Lifelong Learning Project - School Inclusion - Preventing Early School Leaving

Active learning, or “in-laboratory learning” as it is usually called in Italian studies, has its theoretical roots in educational activism and constructivism. In the learning process active learning highlights how much personal discovery promotes knowledge. Once active learning was a method used only for technical subjects, today it is considered a suitable teaching method which can be used with any discipline. Active Learning promotes motivation and inclusion, so it has proved a teaching strategy particularly fruitful with students with learning difficulties or students who refuse to do school work because of cultural or emotional problems. It encourages personal project autonomy as it goes beyond the class group organisation and creates a learning environment which meets the individual needs of problematic students. It enhances each student’s competences in a cooperative path and leads to bespoke teaching/learning activities which support inclusion.

In active learning an initial research phase on the learning strategies related to the cognitive styles of a class group is a top priority. Students do not feel at ease and confident if teachers adopt a single, monolithic teaching proposal and if they do not take the existence of multiple intelligences into consideration. As a general attitude students at risk tend to prefer concrete actions, operational approaches, hence a learning style based on global, synthetic thinking – intuitive, visual, auditory, non verbal, impulsive, extrovert. In “active learning”, different learning styles and teaching models greatly interact. An initial questionnaire (img1, img2) should be filled in by students in order to investigate and evaluate their different cognitive styles, this allows teachers to cope with situations at risk starting from the identification of learning difficulties as perceived by the students themselves. At the same time students are encouraged in the processes of self assessment and raising self esteem. The analysis of the answers will help teachers plan appropriate strategies. Small classes and the presence of more than one teacher can be a big help.

Active learning is structured in the following stages:

1. planning stage: the teacher considers the competences to be achieved and makes curricular choices. He sets goals, times, work models, materials and technologies,
2. exploration stage ( to promote attention and motivation: the teacher sets out the theme-problem and students are involved in a first exploration starting from their “naïve theories” (common sense theories),
3. lecturing stage: the teacher indicates the “products” to be created, times, work modalities, materials and technologies, as well as the assessment criteria,
4. execution stage: students undertake research to achieve levels of formalised knowledge and make a “product”,
5. metacognition stage: students compare their results and the procedures they have used,
6. assessment stage: the teacher assesses the results (formative assessment) and reopens the process.

We have chosen examples from the teaching of history – in our experience a rather difficult subject for problematic students, science and environmental education, connected with citizenship key competences.

Active learning should interact with the curriculum and be connected with citizenship key competences which a student-citizen must achieve in the European dimension. Active learning promotes both knowledge, as the result of an experiential learning method, and the achievement of more and more complex competences. Active learning formulates working hypotheses to be developed in an educational area (linguistic, mathematical, socio-historical, technical-scientific, etc) in a period of time to achieve competences. A curriculum which does not only aim at acquiring knowledge requires functional teaching methods consistent with the objectives. Citizenship key competences in a European dimension are a strategic goal to combat early school leaving: training and education are integrated in the learning path of the person-citizen-student, who will become a worker in future.

The type of assessment which better copes with the needs of such a complex process as active learning is the formative assessment. In fact it provides a balance between the observation of the results and the formative dimension, which are complementary. Active learning allows the use of a student centered assessment process. When the analysis and application of methodologies and tools typical of formative assessment are used in active learning, they represent (see paragraph 3) the final and, at the same time, the initial stage of the teaching process. The collection of records from all the stages of the path allows to activate reflection and adaptation processes in order to respond to new requests and offer each student learning opportunities which will meet their individual needs. Assessment goes beyond traditional tests assessing final results and takes both the process and the final result into consideration.

