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Il progetto educativo è fortemente sentito e si basa sui nuovi paradigmi di apprendimento che sono volti ad evidenziare quanto lo spazio sia determinante nelle dinamiche di sviluppo.

In un mondo dove tutto il sapere è fortemente parcellizzato e da lungo tempo distante dalla quotidianità, si vuole offrire ai bambini un modo di conoscere estremamente legato alla scoperta innestata nel gioco libero, dove è il bambino stesso a decidere il tema dell'esplorazione attraverso l'esperienza diretta.

In questo modo i saperi pregressi entrano in gioco simultaneamente, diventando volano per nuove conoscenze; lo stimolo motivazionale delle relazioni, della curiosità, del voler raggiungere una meta, la possibilità di sperimentare l'errore o realizzare un artefatto spinge a superare le difficoltà e a cercare nuove soluzioni. In questo modo si riorganizzano saperi nuovi e antichi in una dimensione sociale concreta e tangibile.

Al centro di questo nuovo progetto di scuola vi è il bambino: competente, esploratore, autonomo, consapevole, collaborativo e in relazione. I bambini diventano i reali protagonisti della propria formazione, dove un attento docente-regista organizza gli spazi e gli stimoli indiretti, ponendosi come supporto e non come "elargitore di sapere". Il fine ultimo della conoscenza è il benessere della collettività, dove il singolo trova il suo ruolo, la possibilità di realizzarsi e la sua dimensione di felicità. La casa dei bambini è un vivace e curato luogo di incontro e di esperienza, che rispetti il bisogno di ciascuno di avere uno spazio dedicato e spazi di collaborazione e condivisione con connotazioni domestiche; questo non solo per i bambini, ma anche per le loro famiglie e per il team educativo: uno spazio dove ci si riconosce. In quest'ottica la relazione di qualità diventa un elemento imprescindibile sia per "fissare" le esperienze fatte, sia per fornire un imprinting etico alla condivisione del sapere e della quotidianità.
La scuola diventa un posto dove s'impara vivendo e lo spazio diventa un importante dispositivo educativo.
Il team ha condiviso le proprie riflessioni con Beate Weyland (professore associato dell'università di Bolzano), guida e supporto in un viaggio di maturazione di identità pedagogica negli ambienti educativi. E' stato deciso di organizzare in maniera estremamente accurata le stanze che la compongono, facendo nascere atelier tematici.

Immaginare una scuola-casa significa non spazi che si ripetono, non materiali uguali che si duplicano nelle diverse sezioni, ma atelier unici pensati per "dare più spazio e benessere ai nostri bambini", spazi dove la bellezza accade. Sebbene sia prevista una tematizzazione delle stanze (atelier del gioco simbolico, della costruttività, graficopittorico, scientifico, della parole e messaggeria, relax...) in esse i saperi si intrecciano e fioriscono seguendo le inclinazioni del singolo (interdisciplinarietà dei campi di esperienza).

Il bambino, dopo un primo momento di accoglienza in uno spazio pensato, sarà libero di muoversi a suo piacimento interagendo sia con materiale strutturato, che con materiale destrutturato: sarà un bambino libero di esprimersi con tutti i suoi linguaggi, sarà un bambino felice di stare a scuola, di scoprire i suoi talenti. Attraverso l'immersione nello spazio e la libera scelta verrà così stimolato un pensiero analitico, critico e creativo, proiettato al raggiungimento di un obiettivo e sostenuto dalla relazione.

La visione della scuola non più a sezioni a porte chiuse, comporta una corresponsabilità educativa e un progetto di condivisione del quotidiano molto forte: tutti i bambini fanno parte della casa, quindi tutti (docenti e ATA) ne curano la crescita e lo sviluppo armonico.

Una scuola che non vivrà più di sezioni a porte chiuse, ma di una trasversalità di saperi che si traduce in una trasversalità di figure e spazi educanti, liberi e sicuri come nella dimensione domestica.

Un progetto tanto ambizioso non può che partire da una stretta alleanza educativa con le famiglie, né può prescindere da un forte radicamento al territorio, che entra nella scuola con spazi fisici e sociali aggiuntivi.

