Bridging the gap: STUDY GROUP by Marisa Badini

Preparatory online courses

openroadsmb — 2022-02-01 05:27:41 UTC

Educational activism: how teachers can empower school students

openroadsmb — 2022-02-01 05:31:33 UTC

Watch this webinar to learn about the experience of a school student representative with educational activism: what it is, why it is important, and what role teachers play in empowering young people to speak their minds and fight for their rights, regardless of their age and background.

Educational Activism: presentation

openroadsmb — 2022-02-01 05:38:12 UTC

Students'Councils and their role in schools. Presentation by Loredana Popa

openroadsmb — 2022-02-01 21:30:21 UTC

Students'Councils and their role in schools . Presentation by Emese Cimpean.

openroadsmb — 2022-02-01 21:32:39 UTC

Study Group Members

openroadsmb — 2022-02-03 21:03:34 UTC

-October 14, 2021- TG8: ERASMUS NEWS - Direzione Didattica Ottavo Circolo Piacenza- Testimonies, meetings, open house Tags: Ecology, Health

openroadsmb — 2022-02-08 21:05:17 UTC

-4th and 5th graders conducted an Erasmus News show, informing about the main steps of our Erasmus project, (How Healthy are you?)reporting outcomes and focusing on future developments. The anchor guys performed interviews and inacted special correspondents' services.The TG8 also had an online international connection with our Erasmus partners, sharing news and celebrations.

STUDY GROUP SURVEY about online training

openroadsmb — 2022-02-08 21:45:26 UTC

https://docs.google.com/forms/d/11k3gA77x4QX3PJZvbItyvSL-ewgI_UO-Ix2iKIJK1Gs/edit#responses

Scuola d’Infanzia “Cervini”

monifan1 — 2022-02-09 12:57:13 UTC

TEACHER FOR A DAY
This activity is a way to make children protagonists for one or two days. In turn each child chooses his favorite topic and explains to his friends what he knows about it. The lesson is completed with a craft activity. Parents help to prepare the lesson. Children love doing the teacher!

Monica Fantini

monifan1 — 2022-02-09 12:59:13 UTC

Pre-Primary School Besurica

2022-02-09 15:45:25 UTC

Erasmus Gallery
Pre-Primary School 5 years old

To celebrate Erasmus Days my pupils thought of embellishing our garden's gate!
To do this they argued a lot with each other, made a project, designed it individually and exposed it to their friends.
Afterwards thet decided to look recycling materials ( cutouts, colored tapes, laces...) and use these materials to make it more colorful and fun!!!😉
A unique opportunity to change the face of our garden😃

Students as Healthy Ambassadors

openroadsmb — 2022-02-09 16:11:10 UTC

5th graders at Don Minzoni school made up a campaign against smoking habits, to promote heathy lifestyles. The different classes chose a specific topic, offering insights about scientifical, medical, social aspects, so interviwing parents, people on the road, doctors, but also students, tobaconists, firemen...a range of different points of view aiming at tackling the use of tobacco. They also invited Piacenza LILT' (A league for disease prevention) President doctor Franco Pugliese, who named them HEA LTH AMBASSADORS ! The local press published articles about the great action, also involving a local radio.

Cleaning up Galleana park

openroadsmb — 2022-02-10 22:10:55 UTC

Being Ambassadors of Sustainability and responsible Citizenship is a great role and our pupils are actively engaged in campaigns, events and everyday promotion of a correct and respectful lifestyle These actions are also enhanced by our Erasmus KA2 project " How Healthy are you?" in partnership with Spain, Turkey, UK. In this pic some students are taking part in a public event supported by Legambiente Italia and aimed at offering a good example tp adults and children. The local press and the National Tv also mentioned the event, even if cleaning the world around is a routine for our pupils and they are proud of this actions and this role. They were also awarded the title of AMBASCIATORI DELLA TERRA inside National Context.

Out school awarded "Ambasciatore per la terra" from Earth Day Italia

openroadsmb — 2022-02-10 22:13:20 UTC

Clean up the world : students as agents of change for a sustainable lifestyle.

openroadsmb — 2022-02-10 22:18:36 UTC

Think globally - Act locally - Pupils as promoters of effective actions and correct behaviour.

Pre Primary School Carella - 5 years old- Botti Selena

selenabotti — 2022-02-11 15:02:20 UTC

The children took part in the defining and sharing the school rules with fun and motivating activities.

Pre Primary School - 5 years old- Botti Selena

selenabotti — 2022-02-11 15:11:20 UTC

The children built their own badges. They took part in the ideation and preparation of their badges.

Pre Primary School Carella - 5 years old - Botti Selena

selenabotti — 2022-02-11 15:19:18 UTC

In the eTwinning project "Make closer the far distance" with 5th graders section B Don Minzoni School, the children prepared their avatar with Pixton and they made their own comic to introduce themeselves to their friends. They recorded the voice with Chatterpix App.
They actively took part in the construction of their presentation.

Students'active role in the eTwinning project "MAKE CLOSER THE FAR DISTANCE "

openroadsmb — 2022-02-11 16:11:21 UTC

Students made their own avatars with Pixton, comics with Chatterpix and introduced themselves creating an e book . It was a collaborative work, carried out through Project Based Learning. Shared responsability and interdependent decisions were the basis for their choices, the process and the outcomes. The project engages also PrePrimary Carella with 5 years old pupils . Older and younger students growing together, collaborating and interacting. The project is in progress.

A logo for the GROUP? Let's try to express our context and development areas.

openroadsmb — 2022-02-16 16:22:47 UTC

A LOGO for the GROUP? This one focusing on our mutual support to improve CPD in the European dimension.

openroadsmb — 2022-02-16 16:29:42 UTC

Report in Italian Verbale incontro dopo i webinar di gennaio 2022

openroadsmb — 2022-02-18 22:56:23 UTC

STUDENTS AS CONTENT CREATORS ( inspired by the webinar proposals)

openroadsmb — 2022-02-19 08:11:36 UTC

Students make pages of a collaborative e book inside the eTwinning project "MAKE CLOSER THE FAR DISTANCE" using Storyjumper .They write texts, upload photos, choose props, to continue a collaborative story concerning cultural Heritage. Everyone feels actively engaged: just a special piece of an inclusive puzzle ( 5th graders section B .don Minzoni.with teachers Marzia and Valeria, and teacher Marisa's coollaboration)

Children's active role in the garden care

2022-02-20 16:32:37 UTC

Children of pre-primary Don Minzoni school (class C) prepare the soil of the garden for planting spinach.

eTwinning Event on 24th February 2022

openroadsmb — 2022-02-23 13:25:10 UTC

the Goals of our event

openroadsmb — 2022-02-23 13:27:09 UTC

Scuola Infanzia Besurica sez C 5 anni

2022-02-24 13:59:11 UTC

Domande, curiosità, scambio di opinioni e manufatti, questo ed altro ancora sarà il nostro comune Progetto!😃

NO WAR!!!😲

2022-02-25 14:02:44 UTC

Because they will be the REAL agent of change!!!

SCUOLA DELL'INFANZIA "OTTOLENGHI"-SEZIONE A-4 ANNI

2022-03-10 13:53:15 UTC

NO WAR!
During this time the children ask us teachers a lot of questions about the war in Ukraine. We tried to answer their questions starting from Gianni Rodari's nursery rhyme "Promemoria", making them reflect on the things you do during the day, at night and on the things you never do.