Learning in cooperative groups is a teaching/learning strategy which integrates interaction and communication in class groups with study processes. It allows students to learn and, at the same time, allows them to create a social system based on cooperation, following Dewey’s theory of school as a “miniature community” where learning includes intellectual, emotional and social events. With similar perspectives, K. Lewin studied group dynamics. H. Thelen, saw a link between Dewey’s and Lewin’s theories, and combined learning, as a cooperative research, together with Lewin’s methods to obtain an effective group management. Other useful contributions come from constructivist and cognitive psychology, particularly from Vygotskij’s theory of the “zone of proximal development”.
Different cooperative learning models include “learning together”, “student team learning”, “group investigation”, “structural approach”, “complex instruction” and “collaborative approach”. In our experience the most productive method to prevent early school leaving is the group investigation which is examined in paragraph 2.

Through group investigation, students work in small groups collaboratively to examine problems, share experiences and to learn. The method teaches them to define problems, seek solutions, achieve information and develop skills; it inevitably increases the young people’s “intrinsic motivation” (Dewey) to learn. Team work allows students to make relatively autonomous choices of tools and topics and promotes thinking and reflection on their own learning processes. To obtain good results it is necessary to construct the learning environment carefully and to create a climate in which positive interactions among students can be encouraged. Finally the teacher acts as a facilitator, rather than a supervisor of learning. Students working in pair make a cooperative dyad, the smallest social unit, which appears to be more profitable and economical in a cooperative project than larger groups, because it avoids coalitions, information overloading and social idleness.

Different applications of cooperative learning have all shown that the methodology promotes social skills which are vital for everyday life, e.g. the ability to accept and understand other people’s views, which is most important whenever there are contrasts or differences in opinions, or one has to solve problems, have a discussion or make a decision.

What we call “social competences” is a set of well-established skills which are used spontaneously at any time by students. Social skills are not innate abilities, they have to be taught and learned. They are useful for the student to enhance their learning abilities and obtain better results. They are acquired through cooperative learning, when it is structured to highlight each student’s interdependent role, avoiding the permanent leadership by some students on the others. An example can be found in the module used in the project to welcome new students at the Institute Einaudi, at Grosseto, Italy

Problem solving is a technique in approaching problems which has been successfully taught and used for many years in such diverse areas as business organizations, teaching coaching, counselling and psychotherapy. In all fields it has been appreciated as an important tool to enhance management, teaching, cooperation, peer to peer working, communication and personal growth.

Though specific tools have been identified to define issues accurately in the different fields, basic abilities and fundamental processes are the same in any application.
The World Health Organization (1993) considers the ability to solve problems as one of the “skills for life” to be taught to students to make them able to have good relationships, tackle problems and everyday stress.

Metacognition is the ability to reflect on the activity one is doing and on the cognitive tools used during the activity. It takes the form of the following control procedures: understanding, foreseeing, planning, monitoring, assessing, which can all be usefully recorded in a journal where students record all the cognitive abilities which have been brought into play.

ICT can make a remarkable contribution to the achievement and development of these skills, especially if supported by good software packages. Indeed ICT key characteristics imply a stimulus for functions, as ICT requires self-regulation, i.e. a conscious choice of relevant pieces of information, elucidation of each activity, re-examination and reconstruction of the processes which have taken place through monitoring the paths which have been followed, and evaluation of possible mistakes.
Metacognitive abilities are the actual “tools of the trade” which allow students to transfer knowledge and use it for solving problems in new situations.

The ‘Inductive Method’ prepares for theoretical - deductive learning. By integrating with classmates, the student uses actual practice to learn the theory; he/she understands that the subject he/she is learning is a stepping stone in achieving his life project; he/she arranges his/her knowledge and makes it useful for his/her educational progress. The teacher’s role is to make this process easier.

The ‘Assessment’ involves the use of specific indicators that have been prepared together through a cooperative analysis with the student of their own work.

These indicators are divided into sub-indicators based on more select skills. The ones relative to content become an integral part of the subject acting as key elements in the learning process. Deciding upon a common assessment/marking system builds a bridge between the different subjects and reinforces learning. Mistakes become “precious” and useful because they allow the student to develop correct models.

