, creativity, initiative, problem-solving, risk assessment, decision-taking, and constructive management of feelings play a role
Our needs are:
- Management of early school leaving by a better, more efficient and innovating teaching
- Approaches based on digital tools
- Implementation of ITC in teaching
- Integrated management of the more and more internationalisation of the school
- Implementation of teachers competences in new didactical approaches about TIC
- Implementation of the staff competences in fully-integrated management
- a higher integration of the school in the European dimension
- a better motivation of students in the study of foreign languages
- Implementation of the quality of foreign languages teaching
- A better inclusion of bes
The cultural reciprocity among countries and people can create a functional attitude towards comparison, stressing a sense of common humanity and increasing the individual sense of belonging to Europe by a clear language, which is universally acceptable. This expresses the multifunctional character of this project
IPSSCTS LUIGI EINAUDI
IPSSCTS LUIGI EINAUDI is a secondary school set in Varese, Lombardia. The school has a catchment area rather broad, c. 20 km south and15north and includes twenty hinterland municipalities of Varese. It includes several addresses: commercial services, health services, auxiliary arts of the health profession, Optical; Technical of tourist-sports entertainment and leisure services, operator of sales services. The optical course is the only one in the province and the users will often exceeds the boundaries. 832 students attend the school with 106 teachers including 17 assistant teachers. Many foreign students, namely 130, attend the school coming mostly from non-EU countries (Albania, Ukraine, Romania, Peru, Morocco, Pakistan, Libya, Egypt) that our institution welcomes and integrates in the best possible way. We activate courses of Italian language for foreign students, which are attended in school hours. Our institute also welcomes 152 special bes pupils. Three languages, English, French and German are taught in our school and we organize study trips in the UK and Germany. Two years ago, the school joined the Comenius project with the participation of one of our teachers. In the past years our institute performed all typical activities of a school but didn’t focus on the European dimension of education. Since then, we have increased our projecting attitude to improve our participation in national and transnational activities, making dynamism our symbol. Moreover, the participation to European projects, which offer short mobility is quite the only opportunity for our students to go abroad and come in contact with different European cultures and visions
I.E.S. EDUARDO JANEIRO is a Secondary School set in a middle-class neighbourhood on a coastal area in Southern Spain. Very popular among many different nationalities, Fuengirola has a large community of foreign residents and is home for many of them throughout the year as well as a very attractive seasonal destination for thousands of tourists who enjoy the wonderful climate. Our school is relatively young, small in size (270 students), although it’s in its way to increase the number of students soon, since next school year we are going to be receptors of new lines coming from a second Elementary School in the area. One of the main features of our school is that we have been working in implementing bilingualism since practically the beginning and are very active in finding new ways to improve methodology and results in developing the scope of our students’ competences in languages. We have seen many signs of the suitability of CLIL methodology in implementing the bilingual programme in the six years we have been operating with it, but still are in need to test the validity of its results and to try out new methodologies and share our experiences and contrast them with other European schools. We are eager to develop a truly European consciousness in our students and this has been part of the Educational Guidelines of our school. Currently we are running an Erasmus+ project on IBL Methodology and VLE in teaching Sciences, which is in its second year now and are eager to get funding for this new project with new partners to continue our research and exchange of best practices.
THEORETICAL HIGH SCHOOL MIHAI IONESCU
The Theoretical High School MIHAI IONESCU is a private, undergraduate educational institution with a number of 269 students and 41 preschoolers, situated in the city center of Bucharest. Our motto is “Education for character”. Our main purpose is to prepare young people in order to obtain high intellectual, social, moral attributes and a strong character, so that they become responsible members of the current society. Our school follows a clear and specific direction in attaining cooperation in terms of both innovation and the exchange of good practices, by improving the abilities and competencies of our students. This happens because the educational and social framework is both favourable to private schools and it is open and willing to make a change. A good educational practice pursues satisfaction for our direct beneficiaries – the students, who will be thrilled to find out more about other cultures and organizations, about new methods and tools during the courses, to communicate efficiently with foreign teachers and to have the opportunity to opt for an alternative curriculum.
We had the first meeting online by Skype last September. Communication was not so good because of some problems to the connection with Spanish teachers who could not hear us, but we managed to decide what activities to carry on to fulfill the primary objectives of our project.
It was the first time we met and saw each other and some time was spend to introduce the teachers of three countries. All three headmistresses were present. All the participants made questions about the implementation of the project and also some specific duties were decided.
The first need we had was to send the password for the management area of this site, so to let all the teachers give their contributes to the creation of our database of lecturers on the tic in classrooms.
We also stated the programme for the following meeting in Italy which will be on 6th to 8th February and we are presently organizing both activities and the next mobility of Spanish and Romanian pupils to Italy next March
We also decided to create a WhatsApp group, seeing that Skype audio proved to be unreliable.
A very important was taken concerning the students mobility for both yars of the projects. On suggestion of Spain, wer agreed in moving as many pupils as possible, taking the number from 7 to 14/15. Even if Romania in the person of the haedmistress stated she would travel with 7/8 students each mobility, anyway she understood the importance to have our tic lessons experimented in classes, above all during mobility, when the classes themselves could be multicultural.
