Post on 26-Dec-2015
1
SCHOOL DEVELOPMENT PROJ ECT
COMENIUS 1.3 “TOGETHER TO GROW”
CYPRUS 26/ 31 MAY 2007
edited byAnna Maria CAMPO
22
STEP BY STEP
FROM SELF-ANALYSIS TO THE DEVELOPMENT OF SCHOOL
33
COMENIUS 1.3 PROJECT
Goal of the project
School improvement through the awareness of school like “learning organization”.
Coordinator School:
Jardim de infancia nà 2 Apelaçao Lisbon (Portugal)
Partners Schools:
DD Circ. I L. DA VINCI Trapani (Italy)
DD Circ. QUARTO 31° Genova (Italy)
Ayia Filakindergarden – Ayia Fila Cyprus
École Maternelle de Nuyens Bordeaux (Françe)
Kursenai Kindergarten Buratinas Kursenai (Lithuania)
Dunya Okul Oncesi Merkezi erkezi Dunya (Turkey)
4
School tellsLet’s tell to evaluate
4The ballad-singer
5
The telling starts with humanity history. (Roland Barthes)
A text exists because it means something by
suitable conversational strategies.
(G
ianfranco Bettetini) Everything exists since it is told. (Ricci)
A text is a a fabric…to enter into the fabric of a story meansnot only to discover its tissue and plot, but,also its involvements.
To use telling at school does not mean to anatomize and dissect it, but to understand and produce sensible courses.
6
• The analysis of the F.A.R.O. report, concerning the service offered last year.
• The choice of a sample of date (parents and school personnel’s opinion).
DO YOU REMEMBER?
F.A.R .O.
A self - analysis project for the continuous improvement of scholastic service
6
No one is able to fly at the first
attempt, but you will be able,
I promise
77
Open letter for the parents of 1° CIRCOLO DIDATTICO
”L. DA VINCI”TRAPANI
Do you remember?
8
A request to the personnel of the school to pass from
linear way of thinking to multacasual in order to improve
their professional competence and the quality of service.
8
DO YOU REMEMBER? DO YOU REMEMBER?
9
P.O.F.( Formative Offer Plan)
What’s POF?
The POF is a document created as knowledge and
presentation instrument of a school; it is useful inside it
because it is like a compass and outside it because it
represents offer, opportunity and agreement with
territory (Staderini).
We are describing its vision and mission together with
methodological, didactic and organizational aspects.
Do you remembEr?
10
THE PLAN
Our school elaborated a coesive plan
congruent with National Indications,
articulated in UDA (Units of learning), and
to overcome any fragmentation it is
structured according to a sharing pattern.
Do you remembEr?
The 1° Circolo Didattico di Trapani, intends to
stimulate the school personnel and users so that
they may have a constructive and positive
Vision and a Mission aimed at sharing of true
values.
A true value is solidarity, that is aimed at
spreading the project “Everyone for one”.11
NIKI STORY
Niki is a ten years old child obliged to live on the sea because of a
serious asthmatic illness; so his family constructed a boat for him, the
Walkirie, wherein they live together.
The project was conceived serendipitely: some teachers privately met
the Niki family since they were in Trapani for the upkeep their boat and
to inaugurate a project, in syntony with national and local authorities
aimed at enhancing the videoconference as didactic instrument. (Niki
listens to the lessons of his school by videoconference).
Niki and his family are corageous people because they reacted positively
when facing difficulties.
They are for us human paradigms to be presented to children.12
After knowing the story of Niki a small group of children went into
Niki‘s boat to follow the school lessons by videoconference.
In the afternoon all the children attending the fifth classes of the school
met Niki in a space on the shore which belongs to Lega Navale di
Trapani.
The children realized that what Niki wanted was the human contact,
further he could have enriched them while he was telling his experience
on the sea.
The children prepared a Power Point, containing letters and poems to be
sent by e-mail to Niki.
13
14 14
Hello Niki,
I am writing this letter to tell you what I think of your life: you can travel all
over the Mediterranean sea and discover new thinks, but the worst
matter is that you cannot always choose what to do, and I am sorry for this, because I think freedom is very important. I hope to meet you soon.
Greetings and good luck.
Claudio15
Hello Niki, how are you?
I am well, so are you.
I would like to tell you that when you came, it was a wonderful time for me
because you made me understand that
though one may have a trouble
nevertheless he can live happily.
MARIO
16
17
The child, who is braveOf the sea faces the wavewith his family is funningwhile the dog is yawning
To meet children over the world,A merry-go-round very bold.
One day he shall returnElated in his sojourn.