The final assessment comes from the assessments of each indicator. The student learns to understand which skills he actually possesses and which weaknesses need to be strengthened. He knows that his work will be observed and this will help create positive feed-back, which in turn will help others to learn. Emotional bonding and greater effort in school will be the result.

Planning is based on activities, whose contents will be organised in richer and more articulate grids.

We have thus defined and tested procedures, and tools for written work (description, narration, composition), as well as for oral assignments (reading, speeches, interviews), and finally for art work and physical education.

Social psychologists agree on the educational effectiveness of the cognitive-emotional processes. Peer education is an educational strategy aiming to activate spontaneous processes of passing knowledge, information as well as emotions and experiences among peers and is mainly used in non-formal education in order to prevent and contain youth behaviours at risk in terms of self-respect (health education) and respect for the others (citizenship education). It enhances young people’s social education and empowerment as it favours the development of conscious as well as behaviour and critical thinking. Communication styles are borrowed from youth groups, reflect their life styles and make each student’s identity recognised and accepted, which allows the beginning of an actual relationship with the class group. In the prevention of early school leaving peer education is complementary to cooperative learning and is used for the time needed to help students’ inclusion, e.g. in welcoming, curriculum guidance, remedial work.

Peer education dates back to the beginning of the 19th century when it was used as a teaching method to manage time and money more effectively: students studied a topic and then they explained it to their peers. Today the aim of peer education is the growth of free, independent, responsible young people. In the educational practice it gives some students the role of mediators, “teachers” in the peer group for activities which are mainly related to

1. welcoming new students in order to avoid feelings of isolation in the new community
2. transmitting and sharing positive practices
3. renewing motivation and developing remedial activities

The first, main task for the teacher is represented by the selection and training of those students who are going to act as mentors in the peer group. The teacher does not have an outside, external role. He is expected to be the observer, the facilitator of the processes.
Play an introduction to real life in the dynamics of the group management, where brainstorming and role-play are the most used techniques.

According to the European guidelines to prevent students’ discomfort and failures teachers are expected to:

1. make students confront their real ways of being “here” and “now” at school and in social life, i.e. students should always refer to their own experiences
2. enhance students’ psychosocial competences, which represent the life skills useful to manage and solve problematic situations
3. promote students’ realization of each personal life path
4. make the transition from adolescence to adult life an easier process
5. increase the importance of the peer group as a structured context where knowledge can be shared

The main aim is to assist the young student to become an active, professionally flexible citizen, who is conscious of the life skills which are needed in the processes of lifelong learning. Peer education activities have been so typically used with potential early school leavers to be sometimes called “poor education”, meaning that the method runs the risk of being used only for socially disadvantaged students.

The applications of peer education methods have long been reserved to projects aiming at the achievement of social abilities necessary in dealing with behaviours at risk, discomfort, addictions, road traffic and health. In these situations empirical observation among peers has taken the place of assessment. In our context the main issue for teachers is not to reach a summative assessment but to create procedures which are accepted and shared by the peer group in order to develop the educational process. The same few essential indicators will be used both in teachers’ observation and students’ self assessment cards to allow discussion and examination of what the experience has meant to everybody. A “circular assessment” of the level of satisfaction of the educational communication, in a feedback process among teachers and students, can be proposed in the form of questionnaires. Other tools have been developed to measure the success of in-training placements both in quantitative and qualitative aspects.