SCUOLA DELL'INFANZIA "OTTOLENGHI" SEZIONE A-4 ANNI

elisalenzi3 — 2022-03-31 13:59:52 UTC

A CLIL ACTIVITY ON CODING

From a Facebook dissemination

openroadsmb — 2022-04-03 12:15:15 UTC

https://m.facebook.com/story.php?story_fbid=2936466919998002&id=100009041693985

openroadsmb — 2022-04-07 21:56:23 UTC

Welcome webinar

crilufra22 — 2022-04-08 07:14:59 UTC

Very interesting welcome webinar by Alexandra Almpanidou and Kornelia Lobynow

Meetings along the 2 weeks course (Marisa Badini)

openroadsmb — 2022-04-17 22:04:40 UTC

A starting meeting was made to highlight the Course steps and the platform , sharing technical issues and the course goals. In the two weeks of the course I met pairs or small groups of teachers involved, to enter the course details, explore materials and get familiar with the Learning Journal, also discussing on the possible applications of the learning material in the school/classroom context. The meetings took place at school, every day in the second course week, to respond to the different needs ( time, other tasks, etc)
Teachers at Pre Primary and Primary focused on their learning paths and work in progress, so that their Action Plan could effectively integrate in their class planning.
A great, collaborative environment was set up, supported by the Whatsapp group and the different feedbacks, thanks to the online documents we could share. Some of us worked in pairs, elaborating a collaborative Learning Journal, other group members made their own LJ and started to put into practice with the students what we were learning, with positive outcomes.
All the Learning Journals are collected in the "eTwinning Erasmus Study Group" and the Learning scenarios are being implemented.

Welcome webinar video

openroadsmb — 2022-04-17 22:32:56 UTC

By Marisa

The Novigado Blog

openroadsmb — 2022-06-19 23:57:27 UTC

(From the course "Students as designers of learning Spaces")

LEARNING SPACE INNOVATIONS

openroadsmb — 2022-06-20 00:01:09 UTC

The seven steps from Learning scenarios to classroom settings

openroadsmb — 2022-06-20 00:04:29 UTC

Guiding ideas to transform Learning Spaces

openroadsmb — 2022-06-20 00:07:29 UTC

10 guiding ideas for transforming a learning space:

GI1- Developing students' autonomy
GI2- Engage students in the lesson
GI3- Facilitate cooperation
GI4- Facilitate the use of digital tools
GI5- Learn outside the classroom boundaries
GI6- Facilitate differentiated learning
GI7- Secure low achieving student
GI8- Promote kindness
GI9- Give a desire to learn
GI10- Provide a mentally, physically and morally comfortable and safe environment

Inquiry based Leaning video

openroadsmb — 2022-06-20 00:15:33 UTC

To quote John Spencer: “Heather Banchi and Randy Bell define four different types of inquiry that you can view on a spectrum from teacher-centered / structured to learner-centered / open".

Level 1 is Confirmation Inquiry, where the teacher teaches the concepts, creates the questions, and models the process for students.
Level 2 is Structured Inquiry, where the teacher creates the initial questions and shares the procedures then the students walk through the rest of the inquiry process by collecting and analyzing data and drawing conclusions.
Level 3 is Guided Inquiry, where the teacher provides the research questions but students own the research or experimentation process.
Level 4 is Open/True Inquiry. Here students formulate their own questions, design their own experiments or research, collect their own data, and share their findings.

According to Banchi and Bell, teachers should start with levels 1 and 2 and use those as scaffolding, so that students can learn the inquiry process. However, in my experience, there is power in asking students to engage in Level 4 inquiry, where they are truly empowered to ask their own questions and engage in their own research.”

Design Thinking

openroadsmb — 2022-06-20 00:20:44 UTC

Empathize Empathy is the foundation of human-centered design. The problems you’re trying to solve are rarely your own, they’re those of particular users. Build empathy for your users by learning their values. To empathize, you:
Observe. View users and their behavior in the context of their lives.
Engage. Interact with and interview users through both scheduled and short ‘intercept’ encounters.
Immerse. Wear your users’ shoes. Experience what they experience for a mile or two.
Define The define mode is when you unpack your empathy findings into needs and insights and scope a meaningful challenge. Based on your understanding of users and their environments, come up with an actionable problem statement: your Point Of View. More than simply defining the problem, your Point of View is a unique design vision that is framed by your specific users. Understanding the meaningful challenge at hand, and the user insights you can leverage is fundamental to creating a successful solution.
Ideate Ideate is the mode in which you generate radical design alternatives. Ideation is a process of “going wide” in terms of concepts and outcomes—a mode of “flaring” instead of “focus”. The goal of ideation is to explore a wide solution space—both a large quantity and broad diversity of ideas. From this vast repository of ideas, you can build prototypes to test with users.
Prototype Prototyping gets ideas out of your head and into the world. A prototype can be anything that takes a physical form —a wall of post-its, a role-playing activity, an object. In the early stages, keep prototypes inexpensive and low resolution to learn quickly and explore possibilities. Prototypes are most successful when people (the design team, users, and others) can experience and interact with them. They’re a great way to start a conversation. What you learn from interactions with prototypes drives deeper empathy and shapes successful solutions.
Test Testing is your chance to gather feedback, refine solutions, and continue to learn about your users. The test mode is an iterative mode in which you place low-resolution prototypes in the appropriate context of your user’s life. Prototype as if you know you’re right, but test as if you know you’re wrong.

Designn thinking activity-HOW?, NOW, WOW! Matrix

openroadsmb — 2022-06-20 00:26:49 UTC

Time: 20 minutes
Design thinking phase: Ideate (part 2: ideas selection)
Description: Imagine you’ve brainstormed with your students and came up with lots of ideas on post-its. You may now need to sort them. Create a bi-dimensional graph on a white board. One axis represents the degree of originality of ideas and a second axis represents their feasibility. Each participant places his or her ideas on the graph.
Comment: Some ideas may be easily implementable but not very new or original. These will be “NOW” ideas. Other ideas may look very original and disruptive but seem to be unreasonable and concretely impossible to implement. We’ll call those ideas “HOW?” ideas. Hopefully the group might discover disruptive ideas that may be quite straightforward to implement. These are the “WOW!” ideas designers are looking for. Ideas evaluations can either be debated before or after actually sticking the post-it on the board

the Project based Learning wheel

openroadsmb — 2022-06-20 00:34:30 UTC

Methodologies to create learning spaces with students

openroadsmb — 2022-06-20 13:37:07 UTC

Here are some methodologies , from INQUIRY BASED LEARNING to DESIGN THINKING to PROJECT BASED LEARNING WHEEL

Life comp

openroadsmb — 2022-06-20 13:47:01 UTC

What is Self Regualted Learning?

openroadsmb — 2022-06-20 13:47:34 UTC

Self-regulated learning refers to how students become masters of their own learning processes. Neither a mental ability nor a performance skill, self-regulation is instead the self-directive process through which learners transform their mental abilities into task-related skills (Barry J. Zimmerman, 2015).

SRL has both educational and behavioural benefits. As research shows and as the video above verifies, students with better self-regulation skills have higher academic achievement, are more likely to get along with others, and are better able to build and maintain strong relationships. SRL strategies help to prepare learners for lifelong learning and the important capacity to transfer skills, knowledge, and abilities from one domain or setting to another. SRL is a way to actively engage otherwise passive students in their academic instruction. Students need to view learning as an activity that they do for themselves in a proactive manner, rather than viewing learning as a covert event that happens to them as a result of it. It has been proved to be one of the most effective practices teachers can introduce to improve academic performance and motivation.

Self regulated learning Phases

openroadsmb — 2022-06-20 13:55:21 UTC

To understand SRL and how to teach it better, let us look at the three phases of SRL, as defined by the conceptual model of SRL by Barry Zimmerman (2008).

As we see on the image it is a cyclical model composed of three phases: the forethought, performance and self-reflection phase. Each phase includes a set of concrete strategies that a self-regulated learner conducts to manage their own learning process.