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Scuola dell' Infanzia "G.Rodari" - Istituto Comprensivo 3 di Modena

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Il progetto educativo è fortemente sentito e si basa sui nuovi paradigmi di apprendimento che sono volti ad evidenziare quanto lo spazio sia determinante nelle dinamiche di sviluppo.

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La scuola "G. Rodari" è situata nella periferia sud-est di Modena, tra il Parco della Repubblica e il Parco della Resistenza, in un quartiere residenziale ricco di servizi e facilmente raggiungibile con i mezzi pubblici.

La scuola porta il nome di GIANNI RODARI, un grande scrittore e giornalista, specializzato in letteratura per bambini e ragazzi.

E' un edificio costruito su due piani, caratterizzato da ampie vetrate che lo rendono luminoso ed accogliente.

Le aule, tutte fornite di pc in rete e di lavagna interattiva, sono dislocate su entrambi i piani.

L'offerta formativa della scuola viene ampliata e potenziata dalla presenza di aule- laboratori organizzate in modo da accogliere quindicinalmente, tutte le venti classi.

Nel THINKER SPAZIO, attrezzato con portatili, schermo BIG PAD e stampante 3D, gli alunni svolgono attività di robotica/informatica con materiale didattico attuale e adatto alle diverse fasce di età.

LA STANZA DEI SEGRETI è la biblioteca da poco inaugurata. Arredata ed organizzata in modo innovativo, è ben rifornita con un'ampia e vasta scelta di libri.

Nel laboratorio di scienze, SCIENZI- AMO, dotato di attrezzatura scientifica varia e di video proiettore interattivo, gli alunni svolgono percorsi con le insegnanti di classe e/o con una docente della scuola su progetto, come organico dell'autonomia ( la biblioteca presenta lo steso tipo di organizzazione).

Nella scuola Rodari sono presenti anche un'aula di psicomotricità e un'aula di arte che verrà rinnovata e potenziata a breve.

Il progetto scolastico prevede inoltre l' allestimento di un'aula- laboratorio musicale attrezzata con strumenti musicali.

L'area scolastica comprende un ampio giardino, con vari tipi di piante, tavoloni e panche; esso circonda tutto l'edificio ed è suddiviso in zone assegnate in base all'età dei bambini.

Il servizio mensa si svolge su due turni in modo da favorire un'atmosfera più rilassata durante la consumazione del pasto: alle 12,30 pranzano i bambini delle classi prime e seconde e nel turno successivo, su altri tavoli apparecchiati, i bambini più grandi.

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Scuola Primaria "G.Rodari" - Istituto Comprensivo 3 di Modena

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La scuola "G. Rodari" è situata nella periferia sud-est di Modena, tra il Parco della Repubblica e il Parco della Resistenza, in un quartiere residenziale ricco di servizi e facilmente raggiungibile con i mezzi pubblici. La scuola porta il nome di GIANNI RODARI, un grande scrittore e giornalista, specializzato in letteratura per bambini e ragazzi.

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Scuola Primaria "M.L.King" - Istituto Comprensivo 3 di Modena

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La scuola primaria "M. L. King" si trova nella frazione di Portile a circa 6 Km da Modena, 4 km da Castelnuovo Rangone e Montale Rangone. Portile è una realtà prevalentemente rurale che si è trasformata negli ultimi anni in zona residenziale.

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Scuola secondaria di I grado "Mattarella" - Istituto Comprensivo 3 di Modena

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Istituto Comprensivo 3 Modena (@ic3modena) * Instagram photos and videos

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459 Followers, 122 Following, 65 Posts - See Instagram photos and videos from Istituto Comprensivo 3 Modena (@ic3modena)

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The first school we visited is called Mattarella School. It's aimed to students from 11 to 14, distributed in three courses. This school period is called "la secondaria di primo grado" and it's the previous step before the high school. Mattarella School is one of the four schools that are part of the Istituto Comprensivo 3 (IC3), which work together and under the same management.

