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To learn innovative classroom strategies

To develop creative strategies to increase students motivation

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Cooperation

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To learn new things

To learn how to embrace diversity.

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Sharing experiences

Learning tips about managing a diverse classroom

Practice a lot

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Get some useful techniques and strategies to manage and navigate diversity
Become asertive
Enhance abilities and skills

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To enrich knowledge about the topic.

To share ideas

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Cultural experience

Improving my strategies to create an inclusive learning environment

Improving my speaking level in English

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1. new knowledge; 2. effective ways of working with different students; 3. effective means in managing the class of students.

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2. Connecting with other teachers

3. Sharing cultural experiences

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Biglietteria Ufficiale | Le Gallerie degli Uffizi

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Tutte le informazioni ufficiali su orari, tariffe, biglietti, abbonamenti per gli Uffizi, Palazzo Pitti e Giardino di Boboli.

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Paperback Exchange - All You Need to Know BEFORE You Go (with Photos)

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Detailed Reviews: Reviews order informed by descriptiveness of user-identified themes such as cleanliness, atmosphere, general tips and location information.

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Il Caffè Odeon di Firenze nasce da un incontro e da un sogno. L'incontro è quello con la casa editrice Giunti e col progetto sulla nuova vita da dare allo storico cinema Odeon di Firenze, come centro culturale polifunzionale. Il sogno era quello di poter avere uno spazio, aperto tutto il giorno come i grandi caffè mitteleuropei, in cui proporre piatti provenienti da diverse tradizioni gastronomiche, insieme ad una pasticceria altrettanto ricca e ad una caffetteria di grande qualità, senza trascurare bevande analcoliche sofisticate, vini e cocktail.Assaporare un cibo, bere un caffè fumante o sorseggiare un buon vino sono cose che hanno molto in comune con il leggere un libro o guardare un film: si tratta sempre di usare i nostri sensi per vivere delle storie, che ci riguardino direttamente o ci portino in altri mondi, ed è proprio questo che ha fatto sì che l'incontro permettesse al nostro sogno di avverarsi.

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Official website of GiuntiOdeon, BookShop, cinema, restaurant and more

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Officina Profumo-Farmaceutica di Santa Maria Novella

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SCOPRI LE MERAVIGLIE BOTANICHE DELL'ETÀ MEDICEA CON QUATTRO EAU DE PARFUM SAPIENTEMENTE COMPOSTE.

SCOPRI DI PIÙ

Tutti i prodotti Fragranze Cura del Viso Corpo e Capelli Casa

Officina Profumo-Farmaceutica di Santa Maria Novella affonda le sue radici nell'anno 1221. Nata come convento dei frati domenicani, è considerata oggi la farmacia più antica del mondo, che svolge la sua attività proprio nei luoghi in cui ebbero inizio. La sua eredità nell'arte dello speziale attraversa otto secoli ed è profondamente intrecciata con la storia, le personalità e il tessuto sociale Fiorentino: considerata la farmacia più antica del mondo, svolge ancora oggi le sue attività proprio negli stessi luoghi in cui tutte hanno avuto inizio.

SCOPRI DI PIÙ

Un nome come nessun altro: dal 1221 coltiviamo la poetica della meraviglia.

SCOPRI DI PIÙ

SCOPRI IL NOSTRO MONDO DI MERAVIGLIE

Iscriviti alla nostra newsletter per essere informato sul lancio di nuovi prodotti, sulle offerte speciali, sulle novità aziendali e sugli eventi.

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Officina Profumo-Farmaceutica di Santa Maria Novella da 1221

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Officina Profumo-Farmaceutica di Santa Maria Novella Official Online Shop. Acquista ora.

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"If you know how deep your roots are, you'll know how high your flight will be"

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What it makes us different and similar at the same time.

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Culture is an ongoing circle of connections based on a common background, language and experiences/ practice that lead to patterns and commonly accepted values and symbols.

Metaphor:
The cultural level of a people is visible in their attitude towards other peoples.

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Culture is the totality of material and spiritual values created by mankind over time.

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Culture is the totality of material and spiritual values created by mankind over time.

