1. P.IN.O.K.I.O. Pupils for INnOvation as a Key to Intercultural and social inclusiOn TRAINING OF TRAINERS EDUCATIONAL PROGRAMME Venice, 11-13 march 2010 P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n

3. Educational Value of Fiction for Children P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n COGNITIVE DIMENSION Knowledge, Attention, Memory Verbal communication Non-verbal communication

5. Educational Value of Fairy Tale P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n METACOGNITIVE DIMENSION problem solving (identification of problems, selecting solutions and strategies, decision taking, assuming risks, reflective awareness, authonomy in action) Meaning Search Transfer

7. Educational Value of Literature P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n INTRAPERSONAL DIMENSION inwardness “ knowing to be” (attitude and values) “ imaginary culture” Commitment Motivation to Learn

9. Educational Value of Fairy Tale P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n Literature INTERPERSONAL DIMENSION “ Knowing to be among others” Cooperative learning Personal and Cultural Awareness Interculture and Social Inclusion Emotional scaffolding

11. Educational Value of Fairy Tale METACOGNITIVE DIMENSION problem solving (identification of problems, selecting solutions and strategies, decision tatking, assuming risks, reflective awareness, authonomy in action Meaning search transfer INTERPERSONAL DIMENSION (PSYCHO-SOCIAL ELEMENTS) INTRAPERSONAL DIMENSION (PSYCHO-EMOTIONAL ELEMENTS) “ imaginary culture” Motivation to Learn inwardness Commitment “ knowing to be” (attitude and values) COGNITIVE DIMENSIONE Knowledge, Attention, Memory Verbal Communication Non-verbal Communication FAIRY TALE “ Knowing to be with others” cooperative learning Personal and Cultural Awareness Interculture and Social Inclusion Emotional scaffolding P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n MEANINGFUL LEARNING

12. Educational Value of Technologies P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n ITC & WEB 2.0 Immediate Access to knowledge Non formal and Informal Learning Environments

13. Educational Value of Technologies P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n ITC & WEB 2.0 Immediate Access to knowledge Non formal and Informal Learning Environments digital natives multitasking

16. Defining key competences as framework for P.IN.O.K.I.O. project P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n COGNITIVE DIMENSION Knowledge, Attention, Memory KC1 Communication in the mother tongue KC8 Cultural awareness and expression Verbal Communication Non verbal Communication

17. Defining key competences as framework for P.IN.O.K.I.O. project P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n METACOGNITIVE DIMENSION problem solving (identification of problems, selecting solutions and strategies, decision tatking, assuming risks, reflective awareness, authonomy in action Meaning Search Transfer KC5 Learning to learn KC7 Sense of initiative and entrepreneurship

18. Defining key competences as framework for P.IN.O.K.I.O. project P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n INTRAPERSONAL DIMENSION Inwardness “ knowing to be” (attitude and values) “ Imaginary culture” Commitment Motivation to Learn KC5 Learning to learn KC7 Sense of initiative and entrepreneurship

19. Defining key competences as framework for P.IN.O.K.I.O. project P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n FAIRY TALE INTERPERSONAL DIMENSION “ Knowing to be among others” cooperative learning Personal and Cultural Awareness Interculture and Social Inclusion Emotional scaffolding KC6 Social and civic competences KC8 Cultural awareness and expression

20. Declinazione delle key competences in P.IN.O.K.I.O. P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n KC4 Digital competence

27. Outline of Teachers’ Education Programme P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n Testing of Methods (WP6) (results could be considered within accreditation September November 2010 Every Partner National training Point Web International Implementing Teachers’ Projects about Fairy Tale in School as a mean to promote intercultural dialogue against social exclusion. Following training lines, teachers will be able of implementing in class their projects. Nevertheless, support to this action will be an important strategy for quality of education plan, and also for research purposes. To keep teachers in contact as learning community through the use of Educational Environment could represent a good opportunity to provide support and compare practices among European schools. Blogs and e-book created by teachers could end as links to a central Project’s Blog, in the three Partners’ languages, thus allowing socialization of results in a vision of “connected” european network with focus on fairy tales and learning.

29. ILEP framework (Margiotta, 2006) (information, laboratory , evaluation, personalization) P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n Information Explain Education goals Define steps through Timeline Give a Theme’s sommary Provide Advance Organizers (Ausubel, 1960) Contextualize Learning Provide a Conceptual Map or Elements to build it Provide main contents through text, multimedia, new technologies. Assessment Assess declarative knowledge Assess competencies (procedural knowledge) Assess problem solving skills (imaginative knowledge) Personalization Provide further bibliography Highlight alternative path to develop knowledge/skills Create additional materials Lab Formulate questions about crucial concepts Propose discussions Propose cases to study Propose problems to analyze Offer feed-back about learning process and students’ achievements

30. Evaluation Model Prof. Margiotta P upils for IN n O vation as a K ey to I ntercultural and social inclusi O n Learning, teaching & knowledge are in constant connection during the educational action to build EDUCATIONAL QUALITY KNOWLEDGE LEARNING TEACHING Each teaching action should start from “ naive ” Knowledge to develop them in progressive, cooperative, transfer The teacher draw on discipline knowledge defining criteria of access and exploration of the same. In the middle of this operation, teacher transform knowledge, by opening it to their students to intervene participatively, from key concepts (structures of knowledge) to learning processes (structures of experience). This is only possible if the teacher explicit / works on the bases of knowledge structure, its historic evolution, and the methodologies of construction of discipline’s knowledg. This implies also to avoid teachers’ middle language.