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Since we arrived at Mattarella School, we felt really welcomed and well attended. There, both teachers and students are used to recieve guests; you realize it by looking at the walls and its decoration and viewing that they greet foreigners very naturally.

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The first place you arrive when you enter at Mattarella School is the Agora Space. It's a large and luminous hall at the school's entrance, equipped with sofas and decorated with thoughtful sentences and artistic creations that make the people there feel calm and concentrated. Apart from welcoming teacher and students, the main function of the Agora Space is, as its name suggests, organizing and making debates and discussions, in order to foster their critical thinking.

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Before continuing our tour, we could visit and appreciate the library. As you can see, it's a warm and comfortable space, what makes easier to create an atmosphere that benefits both reading and listening skills. All the students go there once a week.

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At Mattarella School there are books not only at the library or in the classes. You can find spaces to sit and read in the corridors and discover interesting books and informative magazines at its corners.

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A thing I specially liked from Mattarella School is the choise that teachers do of the thoughtful sentences they offer to its students. In this case, the sentence is directly focused on encouraging teenagers to take books and enrich themselves by reading. The translation of this beautiful sentence is "the time you spend at the telephone should be the same you spend on reading!".

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One of the clubs that takes place during tuesday and thursday afternoons, and where assist third graders students, is related to journalism. There, students practise different skills of this profession, as the news writting or the image and video editing. In my opinion, this kind of work can be a perfect opportunity to work on the information search and its processing, and the good use of the Internet. The translation of the sentence that is in this wall is the following one: "today's miracle are the media; thus, let's start using them" (John Lennon").

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Before going back to Mattarella School, the center where we would spend our second day, the hosts thought that could be interesting for us to visit the school that takes care of the youngest children: Rodary Infanzia School. It's one of the four buildings that make up the IC3, and it's aimed to pupils from 3 to 6. It's a small school, with no more than 50 children, distributed in three heterogeneous groups. One of the identity features that is behind the philosophy of this school is the freedom they give to children to choose when, where and how to learn. This freedom is symbolized on the entrance stairs, a fact that I specially loved.

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A thing that surprised me and that I think that could be quite different is related to the access that pupils have to the books. That is, teachers from Rodary Infanzia defend the liberty and freedom in the process of learning, and the importance of promoting pupil's autonomy. In spite of that, all the books at this school are quite more high than children's height, what makes very difficult for them to reach the books.

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A common feature between Rodary Infanzia and Mattarella School is the investment of money in science and technology equipments. This image is just an example of the materials that are specially designed for estimulating pupils' experimentation and that are available in this school.

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After our small tour at Rodari Infanzia, we went back to Mattarella School, in order to deepen in how they work and how they promote the reading skills, and in their STEAM spaces.

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Reading aloud every day, but not the students!

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Reading aloud every day, but not the students!

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Taking into account that the Job Shadowing was related to school libraries, I must say that during these days just could see just a few activities related to reading and books. A project that takes place at Mattarella School is a reading out lout workshop, a daily routine that consists on listening to the teacher reading an Italian book during about twenty minutes. Therefore, students listen, take notes and are set at the information that their Italian teacher indicates, in order to share it after the active listening. Some of the objectives behind this project are the following ones: to improve their mother tongue (Italian), to develop the active listening and to increase their writting level.

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A thing that surprised me and that I valorate positively is that after each book that teachers read (reading out lout workshop), they do a further work in which they combine language and other subjects; normally, artistic subjects.

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STEAM spaces; a new dimension at schools!

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STEAM spaces; a new dimension at schools!

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Without any doubt, the space that impressed me the most from Mattarella School is their STEAM space, called "spazio Leo". There, you can find a large amount of materials, technological tools and scientific equipment, what permit teachers multiplying their possibilities when doing scientific and technological activities. There is no doubt that the purchase and maintenance of the STEAM space requiries a high investment of money.

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Before a conference, students must prepare it!

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Before a conference, students must prepare it!