The effectiveness of peer education is most evident when the method is used to increase the educational proposals aiming at the inclusion of students at risk. In fact it appears most profitable in

1. welcoming new students into the school community: older students welcome first-year ones and help them with interpersonal or curricular problems
2. transmitting and sharing positive practices: students/mentors help their peers to develop constructive, positive reflection on behaviours at risk
3. renewing motivation and developing remedial activities: students/mentors help younger students to study or a class to help create and develop educational projects for students of lower classes

Scientific research has not so far been able to say whether the systematic use of ICT by digital natives affects neuronic structures related to learning and memory. We can however notice a new youth culture characterized by participation, value sharing, creativity which can be seen in the affiliation with virtual groups, problem solving in cooperation with others, the diffusion of discoveries and feelings and new representation modalities; all aspects which have already been noticed by Papert. Can we exploit these changes to promote and enhance learning, particularly in the case of students at risk? The answer is “Yes”, provided ICT is used appropriately, in structured educational contexts and integrated with consistent software. Acting in specific situations, creating one’s own path (by personalizing learning strategies), practising metacognition, proceeding from a concrete/manual dimension to an abstract/symbolic one represent some of the educational opportunities offered by ITC which may profitably meet different cognitive styles and arouse the interest and motivation of students at risk, who generally tend to refuse abstract codes.

ICT, supported by adequate software, is a powerful resource to make the class a learning group as it stimulates and favours hypothesis formulation and comparison, collective debate to seek shared solutions. In a technological environment, students improve their communication techniques, practise such cooperative ways of working as being able to listen to divergent opinions, accept them as a resource for reflection and look for a synthesis with their class mates, or even with students from other schools, with teachers, with experts. All group dynamics which have important consequences for each individual cognitive development, (since comparison with different perspectives induces restructuring of everybody’s inner representations) create deeper knowledge, in a “virtuous“ circle that enriches the group. A powerful net tool is represented by the interactive multimedia whiteboard as it allows the transferability of the detailed account of an educational process.
An international contest to improve net cooperation is Global Junior Challenge.

The communities of practice and learning, active in telecommunication networks can be defined as virtual classes, whose members play different roles in a continuous exchange of tasks and responsibilities. In such a community teachers and experts are co-learners with students as all of them achieve new information, use new instruments, have doubts and look for answers. At the same time all may become teachers, making their own knowledge, experiences and competences available since anyone becomes an expert of something that others ignore and anyone can share innovative views with the others.

Teachers reduce their roles as knowledge transmitters and controllers and become role models in achieving knowledge, organizers of educational paths, activity coordinators, facilitators of learning based on students’ active role, assessors of the interactions inside the community, of the processes, of the quality of their students’ knowledge and competences rather than of the quantity of notions they have learnt.

Students become knowledge co-builders as authors of multimedia applications or experts in a particular aspect of a problem.

Expanding access to information does not imply an automatic expansion of knowledge and communication abilities. On the contrary we may suffer from information overload. Information literacy is defined as the competence needed to find and recognize a useful piece of information. Our students’ familiarity with computers and information literacy do not go hand in hand. In the last 25 years young people have not appeared either more or less skilled in accessing information.

Before starting research concept map design is important as it identifies what is already known and available, and avoids pointless research. Mapping concepts into semantic areas provides key words for search engines. Most map design map design software has links to Internet sites. Self Regulated Learning is guided by metacognition, strategic action (planning, monitoring and evaluating personal progress) and motivation to learn. The self regulated learner becomes conscious of “how to learn” in the course of the educational path, achieves a cross-competence based on the “perception of choice” among learning options and is able to update professional skills.

E-learning is a flexible tool which can enhance different approaches and promote any student’s right to learn. Teachers’ work mainly consists of the choice and/or the creation of materials, the definition of learning paths and assessment criteria according to the teaching methods chosen to tackle different situations. If summative assessment is required traditional tests can be used and filed - saving time and money.
E-learning however is a highly constructivist tool. The use of Learning Content Management System (LCMS) platforms such as Moodle (http://www.atutor.ca/ ) favours customized learning paths and formative assessment, which are typically used in the prevention of early school leaving. Tracking students in any activity, including communication with peers, allows to have a clear picture of critical points and be ready to intervene. In situations with a high number of students at risk virtual classrooms have been experienced. They are based on the integration of knowledge, skills, technology and interpersonal relationships among students and with teachers.

