Co-finanziato
Dal Programma LLP dell’Unione Europea
L’autore è il solo responsabile di questa comunicazione. L’Unione europea declina ogni responsabilità sull’uso che potrà essere fatto delle informazioni in essa contenute.
SMART CHOICES, SMART SYSTEMS, SMART EU
CITIZENS
The general aim is to give evidence for the interconnection among the scientific, political and
economic aspects of optimal system management.
Our project has aimed at making students aware of the relevance of scientific methods ,
ideas and approaches as powerful, adequate and efficient tools to become well-informed,
responsible and active European citizens
Last year work: : we used scientific methods and discussed ideas to understand some
aspects of economics and politics in Europe in order to
•
promote the acquiring of skills that are necessary to become aware and responsible
citizens
This year ‘work: : we have used scientific methods to understand systems management by
analizing hot EU issues such as Euro in order to
•
learn how to manage complex situations as competent and active citizens.
PLANNING AND IMPLEMENATION OF THE
SCIENTIFIC LEARNING PATH
The topic we have chosen, the optimization of system ‘s management, has enabled us to
highlight the strong link which exists between two apparentlly different aspects of the project
1) Scientific learning ( through the adoption of a scientific method to educate to critical thinking)
2)Formation of well.-informed, aware, responsible European citizens
Scientific learning  critical
thinking
aware, responsibleEuropean citizens
A responsible EUROPEAN citizenship can be attained through critical
thinking, by being able to handle information in a scientific , objective way, in
order to give issues an unbiased evaluation and realistic solutions
Scientific learning paths to face future
challenges
Work focus: smart systems
Analysis of smart systems in fields such as biology, energy, Information Technology and
economics
How to study a system
The Identification of variables and constants of the system, of objective and
quantifiable evaluation criteria
- has made the whole process objective and highly rigorous from a methodological point of
view;
The use of maths and economical model
- has shown how a mathematical approach can offer necessary and effective tools for an
optimal management of a system;
in terms of European Citizenship this means being able to make smart choices for the
common good.
IMPLEMENTATION
1.
Topics - Euro: a smart choice?
Attachment : ppt Euro
- Energy sources - EU Energy Strategy Attachment : Power point Eu Energy
Strategy 2014-15
- European Institutions
2.
•
Attachment : Video Buonarroti at work
Aims.
To educate well-informed, aware and responsible citizens, able to think in a critical way,
founding their conclusions on correct information, in order to propose rational , effective ,
feasible and realistic solutions
3. Methodological choices
•
Support by LEND: clear LEND guidelines have been a necessary and valuable help in order to
guarantee the efficacy and the quality of the path
•
CLIL methodology together with 5E methodology, recently experimented within scientific
teaching methodologies. CLIL methodology has contributed not only to the growth of linguistic
skills but also to a better organization of abstract and critical thinking in a path which has
started from concrete thinking (what, when, which, and who) to get to abstract and critical
thinking ( why and what)
•
Experimenting of teaching appoaches based on non-formal education.
SUMMARY
Warming up
Engagement
Scaffolding
Exploration
Hands on work
Explanation
task
Elaboration
Integrated
Evaluation
Object, event or question used to engage students.
Connections facilitated between what students know and what they can
do.
Objects and phenomena have been explored.
Hands-on activities, with guidance.
Students have explained their understanding of concepts and processes.
New concepts and skills have been introduced as conceptual clarity and
cohesion have been sought.
Activities have enabled students to apply concepts in contexts, and build
on or extend understanding and skill.
Students have assessed their knowledge, skills and abilities. Activities have
permitted the evaluation of student development and lesson effectiveness
ENGAGEMENT
WARMING UP
We started from a highly controversial issue :
EURO : SMART CHOICE?
What do people think and say about euro?
2. EXPLORATION-
SCAFFOLDING
EURO: SMART CHOICE?
Hands-on activities, with guidance.
How to investigate and gather information about: EU currency
•
Relevance of collecting and interpreting data correctly in order to
appraise evidence and evaluate arguments in scientific projects
and in everyday life
•
To develop critical thinking based on objective and correct
information
•
To gather and marshal pertinent and relevant information
•
To be aware of the importance of the reliability of the source,
number of references
•
To be aware of the importance of comparing multiple sources
THE ITALIAN CRISIS AND THE EURO
The data show us that Italy is the only EU
country whose Gross Domestic Product
decreased after the country joined the
single European currency. This fact shows
that the Italian problem isn't the result of
the introduction of euro and we can
reach this conclusion by analising the
Italian economic system in the past.
When Italy entered EU its finances were
in a bad condition: the public debt was
high and a not very strong industry could
not work within a global economy.