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During our days at Mattarella School, students and teachers recieved the visit from a writting and philosopher, expert in artifitial intelligence an author of different books. Students had had read one of his books and during the days ago they prepared different questions related to the topic that it talked about. One of the things that attracted me the most was their capacity of argumentation, their oral expression and their madurity.

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In the middle of the artifitial intelligence conference, by the philosopher Luciano Floridi. "Who's the intelligent; human or the computer?"

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"Logic takes you from A to B; immagination takes you everywhere"

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"Logic takes you from A to B; immagination takes you everywhere"

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I think it's a very appropiate sentence to summarize the philosophy that is behind Mattarella School and what teachers pretend through their job. STEAM spaces offer students the oportunity to create, experiment and develope their knowledge in a practical, useful and interdisciplinary way, always promoting and giving value to their immagination.

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The third day; meeting Rodari Elementare!

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The third day; meeting Rodari Elementare!

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This is the third school we visitied during our Job Shadowing. It's a Primary School, in which there are four groups per level. Although the methodology and philosophy behind Rodari Elementare is similar to Mattarella, the truth is that there are some differences between them, not only on the aesthetic of the building but also on the rotation of the groups and the work in the labs.

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At Rodari Elementare, as in the other schools we visited, there are a lot of screens. Sometimes, two in a classroom. Is it really necessary?

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Without any doubt, apart from the STEAM spaces, the other aspect I really envy from IC3 is the attention to diversity. Thus, in the four schools we visited there were always two teachers in the class. This fact makes, consequently, possible work on the individual needs and facilitates the inclusion.

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At Rodari Elementare teachers work through textbooks. Students have a textbook for each subject and they keep them at school. I must highlight that the Italian government is the one who pays the textbooks to all the students, and not the families.

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Computers not integrated in the classroom

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Computers not integrated in the classroom

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Computers are normally used in a subject apart, called "technology lab". It surprised me because in the school I work the ICT are completly integrated into the subjects, and they are not worked apart, as the Catalan curriculum indicates.

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One of the teachers we met there is a passionate of science and nature. She always starts lessons or didactic units going to parks, forests and other natural places, in order to work on the flora and fauna of their surroundings. After this introduction, the posterior work takes place on the science lab, where they normally follow the scientific method to experimentate and promote the investigation.

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During our visit to the library, "la cambra dei segreti", the coordinator explained us that teachers do not organize books there because they want to promote the students autonomy. In spite of that, the truth is that at this library the books are not catalogized. In my opinion, books classification is very necessary at schools so that students can find them easily.

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On thursday morning we went back to Rodari Elementare School, in order to see the English lab and how they teach this language.

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The English lab is a very big space, comfortable and with many and different spaces inside it. There, it is possible to do both calm and active activities, and its possibilities are many.

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The i-Theater is a technological instrument, whose main purpose is editing images, drawings or writtings, done in a paper. Through the i-Theater you can overlay images, add sounds and music, between others. It's a very useful instrument to work the language through the ICT.

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Here you can see the moment when we said goodbye to Concetta, the Job Shadowing coordinator from Rodari Elementare. She was so welcoming during the days we were there and so thankful when we gave her our Catalan presents.

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Bologna: "la dotta, la grassa, la rossa!"

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Bologna: "la dotta, la grassa, la rossa!"

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During the first afternoon, we could go to Bologna and visit the city. It's called "la dotta" (the doctor, because of the University), "la grassa" (the fat, because of the food) and "la rossa" (the red one, because of the colours on the facades). In this picture you can see my colleague from Annexa School, Nora, and me, during our free tour around the 7 secrets hiden in Bologna.

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I must say that books make quite evidence that Bologna is a university city. There are books in the middle of the streets, sentences on the walls that are related to reading and books, ancient libraries...

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Here you can see another literary moment in the middle of Bologna: we found a Book Fair that takes place every day, where we could look at a large amount of books, news and from second-hand.

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Modena: a place to visit, to eat, to rest

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Modena: a place to visit, to eat, to rest

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Modena is the city where we spent the whole week. We slept and ate there, we went to school and we discovered its streets and monuments during the afternoons. In my opinion, it is a nice small city that has a special captivation because of her beauty but also because of her people.