We decided that our common theme, trasversal to all tic experimentation in classes would be “Enviroment as a cultural place to live” as all the three countries agreed on having lessons about the place where we live (Varese, Fuengirola and Bucarest) and to create some digital magazines, presentatons padlet, and so on about the places worth to be visited during students mobilities.
We also agreed on having classes at school during the mobility in italy. Infact, Einaudi school has places enough to host the guested Spanish and Romanian students at school during the normal schedules whereas that is not possible in Spain and Romania for the lack of space at school.
we decided to hear from each other by phone, mails, messages at least once a month to take record of our activities.
All the partners heard informally via whatsApp during the month of October and we decided to agree on the following steps in order to work together towards the goals we stated in the project.
As first step we decided the creation of a team to work with. Italy school as the coordinator established a permanent commission formed by Prof Zonca Monica, prof Fenici Claudia, Prof Carità Cristins, prof Losoni Elena e prof Ricardi Chiara and asked for the help of some other teachers depending on the situation and the phases of the project itself.
Prof zonca Monica, the coordinator, created a virtual class on Edmodo platform, to which both Spanish and Romanian teachers and students were invited. As the subject matter of our didactical experimentation was already established during the kickoff meeting, we began to work with the chosen classes.
Edmodo is an online networking application for teachers and students. It’s also a tool for within-class communication, but it also provides several ways for teachers to connect with other teachers. The Edmodo group is owned by and shared with the whole class, focused on learning using ITC
It’s a digital place for students to access or download
It’s possible to write post (short summaries of lessons for students who were absent from class or homework information)
We began to work on the project having in mind three specific classes chosen on the base of the following criteria:
CHOICE OF THE TARGET CLASS (CRITERIA)
- Configuration (n. of female students, n. of male students, presence of students with dislexia or other learning difficulty, presence of students with disabilities)
- Students dynamics (need for inclusion, need for mediation, etc.)
- Colleagues willingness to participate in the project
You can find the tasks accomplished at the following link
COLLECTION of WORKS, waiting for the ROMANIAN and SPANISH STUDENTS:
We discovered very early that it was not possible and we decided to open the classes and work with a selected group of students who desired to partecipate.
In the meantimes we began working on our first meeting in Italy
Italy as coordinator school took contacts with the local school office to see if it was possible a collaboration on the final grid about Itc competences of teachers.
Prof Maraschello and Prof Benetti were very happy to partecipate and showed the teachers some possible criteria to be used for the Itc competences framework, which is one of the aim of our project.
you can find their work at the following link:
Our tasks in classes continued and by sharing our teaching approaches each other we defined tools, roles, and objectives.
DESCRIPTION OF THE TARGET CLASS WORK
- INTRODUCING THE PROJECT TO THE STUDE
- INTRODUCING THE PROJECT TOPIC(S) TO THE STUDENTS/COLLEAGUES
- PROPOSING AREAS OF INTEREST ABOUT THE TOPIC TO THE STUDENTS
- CREATING WORK GROUPS (EACH DEALING WITH ONE AREA OF INTEREST)
- CREATION OF A VIRTUAL CLASS THROUGH EDMODO
- REGISTRATION OF THE STUDENTS TO THE VIRTUAL CLASS
- SHARING USEFUL LINKS/MATERIAL WITH STUDENTS
- WORK START-UP AT SCHOOL
- MOBILE PHONES
- INTERACTIVE WHITE BLACKBOARD
- CLASSROOM COMPUTER
- SCHOOL COMPUTER LAB
TEACHER’S ROLE WITHIN THE TARGET CLASS:
> NEVER IMPOSING
- GIVING HELP/ADVICE WHEN NEEDED
- ENCOURAGING PEER/GROUP/TEAM WORK BY ESTABLISHING ROLES/TASKS
- ENCOURAGING COOPERATION THROUGH INCLUSION
- ENCOURAGING AUTONOMY THROUGH ROLES/TASKS
- GETTING STUDENTS INTO SITUATION
- MAKE STUDENTS FEEL THEY ARE PART OF THE LEARNING/TEACHING PROCESS
- LANGUAGE IMPROVEMENT (BOTH WRITTEN/ORAL PRODUCTION)
In December we decided that Einaudi teachers, who have been trained in itc in the recent four years, should show how to use softwares for the digital storytelling as one of the goal to be reached in sharing good practises.
Digital Storytelling or Narration realized with digital tools (web apps, webware) consists in organizing contents selected from the web in a coherent system, supported by a narrative structure, in order to obtain a story consisting of multiple elements of various formats (video , audio, images, texts, maps, etc.). Characteristics of this type of communication are:
the charm: deriving from the fabulous character that the stories possess, given that it is basically a story;
the richness and variety of stimuli and meanings: deriving from the high information density and the amalgamation of codes, formats, events, characters, information, which interact with each other through multiple paths and different analogical relationships.