Phase 1 Zimmerman’s Model: Forethought / preactionPhase The forethought is the initial phase in which the students approach and analyze the task, assess their capacity to perform the task with success as well as establish goals and plans to complete it. In other words, this phase sets the stage for action, breaks down the task into smaller pieces, and helps to develop a positive mindset. Before the learning activity, learners should:analyze the assignment.search the necessary motivation.Therefore, teachers can ask learners:how and when are you planning to start the activity?what motivates you to start this activity?what do you want to achieve?The sub-processes that take place at this stage are the following.

openroadsmb — 2022-06-20 14:04:58 UTC

1) Goal Setting
The first step would be to decide where to go and, based on that, to plan how to get there. This is what we call ‘task analysis’.

2) Planning
Planning means developing an action plan. This action plan contains strategies needed to succeed in a task.

3) Self-efficacy
Self-efficacy expectations are beliefs about one’s personal capability to perform a task. It is important as it influences students’ efforts and engagement.
4) Outcome expectations

Outcome expectations are beliefs about the probability of succeeding in a given task.

5) Task Interest
Task interest encompasses feelings and thoughts. It can either be personal (activated by the personal meaning a task has) or situational (activated by certain task characteristics). It is important as it makes students more attentive and helps them to stay focused as well as influences their selection of learning strategies.
66) Task Value

Task value refers to the importance a task has for students’ personal goals. Perceiving a task as useful raises students’ motivation to perform it and to learn from it. Additionally, they activate more learning strategies
6) Task Value

Goal orientations refer to reasons for engaging and persisting in learning activities.

PHASE 2 During the activity

openroadsmb — 2022-06-20 14:57:03 UTC

Phase 3. Self-reflection – after the learning activity

openroadsmb — 2022-06-20 15:05:55 UTC

.During this phase students judge their work and formulate reasons for their results. While justifying their success or failure, they experience positive or negative emotions depending on their attributional style. These emotions will influence their motivation and regulation in the future.

During this phase, learners should:

judge their learning product and process
react constructively and look ahead

Some questions that learners can reflect on are:

Did I accomplish what I planned to do?

The subprocesses that take place at this stage are the following. Click on each of the sub-processes below to find out what they are about:

1) Self-evaluation
Self-judgement is the process through which students assess their performance and explain their successes and failures. The two components of self-judgment are self-evaluation (the process through which students assess their performance) and causal attribution (the process through which students explain their success/failure

2) Causal attributions
Causal attributions are self-explanations about the reasons for success or failure

3) Self-satisfaction
When students judge their performance after finishing a task, they can be more or less satisfied with the results. In other words, they can experience feelings of self-satisfaction (or self-dissatisfaction). The more satisfied students are with their learning, the more motivated they will be to continue learning.

4) Adaptive/defensive reactions
Defensive reactions refer to withdrawing or avoiding opportunities to learn and perform. They are iimportant as they maintain students’ willingness to perform a task again.

openroadsmb — 2022-06-20 15:52:00 UTC

Marisa Badini

openroadsmb — 2022-06-20 15:54:13 UTC

I'm deeply motivated to follow the MOOC as the topic is concerned to life itself, and I think that, if students make sense of what they learn and manage their learning, they will be able to plan, make projects, be resilient, face the challenges, drive their attitudes, improve their strenghts and overcome their weaknesses. How to help students and act as facilitators offering them the right tools and tips, opening their "Learning doors"? This has always been my question to support students' success. What's better I'm following this MOOC together with a School Study Group, strenghtening collaboration to reach a common aim. We are preparing Erasmus Mobilities for Professional Development and this course will certainly improve our skills, nourishing our development goals. Moreover, following the MOOC together will increase our Lifelong Learners attitudes.

Selena Botti : contribute to the collaborative Padlet

openroadsmb — 2022-06-20 16:00:31 UTC

Selena Botti - D.D. 8 Circolo Piacenza- Italy

I enrolled in this course because it was proposed to me by our School Study Group to prepare us for Erasmus mobility.
I'm strongly motivated to follow this course to learn more self-regulated learning and to help my students to reflect more on their learning, as active builders of their own learning.

Angela Manini : contribute to the collaboraqtive Padlet

openroadsmb — 2022-06-20 16:01:53 UTC

Angela Manini, Italy

Hallo everyone, my goal in following this course is to understand and elaborate a way to propose self regulated educational paths to children in preprimary school. I think this is a challenge, but i'm also confident in children's liveliness and curiosity that has never disappointed me and is always a source of inspiration.

Giada Dallarda

openroadsmb — 2022-06-20 16:03:26 UTC

Giada, Italy

My motivation is to learn the best way to improve selfregulation in special needs children with intellectual and developmental disabilities. These strategies can allow students to deal with their environment and gain an effective strategy to act appropriately with others and enhance their social skills.

Antonella Lombardi

openroadsmb — 2022-06-20 16:04:55 UTC

Antonella Lombardi Ottavo Circolo di Piacenza, Italy

I enrolled in this course because I am interested in deepening self-regulated learning. I think that self-reflection in the student is effective for the construction of personal growth, and for the teacher is important to structure their own teaching style.

Maria Cristina Cella

openroadsmb — 2022-06-20 16:05:56 UTC

Maria Cristina Cella Ottavo Circolo Piacenza Italy

I've always defined myself "lifelong learner " so this course is definitely tailoring for me.
I need to know new things, methodologies, actions plans...and surely this course can help me a lot.

Elisa Lenzi

openroadsmb — 2022-06-20 16:06:49 UTC

Elisa Lenzi (Italia, 8 Circolo Piacenza)

I am motivated to take this course to learn more about self regulating and how to practice it with my students

Monica Fantini (The Role of Learning to learning)

openroadsmb — 2022-06-20 21:38:59 UTC

Monica Fantini (8° Circolo, Piacenza. Italy)
I work with very young pupils (only 5 years old). Despite this, I have noticed that when we give them the possibilty, with the right stimuli, they can plan their activities, organize themselves, think and share with peers in a very collaborative way. I think that children of all ages should enjoy their learning, but this doesn't happen frequently, as teachers are worried about the subjects. "Learning to learn" should be our first goal!

Giada Dallarda

openroadsmb — 2022-06-20 21:42:02 UTC

Giada, Italy

Learning to learning is particularly important because today children have access to multiple sources of information; they regularly use information technologies to connect with other people and informations. An individual’s ability to locate and critically appraise information from such sources is vital for learning throughout life.

Angela Manini (The Role of Learning to learning)

openroadsmb — 2022-06-20 21:44:50 UTC

Angela Manini Italy

I am a teacher in preprimary school.,my pupils are very, very young, nevertheless I think that proposing activities starting from their own interests, expressing their goals as a group of friends working in a collaborative way and holding up their awarness about what we are doing, could be a simple and correct manner to introduce them to a self regulated way to learn.

Corinne Monti (The Role of Learning to learning)

openroadsmb — 2022-06-20 21:47:33 UTC

Corinne, Ottavo circolo Piacenza ITALY

This year I work with a class of six years old pupils so is difficult talking about metacognition yet but I'm trying to develop cognition and learning how to learn better, using self-assessment, proposed in different phases, gradually more complex. Also we used to share, speaking out loud, how each of us develop the exercises and that is used moreover for peer tutoring and peer helping.

heart_filled

Selena Botti (The role of Learning to Learning)

openroadsmb — 2022-06-20 21:51:46 UTC

Selena Botti - D.D. 8 Circolo Piacenza - Italy

Learn to learn is an important skill to create a life- long learning.
We need to teach students to use less conventional forms of thought, which presuppose CURIOSITY and the permanent desire to improve.
I try to organize learning spaces that are laboratories of ideas and comparison, also with the help of new technologies.

