Training of trainers portugal

PINOKIOGrant Agreement nr 2009-3903/001-001

CIRD Education TeamVenice, 11-13 March 2010

TRAINING OF TRAINERS

Pupils for INnOvation as a Key to Intercultural and social inclusiOn

P.IN.O.K.I.O.P.IN.O.K.I.O.

Pupils for INnOvation as a Key Pupils for INnOvation as a Key to Intercultural and social inclusiOnto Intercultural and social inclusiOn

TRAINING OF TRAINERSTRAINING OF TRAINERS

EDUCATIONAL PROGRAMMEEDUCATIONAL PROGRAMME Venice, 11-13 march 2010Venice, 11-13 march 2010





Educational Value of LiteratureEducational Value of LiteratureLiterature develops children personality, defined as mutually elements :

COGNITIVECOGNITIVEDIMENSIONDIMENSION

METACOGNITIVEMETACOGNITIVEDIMENSIONDIMENSION

INTRAPERSONAL DIMENSIONINTRAPERSONAL DIMENSION(PSYCHO-EMOTIONAL ELEMENTS)(PSYCHO-EMOTIONAL ELEMENTS)

Fiction for ChildrenFiction for Children

INTERPERSONAL DIMENSIONINTERPERSONAL DIMENSION(PSYCHO-SOCIAL ELEMENTS)(PSYCHO-SOCIAL ELEMENTS)





Educational Value of Fiction for Educational Value of Fiction for ChildrenChildren

COGNITIVE COGNITIVE DIMENSIONDIMENSION

Knowledge, Attention, MemoryKnowledge, Attention, Memory

Verbal communicationVerbal communication

Non-verbal Non-verbal communicationcommunication





Educational Value of Fairy TaleEducational Value of Fairy TaleFAIRY TALE develops children personality, defined as mutually elements :



Verbal CommunicationVerbal Communication

Non-verbal Non-verbal CommunicationCommunication



METACOGNITIVE METACOGNITIVE DIMENSIONDIMENSION





Educational Value of Fairy TaleEducational Value of Fairy Tale


problem solvingproblem solving(identification of problems, selecting solutions and strategies, (identification of problems, selecting solutions and strategies,

decision taking, assuming risks, decision taking, assuming risks, reflective awareness, authonomy in action)reflective awareness, authonomy in action)

Meaning SearchMeaning Search

TransferTransfer





Educational Value of Fairy TaleEducational Value of Fairy TaleFAIRY TALE develops children personality, defined as mutually elements:

COGNITIVE COGNITIVE DIMENSIONEDIMENSIONE


problem solvingproblem solving(identification of problems, selecting (identification of problems, selecting

solutions and strategies, solutions and strategies, decision taking, assuming risks, decision taking, assuming risks,

reflective awareness, authonomy in reflective awareness, authonomy in action)action)

Meaning searchMeaning search

transfertransfer










Educational Value of LiteratureEducational Value of Literature

INTRAPERSONAL INTRAPERSONAL DIMENSIONDIMENSION

inwardnessinwardness

““knowing to be”knowing to be”(attitude and values)(attitude and values)

““imaginary imaginary culture”culture”

CommitmentCommitment

Motivation to LearnMotivation to Learn








solutions and strategies, solutions and strategies, decision tatking, assuming risks, decision tatking, assuming risks,

reflective awareness, authonomy in reflective awareness, authonomy in actionaction


transfertransfer




Motivation to Motivation to LearnLearn













LiteratureLiteratureINTERPERSONAL INTERPERSONAL

DIMENSIONDIMENSION““Knowing to beKnowing to be among others”among others”

Cooperative learningCooperative learning

Personal and Cultural AwarenessPersonal and Cultural Awareness

Interculture and Social InclusionInterculture and Social Inclusion

Emotional scaffoldingEmotional scaffolding










transfertransfer












““Knowing to beKnowing to be with others”with others” cooperative cooperative

learninglearning

Personal and Cultural Personal and Cultural AwarenessAwareness


Emotional Emotional scaffoldingscaffolding











transfertransfer












FAIRY TALEFAIRY TALE

““Knowing to beKnowing to be with others”with others”

cooperative cooperative learninglearning

Personal and Cultural Personal and Cultural AwarenessAwareness

Interculture and Interculture and Social InclusionSocial Inclusion

Emotional Emotional scaffoldingscaffolding


MEANINGFUL LEARNINGMEANINGFUL LEARNING





Educational Value of TechnologiesEducational Value of Technologies

ITC & WEB 2.0

Immediate Access to Immediate Access to knowledgeknowledge

Non formal and Informal Non formal and Informal Learning EnvironmentsLearning Environments





Educational Value of TechnologiesEducational Value of Technologies

ITC & WEB 2.0

Immediate Access to Immediate Access to knowledgeknowledge

Non formal and Informal Non formal and Informal Learning EnvironmentsLearning Environments

digital natives multitasking digital natives multitasking





Value of ICT’s as a mean to access fairy tales, Value of ICT’s as a mean to access fairy tales, strengthening it educational potentialstrengthening it educational potential

Potential of fairy tales can be better enhanced through the use of ICT.