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The culture is a climb of the mountain. You find the obstacles and you overcoming to arrive on the top

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Manual for Human Rights Education with Young people

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Instructions

1. Create a calm atmosphere with some soft background music. Alternatively, ask the participants for silence.
2. Ask participants to take a role card out of the hat. Tell them to keep it to themselves and not to show it to anyone else.
3. Invite them to sit down (preferably on the floor) and to read carefully what is on their role card.
4. Now ask them to begin to get into role. To help, read out some of the following questions, pausing after each one, to give people time to reflect and build up a picture of themselves and their lives:
* What was your childhood like? What sort of house did you live in? What kind of games did you play? What sort of work did your parents do?
* What is your everyday life like now? Where do you socialise? What do you do in the morning, in the afternoon, in the evening?
* What sort of lifestyle do you have? Where do you live? How much money do you earn each month? What do you do in your leisure time? What you do in your holidays?
* What excites you and what are you afraid of?
5. Now ask people to remain absolutely silent as they line up beside each other (like on a starting line)
6. Tell the participants that you are going to read out a list of situations or events. Every time that they can answer "yes" to the statement, they should take a step forward. Otherwise, they should stay where they are and not move.
7. Read out the situations one at a time. Pause for a while between each statement to allow people time to step forward and to look around to take note of their positions relative to each other.
8. At the end invite everyone to take note of their final positions. Then give them a couple of minutes to come out of role before debriefing in plenary.

Start by asking participants about what happened and how they feel about the activity and then go on to talk about the issues raised and what they learnt.
* How did people feel stepping forward - or not?
* For those who stepped forward often, at what point did they begin to notice that others were not moving as fast as they were?
* Did anyone feel that there were moments when their basic human rights were being ignored?
* Can people guess each other's roles? (Let people reveal their roles during this part of the discussion)
* How easy or difficult was it to play the different roles? How did they imagine what the person they were playing was like?
* Does the exercise mirror society in some way? How?
* Which human rights are at stake for each of the roles? Could anyone say that their human rights were not being respected or that they did not have access to them?
* What first steps could be taken to address the inequalities in society?

If you do this activity outdoors, make sure that the participants can hear you, especially if you are doing it with a large group! You may need to use your co-facilitators to relay the statements.

In the imagining phase at the beginning, it is possible that some participants may say that they know little about the life of the person they have to role-play. Tell them, this does not matter especially, and that they should use their imagination and to do it as best they can.

The power of this activity lies in the impact of actually seeing the distance increasing between the participants, especially at the end when there should be a big distance between those that stepped forward often and those who did not. To enhance the impact, it is important that you adjust the roles to reflect the realities of the participants' own lives. As you do so, be sure you adapt the roles so that only a minimum of people can take steps forward (i.e. can answer "yes"). This also applies if you have a large group and have to devise more roles.

During the debriefing and evaluation it is important to explore how participants knew about the character whose role they had to play. Was it through personal experience or through other sources of information (news, books, and jokes?) Are they sure the information and the images they have of the characters are reliable? In this way you can introduce how stereotypes and prejudice work.

This activity is particularly relevant to making links between the different generations of rights (civil/political and social/economic/cultural rights) and the access to them. The problems of poverty and social exclusion are not only a problem of formal rights - although the latter also exists for refugees and asylum-seekers for example. The problem is very often a matter of effective access to those rights.

This first variation adds a further dimension to the symbolism of inequality. You need a long length of very thin string or paper ribbon that will break easily. When the participants are lined up at the start, walk along the line unwinding the ribbon as you go. As you pass each person takes hold of the ribbon, so that everyone ends up "joined" together along the ribbon. When the moment comes to take a step forward, some participants will be faced with the dilemma of whether or not to move and break the string. It may also be the case that those left behind blame the others for breaking the ribbon. It may therefore be necessary to remind people of the rule that "every time they can answer 'yes' to the statement, they should take a step forward. Otherwise, they should stay where they are and not move."

Second variation: Run the first round as described, and then play a second round that has the potential to reveal sometimes undervalued competencies. The participants keep the same roles. In the second round, read out statements that you have prepared beforehand that focus on strengths that disadvantaged people may have, precisely because of their situation. For example:
* You speak more than two languages and use them every day.
* You have overcome personal physical or mental disability, which has given you the self-confidence and inner strength to cope with becoming unemployed.
* You suffer from a terminal illness and know better than the others the value of life.
* You were brought up in a remote village and have a deep understanding of the environmental crisis facing the world as a result of climate change.
* You know how to live on a small budget and where to find the best bargains.