A webQuest is an enquiry-oriented activity using the net, set by the teacher and based on the cyclic concept map model. Through guided research on sites selected by the teacher, students have the task of performing an action-research which consists in elaborating the information they have gathered in order to create a product, sometimes a multimedia one.

The webQuest model generates a “virtuous” circle of cooperative use of net resources which favours learning through play. The innovative context reduces traditional passive learning, linear, individual work, the use of a single information source, the hierarchical relationships between students and teachers, the fear of being assessed. WebQuests play upon the students’ natural motivation for learning and develop their learning strategies. The teacher acts as a facilitator of learning, once s/he has prepared the work - thanks to online tools for creating webQuests.

SCHOOL
IPSIA “P.Gaslini”, Via p. Pastorino,15, 16162 Genova [email protected] With a network of schools: IPSIA “Odero”, Genova, IPS “N.Bergese” (Hotel Management), Genova, ITI “I.Calvino”, Genoa

PROJECT
Stella Polare (Pole Star), a network project for the prevention of early school leaving in the first two years of Upper Secondary Technical and Vocational Education

POSITIVE RESULTS
STARTING SITUATION
Stella Polare has evolved from an earlier project, called “Mosaico”, carried out by a network of schools in coordination with the provincial Education Council of Genoa. The schools share deprived suburban areas characterized by a steady increase in the number of immigrants and juvenile offenders. In such contexts the idea of early school leaving develops in students who feel estranged from school and are generally against school rules, regulations and targets involved in school work.
ACTIONS
The project developed through a first phase of common teachers’ training under the guidance of a supervising trainer, a second phase when good practices were shared together with efforts to improve the activities and a final phase to achieve such common targets as the refinement of strategies and tools for initial and renewed guidance (questionnaires, activity formats, materials), which play a crucial role in combating early school leaving.
FINAL SITUATION
Constitution of a team with different experiences and shared objectives. Proactive exchange of experiences and know-how. Reduction of competition among schools. Maximization and specialized use of resources, improvement of the educational offer in the area in terms of fight against early school leaving.

REASONS FOR THE ACHIEVED RESULTS
METHODS
Teachers’ working meetings to develop action research under the guidance of an external supervisor
Benchmarking of good practices
INTERNAL/EXTERNAL PROFESSIONALS
Headteacher and teachers
Provincial Education Council officers, a psychologist, counsellors
MOST RELEVANT ACTIVITIES
Elaboration of tools and measures for initial guidance and renewed guidance in progress (both for students and parents) to build up pathways to prevent early school leaving

SCHOOL
ISIP “Leonardo da Vinci – Ernesto Balducci” Arcidosso (GROSSETO)
www.isiparcidosso.it

PROJECT
SCUOLA NO LIMITS: Integrated pathways between State Vocational Institutes and Regional Vocational Agencies for disadvantaged students. Financed by ESF 2005/6

POSITIVE RESULTS
STARTING SITUATION
The project has coped with the educational special needs of disabled, foreign and socially disadvantaged students who are at risk of early school leaving and potentially unemployed.
ACTIONS
A 168 hour course for 10 students has offered technical, professional competences to restore old, no longer usable motorbikes (Vespa 50) together with crosscurricular competences in ICT, self employment, Act.626 on workplace security, educational and professional guidance, group dynamics. The students have also made guided visits to specialized workshops and fairs.
FINAL SITUATION
Less time was devoted to theoretical learning, while practical activities enhanced the natural skills and interests of the students, who gradually modified their relation with school, and greatly reduce the failure and dropout rate.

REASONS FOR THE ACHIEVED RESULTS
METHODS
Differentiation of teaching proposal through practical activities for small groups, offering a nearly individualized approach and psychological support for a better human growth.
INTERNAL/EXTERNAL PROFESSIONALS
3 teachers (one of them specialised in special needs education), 2 employers, 2 psychologists
MOST SIGNIFICANT ACTIVITIES
Practical activities for small groups, each working on a common product; direct knowledge of the production of manufactured goods thanks to the cooperation of some employers who offered the students summer in-training placements.