Marisa Badini- Ottavo Circolo-Piacenza- Italy- (The role of Learning to Learning)

openroadsmb — 2022-06-20 21:52:37 UTC

I 've always tried to stimulate planning, proaction and metacognition, also fostering pair work and team work, with the aim to make students discuss, share, exchange self- reflection. activate self assessment, so promoting self management in their learning process. Anyway I think it's a teaching habit that needs to be shared and I'm really happy having the opportunity to follow such a well structured course with a group of teachers . Discussing and planning together we'll be able to be more effective and to create a mutual support community.

Antonella Lombardi (The role of Learning to Learning)

openroadsmb — 2022-06-20 21:54:10 UTC

Antonella Lombardi Ottavo Circolo di Piacenza, Italy

Learning to learn is the most important skill in student learning. I think that students are competent and as a teacher I must give them all the tools that can help them to express their potential.

Maria Cristina Cella (The role of Learning to Learning)

openroadsmb — 2022-06-20 21:58:42 UTC

Maria Cristina Cella Ottavo Circolo Piacenza, Italy

In my opinion pupils know they can made experiences.
"Learning to learn" is important when teachers are not a main source of knowledge, because pupils learning throughout your life, with trial and mistakes.
Any kind of experience, specially in the early years of life and during the Pre-Primary School time results to be an inexhaustible source of knowledge and intellectual development.
In every my project and lesson plan shall be considered this primary process.

heart_filled

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Kornelia

This is very interesting idea and yes, teachers are not a main source of knowledge anymore ...

Giada Dallarda (The roelof Learning to learning)

openroadsmb — 2022-06-20 22:01:59 UTC

Giada, Italy

Elisa Lenzi (The role of Learning to Learning)

openroadsmb — 2022-06-20 22:03:24 UTC

Elisa Lenzi (Italy, 8 Circolo Piacenza)

“Learning to Learn” represents one of the key competences for life and the necessary prerequisite for exercising the right of citizenship.
I believe it is the ability to persevere in learning, to organize one's learning also through effective management of time and information. This competence includes awareness of one's own learning process and needs, identification of available opportunities and the ability to overcome obstacles to learn effectively.
I find a lot of "learning to learn" when kids do coding.

Corinne Monti (Reflection Break: Planning your self-regulated learning)

openroadsmb — 2022-06-20 22:08:32 UTC

Corinne, Ottavo circolo Piacenza, ITALY

I'm interested by this topic, the task value is high and goals orientation too but this MOOC comes in a very busy moment and I can't spend all the time I want in here. I open the course frequently (five times a week, more or less) and use to take notes about what I read for simplify to stay focused on the task and topics. Moreover I love plannings so I use to make "do it" lists with tasks I have to complete and I'm also using the learning tool "Sutori" to build a summary presentation of my work that let me keeping a track of my learning.

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openroadsmb

2mo

The Learning Diary is an effective way to enter the topics and take tracks of the different steps. It's the best tool for revising, reflecting and coming back to some concepts developing future planning.Moreover it will be useful in future, and will support different educational paths.

more_vertical

SÜMEYYE YEŞİLTEPE

2mo

It's a very good tactic, I learned it. I would like to work with you on a project. E.g. Erasmus would be nice I m Sümeyye YEŞİLTEPE

openroadsmb — 2022-06-20 22:09:27 UTC

Antonella Lombardi Ottavo Circolo di Piacenza

I’m taking this course in my free time at home. With some colleagues of my Institute I am part of the Study Group for Erasmus Mobility and I will share with them my reflections.

Selena Botti (Reflection Break Planning your Self Regulated Learning)

openroadsmb — 2022-06-20 22:12:49 UTC

Selena Botti - D.D. 8 Circolo Piacenza - Italy

I follow and carry out the course partly with my School Study Group, partly at home in my free time.
I think it will be about 1 hour every day.

heart_filled

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openroadsmb

2mo

I think that it's an effective way to take the best from the MOOC: interacting, both at local and international level and personally elaborate or revise the steps. I do the same and come back to the Padlets or Triciders to compare my reflections with the ones of the participants. I'm really satisfied of our Study Group, as plenty of different ideas and plans are coming out, all of them concerning the context and age of pupils, just to put into practice what we are learning. (Marisa)

Giada Dallarda (Refglection Break :Planning your Self regulated Learning)

openroadsmb — 2022-06-20 22:16:01 UTC

Giada, Italy

I plan to do this course in my free time, after dinner and in my holydays, as now. I think I will spend 4 or 5 hours a week for this course. My strategy is to take a break when i lost my concentration.

Antonella Lombardi (Reflection Bratk Planning your Self Regulated Learning)

openroadsmb — 2022-06-20 22:18:23 UTC

Antonella Lombardi Ottavo Circolo di Piacenza

I’m taking this course in my free time at home. With some colleagues of my Institute I am part of the Study Group for Erasmus Mobility and I will share with them my reflections.

Marisa Badini Ottavo Circolo Piacenza. Italy

openroadsmb — 2022-06-20 22:19:03 UTC

When starting a new online course, I usually look carefully at the goals and planning, just to consider when and how to manage the different materials and.tasks. this time the MOOC is in a buzy time for me , so I'm planning to use the Commitment Inventory first, (just to consider priorities and say "Not right now" to other possible engagements) and then to think in checklists rather then "to do" lists, to positively plan my activities. Moreover I' ll share reflections with the School Study Group, in order to activate mutual support and implementation of what we are learning. I definitely think I will improve my own way to work , getting things better done.

Marisa Badini Ottavo Circolo Piacenza. Italy

openroadsmb — 2022-06-20 22:19:16 UTC

Maria Cristina Cella (Reflection break...)

openroadsmb — 2022-06-20 22:24:08 UTC

Maria Cristina Cella Ottavo Circolo Piacenza, Italy

This course is part of those selected from our "European Professional Development Study Group" as preparatory activities for the Erasmus mobilities and for a better implementation of shared educational actions.
I'm teaching in Pre-Primary School, I'm Headmaster Deputy and Kindergarden Schools of my Institution are coordinate by me.
Despite my business engagement I think actually that take part to this course is very important for my training.
As soon as possible I spend my time following my new knowledge experience.

Corinne Monti SELF regulated activitites- Time management

openroadsmb — 2022-06-20 22:33:53 UTC

Corinne, Ottavo circolo Piacenza, ITALY

Thanks to a colleague that show me that platform, I was able to know Classdojo. This is a very useful tool for cooperative learning that let students implement self-monitoring by different instruments like timer, class volume, which are clearly shown on the display.

Giada Dallarda (

openroadsmb — 2022-06-20 22:37:09 UTC

Giada, Italy

I'm a special needs teacher and a Physical Education teacher. As more as possible i engage students in team group work. I often use a strategy called "the experts": i give a different task to every member of the group , for example the creation of a circuit using balls, then the "experts" in the use of the ball create a circuit . After the creation they have to explain the exercise to the other members of the group.

section

Task Strategies

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Antonella Lombardi (teaching SRL: TASK STRATEGIES)

openroadsmb — 2022-06-20 22:39:56 UTC

Antonella Lombardi Ottavo Circolo di Piacenza

In a recent training I learned the methodology of Tinkering and I decided to propose it to my children in kindergarten. It is about learning through doing with your hands following the theory of Constructivism. Children use different materials and try to build an artifact by discovering for themselves some simple laws of physics, geometry, etc.

Marisa Badini- 8° Circolo Piacenza-Italy

openroadsmb — 2022-06-20 22:40:22 UTC

I usually engage students in Project Based Learning starting from a Driving Question and I propose the PBL wheel, considering seven steps (Dream, Explore, Map, Make, Share, Remake, Show), just to offer a road map. Moreover I guide them to make Mindmaps, use the Flowchart, share tasks among the group members in order to puzzle them.
The Dream Phase is often well supported by Brainstorming, and Think/Pair/share.
In the Explore phase "Experts" strategy can be useful. Finally I think it's important to guide students to take notes, to use rubrics for self assessing their process and eTools for research or presentations.

