www.indire.it 

The project comes from the need to perceive the school as a welcoming community, able to make all students feel at ease, in all environments. The idea of the project came from students of the first classes, leads to reflect on their degree of motivation and participation in school life. In particular, the students complained of poor cleaning and malfunction of sanitary ware and taps, doors and accessories destroyed resulting in a lack of confidentiality and shameful writings on the walls; they also reported the occurrence of bullying inside, so much so that even some parents had raised the problem with the teachers, because the situation had reached the point where the children sometimes had to be given up even to use the services. At the same time, the students expressed their desire to work for an improvement of the school a s a place to spend a significative amount of time during the day.

While identifying the problem to work on, the teachers using problem-solving practices, tried to promote the creative and proactive dimension of the pupils and to solicit the participation of all, asking questions to stimulate them to address the issue. It was followed by a fruitful discussion during which everyone gave their own contribution. The teacher methodically observed the class group, supported it in the comparison between the various hypotheses formulated, valuing the individual differences and ensuring compliance with the rules and the operations to be carried out. All the members of the class felt free to express their thoughts, to launch themselves into the hypothesis of improvement, to involve people outside the school (parents, relatives), who could help them in the work of renovating the school common spaces.

This approach is known as service learning. 

The school, in this case, combines the task of "teaching to learn" that of "teaching to be", so that the student can acquire the tools and values to be able to make autonomous and fruitful choices. This has certainly been a strength of experience. Students, to varying degrees, have acquired and developed the ability to use what they learn in class to solve real problems. The role reserved for the facilitator, mediator, director, as required by the Service Learning method and by the school of autonomy itself, has resulted in a greater self-esteem in the students, the creation of a climate of trust, a type of empathic relationship that has stimulated motivation to study even in the weakest students.

 Service-Learning connects a significant service in the school or community with school learning and civic responsibility. Service-Learning is distinguished from community service or volunteering in two ways. First, the service activity is complemented with school skills and content. Second, students engage in structured reflection on their experiences of service.

• educational community

The project aims to promote the spirit of investigation in teachers a students using the Computational thinking as a set of procedures that are then implemented by a executor, operating within a fixed context, to achieve assigned objectives. The project intends to develop Computational thinking as a mental process for problem solving and is consisting of a combination of characteristic methods and intellectual tools, both of general value.

The intellectual tools include:

The teacher are more and more user of digital technologies and the so-called digital native pupils use the Computer or other available technologies (Smartphone, Tablet, etc ), and have a lot of experience and familiarity to interact with new technologies, but not to create using new technologies or to express themselves through new technologies. The project assumes that is a lack of skills compared to be able to read but not write with new technologies.

Although the term "computational" can lead to think that it represents a useful skill only to those who have made computer science their profession, it is also a fundamental skill (acquired ability) that everyone should possess, in particular those young people who wish not to miss the opportunities that the future will put before them in the coming years. It is now universally recognized that to succeed in their professional future young people will have to "learn to learn" and not just provide pre-packaged answers.

For more: 

• Computational thinking

Project background

interpersonal intelligence and derive from the ability to perceive and understand our emotions and to recognize them in others. Certainly, they are part of the innate personal characteristics, but they can be learned and developed through appropriate education. The first instance called to the fulfilment of this task is certainly the family, where moral values and socio-cultural criteria are transmitted. For a healthy growth of an individual’s socio-emotional skills it has been observed how important is the type of education received. Among the various educational styles studied, in fact, it emerges clearly how directional or authoritative education is the best pedagogical method for the development of such skills.

PHASES OF DESIGN • presentation assembly (about us, what we want to do); • division of the main roles (coordinator of activities, minutes, moderator/conductor); • formation of working groups - selection of group leaders - definition of the tasks of the groups: who takes care of that ( es: group definition itinerary; group gathering participants; group formulation invitations-posters; group survey of needs and commitments to be taken for each type of group class ,es: number of students to accompany, presence of pupils with special needs , how many accompanying children are needed per class...); • reports to the coordinator of the working hypotheses elaborated by the groups; • discussion and review of group proposals in the assembly; • presentation of the project to the participating teachers and classes ( by the group leaders).

STAGES OF IMPLEMENTATION • formation of accompanying groups, at the place of departure; 15 • assignment of the participating classes to the accompanying persons; • realization of the march to the place of arrival; (During this last phase, the observers will note the activation of those pro-social actions mentioned above, especially with regard to pupils particularly in need of care, support and enhancement).

