Teacher training

Teachers’ training in the UK

The Teacherss’ Training in the United Kingdom took place in five London schools that have a high number of ESL (English as a Second Language) children and therefore with a need to integrate the little citizens into a multicultural environment.

In the UK, groups of migrants from all over the world are continuously being added to the existing society. As noted in a recent Home Office report, migrants who live in London make up 26 percent of London’s population and international migration is expected to play an important role in this big city’s future population growth.
It is recognized that as well as bringing diversity, entrepreneurs, labour and other resources to local areas, migrant concentration can also place additional demands on local services and education.

In the initial contact with the schools, teachers could tell about their efforts and methodologies to promote integration within their classrooms. The socio-cultural aspects of the P.IN.O.K.I.O. project were introduced within the specific context.
Although the schools proved to be the ideal target for the project’s aims, it was still required to find out how the project activities would fit into the curricula, since the workshops and the following project’s works would take place during curricular hours.
Within the P.IN.O.K.I.O. contextualization, it clearly emerged that the project, which involved  targeted training for teachers as well as creative engagement with children in the classroom, would feed directly into a number of aspects of the National Curriculum. 
Involving the use of storytelling, Literacy and technical/ICT skills, the project aimed to foster social inclusion and other key competences highlighted in the European Union education programmes. The project’s activities in the classrooms would leave behind a legacy of skills that could be used in further learning across the curriculum.
Links to the Curriculum: English – Foreign languages - ICT – Citizenship
The P.IN.O.K.I.O. project  feeds directly into these Programmes of  Study, with activities and skills that encourage pupils and teachers to respond creatively to the themes and characters in popular fairytales.  It supports students in improving their attainment levels in these subject areas as well as opening up opportunities for cross-curricular learning.
New Skills for Teachers
Over a period of three months P.IN.O.K.I.O. offered a dedicated training for teachers - both in person and online - in creative and ICT skills to support them both within the project and beyond.
-    How to use folk stories and fairytales to expand the children’s cultural context from a self/ethno-centred vision of the world into a social/ethno-linked one.  
-    Technical skills for creating podcasts, eBooks and using the Movie Maker programme.
-    Active approaches to Storytelling and Drama in the classroom.
-    Active approaches to engaging students in aspects of Literacy and Citizenship in the classroom.
-    Online tools for the use of both teachers and children participating in the project.
As soon as the training was contextualized as just mentioned, the sessions took place into three face-to-face meetings in each school (please, refer to the UK Schools Data.doc).

Session No. 1
The project trainers informed about the Lifelong Learning Programme of the European Union and commented on its educational values and introduced the P.IN.O.K.I.O. theoretical and methodological framework. The teachers reflected on the use of children’s stories as a pedagogical tool both for the implicit meanings/teachings, the cultural symbols and the anthropological values, and for their possibility of expansion towards countless creative applications. They agreed that by having a story as the starting point, we may be able to promote, among other transversal competences, language learning, sense of initiatives, cultural awareness and expression, social and civic competences.
The project trainers presented a PowerPoint made of few extracts from the project Teachers’ Educational Programme by CIRDFA Education team, available on the Educational Environment of www.pinokioproject.eu.
It was noted that only 10% of teachers use folk tales and fairy tales in their daily teaching and none were using storytelling as an activity on its own within the classroom. The need for storytelling was acknowledged. 
The teachers reviewed the list of children’s stories suggested by the Scientific Committee and since the most were completely unknown to them, it was decided that they would research about the stories on internet.
The P.IN.O.K.I.O. trainers explained the use of the virtual tool provided within the project website and decided with the teachers the strategy for implementing  the activities.
The teachers required a practical training in both storytelling and in the use of tales mediated by technology.  
It was decided that the first part of the Creative Lab would start in between the first and the second Teacher Training session, so that teachers could experiment with materials gathered during the activities with their children and create digital products (E-book, Blog, Podcast, Movie). 
A reading of the ‘Tools’ User Guide’ (CIRDFA) was suggested to further familiarize with the P.IN.O.K.I.O. concepts and practical applications.