Reflection Break: Self-evaluating your approachHow are you organising your own learning on this course? When and where will you will you follow the course? How much time do you plan to spend on it? Will you use any specific study strategies such as the Pomodoro Technique? Remember, we are using these reflection breaks as examples of what you can also do with your students. Getting your own students to reflect on these types of questions before they approach a task is to develop their self-regulated learning competence.

openroadsmb — 2022-06-20 22:47:01 UTC

Recognizing and assessing students’ SRL

openroadsmb — 2022-06-21 17:57:56 UTC

Corinne Monti, Ottavo circolo Piacenza, ITALY

As I wrote in the past reflection breaks I use to take notes of what my students answer to my questions, often recording the whole discussion and then, at home, I listen again the conversation and I try to find the strategies that they internalized

How to overcome obstacles in implementing SRL in the classroom Marisa Badini- Ottavo Circolo- Piacenza Italy

openroadsmb — 2022-06-21 18:10:16 UTC

How can teachers face the challenges that COVID-19 pandemic had implemented?

It's really important for a teacher to be persistent and patient, trying to integrate the curriculum and the fixed school structures with daily actions aimed at overcoming the obstacles, being resilient , just to empower students' resilience and self esteem.
It would be better to share these aims with the teachers' team .
From the previous insights and thanks to the learning journey we are making I think it could be useful:
-to propose the SMART framework, helping students set personal goals that are: specific; measurable; attainable; relevant; and timely., so supporting their planning (frome a vague goal to a more detailed and specific one):
- to celebrate the achievements, expressing gratitude and satisfaction when students meet their goal or do a successful step:
- to model Learning from mistakes, praising students for their hard work and perseverance, not just for grades and easy successes:
- to encourage students to express what they learnt from their mistakes, starting to do the same, as a teacher:
- to have students'working together: it can make tackling a challenge fun, enriching and rewarding and it helps students better understand how to approach and solve problems logically, with patience, pragmatism and persistence.
. to give students active roles, a sort of "mission" that can increase their motivation.
In fact I think that we need to model resilient and positive attitudes, but also challenge critical thinking skills and self mamnagement: Project Based Learning and collaborative Learning are great trends enhancing motivation and meta- cognition.

Cognitive learning strategies and SRL practice

openroadsmb — 2022-06-21 18:11:52 UTC

Antonella Lombardi (Italy)

I am used to asking children in kindergarten what they are building or realizing, why and how they did it and if they are satisfied with their outcome.

Cognitive learning strategies and SRL practice

openroadsmb — 2022-06-21 18:12:12 UTC

Selena Botti- D.D.8 Circolo- Italy

My pupils are 5 years old, so the questions I would like to ask them are very simple:
What did you do?
How did you do it?
Why did you do that?
How long did it take you to do it?
Did you ask for help?
What strategies did you use? Did they work?

Recognizing and assessing students’ SRL

openroadsmb — 2022-06-21 18:12:50 UTC

Antonella Lombardi (Italy)

I use the methodology of cooperative learning to observe the behaviours of children in relation to each other and listen to their dialogues

How to overcome obstacles in implementing SRL in the classroom

openroadsmb — 2022-06-21 18:13:24 UTC

Selena Botti - D.D. 8 Circolo Piacenza- Italy

- Supporting students' motivation;
- giving feedback to students;
- implementing collaborative learning.

How to overcome obstacles in implementing SRL in the classroom

openroadsmb — 2022-06-21 18:13:58 UTC

Corinne Monti, Ottavo circolo Piacenza, ITALY

In my opinion the use of SRL is, by itself, a way of overcome barriers because is an effective training to implement all the types of thinking, to support motivation that comes as opportunity to learn and, last but not the least, simplify learning with feedbacks, individual choice of strategies and monitoring of their own work.

What have you learnt from module 3?

openroadsmb — 2022-06-21 18:18:12 UTC

Corinne Monti, Ottavo circolo Piacenza, ITALY

There is a particular theme of this module that I have appreciated a lot: I would like to emphasize the importance of creating a safe place to experiment yourself, forming students that are not afraid of error and who believe that failure is part of learning, is a starter point.

How have you been using SRL practices so far?

openroadsmb — 2022-06-21 18:24:48 UTC

Monica Fantini, ottavo circolo Piacenza, Italy
I work with children aged 5/6 and I love to make them protagonists of their learning. This course represents for me a great stimulus to go ahead with more awareness in this way. For instance, in this last part of the year, I've told to my pupils that, if they want to organize a party for their parents, they will have to plan it by themselves. They are really involved in this idea and I'll only give them the support they need.

How have you been using SRL practices so far?

openroadsmb — 2022-06-21 18:25:49 UTC

Antonella Lombardi (Italy)

This MOOC confirmed the value of self-assessment as an effective teaching strategy for learning. I'm now more motivated to help children reflect on what they have learned, inviting them to retrace their path to identify strengths and weaknesses.

Recognizing and assessing students’ SRL

openroadsmb — 2022-06-21 18:27:49 UTC

Corinne Monti, Ottavo circolo Piacenza, ITALY

After the past reflection breaks I'm trying to be more aware about the strategies I'm using and I'm taking notes of the answers that students give me about how they are able to do something. I'm also trying to use more of explicit direct support strategies despite the age of my pupils (6-7 years)

Your preferred way to teach SRL skills

openroadsmb — 2022-06-21 18:34:58 UTC

Antonella Lombardi (Italy)

With kindergarten children I mainly use SRL indirect support. The spiral of creative learning is a great way to encourage students to reflect on their path.
To stimulate curiosity I often also use models following the procedure Use - Edit - Create : with this strategy the child copies a product, transforms it according to their abilities and builds their own creation

Your preferred way to teach SRL skills

openroadsmb — 2022-06-21 18:36:54 UTC

Angela Manini e Monica Fantini Italy

In preprimary school we often use indirect srl support first of all arranging our school spaces as learning spaces where the children has to find challenging activities.
Than we try to propose didactical paths enhancing the intrests of our pupils and finding situations of problem solving.

Your preferred way to teach SRL skills

openroadsmb — 2022-06-21 18:37:55 UTC

Selena Botti - 8 Circolo Piacenza-Italy

I think they are all important approaches. I usually use the second and third types of support, but I try to provide all the necessary tools and strategies to students before the activity, taking into account the differences between children. I strongly believe in peer collaboration

Marisa Badini- Ottavo Circolo. Piacenza.Italy

openroadsmb — 2022-06-21 18:49:21 UTC

I think teachers should always support pupils guiding them to SRL. Of course it's important to give students the instruments and so use explicit support for some routines or specific processes, Anyway I think it's also crucial to stimulate active participation in "discovering" strategies, for example brainstorming the class, asking pupils which strategies could be used to reach a specific goal, This way keeps students focused on SRL, with indirect support and thinking activaction. Furthermore, reflecting on the different outputs they will enhance critical thinking. Finally we need to consider the multiple intelligences and the different learning strategies anyone can activate, responding to their own learning attitudes. That's why, on my opinion, a teacher should use all the three support approaches, taking into account differentiation and personalisation.

Your preferred way to teach SRL skills

openroadsmb — 2022-06-21 18:50:02 UTC

Corinne, Ottavo circolo Piacenza, ITALY

I choose to start always with the first approach, telling exactly to the class what they have to so or learn; sometimes I need to implement cognition and I need to support class with prompts and feedbacks, other times this is not so necessary but always I take care of create the space to offer the Vygotsky proximal development zone, giving the opportunity to the students to plan, set goals and act and using student-centred practices every time I can. Long story short, I always use the first and the third way and sometimes, when the class needs it, I add also the second.