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I can easily say that we spent more than two hours in a bookstore, during one of the afternoons that we visited Modena.

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Here you can see a different kind of moment collected during these days. We had dinner in a typical Modenese restaurant and we could taste its pizzas and piadinas.

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When we started working on the project, we didn't think we would have so much work during the Job Shadowing. Every night we wrote on the computer the notes we had taken during the day, we looked at the pictures... and we started thinking on our journals, our articles and our didactic units. I must say that we were a really good team ("una buona scuadra", as they say in Italy).

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"The CETE+ project is co-funded by the Erasmus+ programme of the European Union. The content of publication is the sole responsibility of the Escola Annexa JoanPuigbert and neither the European Commission nor the Spanish Service for the Internationalisation of Education (SEPIE) is responsible for any use that may be made of the information contained therein".

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On Thursday afternoon we started our tour at King Elementare, another Primary School and the fourth one we visited. In this school, the dynamic is similar to the one in Mattarella: students don't have a fix class, but they rotate through the different labs, which are specialized on science, technology, music, art, maths and history and geography.

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Welcoming guests through nice decorations

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Welcoming guests through nice decorations

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I really liked the sentences, drawings, pictures and decorations on the walls of this school. They make people there think about the different aspects related to the process of learning, and they feel everyone feel welcomed and comfortable.

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At King Elementare all labs have its name, and they are all much thought. In this case, the science lab has in its name the acronym IC3, the name of this schools association.

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The disadvantage that has this school is that, as all labs are also ordinary classes and pupils rotate through them, some spaces like the library are not very especialized, because there are a lot of other things (it's also an ordinary class).

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We spent the last day of our Job Shadowing at King Elementare. The smallest ones, the first graders, do a routine every morning in which they count the pupils that are at the class, girls and boys, how many rested at home, and more. Then, they writte it on the maths notebook.

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You can see in this picture a very big map, pasted on a wall in the technology lab of King School. I really liked it because it is big and countries can be easily identiified. Moreover, this map makes the class very nice and visual.

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The vulcano; an experimentation instrument thought to experimentate through magnifying glasses, transparencies, microscopes and more. It has many possibilities and offers to both teachers and students the opportunity to do an interesting science work.

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The geography and history teacher diversifies his way of teaching and offers multiple materials and sources during the whole year. In this case, she started a unit related to the historical sources with a task in which students had to search information on some known historical magazines.

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Here you can see Nora and me familiarizating ourselves with the library of King Elementare.

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"Reading Tea Time" is, without any doubt, the activity related with libraries that impressed me the most during our Job Shadowing. The purpose of this activity is that pupils know different books, that they enjoy reading while they take a tea, and that they build an opinion about books using literature vocabulary. I liked so much this actiivty that I'll do it for sure with my students in Girona.

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In the school I work, Annexa school, we do a project called "padrins lectors", in which the oldest students (6th graders) are the "padrins" of the smallest ones (first graders) and they tell them stories once a term. At King Elementare we saw a very interesting activity, in which old and young meet for the first time at the beginning of the course and they cooperate to do a drawing together. The collection of all the drawings will subsequently become a book for the first graders pupils. Nora and I liked this activity very much and we will take this idea to our school, and will relate it to our "padrins lectors" project.

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The last moments of our Job Shadowing arrived. Our hosts had organized an aperitif that took place during our last evening and it was quite emotional. The school manager, Daniel, said a few words to us, and we gave him a present: a book from Girona. We spent a very good time at IC3 and everything was so intense during this week. Teachers were absolutelly welcoming and we could not feel better.

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When it's so dififcult to say goodbye, to go home.

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When it's so dififcult to say goodbye, to go home.

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It was difficult for me to close the Job Shadowing and going back home. Apart from all the learnings I made and the professional enrichment that produces a project like this, I spent 5 wonderful days discovering another country and meeting new people. We made a really good team with Laura and Nora and I must thank them because everything was so easy, so fun and so great. I hope to have another opportunity to live a similar experience with them, in Italy or wherever.