SCHOOL
Liceo Scientifico Statale “Alvise Cornaro”, Via Riccoboni, 14, 35127 Padova Tel. 049 755695 – 850605, fax 049 850605 email [email protected] web www.liceocornaro.com

PROJECT
The project involves five activities:

• Students’ front office – peer education
• Re-guidance – mini placements
• Listening centre – information and advice
• Students’ progress monitoring
• Recovery through e-learning

POSITIVE RESULTS
STARTING SITUATION High number of failures in interim assessments. Lack of motivation. Low self-esteem. Frustration. Psychosomatic symptoms of feelings of unease. Serious conflicts with parents and teachers. 47% commuters. Presence of skilful, sensitive students who were disposed to help classmates with difficulties. A network of schools and long time contacts with other schools. Widespread ICT competences. Summer remedial courses to be prepared (mo92/2007). ACTIONS

• Identification of student mentors and of one or more teachers supervisors. Schedule of afternoon meetings: students do their homework and ask for clarifications and help on specific topics and competences, the supervisor intervenes if necessary, mentors obtain credits for the help given.
• Listening talks. Mini placements consisting in attending some classes in another school for one or more days.
• Contacts with the National Health Service, Padua offices, to open a professional listening centre with a psycologist: the psychologist’s timetable is planned and reservations are recorded though informal reservations are accepted. Special rooms are chosen and anonymity is preserved. The service is communicated by circulars and informal talks between headteacher and teachers with students and parents.
• Statistical data are recorded on failure rates in different subjects, course, year, type of school.
• Cooperation agreement with University Departments, expert in e-learning integrated with teachers’ presence. Experimental courses to train teachers.

FINAL SITUATION

• Students with problems are encouraged, overcome some difficulties, can measure their peers’ success in learning and appreciate correct behaviours.
• Students with problems are either made aware of their choices or they find out a deeper interest in another kind of school. Lower levels of anxiety. Partial, new motivation.
• Opening of a channel of communication with students who experience discomfort.
• New, widespread, general perception and view of the problem among students and parents. Starting up of groups of teachers devoted to continuing service improvement.
• Students can find remedial courses in structured learning units on the Internet, via a specific account, together with solutions of exercises and tests and the possibility of interacting with teachers through a forum, so that they can make a habit of continuing education. Positive and individualized interaction students/teachers and students/peers. Reduction of work in teachers’ presence, more comfortable system for commuters to cope with supporting, remedial activities.

REASONS FOR THE ACHIEVED RESULTS
METHODS

• Direct involvement of student mentors recruited spontaneously and encouraged by supervisors, enhancement of the relations between peers to overcome difficulties of the first two years of Upper Education. Focus on the relational dimension rather than on institutional supporting activities.
• More occasions for the teacher in charge of students’ progress to listen to students and parents, following the information given by the class teachers’ board. Cooperation with the provincial school network or with teachers from other schools who have shared earlier experiences. Verification of adequate insurance policy in case of mini placements. Procedures for students’ transfers to other schools.
• More occasions for listening. Diffusion of meeting schedule, communication to promote the service.
• Data tabulation. Graphs and concise reports. Proposal of materials to help teachers and parents to read data correctly and find solutions for gradual improvement.
• Teachers’ training to use Moodle platform, placed at our disposal by the University of Venice. Initial, experimental activities with a few, motivated teachers.