TTEAEACCHHIINGNG & FAIRY TALE& FAIRY TALE





Value of ICT’s as a mean to access fairy tales, Value of ICT’s as a mean to access fairy tales, strengthening it educational potentialstrengthening it educational potential

Potential of fairy tales can be better enhanced through the use of ICT.

TTEAEACCHHIINGNG & FAIRY TALE& FAIRY TALE

E-book audioE-book audio

BlogBlog

Podcast Podcast





Defining key competences as framework Defining key competences as framework for P.IN.O.K.I.O. projectfor P.IN.O.K.I.O. project



KC1KC1CommunicationCommunication

in the mother tonguein the mother tongue

KC8KC8Cultural awarenessCultural awareness

and expressionand expression

Verbal Communication Verbal Communication

Non verbal Communication Non verbal Communication







problem solvingproblem solving(identification of problems, selecting solutions and strategies, (identification of problems, selecting solutions and strategies,

decision tatking, assuming risks, decision tatking, assuming risks, reflective awareness, authonomy in actionreflective awareness, authonomy in action

Meaning SearchMeaning Search

TransferTransfer

KC5KC5Learning to learnLearning to learn

KC7KC7Sense of initiativeSense of initiative

and entrepreneurshipand entrepreneurship






INTRAPERSONAL INTRAPERSONAL DIMENSIONDIMENSION

InwardnessInwardness


““Imaginary culture”Imaginary culture”


Motivation to LearnMotivation to Learn

KC5KC5Learning to learnLearning to learn

KC7KC7Sense of initiativeSense of initiative

and entrepreneurshipand entrepreneurship






FAIRY TALEFAIRY TALEINTERPERSONAL INTERPERSONAL

DIMENSIONDIMENSION““Knowing to beKnowing to be among others”among others”

cooperative learningcooperative learning

Personal and Cultural AwarenessPersonal and Cultural Awareness


Emotional scaffoldingEmotional scaffolding

KC6KC6Social and civicSocial and civiccompetencescompetences

KC8KC8Cultural awareness and expressionCultural awareness and expression





Declinazione delle key competences in Declinazione delle key competences in P.IN.O.K.I.O.P.IN.O.K.I.O.

KC4KC4Digital competenceDigital competence





Training contentTraining content

FAIRY TALEFAIRY TALEPinocchio's Adventures Pinocchio's Adventures

The Bremen Town Musicians The Bremen Town Musicians

BlogBlog

why?why?PippiPippiLongstockings Longstockings

ITCITC

• To tell about experiences through digital storytelling

• To document learning processes (as a course of actions/practices)

• To communicate with other european schools within P.IN.O.K.I.O community(blogroll)

Example





E-book audioE-book audio

why?why?




PippiPippiLongstockings Longstockings

ITCITC

SLIDECASTING for:• Co-construction of learning

processes• cooperative-learning• peer-collaboration and

peer-tutoring1.Example

2.Example





PodcastPodcast

why?why?




PippiPippiLongstockings Longstockings

ITCITC

• Co-construction of knowledge / learning processes

• cooperative-learning• peer-collaboration and peer-

tutoring+

• Socialization and sharing of experiences

1.Example

2.Example





Outline of Teachers’ Education Outline of Teachers’ Education ProgrammeProgramme

Training Activities Dates Place

Strategy

Blended Learning

Launch ofTraining(First Phase)

27 March 2010 (?)

Every Partner National training point

- Introduce Project goals, values and key competences to be achieved by teachers’ activities- Explore Online Educational Environment to enter the online training phase- Start Networking with teachers- Local courses will be held in mother tongue- Materials will be developed in a general format in English. Every Trainer will “customize” resources, environments and activities






NetworkedLearning(SecondPhase)

29 Marchto 25 June2010

WebInternational

- Exploring Tools/Prototypes and achieving necessary skills to develop own project- Discuss about possible implementation of Fairy Tale- Dialogue with other (national and international) teachers in order to promote peer learning and sharing of expert knowledge- Local Web Learning Environment will be structured in mother tongue- Materials will be developed in a general format in English. Every Trainer will “customize” resources, environments and activities- International online Area will allow communications across frontiers in English