You can adapt this method to highlight inequalities in many other areas of concern, for instance in access to water, participation in political or social life, or gender issues. If you focus on another issue, then you will have to develop different roles and statements. When doing so, be aware of potentially sensitive roles and statements.

One way to get more ideas on the table and to deepen participants' understanding is to work first in small groups and then to get them to share their ideas in plenary. Having co-facilitators is almost essential if you do this. Try this method by taking the second part of the debriefing - after each role has been revealed - in smaller groups. Ask people to explore who in their society has fewer, and who has more, chances or opportunities, and what first steps can and should be taken to address the inequalities. Alternatively, ask people to take one of the characters and ask what could be done, i.e. what duties and responsibilities they themselves, the community and the government have towards this person.

Depending on the social context where you work, you may want to invite representatives from advocacy groups for certain cultural or social minorities to talk to the group. Find out from them what issues they are currently fighting for and how you and young people can help. Such a face-to-face meeting would also be an opportunity to address or review some of the prejudices or stereotyping that came out during the discussion.

If the group would like to find out more about the issues relating to inequalities in education provision world-wide and the measures that are being taken to address the problems, you may wish to look at the activity, " Education for all".

The group may like to take more time to consider the stereotypical images they have of the people represented in " Take a step forward". You could use the activity " Euro-rail 'a la carte'" in the All Different - All Equal Education Pack to ask which people they would most like to share a railway carriage with, and which people they would least like to share with.

Take up the ideas from the follow-up. Follow through how you and young people can help groups and organisations working with cultural or social minorities, and turn the ideas into practice.

Handouts
Role cards

You are an unemployed single mother.

You are the president of a party-political youth organisation (whose "mother" party is now in power).

You are the daughter of the local bank manager. You
study economics at university.

You are the son of a Chinese immigrant who runs a successful fast food business.

You are an Arab Muslim girl living with your parents who are devoutly religious people.

You are the daughter of the American ambassador to the country where you are now living.

You are a soldier in army, doing compulsory military
service.

You are the owner of a successful import-export company.

You are a disabled young man who can only move in a wheelchair.

You are a retired worker from a factory that makes
shoes.

You are a 17-year-old Roma (Gypsy) girl who never finished primary school.

You are the girlfriend of a young artist who is addicted to heroin.

You are an HIV positive, middle-aged prostitute.

You are a 22-year-old lesbian.

You are an unemployed university graduate waiting for the first opportunity to work.

You are a fashion model of African origin.

You are a 24-year-old refugee from Afghanistan.

You are a homeless young man, 27 years old.

You are an illegal immigrant from Mali.

You are the 19-year-old son of a farmer in a remote village in the mountains.

Situations and events
Read the following situations out aloud. Allow time after reading out each situation for participants to step forward and also to look to see how far they have moved relative to each other.

* You have never encountered any serious financial difficulty.
* You have decent housing with a telephone and television.
* You feel your language, religion and culture are respected in the society where you live.
* You feel that your opinion on social and political issues matters and your views are listened to.
* Other people consult you about different issues.
* You are not afraid of being stopped by the police.
* You know where to turn for advice and help if you need it.
* You have never felt discriminated against because of your origin.
* You have adequate social and medical protection for your needs.
* You can go away on holiday once a year.
* You can invite friends for dinner at home.
* You have an interesting life and you are positive about your future.
* You feel you can study and follow the profession of your choice.
* You are not afraid of being harassed or attacked in the streets, or in the media.
* You can vote in national and local elections.
* You can celebrate the most important religious festivals with your relatives and close friends.
* You can participate in an international seminar abroad.
* You can go to the cinema or the theatre at least once a week.
* You are not afraid for the future of your children.
* You can buy new clothes at least once every three months.
* You can fall in love with the person of your choice.
* You feel that your competence is appreciated and respected in the society where you live.
* You can use and benefit from the Internet.
* You are not afraid of the consequences of climate change.
* You are free to use any site on the Internet without fear of censorship.

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Take a step forward - Manual for Human Rights Education with Young people - www.coe.int

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Instructions 1. Create a calm atmosphere with some soft background music. Alternatively, ask the participants for silence. 2. Ask participants to take a role card out of the hat. Tell them to keep it to themselves and not to show it to anyone else. 3.

