Project title: MELT: Managing Emotions in Learning and Teaching
Duration: 2 years (2018 – 2020)
Coordinating organisation: ICS Giorgio Perlasca, Rome (Italy)
Participating organisations: Agrupamento de Escolas no 1 de Serpa (Portugal), Hillview School for Girls (England), Mater Boni Consilii St Joseph School Paola (Malta), Kaunas Senamiestis progymnasium (Lithuania), e Xalbador Kolegioa (France – Basque Country).
Main project idea:
MELT proposes to carry out a two-fold action addressing teachers and pupils (10-14 years of age) at the same time, with the aim of contributing to build inclusive learning environments.
More specifically, with a focus on TEACHERS’ DEVELOPMENT, MELT plans to: 1) Perceive training needs of European teachers with regards to inclusion; 2 ) Outline a teacher’s professional profile at both national and international level; 3) Implement a training pathway for teacher trainers centred on the teacher’s profile. Regarding the above objectives, the partnership will produce a professional profile of the inclusive teacher and a training action for teachers to be implemented through joint short-term staff events.
With a focus on PUPILS’ DEVELOPMENT, MELT plans to: 4) Detect and analyse developmental and situational disadvantages in the partner schools (mapping contexts and identifying groups of pupils at risk of social exclusion and early school leaving; 5) Build a common framework of inclusive competences for European pupils; 3) Implement learning pathways on inclusive competences;
As more direct action on pupils, the results will be: – a proposal of framework of inclusive competences for European pupils; – a learning protocol for inclusive competences with: – Context analysis grids; – Observation grids of occurrences of deviance, social and early school leaving risks – “Life stories” as reflexive- narrative tools to know pupils; – Examples of authentic tasks in art subjects focused on inclusive competences and assessment tools (rubrics, self-assessment grids, storyboard); – an international learning experience focused on inclusive competences to be implemented in short term exchanges of group of pupils.
Also, for both teachers and pupils: -Enhanced competence in foreign languages is to be developed, thanks to the communication in the target language( English). -The level of digital competence in the partnership is expected to increase because of the constant use of virtual learning-and-communication tools
Regarding the INDICATED PRIORITIES: 1)Strengthening the profile of the teachers’ profession is the most relevant priority of the partnership and it is perfectly addressed by all the objectives MELT will try to achieve: building inclusive environments ultimately depends on the professional reflective quality teachers are able to develop. 2)Social inclusion is at the centre of MELT’s multi-faceted action which consists in outlining inclusive competences for teachers and pupils, as well as creating training opportunities for both teachers and pupils to experience how to teach and acquire inclusive competences in an international context. Emotional illiteracy, which is often one of the causes of exclusion will be addressed. 3)Objectives, activities and planned outputs will offer the partner schools concrete tools to help them create a favourable learning environment and prevent some of the causes of early school leaving.