INTERNAL/EXTERNAL PROFESSIONALS

• Students mentors and supervisors
• Teacher in charge of students’ progress. Provincial network against early school leaving. Teachers in charge of new guidance in other schools.. Teachers of the most relevant subjects in the different curricula
• Teacher in charge of students’ progress. Headteacher. NHS Psycologist. NHS offices.
• Headteacher, Parents.
• Teachers. University. University department for e-learning

MOST SIGNIFICANT ACTIVITIES

• Activities with student mentors in the afternoons (once or twice a week) for Mathematics, Latin, English (subjects with the highest failure rates, around 30-35%)
• Mini placements for one or more days
• Listening talks
• Monitoring students’ progress
• Teachers’ training. Accreditation of students. Elaboration of on line remedial units

SCHOOL
ITT “Marco Polo” Florence
www.ittmarcopolo.fi.it

PROJECT
“Opportunità”, financed by the Province with ESF, school year 2002/2003

POSITIVE RESULTS
STARTING SITUATION
The project aimed at supporting students at risk of dropping out of school while they were attending compulsory education. It involved close cooperation between a network of Upper Education schools, the Provincial Vocational Centre, Vocational Agencies and the Provincial Job Centre. Seventeen students from “Marco Polo” were involved, all of them at risk because of low motivation and previous failures.

ACTIONS
The students were chosen by the class teachers’ boards and contacted by the teacher in charge of students’ guidance who had talks with them and their parents and finally advised them to use the guidance service of the Provincial Job Centre. At the centre, in close cooperation with the school, guidance and motivational activities were carried out to make students reflect on the implications of their choices and plan their future educational pathway.

FINAL SITUATION
Five students enrolled again on the same school, 4 attended regional vocational courses after attending short modules introducing to mechanics and catering, 5 enrolled on another school, one attended a vocational course in hairdressing, 2 experienced in-training placements unsuccessfully.

REASONS FOR THE ACHIEVED RESULTS
METHODS
Individual talks and small groups tuition, talks with the teacher in charge of guidance, contacts with the local public service for employment.

INTERNAL/EXTERNAL PROFESSIONALS
A guidance expert of the Job Centre, a mentor, “Marco Polo” teacher in charge of students’ guidance, teachers and managers of the Regional Centre for Vocational Education, vocational agencies

MOST SIGNIFICANT ACTIVITIES
Welcoming and listening to students at risk, close cooperation between the school, the Job Centre and the Regional Vocational Centre. All the people who were responsible for the project were involved in a common educational training before the project started

SCHOOL
IPSSAR “Enriques” Vocational Institute, Castelfiorentino, Class 1 A , Hotel Management

PROJECT
DIDO Project (Project of integrated modules and individualized supporting activities, school year 2006/7, Resolution 749/2006 of the Tuscan Regional Council, financed with € 5,000 per class) The Institute project, covering all the 9 first year classes, provides a basic 100 hour framework for the activities chosen by each class teachers’ board to fight early school leaving, reduce failures, enhance basic and crosscurricular competences, elaborate new individualized pathways for students at risk. The project provided
30 hour module for the recovery of basic competences and abilities
30 hour module devoted to the professional area
10 hour module Italian for foreigners
10 hours guidance
20 hours guided visits
The project provided teachers’ training run by Tuscan IRRE on Lisbon, O.E.C.D. and PISA targets, division of subjects into educational areas

POSITIVE RESULTS
STARTING SITUATION
Class 1A was a particularly problematic one and the teachers were favourably disposed to the project Target: reduce early school leaving through “well-being” at school

ACTIONS
Elaboration and organization of a meeting with a school from Naples, as proposed by Kappa-Erre, a volunteer association run by the Town Council.
First phase: socialization games, meeting simulation
Second phase: co-teaching to improve basic competences, enhancement of the professional area, from simulation to reality (3 days’ meeting)
Guided tours to S.Gimignano and Certaldo

FINAL SITUATION
A questionnaire completed at the end of the first phase showed that a vast majority of students were satisfied; the partnership with KappaErre was fundamental to the elaboration and assessment of the project.
Out of 25 students 7 failed promotion to subsequent year, one quitted. Though the rate appears high, it is lower than in the other classes of the school.