Session 2
The teachers had enjoyed ‘The Bremen Town Musicians’ storytelling by an artist from The Mosaic Art And Sound’s team (the UK project partner) and had materials produced by their children, such as voice recordings and photos.
During and after storytelling, children had been involved in expressing their feelings towards the socially excluded characters of the story, through oral communication of their thoughts, questions, descriptions of imaginative situations, written words, little dramatization, sounds, body movements. The teachers, therefore, had a clear example on how to expand the content of the story to make children reflect on key competences, in this case KC6, KC7 and KC8.
A storyboard for a movie called ‘A Moring of Storytelling’ was elaborated on ‘The Bremen Town Musicians’ story.
The teachers were then trained in the practical steps to use the technology required to create the movie.
They explored the e-book and the Audacity software as well.
The Scratch software was also introduced, especially in those schools where some teachers had some level of technology skills. The software, though, would require more focused training sessions. There was much interest towards Scratch and the more skilled teachers will continue to learn how to use the software on their own and will in turn teach the other teachers.  
Session 3
The third session was used to share further ideas on the contents at the core of the projects and plan for present and future use of digital tools.
The third session was used to improve the teachers’ technology skills for digital storytelling. It was used the ‘Learning Through Digital Storytelling (LTDS)’ Handbook provided by SEED, the Swiss partner, to enhance their understanding on the use of children’s materials to create digital products.
Various hand-outs for the teachers had been prepared with instruction.
The teachers were suggested to interact with other project stakeholders through the Blog within the project website and upload their products.
A movie was uploaded on the Blog and teachers would complete other products by the end of the school year. The movie is available at:

At the third meeting a summative evaluation was performed via oral feedback. It showed that teachers:
1) appreciated the project’s innovative socio-cultural aspects with its modalities to foster social inclusion by using tales with a multicultural approach;
2) were more aware of European Union values in education (and key competences); 
3) were reflecting on the necessity to acquire skills to promote active and authentic collaborative learning processes;
4) aimed to use an integrated system of codes and languages (text, images, audio, videos and animations) in their daily teaching, as suggested;
5) felt more confident to use storytelling techniques in the classroom;
6) felt more confident in the use of blog, e-book, voice recording, movie. Some teachers had also acquired some skills in digital animations;
7) would have liked more training; 
8) were ready to continue with the project’s Creative Labs and Intercultural Workshops.  

The online training was used to help teachers to deepen the training, to discuss on children’s involvement and specially to solve technical difficulties.

The trainers were:
Paolo Cremona
Deborah Newbold
Teresa Dello Monaco

Teacher’s training in Switzerland   
The first meeting with the teachers of the school “Il piccolo principe” of  Lugano and of the Istituto Paritario Orsoline San Carlo of Como (Italian school with many children from Switzerland, because of its position near the border) was organized on the 26th of November 2010. The Pinokio project was presented to the interested teachers and to the headship in order to explain the ideas at the basis of the project and the training program. Moreover teacher contributed with their ideas, suggesting to involve migrants parents at the beginning of the work in class with children just at the end of the teacher’s training. The next meeting is organized for Friday 21th January when teachers will be introduced to the storytelling methodology. Enthusiasm is high and teachers are looking forward to knowing more about the methodology and to testing it in class!

In February 10, 2011 in Switzerland   
The training of the teacher for the PINOKIO project ended and a new story was created by the techers! They went through theory about storytelling, intercultural communication,  valorization of the cultural differences and finally they produced a story to test all the steps that will be done during the creativity labs and workshops in class with children. The next steps will be involving a parent who will introduce a story from Burundi and children will create their own stories starting from the beginning given! They will then proceed with the representation of the story and creation of a short “movie”.

Here is the character from the teachers’ story titled “STOP”! He’s name is Wilfred!

Update activities in the Portuguese school

October 14, 2010 Funchal, Portugal

The Team of the University of Madeira has met the Regional Secretary of Education represented by Dr. Manuel André and the Directors of the Portuguese Schools involved in the Project.

November 2, 2010 Funchal, Portugal

Trainers and teachers involved in P.IN.O.K.I.O. project have attended a training session on the use of a general Moodle platform before a specific training on the P.IN.O.K.I.O. Educational Environment. The session, organized and managed by  Prof. Paulo Brazão has been scheduled for  October, 29th 2010  then it has been postponed  to November 2nd  because of the new floods in Madeira that forced some schools to close and shut main road tunnels.

November 10, 2010 Funchal, Portugal

A training session dedicated to the introduction of the P.IN.O.K.I.O. Project website and with special attention to the  Educational Environment  was held on November 10th . During the training session the documents -to be used as background  information- have been distributed  to the educators who have showed a lot of interest and were very excited to take part in this Project. Some of them used the word “privileged”.
The Representative of the Regional Secretary of Education who was  present at  the training session has promised his personal support to create a  training course for all the schools in the Region in the future.


