A Do it yourself School is the name of our project, our goal is to improve the skills of our staff in the field of our interest.The three hypothetical chosen ways (training - job shadowing- students mobilities ) could enhance the skills of our staff and our students in the fields of intercultural communication and integration of migrants that are increasingly numerous within our school, (20%) by changing the organization of the spaces (creating Squares and other social spaces) and time (personalizing learning paths) of teaching. All of this would also bring to the staff the strengthening of language skills, the European dimension in teaching, interactive teaching methods and also the integration strategies of migrant students within the classes. These activities may also be an opportunity to enhance the knowledge on how to definitively integrate the local community with the immigrant communities that live permanently in our territory. In order to build a multiethnic and multicultural society and to give everyone the opportunity to be an active European Citizen. The European mobility activities will also contribute to further enhancing co-operative learning and learning by doing, already widely used in our educational institution, because active European citizenship is developed above all through experiential paths.These training activities will help our staff to know the cultural and human wealth of others and integrate it into a new multicultural and multi-ethnic society. The project is born from the needs and interests of the staff involved, aimed at promoting their own cultural growth in order to promote active European citizenship.The staff involved in this project would like to: deepen their knowledge of the processes that generate their own and others' culture; stimulate the discovery and understanding of possess and share common values in relation to human rights; and improve cooperation practices with European colleagues. Furthermore, the staff involved would like to collect useful materials for their training and professional career which will be used with students and migrants to enrich the quality of school education and to help young people to live and work successfully in a global society. It will raise standards, improve teaching and learning objectives and strengthen the international dimension in the curriculum. The partnership activities are: study of objectives and guidelines; Identification of the partner school; planning of a shared operational program; Presentation of the partnership to the participants; Preparation of materials: questionnaires and other research tools on intercultural communication. Comparative analysis of the respective organizations; Mid-term evaluation; collection of documentation in all project phases; Summary of results; Dissemination of results.Partners will communicate in English via e-mail to share teaching method content. Dropbox and a shared folder in Google Drive will be used to share ideas and opinions and compare experiences to download all the materials produced - progressively updated with the contribution of each institution involved. The expected impact on the participants is the improvement of the techniques and professional skills of the personnel oriented to social and linguistic development and to the integration between students of different cultures. Then, the participants will promote a multicultural school based on peace, tolerance and education to the values of humanity, to strengthen active citizenship also among ethnic minorities. The project will enhance the collaboration between the institutions that will continue with the exchange of different teaching practices and methods that will make the lessons more attractive. It is important that this path will be the work on learning architectures and flexible schooling times to customize the study paths. The basis for achieving all this will be the work on the learning architectures and the schooling times that must become flexible, to personalize the courses of study. Rethinking spaces and times is important because in a modern society in constant change, the child and/or pupil needs a place to dwell that gives certainty and that makes him the protagonist of his own learning but that is also a place of interaction , cooperation and inclusion. The redesigned spaces must be multipurpose and multifunctional because "space teaches and builds communities of practice". We must Not rethink the spaces expecting us to be given new resources but to give life to change we must start from what we have available because "it is not a matter of resources but of vision". Places must be comfortable, colourful and welcoming because they will help to make it pleasant to be in school and to make an aseptic space a lived place.
This project was born for the promotion and improvement of the skills of all the staff involved both internally and externally of our institute. We can be satisfied with the results achieved during these three years of training that took place both internally and externally thanks to job shadowing. Even students with mobility abroad were able to achieve the educational objectives we had set ourselves. The enhancement of skills was achieved thanks to the pre-established work axes that concerned didactic innovation, the improvement of the quality of teaching. Our research has focused its attention on how to carry out micro-interventions, on teaching spaces and times, exploiting the autonomy spaces of schools and aiming at the personalisation of learning, inclusion and active and responsible citizenship. Often innovating is not just a question of resources, but of vision. In the schools we have followed consolidated practices to better innovate our changes, we await the provisions and resources that come from the government level. Our research investigated how it is possible, in various European contexts, to implement change with the resources already available in schools. Moments of job shadowing have led teachers to fulfil new organisations and didactic responsibilities, they have promoted their training with a view to continuous and permanent training, thus developing a new professionalism. . TheTeachers had the chance to learn new methodological techniques to make the lessons more attractive. Students with the students mobility abroad have developed their digital competence, as they have used this methodology to get to know foreign students by actively working with them. They had access to a very high quality of education. They have had the opportunity to be educated in respect of their differences in cognitive and social development. They were formed with a view to European identity. They have the possibility to be able to live a 360-degree experience of integration between different cultures, welcoming foreign students, living with their cultural differences when they were welcomed abroad, they developed an open-mindedness, flexibility in learning, to be decentralised from their mental and moral references. Both the teaching staff and the students as well as all the staff of the teaching secretariat had the opportunity to develop their language skills. In this regard, at an internal level, especially for staff working in administration, a basic English course has been activated to be able to meet the needs of correspondence at a basic level. Thanks to this project we focused on the new vision of architectures for learning. We started from the spaces we had available to make them welcoming, we colored them, we created together with students and foreign colleagues common objects, recycling everything and making unused spaces an integral part of the school. We have created the Erasmus corners in line with our guidelines. The creation of new learning spaces has made us not only change our vision of the space within our schools,but has also allowed us an even more effective and usable implementation of organizational flexibility in terms of school hours. We thought of a teaching that would enhance a synthetic knowledge, through a multitude of interdisciplinary activities. We offered the possibility to divide the classes into level bands and target the teaching in a much more personalized way. We have activated very innovative design laboratory activities always in small groups, favoring cooperative learning and peer to peer. The outcome of these and other educational innovations has resulted in the students involved a great motivation in learning, has favoured their autonomy both at school and in home study, has developed their critical sense of deepening the topics covered, the method used and the related contents. The long-term results will be influenced by the implementation of the curriculum created and also by the European funds made available in our schools. The PNRR 4.0 next generation EUPLAN plan will in fact allow the implementation important interventions on furniture, on digital and thus enrich all the 12 schools involved in the "A do it yourself school" project.