Italian for Driving Schools
From Experimentation to an educational Format for Inclusion of Italian L2 Learners
In 2019, an Italian for Driving Schools course was launched, lasting 20 hours. The teaching involved the participation of Italian L2 teachers, tutors from the Intercultural Centre, and driving school instructors working at local schools. The teaching dealt with aspects of Italian that are particularly problematic when taking driving lessons, especially with regard to specialist language. In addition to the lexical dimension, the course also dealt with the syntactic and textual phenomena characteristic of the micro-language, in order to eliminate a good part of the problems associated with participation in courses to obtain a driving licence.
Project “Fuori Scuola” against drop out of young adults
The project intends to direct the target group towards a scholastic, training or working path, recovering motivation and developing the personal, social, cultural and disciplinary skills needed.
The project had the main goal to let students join their fulfillment of the basic training and certification of skills. For this purpose, it provides:
- 400 hours per year of teaching activities by CPIA
- 80 hours per year of vocational training by Vocational schools
- 50 hours per year of artistic and self expressive activities by Vocational schools
- 50 hours per year of sport activities (rugby)
- 40 hours of theatre course
A BRIDGE TO A NEW BEGINNING… OF LINGUISTIC, WRITING, ARTISTIC AND CIVIC-CULTURAL SKILLS
This is a “composite” project aimed at expanding and supporting the training offer of this CPIA, through specific actions aimed at enhancing learning and key skills also digital.
The design and implementation of didactic-training courses involved the use of innovative teaching methodologies, aimed at enhancing active and cooperative learning, as well as the active involvement of adult and young adult students, Italian-speaking and alloglots, in experiential situations. The first didactic proposal aimed at strengthening and reinforcing the command of the oral and written Italian language to describe, clarify, inform, explain, and express concepts, feelings, ideas.
The module was created in synchronous e-learning and made it possible to modulate strategies and methodologies thanks to the use of ITC. The module implied (as an experimentation) the use of open access web tools for self-learning Italian such as – Busuu.com (https://www.busuu.com) or Tachistoscopio (https://sd2.itd.cnr.it/index.php?r=site/scheda&id=86)
“YOUNG-ICT WOMEN: Innovative Solutions to increase the numbers of EU vulnerable girls and young women into the digital agenda” – WOMEN4IT
Before the start of the courses, women assessed their existing digital skills and suitability for different professions with the help of specially designed tests in order to better select the field of study and the digital profile to master. The tests, which can be found on the digital platform https://digitaljobs.women4it.eu/lv, have been created by LIKTA in cooperation with partners from eight other European countries within the framework of the international partnership “Women4IT”. In addition to self-testing tests, infographics and descriptions of each digital profile are available on the platform, so that any interested person has the opportunity to get acquainted with the job responsibilities that need to be performed in each digital profile, what skills and qualities should be possessed.
After selecting the participants, the young women embarked on a three-month training program in their chosen profile (the profiles were quite different, for instance, connected with the sphere of information system testing, digital media management and many others). The training programmes were developed in cooperation with industry experts, employers and other international partners of the project.
At the time of the training, participants had the opportunity to receive support to find a job after completing their training. Throughout the training period, the participants worked individually together with a mentor who helped to better prepare for employment. Participants also attended mentoring workshops where industry professionals shared their experiences and provided advice on how to better start a career in digital work.
In total, nine mentoring seminars were organised, which covered topics related to personal growth and career development, such as awareness of one’s goals, digital identity, lifelong learning opportunities, job search strategies, tips.
Participants also had the opportunity to participate in Career Info Days, which were organized in cooperation with industry companies and gave the opportunity to get to know the chosen professions.
Microsoft Flip
Flip is an educational video discussion platform that can be used by teachers, students, and families to create and share videos. The functionality of this platform is appealing in that teachers can post any type of resource by presenting a topic or sharing questions, which can then be answered by the students in the class with short videos of their own making. Through Flip, teachers can create “grids” to facilitate discussions using short videos produced with their mobile devices. Each grid created with Flip is like a noticeboard where teachers can pose questions, called “topics”, and students can post video responses that are displayed in a tiled grid. Grids can be shared with classes, small groups or a community of users interested in a certain topic. Each grid can contain an unlimited number of topics and each topic can contain an unlimited number of answers. Topics can refer to a text or include a resource such as an image, video, animated gifs, emoji, or attachment.
Microsoft Teams
Teams is a digital hub offering meetings, content, and apps in one location. Teachers can create collaborative classes, interact in professional learning communities, and communicate with school staff.
Microsoft Teams includes a range of built-in accessibility features to simplify lessons and homework for students, including those with different abilities, students with visual or hearing impairments, and English language learners.
Reflect in Teams
Reflect in Teams is a check-in app to support connection, expression, and learning. It helps students recognize and navigate their emotions by providing regular opportunities to share and be heard.
Reflect is a tab in Teams for Education that can help broaden learners’ emotional vocabulary and deepen empathy for their peers while also providing valuable feedback to educators for a healthy classroom community.
This free check-in app uses emojis and characters to help students develop emotional granularity (an individual’s ability to differentiate between the specificity of their emotions). Research demonstrates that explicit teaching of social and emotional skills improves student academic and behavioural performance and has life-long positive impacts.
Are you interested in more?
Register for FREE & read the detailed descriptions of the best practices from 6 countries!