Armonia delle differenze attraverso una didattica ..
Armonia delle differenze attraverso una didattica inclusiva
Start date: Jun 1, 2015,
End date: May 31, 2017
Our school is attended by about 800 students coming from different backgrounds: there are students with a high background, with low class origins, emigrants'sons, disadvantaged people, students belonging to families who live illegally and students who live far from their families in educational communities. The school focuses on a learner cerntred curriculum, and aims the success in education for each one, to recognise and to respect the differences, to help students to live at school an experience of community based on the respect of rules and on the well- treatment for everybody. The project comes from the need to know, observe, compare and experience choices, strategies and inclusive methodologies useful to promote the growth of the school as a community in which everybody can feel happier and can be an active member with a leading role in his/her learning processes. It aims to improve the social skills and the cooperative work, a revision of our way of planning, monitor the processes and evaluate, and a training about inclusive methodologies and curriculum. It will be carried out in two years and will involve 34 members of the school. The teachers who want to take part to the project have to : show a strong interest towards the European dimension; possess communication and interpersonal skills and ability to work in team; show willingness to share the experience upon return; (not everybody) have competences in oral communication in English; have attended training courses about the themes of the project, and have already worked on them; be interested in the construction of a learner-centred curriculum. A second group of teachers who for the first time are engaged in a european experience will attend language courses to reach the A2level of CEFR to be able to work with European colleagues in e-twinning platform and to access to online training. Our partners in the project are a school from Oporto and a school from Bremen who have already worked with us in previous European Comenius projects, and two training centers qualified in training courses for teachers about inclusive methodologies: English Matters in Granada and European Educational Circle in Riga.The activities will consist in training courses about inclusion in Europe and inclusive methodologies in teaching/learning atctivities at the EEC in Riga and English Matters in Granada, job shadowing /observation at Bremen and Oporto schools, experimental teaching in our school; language and methodology training courses. The aims of the activities are to experience inclusive strategies and methodologies, support cooperative learning and inquiry-based learning. Given that our partners schools and we have a similar organizational structure, we'll work with our european colleagues on comparing school curriculum: contents, planning, assessment, choices and methodologies. Results, impact and long terms benefitsThe European Dimension, the knoledge of other management systems and different school systems, to compare and work in team with European colleagues, the trainig activities, Job shadowing/ Observation and teacher exchanges with European schools and centers, the experimental teaching about inclusive methodologies will facilitate the development of quality in our school education, the professional competences of teachers wil improve, language competences in English will be acquired/improved, inclusion will be concerned with everybody.The European dimension will be a very important part of our Piano dell'Offerta Formativa and for the next years we'll plan students exchanges, Erasmus+European partnerships, e-twinning projects. Students will use authentic materials, ICT, Erasmus+ and e-twinning platforms to increase their knoledges. All these choices will contribute to make students aware of their learnings.The whole school will become more and more aware of the European citizenship, will implement a new way of planning and working in team and could also be a resource for our territory by promoting through the CTRH the good pactices, materials and information and a work in synergy with other schools, educational centres and the local government.
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