It is therefore a form of narration particularly suited to communication forms such as those of journalism, politics, marketing, autobiography and even teaching.
Storytelling in teaching
The fascination is the strong point of storytelling in the didactic field, because stories are proposed to the students in the form of digital stories, and then it is proposed to the students to create such stories through dedicated web applications for that purpose as well. This fascination derives from several factors:
# the strongly gratifying character of a narrative approach;
# the fact that it offers a simpler access to abstract and complex concepts, as already Plato, who made extensive use of myths (stories) in his dialogues, he knew well;
# own capacity of the narrative mechanism, supported by multimedia elements, to generate hermeneutic – interpretative processes and meaningful conceptual correlations;
# the considerable degree of involvement and the consequent strengthening of motivational variables and the commitment that the narration offers;
# the ability to convey meaningful and strong messages, structured according to a cause – effect logic;
# a story generates other stories, according to the mechanism of inter-textuality, favoring the collaborative exchange of knowledge, dialogic confrontation, the critical spirit and the search for new interpretations and points of view on a problem and / or theme;
# the ability of the narrative approach to favor networked knowledge and combinatorial creativity as Maria Popova points out in Networked Knowledge and Combiatorial Creativity
Italian teachers prepared in the download section a lot of tutorials about specific softwares that can be used for the digital storytelling, such as:
We also decided that the best way to present our works was through google sites.
We began working on our first transnational meeting in Italy soon after the Christmas break and all partners agreed on the points to be discussed in that occasion. So we realized the forms to be used and the schedule of the two days convention.
First trasnational meeting
After the first transnational meeting, (the reports of all the meetings are in the management area of the site) we began with the short term mobility in March. Italy first hosted Spanish and Romanian students to work in class and in open air as well, trying to experment itc new methologies about enviroment in general, with reference to new culture, and traditions too.
We had decided previously that students would be hosted by families in order to make more students travel to italy and to Spain as well.
We had the mobilities accomplished within may 2017.In the page “Teaching in class 3.0 of this very site, it is possible to find all our outputs in terms of projects, lessons and activties with and for students as well as teachers for anybody who visits the site. Teachers of the three partners prepared itc based lessons and upload them, creating those work packs as stated in the original project. Together with students (and not only those who partecipated the mobility) some google sites were designed and upload in the official site (this one) of the project and they are in the download section to be consulted by anybody.
All the three countries organized and handled dissemination events, articles, meetings tv and radio interviews.
Romanian partners notes:
Alongside the project objectives that have been achieved, we have noted the following aspects that add value to the strategic project:
- The ability of the students in the three countries to adapt to host families. It was for everyone a particularly beautiful experience, because they left without their family and lived in foreign families, and the feed-back was positive on both sides.
- Our students’ ability to manage amounts of money received from the national agency as individual mobility support. The students have been able to save money, to select prices in the “euro”, although in Romania the currency is “leu”.
- Assertion of values. The students included in the project had different religious affiliations from host families in all mobilities. Catholics, Orthodox, Protestants, Adventists, met in different situations. Some of them are vegetarians. Some of the host parents are smokers. Both students and host families spoke openly about differences, habits, addictions if it was the case, and respected their practices, without imposing or exposing of any part.
- Fluency in conversation in English.
- The disposal to offer an additional time for project activities, which led to the shaping of a willing team to develop new skills.
- Developing language skills. A group of teachers has begun to learn English constantly in order to be able to communicate within the project.
- Openness to diversity, to take on the best practices of partners.
- The desire to get involved in other projects at the end of it.
Our first part of the project ends here, with the secondo transnational meeting in Romania where we stated all the goals to be reached within august 2018 to accomplish all the objectives stated in the original project.
IES Eduardo Janeiro school presented the Project in the staff meeting as required by the authorities in Spain. The team that started working from the beginning of the project belongs to the bilingual team of teachers who also work in the CLIL methodology. The team meets every week so we could have opportunities to discuss the work in progress. Being a small school and having limited human and material resources we tried to include the European project as much as we could in the development of the transversal activities. We found out that not all the teachers were familiar with the Edmodo classroom use which was proposed as a common tool for the three partners.The process of knowing this was slow and although finally productive it didn’t reach everybody at the same level.
However the team set off to research and we could say that we finally managed to have a variety of ICT resources known to everyone and having used them in the class so the feedback of their use could give the team a criteria of selection for the most useful.
The choice of a target group could not be restricted to a class as this selection would exclude teachers from being in contact with the application of the activity in the group. We chose to work with 2nd and 3rd year level instead for the mobililities and open the application of activities to the experimenting of a tool rather than to a class.
Opening the mobilities to a bigger number of students by hosting them in the families was although a difficult task , eventually a very successful one as learning through the difference of social backgrounds,age and religions with a mutual respect on each others culture was rather a high objective achieved. Also motivation of the students to learn and communicate was enhanced since they became the protagonists of the experience and gave them real opportunities to communicate in English as a common language in the project.
We include here the links to the teachers work during the first year presented in the September meeting in Bucharest.