OSSERVAZIONE E VALUTAZIONE 

The observers will be the teachers, one for each working group. The tools for evaluating skills can be: 

 - a checklist of descriptors already prepared taking notes, processing them and then returning the data to a grid filling a grid (e.g. see grid arranged by the Continuity/ Orientation group);

 - questioner of evaluation created by the students 

Web site: https://www.cislscuola.it

Practice Background

The appreciation of the work within the professional and social community, is one of the general criteria indicated in paragraph 93 of L. 107. The area of appreciation, on the other hand, plays a smaller role, affecting only 10% of the overall assessment. Among the tools available to the United Nations for the evaluation of perceived quality is a questionnaire of appreciation that investigates specific aspects among the main stakeholders of the school.

Application

The questionnaire is free and intends to evaluate the perceived quality of the leadership. The questions are addressed to teachers and representatives of parents (not students) 

The questions are closed and concern both general aspects, for example: "the school is run effectively" (spontaneous question: what is the idea of effectiveness of individuals?) and particular aspects, such as "The manager is committed to helping everyone grow professionally “or "The manager always tries to highlight the strengths of each teacher".

Who evaluates 

External Evaluation Units (NEVs)

The NEV follows a common national visit protocol (published in the Ministry Evaluation Portal); the main purpose of the visit is to provide additional background information on aspects of school organization, to gather direct and direct evidence on the organizational actions of the manager, to better understand aspects emerged from the analysis of the previously consulted document; the visit may be preceded by telephone contacts

• evaluation

The goal of the application is to enable gifted students to experience differentiated learning from other students. The application was carried out in the 2019-2020 academic year by Istanbul Bağcılar Nevin Mehmet Bilginer Primary School. In the applications, studies were organized in the fields of science, mathematics and social sciences that could stimulate students' sense of curiosity and research. For example, in mathematics, expansion, three-dimensional shapes, etc. It was emphasized that the 'periodic table' was examined in the science course, and projects were tried to be designed in the social sciences course on subjects such as 'recycling, gaining the habit of cleaning, obeying the traffic rules' that could provide the development of the society. In addition, coding studies were carried out. As sources, encyclopedias, newspaper articles, scientific materials (periodic table, maps, etc.), children's books, etc. used. In the applications, it has been observed that the students gained or developed skills such as researching the concepts they heard/learned for the first time, finding solutions to problems, gaining awareness about using scientific materials, conducting independent research, making presentations, expressing themselves, and discovering the transformative power of science.

• support education
• Special talents

• game
• ecology

In order to ensure that internet security is a part of the school vision, online meetings and seminars were held at our school, aiming to raise awareness of our school staff, parents, and students during the 2020-2021 academic year. In these meetings and seminars, our teachers, who received training on E twinning internet safety and internet ethics, informed the school staff, parents and students. In the studies, E twinning internet Security and internet ethics, information obtained by our teachers in the cyber security trainings of the General Directorate of Teacher Training and Development, as well as the documents of the General Directorate of Special Education and Guidance Services on preventing internet addiction were used. As a result, our teachers, parents and students in our school are more careful and sensitive about internet security. In social media, the faces of our students are not clearly displayed in photos and videos. Before starting the E-Twinning projects in the school, permission is obtained from our parents. Our school has been awarded the E-Safety Bronze Label.

• internet

The teachers of our school improve and develop their skills in many areas. With the Stem approach and Robotic coding, we learn the evaluation of recycling materials and the use of simple electrical circuit elements in our classes.

Works have been carried out to evaluate recycling materials with the Stem approach, to use robotic coding and simple electrical circuit elements, to design solution-oriented projects, and to explore energy sources.  It is aimed to evaluate the recycling materials with the stem approach and to develop the ability to design projects and produce solutions by combining robotic coding and electrical circuit elements. The projects were implemented in February and March 2021. Stem Robotic coding training is implemented by a classroom teacher. Its target audience was students aged 7-9. Recyclable materials and simple electrical circuit elements and coding sets were used.  With the Robotic coding projects, the stem approach was applied and children were taught to produce solution-oriented projects/products for specific problems by teaching the use of recycling materials, simple electrical circuit elements and coding materials (set). We would also like to share the page where our school conducts Stem robotic coding studies. Our teachers and students received the "Inventors Who Make a Brand New Design Award" as the Engineers of the City at the 2020-2021 Little Science Heroes FIRST LEGO League Explore Makers festival organized by the Science Heroes Association.

Links:

https://www.instagram.com/gls_stem_ve_kodlama_kulubu/?utm_medium=copy_link 

https://gulensuilkokulu.meb.k12.tr/icerikler/stem-ve-kodlama-kulubu-ruzgar-gulu-tasarliyorum-etkinligi_10917124.html

https://gulensuilkokulu.meb.k12.tr/icerikler/gls-stem-ve-kodlama-kulubu-mars-kesif-aracimi-tasarliyorum-stem-etkinligi_10898397.html

https://gulensuilkokulu.meb.k12.tr/icerikler/stem-ve-kodlama-kulubu-marsta-yasam-alani-tasarliyorum-etkinligi_10917141.html

• STEM