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Allegato 3 - Presentazione best practices europee

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We share here our guiding document. We want to share the process that led us to the innovative pilot experience

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We share here our guiding document. We want to share the process that led us to the innovative pilot experience

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Allegato 1 - Documento per la co-progettazione

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PADLET (www.padlet.come) is a SPACE for organizing the RESOURCES in a cooperative/collaborative way; it can be used also in distance learning.
It is a FREE WEB ENVIRONMENT based on the metaphor of the virtual "SHEET" or "WALL";

Pros:
-is a web based service
-it is easy to use and therefore suitable for all types of school
-can be used with any device and operating system
-is a shareable and collaborative online space where we can:
-insert multimedia elements (texts, images, video, audio, links, etc.)
-share the LINK and, if we want to, add collaborators
-interact with other people
-work in cloud mode and with mobile devices:
anywhere! anytime! carrying out any communicative activity!

Padlet and teaching methodologies
The Padlet is a very versatile and useful tool for applying the most widespread teaching methodologies based on the constructivist approach.

It is therefore a Web Application that is recommended for:
-integrate Technologies IN Teaching
-Blended Learning and the Flipped Classroom
-Mobile Learning
-Web Publishing
-the Collaborative Construction of Knowledge
-Personalization of Learning
-Online Tutoring
-Brain Storming
-document the class experience
-carry out the group activity
-present a topic
-carry out a search
-create an e-portfolio
-create and manage a discussion
-present a thematic path
-create a collective or group learning diary
-create a class library-mediatheque
-create multimedia galleries

(thanks to Principal D.Cosmai https://www.gesmundomorofiore.edu.it/PADLET-per-la-DAD-come-buona-pratica.htm)

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Technology is also an excellent ally for documentation and reflection on the processes that take place in the classroom. We suggest using Padlet again, a cooperative construction tool par excellence.

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The first video is an example of station teaching in our junior infant class (5 year olds). This is a short video which should clarify what we mean by station teaching. In this class there are three teachers and one special needs assistant. There are four separate stations:-2d shapesNumber formationIPad gamesAdditionEach teacher teaches a different topic at the same time. After ten minutes the teachers move to a different station and teaches the same topic. The children are very engaged and active for the three stations. The IPad station gives them time to relax and have fun with numeracy.

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The specific objectives and related results that we set out to achieve with the project COoPING – Cooperating we face the changes are:

1) Innovate the teaching of teachers and educators thanks to the potential and
the effectiveness of the cooperative approaches developed by the partners in different territorial and socio-cultural contexts.
2) Promote the digital competence of teachers and educators by combining it with cooperative methodologies
3) Provide European teachers and educators with a toolkit for continuing in-service training

Project duration: 12 months - March 2022 - March 2023

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Remember that the heart of cooperation is a group of people working together to achieve a common goal. Feeling good within your team and working with creativity is essential!

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Remember that the heart of cooperation is a group of people working together to achieve a common goal. Feeling good within your team and working with creativity is essential!

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Tips and tricks. A valuable tool: brainstorming! (remember, apps like Padlet or Mentimeter can be great digital allies for brainstorming design)

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Tips and tricks. A valuable tool: brainstorming! (remember, apps like Padlet or Mentimeter can be great digital allies for brainstorming design)

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The aim of this page, result of activity 3 of the "COoPING" project is to provide European teachers and educators with a toolkit for continuous in-service training, consistent with the guiding principles developed by the project, which you can find here. This is a multimedia catalog of online resources to be disseminated within European schools and educational realities. Through this toolkit we want to disseminate new cooperative teaching tools, also in a digital key, starting from the countries of the partner organizations and, at the same time, outside them; we therefore want to provide theoretical and operational tools to teachers and educators who decide to adopt the guidelines developed by the project
COOPING.

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1) Start here: read our guiding principles - A reflection by points in a cross-cultural key to promote mechanisms of participation and inclusion in school and then read and print the poster for your school!

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COoPING - By cooperating we face the changes - European Erasmus+ Project

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Formazione per insegnanti sui temi della didattica cooperativa

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COOPERATIVE GAMES FOR TEACHERS: LET'S BUILD OUR TEAM!

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COOPERATIVE GAMES FOR TEACHERS: LET'S BUILD OUR TEAM!

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COOPERATIVE GAMES AND ACTIVITIES FOR STUDENTS: DOWNLOADABLE CARDS

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COOPERATIVE GAMES AND ACTIVITIES FOR STUDENTS: DOWNLOADABLE CARDS

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Cooperazione | Pandora Società Cooperativa Sociale Onlus | Milano

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Pandora Società Cooperativa Sociale contribuisce allo sviluppo di una cittadinanza partecipata, consapevole, responsabile. Progetti didattico educativi, proposte di welfare e responsabilità sociale d'impresa per le aziende, formazioni adulti, progetti sociali di comunità e territorio.

