A European Children Manifesto

Patrizia CorasanitiPrimary Teacher

Ministero della Pubblica Istruzione

Italian Ministry of Education

April 10th 2008

Year 2009 European Year of Creativity and Innovation

Objective: to support the EU member States in promoting creativity and Innovation through lifelong

learning

Innovation

as the main engine of economic expansion and

social development

Turning creative ideas into use (both products or active

practices)

Creativity

as the prerequisite of Innovation

it can be manifested in many fields;

it is a cognitive ability because it involves the ability to combine

and associate data and information.

It implies CONFIDENCE TO TAKE RISKS

All children are creative but creativity has to be supported, encouraged and cultivated

Otherwise it runs the risk to be suffocated/killedStimulating creativity in education, especially at the earlier stages, can increase children’s motivation as well as self confidence helping them reach their full

potential.

All children are creative but creativity has to be supported, encouraged and cultivated

Otherwise it runs the risk to be suffocated/killedStimulating creativity in education, especially at the earlier stages, can increase children’s motivation as well as self confidence helping them reach their full

potential.

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OECD Report (2005) points out the importance of:OECD Report (2005) points out the importance of:

“Helping students feel safe and confident; recognising individual and cultural differences;

“Helping students feel safe and confident; recognising individual and cultural differences;

“Active involvement of students in the learning process: helping students to develope a repertoire of learning strategies; building skills for peer and self-assessment; enhancing students’ roles in peer and self assessment”

“Active involvement of students in the learning process: helping students to develope a repertoire of learning strategies; building skills for peer and self-assessment; enhancing students’ roles in peer and self assessment”

OECD/CERI Research “Learning Sciences and Brain research”: “Emotional states induced by fear or stress directly affect learning and memory”

OECD/CERI Research “Learning Sciences and Brain research”: “Emotional states induced by fear or stress directly affect learning and memory”

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The EU Commission emphasised the importance of innovation to the development of sustainable inclusive

societies in Europe

 Among EU Recommendation on key competences : social and civic competences, cultural awareness and expression

The EU Commission emphasised the importance of innovation to the development of sustainable inclusive

societies in Europe

 Among EU Recommendation on key competences : social and civic competences, cultural awareness and expression

There cannot be creativity if we do not promote well-being of our children, critical thinking, initiative, problem solving,

decision taking

There cannot be creativity if we do not promote well-being of our children, critical thinking, initiative, problem solving,

decision taking

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The Manifesto for European Students was produced by a group of self organized High Secondary School students from all over Italy within the campaign on Education and Training 2010

The Manifesto for European Students was produced by a group of self organized High Secondary School students from all over Italy within the campaign on Education and Training 2010

Students show their vision of “unity in diversiry” and work out a wide range of concrete actions that every school, teacher, parent or student can undertake to make the Manifesto come to life

Students show their vision of “unity in diversiry” and work out a wide range of concrete actions that every school, teacher, parent or student can undertake to make the Manifesto come to life

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We are convinced that all the children are the same and that it is important to go to school both today and when we grow up. 

We European children ask for:

We are convinced that all the children are the same and that it is important to go to school both today and when we grow up. 

We European children ask for:

1) All European children should have the opportunity to learn everything they need to solve ordinary problems (reading, writing, calculating, going shopping, writing a letter, filling in forms, being understood by foreign children and so on)

1) All European children should have the opportunity to learn everything they need to solve ordinary problems (reading, writing, calculating, going shopping, writing a letter, filling in forms, being understood by foreign children and so on)

2) All European children should have the opportunity to enjoy school with their teachers and their schoolmates and be helped to express themselves freely

2) All European children should have the opportunity to enjoy school with their teachers and their schoolmates and be helped to express themselves freely

3) All European children should have the opportunity to know where their classmates and their schoolmates come from and be able to share differences and similarities

3) All European children should have the opportunity to know where their classmates and their schoolmates come from and be able to share differences and similarities

4) All European children should have the opportunity to travel, know and be in touch with other European children

4) All European children should have the opportunity to travel, know and be in touch with other European children

5) All European children should have the opportunity to learn how to use the resources from our planet and take care of them

5) All European children should have the opportunity to learn how to use the resources from our planet and take care of them

6) All European children should have the opportunity to sing, listen to poems, dance, paint, play, and have a knowledge of songs, poems, dances, drawings and games by other European children