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Antico Noè

La vecchia bettola
Za za

Da Mario

Osteria dei cento poveri

Nerbone

Sabatino
Brindellone

Simbiosi

Il contadino

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Pizzaiuolo

Gusta pizza

Da michele

Starita

Torcicoda

Pizzaman

O munaciello

Simbiosi

the new bridge

yellow bar

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osteria dei cento poveri

la cucina del ghianda (for lunch)

Sabatino

Da rocco (inside the market sant'Ambrogio)

il contadino

osteria Nuvoli

nerbone (inside the central market, just for lunch)

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Antico vinaio (street food panini)

Mercato centrale (street food at Nerbone)

Sant’Ambrogio Market

Lampredotto and trippa (florentine panini)

Le murate (aperitivo)

Rifrullo (aperitivo)

Oblate cafè (aperitivo)

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Gelateria de’ Medici

Rivareno Gelato

La Carraia

Vivoli

La strega nocciola

Procopio

Gelateria de Neri

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I dolci di Patrizio Cosi sono il frutto della esperienza e della passione del suo titolare, che dal 1988 ha saputo trasformare materie prime semplici e di qualità in pasticceria di alta raffinatezza, ma soprattutto genuina bontà.

BENVENUTI nella casa della crema, della ciocolata, della panna, dell'arte pasticcera semplice e genuina, per gustarsi, come si dice "una brioche come si deve"

In Borgo Albizi, nel cuore della splendida Firenze, farina, uova, latte fresco, cacao, puro cioccolato e pochi altri ingredienti vengono trasformati in autentiche delizie come cornetti, bignè, mignon, torte e molto altro. Golosità tutte artigianali che passano direttamente dal moderno laboratorio al banco vendita, caldi di forno

Dal 2004 la tradizione di Patrizio è portata avanti da Riccardo e sua moglie Elia facendo tesoro di tutta la sua esperienza, con immutata passione per le cose buone e genuine, ma anche con un pizzico di giusto spirito innovativo

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Dal 1988 Patrizio Cosi trasforma materie prime semplici e di qualità in pasticceria di genuina bontà. BENVENUTI nella casa di crema, cioccolata, panna, dell'arte pasticciera semplice e genuina, per gustarsi, come si dice "una brioche come si deve"

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What is tolerance?/ How do I cultivate tolerance in the classroom?

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What is tolerance?/ How do I cultivate tolerance in the classroom?

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What is identity? How do I cultivate respect for each identity in the classroom?

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What is identity? How do I cultivate respect for each identity in the classroom?

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Teacher tips on how to achieve the 'Inclusive Classroom'

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Exploring Perceptions About Identity Through Self-Portraits

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Founded in 2012, Sistema Europe is a network for all European Sistema and Sistema-inspired organisations and individuals aspiring to carry out activities true to the principles of Venezuela's El Sistema. Consisting of both an open Sistema Europe Network and a formally constituted Association, Sistema Europe is an open platform created in 2012 in order to connect organisations who operate in Europe under the principles of the extraordinary initiative started by Maestro José Antonio Abreu in Venezuela in 1974, applying it in its different European settings.

Sistema Europe wishes for all children and young people from every section of European society to reach their full potential. As part of the international Sistema movement, Sistema Europe seeks to assist the member organisations in positively transforming the lives of children, young people and their families in communities from every section of society through the practice of orchestral and vocal ensemble music-making. Our mission is to foster social inclusion and cultural development through the accessible practice of collective music education.

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Latest News and Updates from Sistema Europe

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Founded in 2012, Sistema Europe is a network for all European Sistema and Sistema-inspired organisations and individuals aspiring to carry out activities true to the principles of Venezuela's El Sistema.

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Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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Lego Serious Play to problem solving (focus in inclusion)

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Lego Serious Play to problem solving (focus in inclusion)

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How to use Lego Serious Play for problem-solving activities:

Groups of 3 or 4
Duration: around 40 min

Aim: use the 4Cs (creativity, critical-thinking, collaboration and communication) to design a solution to the group's challenge using a metaphor: "LEGO".

1. Confirm the topic you chose and think about the possible questions you'd ask your students in order to help them to come up with the driving question.
7 minutes

2. Discuss the goal or goals of your project and how to connect it with the topic, subjects and driving questions.
7 minutes

3. Build your goal using LEGO.
10 minutes

4. Take a picture and upload it on padlet. Than stand up and observe each other's creations. Let's try to wonder: what are the goals about.
2 -4 min

5. Presentation of the Goal
7 -10 min

6. Debriefing: did you enjoy the activity? What was the hardest and the coolest part of it? Finally, explain the use of Lego Serious Play to develop the 4Cs.
2 min.