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Pentru a ridica nivelul cultural al acestui cartier la 10 noiembrie 1950 a luat fiinţă o şcoală elementară care număra 46 de elevi şi care avea unic ţel prevenirea vagabondajului în rândul fiilor de romi. Dar frecvenţa slabă a acestora axa munca pe înfiinţarea unei cantine , bursele se acordau în bani şi în natură, în special în îmbrăcăminte şi încălţaminte. Din cauza faptului că toţi elevii erau fii de romi, cadrele didactice nu doreau să ramână în permanenţă la această şcoală astfel colectivul personalului didactic se modifica de la an la an. Deoarece o mare parte a copiilor din cartier, fii de români, învăţau la şcoli din centrul oraşului, iar frecvenţa din cadrul şcolii din Faţa Luncii era deosebit de slabă, în anul şcolar 1954-1955 s-a luat măsura înscrierii obligatorii la şcoala de cartier, care apare pentru prima data cu denumirea de "Şcoala Elementară Nr.13". Pe parcursul anilor numărul elevilor creşte , dar între timp sunt desfinţate cantina, bucătăria şi sala de mese, fiind transformate în săli de clasă. În 1957 numărul de elevi români se ridică la 70% din totalul elevilor şi astfel că numărul cadrelor didactice care doresc să ramână în şcoală se măreşte de la an la an.

În 1960 şcoala avea un număr de 350 elevi (168 băieţi şi 182 fete) ajungându-se în anul 1962 la un efectiv de 780 de elevi. Creşte şi numărul cadrelor didactice la 30 de persoane şi se schimbă denumirea de la Şcoala Elementară Nr.13 la Şcoala Generală Nr.13.

De-a lungul timpului însă numărul elevilor este iaraşi în continuă scădere din cauza faptului că nu mai există obligativitatea înscrierii la şcoala de cartier precum şi a natalităţii din ce în ce mai scăzute, ajungandu-se iarăşi la o şcoală cu mulţi elevi de etnie rromă.

Din septembrie 2010 unitatea şcolară funcţionează ca unitate cu personalitate juridică coordonând şi structurile: Şcoala Gimnaziala nr. 26 Craiova - Mofleni, Grădiniţa cu program normal Aschiuta Craiova şi Grădniţa cu program normal Neghinita Craiova, iar din septembrie 2012 poarta denumirea de Scoala Gimnaziala Anton Pann Craiova.

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Bine ati venit, la SCOALA GIMNAZIALA ANTON PANN CRAIOVA! Scoala Gimnaziala Anton Pann Craiova, fosta Şcoala cu Clasele I-VIII Nr.13 se află aproape de cartierul Lunca Jiului din Craiova, la N-V de stadionul „Ion Oblemenco", are o vechime de peste 60 ani şi are porţile deschise pentru toţi cei

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Principiile noastre directoare - O reflecție pe puncte într-o cheie interculturală pentru a promova mecanisme de participare și incluziune în școală

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Principiile noastre directoare - O reflecție pe puncte într-o cheie interculturală pentru a promova mecanisme de participare și incluziune în școală

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O1 from the focus groups to the Guidelines

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Giocooperiamo: racconto di un'esperienza di educazione alla cooperazione

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Here you can view the diary created by the children involved in the innovative pilot experience of the COoPING project, created using Padlet. You can build a similar one using the same app; for us the most useful format was the WALL format, structured in columns. Share the link with your students to allow them to upload images, videos, photographs, text and other content.

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Our guiding principles - A reflection by points in a cross-cultural key to promote mechanisms of participation and inclusion in school

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Our guiding principles - A reflection by points in a cross-cultural key to promote mechanisms of participation and inclusion in school

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I nostri principi guida - Una riflessione per punti in chiave transculturale per promuovere meccanismi di partecipazione e inclusione nella scuola

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I nostri principi guida - Una riflessione per punti in chiave transculturale per promuovere meccanismi di partecipazione e inclusione nella scuola

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Remember to foster a good atmosphere for team building and cooperation.

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Remember to foster a good atmosphere for team building and cooperation.

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2) Download and offer the innovative pilot experience to your school colleagues; try building the children's journal and the teacher journal with Padlet or other digital tools, to document, self-evaluate and reflect on your work.

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Tips and tricks: use a video to introduce the topic. Here's a suggestion from Ireland:

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Tips and tricks: use a video to introduce the topic. Here's a suggestion from Ireland:

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Rooms by the Sea | Yale University Art Gallery

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Dipartimento di Scienze Umane per la Formazione "Riccardo Massa"

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Dipartimento di Scienze Umane per la Formazione "Riccardo Massa"

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Dipartimento di Scienze Umane per la Formazione “Riccardo Massa” | Università degli Studi di Milano Bicocca

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Dipartimento di Scienze Umane per la Formazione “Riccardo Massa”

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Allegato 2 - European Best Practices Review - Pandora

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3) Download and propose cooperative activities to your colleagues to improve the level of collaboration within your team.

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4) Download and offer your students cooperative activities to work on well-being and inclusion in the classroom. Don't forget the ideas for using digital technologies!

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It is important to have an external and competent look: also in this case technology has proved to be fundamental in allowing contact between us and the University.

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It is important to have an external and competent look: also in this case technology has proved to be fundamental in allowing contact between us and the University.

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5) Read up on existing best practices on the use of cooperative methodologies combined with digital technologies.