Link to the DRE PPT

Teachers Training in Tuscany –November 2010

As already announced , on the 20th of November 2010 a second and final face to face training  session targeted at nursery and primary school-teachers has been organized and held in Pescia (Italy).
The lecture (8h), managed by the trainers team from the University of Venice, had a rich program of focused training on the use of P.IN.O.K.I.O.’ on line tools, such as: podcast, blog, movie and e-book audio.
Moreover, during the session, specific indications have been provided about the next testing phase of the project that will start next January 2011 with the direct involvement of  pupils, migrant pupils and their parents.
Teachers have shared their own experiences with regards to the on line training activities (from September till November 2010), and highlighted weak and strong aspects in an efficient and very professional way. All of them have expressed again their great interests in the project and their motivation to go on….... towards the next steps!"



On the 6th of October 2009 the UMa team and the Regional Secretary of Education have organized a session of presentation of the project with the presence of educators from all the schools of Madeira (teachers, socio-cultural animators and library animation responsible personnel). This session counted with the presentation of the different projects of the Secretary of Education so as to show how they can also be involved on the project (projects on reading, language, regional plan of literature for children, etc.).

The session included information on Comenius, its role, importance and objectives and the reasons that made the UMa team interested on participating on an European project.

The acceptance of the part of the educators present was very enthusiastic, all of them expressed the will to participate on the project, due to the need of formation on this particular area.

Prof. Sueli Cagnetti, from the University of Univille, Brazil, was invited to speak about the experience of similar projects in the region of Santa Catarina.

The interest of the media was also felt and the UMa team was invited with the Vice-Director of SRE to participate on a national radio programme that was dedicated to the project (22nd October).

For this presentation session the UMa team produced a powerpoint presentation and a dvd was made with all the papers presented (DVD P.IN.O.K.I.O, October 2009).


Project Awareness Session – Italy
On the 10th of April 2010 a  session on PINOKIO project presentation has been organised in Pescia (region of Tuscany – Italy). The session was held at the primary school  "Monsignor Simonetti", as headquarter of educational direction of the State Didactical Direction - 2nd Circle. It has involved the headmaster and sixteen pre- and primary school teachers, coming from the different schools belonging to the 2nd Circle which are going to take part in PINOKIO’s testing phases from September 2010. Teachers teach in different classes for different matters such as: English language, art and image,  mathematic etc.. Among them there were also some teachers for children with special needs.
After a general presentation of P.IN.O.K.I.O.’s goals and framework, the web site and on line tools have been presented with the aim of make teachers acquainted with PINOKIO’s virtual spaces. School teachers have demonstrated great interest and motivation in taking part in PINOKIO initiatives, willing to improve their knowledge and competences in supporting intercultural dialogue and social inclusion.
For FNCC, Isabella Belcari (Scientific Committee Supporting Secretariat) and Edi Fanti (P.IN.O.K.I.O. National Coordinator) took part at the session, while for CIRDFA – Cà Foscari University - Barbara Bevilacqua has been the session’s trainer.



Teachers Training

Teachers Training in Tuscany – September 2010
The first teachers’ training session was held in Pescia (Tuscany region – Italy) at the State Didactical Direction - 2nd Circle, on the 8th of September 2010. The activities involved sixteen  teachers along with the headmaster, coming from three pre- and three primary schools of the 2nd Circle. Barbara Bevilacqua (CIRDFA – Cà Foscari University) has been the trainer. Teachers will be supported during the e-learning activities by all CIRDFA team (Alida Favaretto, Barbara Bevilacqua, Annalisa Zapperini, Juliana Raffaghelli). Edi Fanti (P.IN.O.K.I.O. National Coordinator) took part for FNCC at the session, presenting in particular  key-competences topics.
At the beginning of the training session in fact  the attention has been focused on key-competences (Rec. 2006/962/EC), especially those developed through the P.IN.O.K.I.O. project (KC1, KC5, KC6, KC7, KC8). After participants have been invited to concentrate on Educational Programme presentation, along with a practical use of the on line Educational Environment and its tools.
The blended approach used in P.IN.O.K.I.O. considers this first session as a part of a more general programme that envisage 16 hours of in-site training and other on line activities. After this 8 hours session, a second one has been foreseen on the 20th of November 2010 for Pescia’s teachers. Between and after the two face-to-face sessions the teachers are invited to attend on line sessions with specific modules on blog, podcast, movie etc…
Teachers training activities will be finished in January 2011.

Teachers Training in Sicily – September 2010
On the 23rd September 2010 was held also in Sicily a teachers’ training session managed directly by Officina Creativa Interculturale (OCI), with Maura Tripi and Giuseppe Rizzuto as teachers’ trainers. The testing phase has involved teachers and classes belonging to the State Didactical Direction - ‘F. P. Perez’ Circle in Palermo.
The additional testing phase in Palermo will follow all the steps foreseen in the project, therefore sixteen hours face-to-face and then on line training.