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Le nostre esperienze come registi dei nostri spazi di apprendimento alla scuola dell'infanzia. By Angela Manini e Monica Fantini

angelamanini2 — 2022-06-24 15:14:36 UTC

https://padlet.com/angelamanini2/ok5puik3eminth2u

Bambini ricercatori in cerca di strategie e soluzioni. Un percorso didattico sulla costruzione di zattere galleggianti. By Monica Fantini e Angela Manini

angelamanini2 — 2022-06-24 15:25:25 UTC

https://padlet.com/angelamanini2/1p1g4r03x9frn4ie

Bambini ricercatori e sperimentatori. Il nostro percorso didattico sulla costruzione di zattere galleggianti. By Monica Fantini e Angela Manini

angelamanini2 — 2022-06-24 15:26:49 UTC

https://padlet.com/angelamanini2/1p1g4r03x9frn4ie

Class 1A& 1B sustain the Magic 🌍Earth with different♻️Actions... 😍outdoor and indoor... on the Earth day, by Carmela Simone, Milla Zilioli, Maria Giovanna Zilioli, Luca Losi.

2022-06-25 15:25:09 UTC

At Carella Primary School - Piacenza 🇮🇹, all students and teachers sustain the Magic 🌍Earth with different♻️Actions... 😍outdoor and indoor... #Action1 #Action2....
Let's go outside and...breath fresh air, watch and listen to the birds🐦 and the insects🐝🦋🐜🐞🐌, smell the beautiful flowers 🌼🌷, discover the voice of our 💚💚💚 hearts with these interesting and sustainable Actions!♻️...SEE YOU SOON to the next 🍀♻️🍀 ACTIONS!!! HAVE A NICE EARTH DAY

EcoSustainable generations take care of a small piece of our 🌎 puzzle. Class 1B Carella Primary school, by Carmela Simone

2022-06-25 15:39:02 UTC

Wonderful CLIL activities: Learning Maths, Geography, Science and TAKING CARE of PLANTS at school and at home

🌈 Peace✌️ and Love❤️... No war

2022-06-25 15:48:30 UTC

...Circle time e riflessioni di CITTADINI INGENUI E ATTIVI 🌎del futuro:🌈 Peace✌️ and Love❤️... No war

TAKE CARE OF SEEDS, PLANTS ...AND LIFE, CLASS 1B Carella Primary school, by Carmela Simone

2022-06-25 22:50:37 UTC

1st🏆AWARD " TERESA SARTI STRADA:..CARE".. TO CLASSES 1A & 1B, CARELLA PRIMARY SCHOOL FOR GRAPHICS PRODUCTS.., BY CARMELA SIMONE

2022-06-25 23:05:36 UTC

CONGRATULATIONS TO OUR PUPILS TO TAKE CARE OF THEMSELVES, EACHOTHERS AND EVERYTHING THROUGH DIFFERENT PATHS OF ERASMUS "HOW HEALTHY ARE YOU?", ...THE LOCAL PROJECT ABOUT LIFE SKILLS AND THEIR DAILY SCHOOL LIFE🏅👏👏👏EMERGENCY

Meetings along the 2 weeks course: "Students as designers of Learning Spaces" (Marisa Badini)

openroadsmb — 2022-06-28 15:30:29 UTC

The World Kindness Day : dissemination and interaction in eTwinning event

openroadsmb — 2022-06-28 16:57:36 UTC

Teacher Barbara Ferrari, member of the Study Group and Headmaster Deputy opens a Padlet inviting the classes and sections of Ottavo Circolo to contribute and celebrate nthe event, spreading students' ACTIVE ROLES, as a follow up of the webinars abour students as protagonists and enhancing the eTwiinning School Mission statement "Students as Agents of Change"
An eTwinning Event is also supporting the dissemination . (https://live.etwinning.net/events/event/254499)

The WhatApp Study Group for communication/collaboration.

openroadsmb — 2022-06-28 17:11:26 UTC

Our Study Group has its own whatsapp group. Thamks to teacher Cella Maria Cristina, member of the group and Headmaster Deputy, who created it. We took the decision in the GStudy Group Meeting to support communication, collaboration and quick exchange of infos.

Global Action Days - Pre Primary School Carella - Selena Botti

selenabotti — 2022-06-29 16:40:37 UTC

FROM 21\04\2022 TO 28\04\2022 ALL SECTIONS COLLABORATED TO PARTECIPATE TO THE GLOBAL ACTION DAYS.

ACTION 1: DIP YOURSELF IN THE NATURE (SECTION A);

ACTION 2 : NATURE DETECTIVE (SECTION B);

ACTION 3: THE BEES' LIFE IS IN DANGER (SECTION C);

ACTION 4: THE LABELS' HUNT (SECTION D).
AT LAST WE TOOK PART TO THE GREEN PARTY ALL TOGETHER IN OUR GARDENS TO CONCLUDE OUR JOURNEY AND WE WILL SHARE OUR DISCOVERIES AMONG US.
THESE ACTIVITIES DEVELOPED AN ACTIVE ROLE IN OUR STUDENTS AND THE PUPILS HAVE BEEN INVOLVED TO WORK IN THE OUTDOOR ENVIRONMENTS OF OUR SCHOOL. THEY DEVELOPED AN ECO-SUSTAINABLE ATTITUDE.

GREEN PARTY - PRE PRIMARY SCHOOL CARELLA - Selena Botti

selenabotti — 2022-06-29 16:45:12 UTC

IN CONCLUSION OF THE GLOBAL ACTION DAYS, CHILDREN TOOK PART AT THE GREEN PARTY IN THEIR GARDENS TO ACT GOOD ACTIONS AND TO SHARE WHAT THEY LEARNT.
THIS IS THE PADLET OF GREEN PARTY DAY

The wish tree - l'albero dei desideri - Pre-primary School Carella - Selena Botti

selenabotti — 2022-06-29 17:21:58 UTC

This is the Padlet of the event that children of Pre-primary School Carella Section D realized with the collaboration of other sections and with special collaboration of Ottolenghi Preprimary School.

Children of section D chose a tree near the school and created some butterflies on which it was possibile to write some wishes. Then they took the butterflies to other section, to other school and to the shops near the school.

First Meeting

openroadsmb — 2022-06-29 21:34:11 UTC

13th December 2021
Erasmus Group Meeting : 7 members, one for each school .
Presentation of Erasmus courses for the planned mobilities and proposal of a plan for Preparatory activities through online courses, related to the Development areas and the school needs. Finiding agreements.

2nd Meeting

openroadsmb — 2022-06-29 21:41:19 UTC

January 10^th : Erasmus Group meeting and Recruitment planning, considering the criteria :
eTwinning registration;
basic English skills,
attending online courses chosen by the Erasmus Group on the coordinator proposal
-classroom implementation.

3rd Meeting

openroadsmb — 2022-06-29 21:56:10 UTC

26^th January Proposing the Online Professional Development Courses and official nomination of the Study Group members. Presenting the webinars up to come.

4th Meeting

openroadsmb — 2022-06-30 05:59:00 UTC

To meet everyone's needs the meeting will be in two different days
2nd February : on line
3rd February: in presence
_Reflections on January's webinars on Active roles of students: sharing the webinars materials in the Study Group Padlet and possible reflect on implementations with in the different contexts.-

- Sharing webinars recording on the Study Group Padlet
_Sharing availability for mutual support when following the courses.
_Shared decision to create a Whatsapp Group and an eTwinning Group .

5th Meeting

openroadsmb — 2022-06-30 06:20:51 UTC

An eTwinning event is also created
24th February:
Presenting the Short course : "Students as Designers of Learning spaces" technical issues, expressing,needs; organisational planning.
Presenting the eTwinning platform for the new teachers with a short training about its structure and use for the short course. ( Home /Pages/forum/Materials) and the Study Group upcoming eTwinning Group.