6) All European children should have the opportunity to sing, listen to poems, dance, paint, play, and have a knowledge of songs, poems, dances, drawings and games by other European children

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2) All European children should have the opportunity to enjoy school with their teachers and their schoolmates and be helped to express themselves freely

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2. Flexible training courses and open learning environments

Aims

2. Flexible training courses and open learning environments

Aims

Supporting children become aware of their emotions/feelings in order to develop their full potential

Having children reflect on what can help their well-being at school

Supporting children become aware of their emotions/feelings in order to develop their full potential

Having children reflect on what can help their well-being at school

I don’t like my school… My ideal school is …

Let’s draw our ideal schoolLet’s draw our ideal school

Lets’ adopt a corner of our school

Lets’ adopt a corner of our school

“Emotional literacy” “Emotional literacy”

2. Learning activities2. Learning activities2. Learning activities2. Learning activities

3) All European children should have the opportunity to know where their classmates and their schoolmates come from and be able to share differences and similarities

3. Identity

Aims

3. Identity

Aims

enhancing children’s identity, language and traditions

encouraging, in children, an attitude of curiosity, respect and admiration towards differences in order to remove stereotypes and xenofobic behaviours

reflecting on rights/duties as well as on common and transversal values

becoming aware of similarities and differences as human being respects only what she/he understands and understands only what she/he knows

enhancing children’s identity, language and traditions

encouraging, in children, an attitude of curiosity, respect and admiration towards differences in order to remove stereotypes and xenofobic behaviours

reflecting on rights/duties as well as on common and transversal values

becoming aware of similarities and differences as human being respects only what she/he understands and understands only what she/he knows

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Where am I from?

Traditional habits

Near and far tastes and smells

Tales and stories

Roleplaying

Games from all over the world

History and Religion

Music

Arts and crafts

3. Learning activities3. Learning activities3. Learning activities3. Learning activities

Our journeysOur journeys

An imaginary journey to…..An imaginary journey to…..

Lets’ discover other countriesLets’ discover other countries

Comenius School PartnershipsComenius School Partnerships

eTwinningeTwinning

4. Learning activities4. Learning activities4. Learning activities4. Learning activities

6) All European children should have the opportunity to sing, listen to poems, dance, paint, play, and have a knowledge of songs, poems, dances, drawings and games by other European children

6) All European children should have the opportunity to sing, listen to poems, dance, paint, play, and have a knowledge of songs, poems, dances, drawings and games by other European children

6. Expressive means

Aims

6. Expressive means

Aims

Supporting school, family, society reflect on different expressive means such us art, poetry, dance, music, sport and how these

can help children develop their full potential

Supporting school, family, society reflect on different expressive means such us art, poetry, dance, music, sport and how these

can help children develop their full potential

Example 1

6. Expressive means

Example 1

6. Expressive means

Suggested activities:

1. The teacher selects artworks from different countries. Then she/he asks children to compare them according to different elements such us colours, the use of light, shadows, the way nature/lasdscapes/different environments/people are represented, etc.

Suggested activities:

1. The teacher selects artworks from different countries. Then she/he asks children to compare them according to different elements such us colours, the use of light, shadows, the way nature/lasdscapes/different environments/people are represented, etc.

TROLLS- John Bauer

The Disturbing Muses - Giorgio De Chirico The Vivian Girls with Windmills Paula Rego IN THE SUN NETS - Klavdij Tutta

A FIGHT- Laurence S. Lowry

The Persistence of Memory Salvador Dalí

Example 26. Expressive means

Example 26. Expressive means

Folk dance

1. Let’s exploit what PARENTS can teach us from their own traditions (local, nation and worldwide)

2. Learn from our partner schools in case we join any EU school partnership (Comenius Partnershipo/eTwinning)

Folk dance

1. Let’s exploit what PARENTS can teach us from their own traditions (local, nation and worldwide)

2. Learn from our partner schools in case we join any EU school partnership (Comenius Partnershipo/eTwinning)

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WE EUROPEAN CHILDREN, both boys and girls, are committed to making our

demands come true, but we are asking everybody to help us turn all this into

REALITY

WE EUROPEAN CHILDREN, both boys and girls, are committed to making our

demands come true, but we are asking everybody to help us turn all this into

REALITY

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Because......it involves all the pupils... the activities are designed so that a lot of collaboration between the pupils is needed. ... it makes pupils aware and opens their eyes to new realities, new friends in different countries