Presentationof Teachers’Prototypes(Third Phase)

28 June2010

EveryPartnerNationaltrainingpoint

- Presenting/discussing Teachers’ Projects about Fairy Tale in School as a mean to promote intercultural dialogue against social exclusion- Projects will be presented in mother tongue- Some Materials to be shared among colleagues (blogroll / international blog / newsletter) could be developed in a general format in English- Every Trainer will “customize” resources, environments and activities






Testing ofMethods(WP6)(results could beconsidered withinaccreditation

SeptemberNovember2010

EveryPartnerNationaltrainingPoint

WebInternational

Implementing Teachers’ Projects about Fairy Tale in School as a mean to promote intercultural dialogue against social exclusion.Following training lines, teachers will be able of implementing in class their projects.Nevertheless, support to this action will be an important strategy for quality of education plan, and also for research purposes.To keep teachers in contact as learning community through the use of Educational Environment could represent a goodopportunity to provide support and compare practices among European schools.Blogs and e-book created by teachers could end as links to a central Project’s Blog, in the three Partners’ languages, thus allowing socialization of results in a vision of “connected” european network with focus on fairy tales and learning.





ILEP framework (Margiotta, 2006)ILEP framework (Margiotta, 2006)(information, laboratory , evaluation, personalization)(information, laboratory , evaluation, personalization)

• ILEP is an instrumental framework that defines a teaching progressively oriented to promote different steps in the dynamic, cognitive and metacognitive growing up of the students.The ILEP framework contains and formalizes the following hypothetical steps of the teaching action:

INFORMATION: This step cover the process that communicates knowledge, focused on the activation and the organisation on knowledge and experience schemes. The teacher, in this step, promotes on student the acquisition of new information, new patterns of reasoning and analogical understanding

LAB: This step includes activities where students learn to explore, prove, falsify, and corroborate what they learn; laboratory is the experimental environment in which students learn to apply what it is known in different and problematic environments of human experience.

ASSESSMENT: This third step relates to recursive stages of analysis, interpretation and justification of learning results with a particular focus on their generalization. This step could be characterized as a continuous participatory analysis of learning process by students.

PERSONALIZATION: This is a recursive action that promotes students’ capacities to explore and to identify rules with which it Is possible to discover new rules of knowledge /experience composition and combination. This is an inventive step: students learn to mastery knowledge and experiences, to gain and to equilibrate attitudes, to understand differences in the largest world, to speak different alphabets , to act a well founded citizenship.





ILEP framework (Margiotta, 2006)ILEP framework (Margiotta, 2006)(information, laboratory , evaluation, personalization)(information, laboratory , evaluation, personalization)

InformationExplain Education goalsDefine steps through TimelineGive a Theme’s sommaryProvide Advance Organizers (Ausubel, 1960)Contextualize LearningProvide a Conceptual Map or Elements to build itProvide main contents through text, multimedia, new technologies.

AssessmentAssess declarative knowledge

Assess competencies (procedural knowledge)

Assess problem solving skills (imaginative knowledge)

PersonalizationProvide further

bibliographyHighlight alternative

path to develop knowledge/skills

Create additional materials

LabFormulate questions about crucial conceptsPropose discussions Propose cases to studyPropose problems to analyzeOffer feed-back about learning process and students’ achievements





Evaluation ModelEvaluation ModelProf. MargiottaProf. Margiotta

Learning, teaching & knowledge are in constant connection during the educational action to build EDUCATIONAL QUALITY

KNOWLEDGE

LEARNING TEACHING

Each teaching action should start from “naive” Knowledge to develop them in progressive, cooperative, transferThe teacher draw on discipline knowledge defining criteria of access and exploration of the same. In the middle of this operation, teacher transform knowledge, by opening it to their students to intervene participatively, from key concepts (structures of knowledge) to learning processes (structures of experience). This is only possible if the teacher explicit / works on the bases of knowledge structure, its historic evolution, and the methodologies of construction of discipline’s knowledg. This implies also to avoid teachers’ middle language.





DiscussionDiscussion

How could we define KC as specific set of How could we define KC as specific set of learning outcomes considering:learning outcomes considering:

• Target group within P.IN.O.K.I.O. (Children Target group within P.IN.O.K.I.O. (Children aged 4-8 years)aged 4-8 years)

• P.IN.O.K.I.O. learning goals (tale that aim P.IN.O.K.I.O. learning goals (tale that aim to promote intercultural dialogue against to promote intercultural dialogue against social exclusion)social exclusion)

??Thanks!

Training of trainers portugal

Education

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