3. EXPLANATION- HANDS ON WORK
• To develop critical thinking
• To recognize problems, to find workable proposal and possible
solutions on the basis of wider experience (EU Guidelines)
•
Draw warranted conclusions and generalizations
ELABORATION TASK:
UNDERSTANDING EUROPE
Who leads the EU? Which rules and customs govern the common policies of the 28 Member
States, the European Commission and the European Parliament? What role do NGOs, media and
over 500 million EU citizens play in all this? A lot of young people are probably able to answer
these and many other questions after participating in one «Understanding Europe» workshop.
WHAT IS THE AIM OF «UNDERSTANDING EUROPE»?
•
The aim of the «Understanding Europe» programme is to give young people a basic
undestanding of European Institutions and politics though a non formal education experience
which includes:
•
Group work
•
Peer learning
HOW YOUNG PEOPLE PARTICIPATE IN THE PROGRAMME?
•
Through active worshops students are engaged in open discussions on current European
topics and encouraged by tutors to partake in European politics.
UNDERSTANDING EUROPE
WHAT TOPICS DOES THE WORKSHOP DEAL WITH?
• The workshop our students have taken part to has focused
on three core fields:
• 1. Why does the EU exist? Milestones in the history of the
EU
• 2.Who is the EU? Stakeholders in EU politics
• 3. What does the EU do? EU competences
WHAT HAVE STUDENTS DONE?
• Team building activities to get ot know each other (ex
Speed Dating) and get ready to work in groups
• Europe in Four Corners: students had to move to the
corners their answers correspondedto. The questions
were:
UNDERSTANDING EUROPE
1.What does Europe makes you think of?
A) A Geographical continent
B) Many different countries and languages
C) EU
D) Football Championship or Eurovision Song Contest
2. What upset you most about European Union?
A) Relocation of jobs
B) Increase in drug traffic and crime
C) Italy pays a lot of money into EU
D) Loss of national autonomy
UNDERSTANDING EUROPE
3: Where will the borders of the EU be after 2030?
A) Eu 28
B) + Iceland, Norway, Switzerland
C) + the Balkan countiries
D) + Turkey
One or more students from each group have given reason for their
answers
UNDERSTANDING EUROPE
THE WORKSHOP
•
Students have divided into groups and have worked on the three main topics with
the aim of creating something to share with the rest of the people.;
•
They have read the materials they had been given (Information cards and activity
cards)
•
they have underline dkey facts,
•
They have organised their activity cards into into sequences
•
In turns students have present edwhat they had learnt to the rest of the people:
reading was not allowed, students have been asked to use their own words.
UNDERSTANDING EUROPE
WHAT HAVE THE STUDENTS SAID ABOUT THE «UNDERSTANDING EUROPE"
WORSHOP?
«I have worked with people I
didn’t know, this is useful
because this is what happens in
a working context»
» We have learnt to
understand people who speak
English at different levels»
«This activity helped me
understand something about
Europe, its functions , the role
of people»
«It was good to work in groups
and help each other»
THE STUDENTS’ WORDS
« «we have learnt what
Euroep is through
creative activities. I
recommend this
experience to other
students»
«»I love talking
with new people
and discover new
things about
Europe. It was very
amusing when we
made the circles
and we spoke with
the people from
other schools»
ASPETTI DIDATTICI E ORGANIZZATIVI
Criticità: Tempo, ovviare integrando con
attività extra-curriculari ( settimana scientifica)
Parallelizzando con lavori di gruppo e peer –education
Non riduzione dei contenuti ma arricchimento
Diversi livelli nella stessa classe permettono attività di potenziamento
Indicazioni declinate e adattate alle varie esigenze del gruppo classe
comunicazione tra membri del progetto: google drive. Strumento semplice da usare e
free
Materiale: scientific american e altre riviste scientifiche
IMPLEMANTAZIONE
1.
2.
Tematica. Energia: fonti rinnovabili e non e loro impiego nei paesi della EU
Finalità: educare cittadini informati , consapevoli e responsabili capaci di
formulare soluzioni ragionate , efficaci e realizzabili
garantisce guida x crescita di competenze linguistiche
per maturazione del pensiero. Percorso in varie fasi che accompagna lo studente da
un «concrete thinking «(such (what, when, which and who) to abstract and
critithinking such as reasoning and hypothesising (why and what if questions)
Prevede un’evoluzione linguistica e un’evoluzione del pensiero
Learners progress from information processing or concrete thinking (such as
identifying and organising information (what, when, which and who) to abstract
thinking such as reasoning and hypothesising (why and what if questions)
WE STARTED FROM A HIGHLY CONTROVERSIAL ISSUE :
EURO: SMART CHOICE?
What people think and say about euro
Scientific pathway:
Building critical thinking
STARTING FROM Data and fact
learning
how to deal with data?
Methods and tools to
Collect from reliable sources
Read correctly
Information ( data and facts about euro)
To become able to discern among the many inconsistent , arbitrary and biased interpretation proposals