IVANAFree translation by Armando Vetrano
17
Poem for NIKIPoem for NIKI
18 18
19
NIKI'S BOATNIKI'S BOAT
20
School inside Niki's boatSchool inside Niki's boat
21
MEETING NIKIMEETING NIKI
22
LET' S PLAY WITH NIKI ON THE SHORE
23 23
24
Our boys by a videoconference go to school with Niki 24
A happy moment together A happy moment together with NIKIwith NIKI
25
Ready to go to school with Niki
25
26
… Playing on the shore together with Niki after school
26
27NIKI gets a gift from the President of
the Naval League 27
The teachers of 1° Circolo Didattico of
Trapani want to realize a plan not
fragmented, but coherent and aimed at the
application of National Guidelines and at the
achievement of P.E.C.U.P. (Cultural and
Professional Educational Profile of the
Student) by U.D.A. (Unit of learning) based
on a unique pattern.
Didactic Plan
28
29
Title
Identification data
School year _____________ Period_______________School______________________________Addressees __________________________teachers___________________________________________________________
National normative referencesP.E.C.U.P.(Educational cultural and professional profile of the student at the end of the first educational cycle)
National guide linesGeneral aims
O.S.A. (learning specific goals)
References to Plan of Formative Offere.
Cognitive and not cognitive dissonances
Capacities
Didactic Mediation
Didactic patterns Didactic methods Organizational solutions Methods and techniques
Activities Contents
Check of learning Criteria of verification Kind of tests
KnowledgeSkills
Competences
Documentation Photos Verbal texts Iconic texts Multimedia supports
Unit of learninf. N°____
29
30 30
31
The local CURRICULUM IS AIMED AT:
Every Italian School has at disposal a portion of curriculum up
to the amount of 20% of total school time. Within this portion
every school can boost some disciplines or introduce new
disciplines.
To combine national and local needs
To enhance different cultural vocations
To respond to specific formative needs
31
32
New disciplines inserted into curriculum of infant school
• English • French• Sicilian • Botanic• Road Education• Dietetics
New disciplines inserted into curriculum of primary school
• Local Anthropology• Botanic• Local History• Sicilian Language• French• Local Archaeology
32
Documentation
ROAD EDUCATION
Riding on bicycle children get used to not polluting; further they exercise, learn rules of road code, interiorize topological concepts, learn orienting .
EDUCATIONAL VALUE
Self-portrait of a child on bicycle
Children on bicycle in the yard of the school
Infant School
33
DIETETICS
This activity intends to better the relation with food, and to let children discover the joy of preparing food in group. That is to stimulate all five senses of children; further they get used eating food slowly giving value to meals when prepared at home with local products.
34
Washing oranges
Squeezing oranges (a school assistant is helping a pupil)
Cutting butterPizza is better when prepared all together
35 35
Transcoding of dietetics
36
PRIMARY SCHOOL DOCUMENTATION
Discipline: Local
archaeologyAim of this discipline is to introduce the pupil to earth history so that he may love and respect the planet.
(Pupils remade the stratifications of the earth)
Iconic Transcoding
Optional and facultative activities
Italian Primary School is obliged to offer to all
children the possibility of doing optional and
facultative activities up to 198 hours yearly.
All the pupils of 1° Circolo Didattico of
Trapani weekly performed 3 hours of optional
and facultative activities choosing among
those listed in the following slides.37
38
LIST OF OPTIONAL AND FACULTATIVE ACTIVITIES
38
Bricolage
Active reading workshop
Recycling workshop
Sicilian language workshop
Linguistic workshop
Environment Education
Territory study workshop
39 39
Documentation
ACTIVITE READING WORKSHOP
The teacher aroused the curiosity of children towards the novel “The wizard of Oz” by L. Frank Baum showing them the book cover and inviting to express hypothesis about the contents of the book.
OPTIONAL and FACULTATIVE ACTIVITIES
40
DOCUMENTATION
ACTIVE READING WORKSHOP
Different kinds of reading Silent reading Aesthetic reading
Summary Describing texts Narrative texts
OPTIONAL and FACULTATIVE ACTIVITIES
Different kinds of writing
41
DOCUMENTATION
ACTIVE READING WORKSHOP
From verbal lenguage to iconic language.
TRANSCODING ACTIVITY
OPTIONAL and FACULTATIVE ACTIVITIES
42
LINGUISTIC WORKSHOP
The third millennium citizen needs relevant logic
linguistic capacities also to interpret advertising
messages which, through the use of a conative and
charming language, can inhibit free choice
creating induced products.
The pupils became spot creators to understand the
real meaning of advertising.
OPTIONAL and FACULTATIVE ACTIVITIES
43 43
LINGUISTIC ICONIC WORKSHOP
44 44
LINGUISTIC ICONIC WORKSHOP
45 45
LINGUISTIC ICONIC WORKSHOP
46 46
LINGUISTIC ICONIC WORKSHOP
47
LINGUISTIC ICONIC WORKSHOP
48 48
LINGUISTIC ICONIC WORKSHOP
49 49
LINGUISTIC ICONIC WORKSHOP
50 50
The 1° Circolo Didattico of Trapani is situated in the historical center, a
risk area owing to petty crime and juvenile discomfort.