Meetings along the online Course "Students as Designers of Learning Spaces" (see also a dedicated post)

openroadsmb — 2022-06-30 06:34:23 UTC

March : 1^st week course : meeting in small groups (on Thursday) to enter the course planning, structure, issues, contributes etc

2^nd week course : every afternoon with single/pair teachers to finalize the activities and the Learning Journal, as requested for the final assignement

eTwinning event for the collaborative work following the Course "Students as Designers of learning Spaces"

openroadsmb — 2022-06-30 06:45:07 UTC

The meeting in the first weeks of March supported the mutual exchange and the completion of the Learning Journals, made by the Study group members and then shared on the eTwinning Group "European Professional development Study Group" (https://live.etwinning.net/groups/group/237807)

6th Meeting

openroadsmb — 2022-06-30 07:17:22 UTC

April 13th /14th
Two online meetings in groups to talk about the MOOC "Shaping Lifelong Learners" stucture and requests, particularly supporting the use of the new platform and all the challenges. Corinne Monti shares her experience on the new setting, offering tips to the members. Q&A , common reflections, contributes in the MOOC padlets. or Tricider...A group is leaving for an Erasmus Mobility in Dublin, after Easter. Contacts will be kept by Whatsapp. The Preparatory activities coordinator (Badini) will be supporting and available for any requests.

Meetings : along the MOOC "Shaping Lifelong Learners

openroadsmb — 2022-06-30 07:35:27 UTC

In May the meetings took place in informal ways, always supported by daily communications on the Whatsapp group. They were focused on the final assignement of the MOOC for the ones who were able to complete it (9) and on the implementations inacted as a follow up of the online PD, also integrated by a Theatre training PD with a European Erasmus expert in our school and the PD in Dublin (6 teachers)about CLIL and language teaching.
Pre Primary and Primary teachers implemented activities matching the best from the online PD, about students'active roles, designing learning spaces and Self Regulated Learning. Experiences about implementation are shared both in the Padlet and on the eTwinning Group. Every school inacted paths inspired by the PD, integrating them in the curriculum.

7th Meeting (with etwinning event)

openroadsmb — 2022-06-30 07:55:16 UTC

The last meeting was made inside the Erasmus meeting, being deeply connected to the PD plan of our Institution,. From the report that followed the meeting
"“The Erasmus coordinator introduces the first item on the agenda, inviting Badini , who coordinated the preparatory activities of the Study Group ( online courses previously selected ), to illustrate theit value and the importance of the evaluation and the final monitoring questionnaire ..

Badini says the group has implemented an effective preparation in the field of online training, related to the 4 development areas of the Erasmus Accreditation and focused on students'active roles, designing learning spaces and self regulating to develop European competences. She observes how the preparatory activities have also strengthened the teachers, students, schools collaboration and invites to share the implemention experiences in the eTwinning Group "European Professional Development Study Group",

She adds that the participation in the Study Group is connected to the Research project on online training, in which the Eighth Circle is part with 9 other European schools. The members of the Study Group will receive a special certificate attesting their contribution. The results of the research will then be disseminated in a publication

5th graders section B don Minzoni

openroadsmb — 2022-06-30 08:07:25 UTC

Students chose and made the best of learning spaces implementing a step of the eTwinning project "Make closer the far Distance" . They expressed their active role and SRL, planning the phases of the path.The DREAM phase, were they shared opinions about the activity development, took place in the outdoor setting (green areas around school)

Implementation in eTwinning project "Make closer the far Distance"

openroadsmb — 2022-06-30 08:15:47 UTC

5th graders section B don Minzoni, planned their meeting They worked in groups focusing on the topic of intercultural exchange. They are showing their different cultural origins, costumes, flags, with the common wish of PEACE (everything was planned by the students through Project Based Learning ). Self Regulated Learning was taken into account (time, decision making, shared decisions and responsability, with teachers direct and indirect support). Their active role made them proud and motivated. They chose the school Meeting room for the online meeting, considering the best opportunity to move and talk in turn with the partners.

No Tobacco Day

openroadsmb — 2022-06-30 08:33:10 UTC

Students inacted a role play in English about the danger of tobacco. in a public play . The President of LILT, the Headmaster and other classes followed the performance.
They acted as doctors, nurse, patients, lawers; made and claimed slogans and advices. All the best from the online professional development joined CLIL (Erasmus area) and supported the development of Self Regulation, European Competences, Students' active roles, use of Learning Spaces in effective ways.

Learning Activity Rubric

openroadsmb — 2022-06-30 09:09:42 UTC

Final Questionnaire

openroadsmb — 2022-06-30 09:41:04 UTC

Expert Talk on eTwinning ESL group , disseminating some activities from our course "Students as Designers of Learning Spaces". Contributes by Carmela Simone and Maria Cristina Cella

openroadsmb — 2022-06-30 09:47:59 UTC

Disseminating on Twitter

openroadsmb — 2022-06-30 12:39:49 UTC

Dissemination via Twitter

openroadsmb — 2022-06-30 12:40:46 UTC

Dissemination via Twitter

openroadsmb — 2022-06-30 12:42:57 UTC

Disseminating on Twitter

openroadsmb — 2022-06-30 12:44:30 UTC

Dissemination via Twitter

openroadsmb — 2022-06-30 12:45:19 UTC

Disseminating on Twitter

openroadsmb — 2022-06-30 12:47:44 UTC

Dissemination on Twitter

openroadsmb — 2022-06-30 12:48:44 UTC

Dissemination on Twitter

openroadsmb — 2022-06-30 12:51:45 UTC

openroadsmb — 2022-06-30 12:57:24 UTC

Disseminating on Twitter

openroadsmb — 2022-06-30 13:15:22 UTC

From a Facebook dissemination

openroadsmb — 2022-06-30 13:22:51 UTC

https://m.facebook.com/story.php?story_fbid=2936466919998002&id=100009041693985

The World Kindness Day

openroadsmb — 2022-06-30 13:24:07 UTC

Dissemination in online meetings with the eTwinning partners

openroadsmb — 2022-06-30 13:25:00 UTC

No Tobacco Day

openroadsmb — 2022-06-30 13:25:20 UTC

Meetings along the 2 weeks course: "Students as designers of Learning Spaces" ( Marisa Badini)

openroadsmb — 2022-06-30 13:44:45 UTC

our eTwinning Group : European Professional Development Study Group

openroadsmb — 2022-06-30 13:54:50 UTC

In February we created the eTwinning Group. Here are the members' introductions; the Learning Journals and the templates from our online professional development, the materials and some implementation activities. The Group also includes the collaborative Learning Diary (this Padlet)

The wish tree - l'albero dei desideri - Pre-primary School Carella - Selena Botti

openroadsmb — 2022-06-30 17:18:57 UTC

See the dissemination section where there are some examples of Self Regulated Learning Implementation

openroadsmb — 2022-06-30 17:33:23 UTC

Group work for the Heath Campaign . The teams in-acted some Self Regulation strategies., (Think- Pair- Share / check list)

Dissemination in eTwinning: the eTwnning Study Group

openroadsmb — 2022-06-30 18:06:34 UTC

Members interview “After your experience do you think collaborative online professional development can be an effective practice?

openroadsmb — 2022-06-30 18:25:23 UTC

Interview about implementation of the webinars topics (Students'active roles- students' Agencies)

openroadsmb — 2022-06-30 18:43:25 UTC

Interview about activities inspired by the short online course"Students as designers of Learning Spaces"

openroadsmb — 2022-06-30 18:56:58 UTC

Interview about the MOOC "Shaping Lifelomg Learners": implementation in the teaching practice

openroadsmb — 2022-06-30 19:10:01 UTC

Bambini ricercatori e sperimentatori. Il nostro percorso didattico sulla costruzione di zattere galleggianti. By Monica Fantini e Angela Manini

openroadsmb — 2022-06-30 19:33:13 UTC

https://padlet.com/angelamanini2/1p1g4r03x9frn4ie

Class 1A& 1B sustain the Magic 🌍Earth with different♻️Actions... 😍outdoor and indoor... on the Earth day, by Carmela Simone, Milla Zilioli, Maria Giovanna Zilioli, Luca Losi.