Because......it involves all the pupils... the activities are designed so that a lot of collaboration between the pupils is needed. ... it makes pupils aware and opens their eyes to new realities, new friends in different countries

Cross curricular links•All subjects

Cross curricular links•All subjects

Methodology- Learner centred approach- Personalised learning- Learning by doing

- Brainstorming

- Circle time

Methodology- Learner centred approach- Personalised learning- Learning by doing

- Brainstorming

- Circle time

- Role plays

- Peer teaching

- Collaborative learning

- Clear educational and social topics

- Role plays

- Peer teaching

- Collaborative learning

- Clear educational and social topics

Why is this a BEST practice? Why is this a BEST practice?

The use of ICT• Designing and creativity • Using language, symbols and text interactively• The ability to relate well to others• The ability to cooperate• The ability to manage and solve conflicts

The use of ICT• Designing and creativity • Using language, symbols and text interactively• The ability to relate well to others• The ability to cooperate• The ability to manage and solve conflicts

Study skills •Learning to learn, problem solving, organizing work, using different ICT devices

Social skills •Cooperating, working in groups, managing a group, exchanging ideas and materials, Collaboration, internationalization, exchange, Communication S-S, T–T, S-T-S, T-S-T, risolving conflicts,

Study skills •Learning to learn, problem solving, organizing work, using different ICT devices

Social skills •Cooperating, working in groups, managing a group, exchanging ideas and materials, Collaboration, internationalization, exchange, Communication S-S, T–T, S-T-S, T-S-T, risolving conflicts,

It is a good chance for learners (both teachers and students) to enrich their knowledge and their social interaction skills

Constructivist vision of learning (active learning)

It fits in the Curricula

It is coherent with teachers’/students’ competences

It respects all limits and barriers of the context in whick it takes place

That’s to say that..

IT is MANAGEABLE

It is a good chance for learners (both teachers and students) to enrich their knowledge and their social interaction skills

Constructivist vision of learning (active learning)

It fits in the Curricula

It is coherent with teachers’/students’ competences

It respects all limits and barriers of the context in whick it takes place

That’s to say that..

IT is MANAGEABLE

Why is this a BEST practice? Why is this a BEST practice?

Why is this a BEST practice? Why is this a BEST practice?

Teachers•Didactical support for teachers•Enhancing teachers’ pedagogical skills•Improving teachers’ ICT skills•Project community for teachers’ educational materials exchange and communication•Personal/professional development•Teacher as a PIONEER

Teachers•Didactical support for teachers•Enhancing teachers’ pedagogical skills•Improving teachers’ ICT skills•Project community for teachers’ educational materials exchange and communication•Personal/professional development•Teacher as a PIONEER

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Innovation is often introduced by restricted groups of pioneers who are able to identify the integration of new possibilities into their professional practices

Innovation is often introduced by restricted groups of pioneers who are able to identify the integration of new possibilities into their professional practices

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But.....But.....

What does internationalisation imply? Do schools have to cope with the same problems in all European countries?

What is a Best Practice in a country, can it be considered the same in all countries, or not?

What does internationalisation imply? Do schools have to cope with the same problems in all European countries?

What is a Best Practice in a country, can it be considered the same in all countries, or not?

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No school is an island!No school is an island!

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How can innovation be disseminated among schools?

How can innovation be disseminated among schools?

How can we help generating a multiplier effect of good practices developed by schools, among schools?

How can we help generating a multiplier effect of good practices developed by schools, among schools?

Which are effective ways to spread the benefits of the action of pioneers among the wide community of schools?

Which are effective ways to spread the benefits of the action of pioneers among the wide community of schools?

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Share, use and enhance “Good Practices” carried out by other schools, easy to consult, freeware,

find assistance for the Educational use of ICT in their everyday practicefind meaning and value to their good practices within ICT and Collaborative LearningNot to lose memories of the valuable materials and Projects realized in their schools

Share, use and enhance “Good Practices” carried out by other schools, easy to consult, freeware,

find assistance for the Educational use of ICT in their everyday practicefind meaning and value to their good practices within ICT and Collaborative LearningNot to lose memories of the valuable materials and Projects realized in their schools

A virtual community where schools can:

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Putting alltogether valuable things we have

built during the time

MEANS

Building something completely new and

even of a greater value

Putting alltogether valuable things we have

built during the time

MEANS

Building something completely new and

even of a greater value