School in order to compensate for the lack of playrooms, swimming pools,
sports ground, receives the children two afternoons in a week in order to
have different kind of workshops including:
Painting on glass activity
Theatre workshop
Territory study
51 51
Documentation
ON GLASS PAINTING WORKSHOP
RISK AREA PROJECT
52
ACTING WORKSHOP
The pupils of Infant School perform Pinocchio.
The Pinocchio tale, written by Carlo Lorenzini, better known as Collodi, is
the most translated book in the world, apart from the Bible.
The pupils of Infant School are involved in a reassessment work “of the
child-puppet” together with its wrongs.
RISK AREA PROJECT
Documentation
53
DOCUMENTATION
TRANSCODING ACTIVITY
RISK AREA PROJECT
54 54
DOCUMENTATION
DRAMATIZATION WORKSHOP
RISK AREA PROJECT
PHOTOS OF CHILDREN WHILE ACTING
55 55
“My Trapani”
Newspaper Game”
“A bridge between the two peninsulas”
“Museum heritage”
FURTHER DEVELOPMENT PROJECTS AND/OR EXTENSION OF THE FORMATIVE OFFER
56 56
DOCUMENTATION
“MY TRAPANI WORKSHOP”
FURTHER DEVELOPMENT PROJECTS AND/OR EXTENSION OF THE FORMATIVE OFFER
Transcoding activity depicting two characteristic corners of Trapani.
This drawing depicts
the Trapani fish
market, where you
can see the statue
of Venere
Anadiomene.
57 57
The drawing represents the
most important street in
the hystorical centre of
Trapani:
Via Torrearsa that Trapani
citizens call (Loggia)
“MY TRAPANI WORKSHOP”
FURTHER DEVELOPMENT PROJECTS AND/OR EXTENSION OF THE FORMATIVE OFFER
DOCUMENTATION
58 58
DOCUMENTATION
LABORATORIO “NEWSPAPER-GAME”
FURTHER DEVELOPMENT PROJECTS AND/OR EXTENSION OF THE FORMATIVE OFFER
The “La Sicilia” (newspaper) gave to the children the possibility to write some articles which were published.
59 59
DOCUMENTATION
FURTHER DEVELOPMENT PROJECTS AND/OR EXTENSION OF THE FORMATIVE OFFER
The “La Sicilia” (newspaper) gave to the children the possibility to write some articles which were published.
Published by
“La Sicilia”
On 11 April 2007
THE “NEWSPAPER-GAME” WORKSHOP
60 60
DOCUMENTATION
FURTHER DEVELOPMENT PROJECTS AND/OR EXTENSION OF THE FORMATIVE OFFER
The “La Sicilia” (newspaper) gave to the children the possibility to write some articles which were published.
Published by
“La Sicilia”
on 17 January 2007
WORKSHOP “NEWSPAPERGAME”
61
DOCUMENTATION
A BRIDGE BETWEEN TWO PENINSULAS
FURTHER DEVELOPMENT PROJECTS AND/OR EXTENSION OF THE FORMATIVE OFFER
This project was realized with the cooperation of a language assistant from Greece. She was sent from Agenzia Nazionale Socrates.The children performed a Greek myth “Pandora’s box”.
62
DOCUMENTATION
WORKSHOP FOR “MUSEUM HERITAGE EDUCATION”
FURTHER DEVELOPMENT PROJECTS AND/OR EXTENSION OF THE FORMATIVE OFFER
The children reproduce by iconic language the maiolica tiles kept inside Museo Pepoli.
The aim of the project is to promote a wellbeing state through the use of the assets kept inside thel Museo Regionale Agostino Pepoli of Trapani.It is a place full of precious memories of ancient stories, suggestions, new discoveries.
63
DOCUMENTATION
FURTHER DEVELOPMENT PROJECTS AND/OR EXTENSION OF THE FORMATIVE OFFER
Pupils’drawings precious maiolica tiles in maiolica of the 18th century; they are within Museo Pepoli.
WORKSHOP FOR “MUSEUM HERITAGE EDUCATION”
64 64
DOCUMENTATION
The project is aimed at a positive comparison between generations.
PROJECT “THE VALUE OF REMEMBRANCES”
PHOTOGRAPHIC DOCUMENTATION
FURTHER DEVELOPMENT PROJECTS AND/OR EXTENSION OF THE FORMATIVE OFFER
65
The project is aimed at psycho-physical wellbeing through self-discipine
and respect of rules.
FURTHER DEVELOPMENT PROJECTS AND/OR EXTENSION OF THE FORMATIVE OFFER
DOCUMENTATION
PROJECT “SPORT EDUCATION”
PHOTOGRAPHIC DOCUMENTATIONE
66
What is the most important activity, or the most important project that we have realized? What is the most important disciline we have taught?
What we have told is only the smallest part of what we have done, but it is a part of our real experience and it is the everyday life that should offer occasions of comparison between the different visions of man and different models of behavior, with the mutual possibility to attract, involve, convince.
When someone asked Bruner about the most important disciplice taught at school, he answered: “The very school”.
66