openroadsmb — 2022-06-30 19:36:24 UTC

IMPACT of the IMPLEMENTATION on the school Community and the local context

openroadsmb — 2022-07-01 07:37:38 UTC

The follow up and implementation activities involved :

40 teachers (16 Pre Primary - 24 Primary)
6 Pre Primary sections ( about 150 pupils)
10 Primary Classes (about 240 students)

Parents of the pupils

LOCAL ASSOCIATIONS

: Municipality
Caritas. Infoambiente- Legambiente- LILT - Ist Agrario (secondary School)
Town Museums-. Emergency . FEE . Eco Schools

PLACES

schools- green areas around schools / parks/ town centre- Museums- School Districts- Rome for award

Learning spaces: Besurica Pre Primary school

openroadsmb — 2022-07-01 07:54:18 UTC

Learning Spaces: Carella Primary school

openroadsmb — 2022-07-01 07:55:11 UTC

Learning Spaces : mini Marathon for Unicef in the town centre /Primary schools Don Minzoni and Carella)

openroadsmb — 2022-07-01 07:57:13 UTC

Learning spaces and sustainable actions

openroadsmb — 2022-07-01 07:58:54 UTC

Learning spaces: Pre Primary Carella

openroadsmb — 2022-07-01 08:00:05 UTC

Learning spaces: Pre Primary Ottolenghi

openroadsmb — 2022-07-01 08:02:25 UTC

Learning spaces and SRL Primary Don Minzoni

openroadsmb — 2022-07-01 08:04:18 UTC

Learning spaces : Pre Primary Cervini

openroadsmb — 2022-07-01 08:07:42 UTC

Self regulated Learning and Learning spaces in a PBL framework

openroadsmb — 2022-07-01 08:09:58 UTC

Learning and enjoing to learn: yeah!

openroadsmb — 2022-07-01 08:14:56 UTC

Learning Spaces in SRL: Pre Primary Don Minzoni

openroadsmb — 2022-07-01 08:19:39 UTC

Dissemination via Instagram

openroadsmb — 2022-07-02 05:28:22 UTC

Working in small groups at the Learning Journal

openroadsmb — 2022-07-02 14:29:15 UTC

Working in small groups at the assignment

openroadsmb — 2022-07-02 14:30:21 UTC

Working sessions, following the course

openroadsmb — 2022-07-02 14:33:00 UTC

Working in pair for mutual support

openroadsmb — 2022-07-02 14:36:40 UTC

SDGs...what do you prefere?

openroadsmb — 2022-07-02 14:42:12 UTC

Working together online: surfing the new platform

openroadsmb — 2022-07-02 14:45:51 UTC

Exploring the assignment template

openroadsmb — 2022-07-02 14:48:02 UTC

Implementation of Self Regulated Learning Strategies in Project Based Learning mode: students, in groups, share roles and take interdependent decisions setting up a role play to celebrate No Tobacco Day (2nd school edition)

openroadsmb — 2022-07-02 15:00:10 UTC

They make the script, share the roles, the setting (outdoor), the props...everything following some strategies, as Attention Signal/ Think, Pair; share(igsaw...following the steps of the Project Based Learning wheel.

SCUOLA DELL'INFANZIA "OTTOLENGHI" SEZIONE A-4 ANNI

openroadsmb — 2022-07-03 05:30:52 UTC

A CLIL ACTIVITY ON CODING

The final event about the CLIL coding activity, implemented with SRL stragies, taking place in the central square of our town (Ottolenghi Pre Primary school - 5 years old pupils- Teachers Elisa Lenzi- Gaia Seghizzi)

openroadsmb — 2022-07-03 05:34:05 UTC

Disseminating through eTwinning events: Pandino in Piazza Cavalli by Elisa Lenzi

openroadsmb — 2022-07-03 05:47:25 UTC

I'd like to congratulate for the outstanding implementation of your learning path of coding in CLIL , using the Self Regulated Learning Strategies. Amazing integration of "online" and "Erasmus Mobility" professional Development. Shaping Lifelong Learners starts at the early ages! Well done dear teachers Elisa Lenzi and Gaia Seghizzi. What's great is the perfect matching with the school curriculum, enriching the whole Institution and inspiring ucolleagues.

"Students as Designers of Learning Spaces": our Learning Journals From the course to the Action Plans : challenges for change (From the eTwinning Group "European Professional Deveelopment Study Group" dedicated page

openroadsmb — 2022-07-03 05:59:15 UTC

Our collaborative journey inside the Short eTwinning Course is come to an end and we are now collecting our personal or pair Learning Journals. We had the opportunity to work together and in small groups, following the course steps, sharing ideas, reflecting on our spaces and studying the useful, inspiring materials, to address our projects towards meaningful, educational paths, aimed at engaging students in transforming spaces

Disseminating the outcomes of SRL, joining CLIL and PBL in an eTwinning event, by teacher Marzia Brini

openroadsmb — 2022-07-03 06:14:43 UTC

Students'active roles in role playing and designing learning spaces- Dissemination through eTwinning event. (class 4B - teacher Barbara Ferrari)

openroadsmb — 2022-07-03 06:17:08 UTC

A final party , showing all the best of implementation : pupils' active roles, outdoor setting, Self Regulated Learning , CLIL activities at early ages. By teacher Maria Cristina Cella and her 5th graders with colleague Elena Vermi

openroadsmb — 2022-07-03 06:22:06 UTC

eTwinning event: Full life No smoke

openroadsmb — 2022-07-05 22:54:30 UTC

Implementing SRL inside an eTwinning project , also enhancing students' active roles.

openroadsmb — 2022-07-06 00:08:01 UTC

Disseminating good practice about Learning Spaces in an eTwinning Expert Talk (inside the group" English as a second Language")

openroadsmb — 2022-07-06 00:12:08 UTC

Disseminating on Twitter...from previous Erasmus experiences and a course about Learning Spaces to the implementation .

openroadsmb — 2022-07-06 00:15:40 UTC

eTwinning Expert Talk

openroadsmb — 2022-07-06 00:17:00 UTC

Study Group working at online PD at Ottavo Circolo Piacenza Italy

openroadsmb — 2022-07-06 00:21:03 UTC

Study Group working at their online Professional Development - Twitter

openroadsmb — 2022-07-06 00:24:14 UTC

Implementation with students- Twitter

openroadsmb — 2022-07-06 00:27:26 UTC

The Study Group at Ottavo Circolo Piacenza for ONLINE PROFESSIONAL DEVELOPMENT through European Schoolnet courses

openroadsmb — 2022-07-06 00:30:28 UTC

Disseminating the eTwinning event on Twitter

openroadsmb — 2022-07-06 00:31:19 UTC

PANDINO 🐼 VA IN PIAZZA CAVALLI

elisalenzi3 — 2022-07-12 19:15:30 UTC

This project is the end of a path that lasted for half the school year. With makeblock m-tiny we discovered coding as self regulation learning, in fact the children were the protagonists by building their knowledge by trial and error, alone and in groups. We tried to put into practice the notions learned in everyday school life, in the garden, in the neighborhood by doing road education and around our beautiful city. Our main square looks like a natural grid and we had the end of year party with Pandino there. The final experience of the project is collected in this book creator.

Our school: Direzione Didattica OTTAVO CIRCOLO Piacenza- Italy

openroadsmb — 2023-01-09 21:32:51 UTC

openroadsmb — 2023-02-23 09:56:26 UTC

etwinnermary — 2023-07-22 15:42:33 UTC