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LEGO Serious Play for Education in 3 minutes (final version).

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Cos'è il metodo Feuerstein?

Il Metodo Feuerstein è un metodo che si pone come obiettivo lo sviluppo del potenziale di apprendimento e il potenziamento delle abilità cognitive dell'individuo. Viene applicato in ambiti diversi: si va dal grave ritardo mentale, ai disturbi dell'apprendimento, alla formazione nelle aziende. Questa vasta applicabilità dipende dal fatto che il fulcro del metodo sia l'acquisizione di competenze e strategie, che rendano l'individuo flessibile nell'affrontare le situazioni che si presentano nei diversi contesti di vita.

Il Metodo è stato elaborato dal Prof. Feuerstein e si basa su alcuni concetti fondamentali:

la teoria della Modificabilità Cognitiva Strutturale: se l'intelligenza è un'entità plasmabile, l'attività è suscettibile di modificazione e di evoluzione a tutte le età e in tutte le fasi del suo sviluppo. Per cambiamento strutturale Feuerstein intende "una modificazione stabile nel tempo e nella struttura cognitiva"

il concetto di Esperienza di Apprendimento Mediato: il mediatore aiuta a "imparare come imparare". L'interazione non è semplicemente educativa, ma contiene delle particolari caratteristiche strutturali che conducono il bambino ad acquisire processi di pensiero e non solo prodotti: "si insegna a pescare e non a mangiare il pesce". L'obiettivo è sostituire episodi di apprendimento casuali, con elementi sistematici e strutturati. I primi cambiamenti, derivanti dalla mediazione, si possono riscontrare in una maggiore consapevolezza del bambino, in un aumento del sentimento di competenza e in una maggiore autonomia. "Sviluppiamo la mediazione con la mediazione naturale" Reuven Feuerstein

Perché Mediamo? Perché i figli sono il nostro futuro- Reuven Feuerstein

Il metodo Feuerstein è articolato in tre sistemi applicativi:

LPAD (Valutazione dinamica): valuta in maniera dinamica la capacità dell'individuo di modificarsi

il P.A.S. Programma di Arricchimento Strumentale: rinforza e consolida le abilità. Il programma si sviluppa attraverso l'esercizio sistematico delle funzioni cognitive che sono alla base di una corretta operazione mentale. Gli strumenti sono graduati e, al loro interno, le varie schede sono ordinate secondo difficoltà crescente. Ogni strumento è rivolto ad un serie specifica di obiettivi, ma ne riprende alcuni già presenti negli strumenti precedenti. In questo modo la ripetizione di principi ed operazioni abitua ad applicare modalità di pensiero adeguate ad affrontare situazioni nuove. Gli strumenti propongono esercizi tipo carta-matita. Esiste la versione Standard e la versione Basic.

l'Ambiente Modificante che consente l'applicazione delle abilità nel modo più completo possibile.

Il metodo Feuerstein a noi piace e lo abbiamo scelto come base della nostra formazione, perché:

crediamo nella modificabilità dei bambini e ragazzi con i quali lavoriamo, ma soprattutto ci piace pensare che anche noi siamo modificabili!

ci piace pensare che dobbiamo essere creativi e rimboccarci le maniche per mediare, con il sorriso, finchè non abbiamo ottenuto il nostro obiettivo con il bambino e la famiglia

ci piace perchè ha rivalutato il ruolo dei genitori, quali primi educatori.

ci piace aiutare i genitori ad esprimere il loro "bisogno" e sostenerli nel realizzarlo, proprio come ha fatto Feuerstein

ci piace sostenere la "motivazione" della famiglia.

Corsi ed Eventi

RICHIEDI ULTERIORI INFORMAZIONI

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Metodo Feuerstein: che cos'è? - Imparole

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Il Metodo Feuerstein si pone come obiettivo lo sviluppo del potenziale di apprendimento e il potenziamento delle abilità cognitive dell'individuo.

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short movies for helping students with special needs

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short movies for helping students with special needs

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Short movies one day - We are all special (1)

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Managing a diverse classroom

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A short film about a wonderful week!😜