REASONS FOR THE ACHIEVED RESULTS
METHODS
Life skills and peer education aiming at active participation through games and practical activities; role play to learn how to make students and teachers from Naples welcome; simulation of market research and recital of passages from Boccaccio’s Decameron

INTERNAL/EXTERNAL PROFESSIONALS
A mentoring teacher and the class teachers’board KappaErre, volunteer association, branch of CIAF, community service for children, youths and family run by the Town Council

MOST SIGNIFICANT ACTIVITIES
Making the group of peers from Naples welcome for three days involved a process of empowerment and evaluation of differences with emotional dynamics which proved highly educational.

SCHOOL
I.P.S.S.A.R. “F.Martini” Montecatini Terme (Pistoia)
www.alberghieromontecatini.it

PROJECT
“Integrated modules and individualized supporting activities” (Resolution 615/2007 of the Tuscan Regional Council). Class 1H, one of the 8 first year classes involved in the project.

POSITIVE RESULTS
STARTING SITUATION
Out of 238 first year students 48 ones were repeating their class (20.16%). In class 1H 9 students, out of 29, were repeating their class and 2 ones, coming from Palermo, had experienced failure in their Lower Education School and had moved to Montecatini in order to attend our school. The group of repeating students had had disciplinary difficulties in the previous year. From the very beginning the class group appeared very problematic, and a high turnover of teachers in the first months added to the problem. The interim assessment (after two months) showed positive results only for 2 students while all the others were failing tests in 2 or 3 subjects at least. Attendance was not regular too. The reasons for the situation were to be found in the lack not only of didactic content prerequisites but also of study skills and self-esteem, The class group was not felt as a group of peers to identify with.

ACTIONS
The project uses more intensive workshop activities for professional subjects and co-teaching, as provided for in the School Yearly Plan, in order to divide students into groups. Also the usual students’ teams for such special occasions as Conferences, open meetings with parents were used by the project to enhance self-esteem and give the opportunity for a perception of self-appraisal. The group or individualized support was meant to improve the students’ study skills and help them in preventing or solving different personal problems.

FINAL SITUATION
In the second interim assessment (April 2008) the situation has greatly improved: 30% students have willingly started to study and have done their best to overcome their difficulties. The young people have become a cohesive group, which most students identify with.

REASONS FOR THE ACHIEVED RESULTS
METHODS
Didactic workshops
Practical activities. Role play. (Students wear uniforms and act as staff and customers in turn)
Work experiences at school
Individualized support by personal tutors, guidance, competence assessment in order to create individual pathways, competence certification

INTERNAL/EXTERNAL PROFESSIONALS
All the 1H teachers, particularly the coordinator as teacher in charge of the project
Job Centre
Platform Consortium

MOST RELEVANT ACTIVITIES
Guidance meetings with one or more students
Work experiences at school out of hours

SCHOOL
Scuola Media St. S.Domenico, Istit. Magistr.”E.Lussu”, Liceo Scientifico “G.Marconi”, San Gavino Monreale, Sardinia
www.magistralelussu.net

PROJECT
School – Support, motivation, success – Information and Guidance Listening Centre to prevent early school leaving and favour students’ integration and progress

POSITIVE RESULTS
STARTING SITUATION
The Project acknowledges that the dropout rate is high (around 20%) and even if reasons may be of different types, all of them cause feelings of unease which may lead students to quit school. One of the reasons of failures is surely the lack of good study skills and the subsequent, particular difficulties in learning theoretical subjects. There id a definite tendency to consider certain subjects useless or at least irrelevant for the kind of school chosen. The presence of students from ethnic minorities should not be ignored, as they experience difficulties in joining the class group too. Sometimes teachers have problems in their relationships with a class group or tackling particularly problematic situations.

DEVELOPMENT
The project is divided into different phases: making students welcome, thematic workshops, effective communication in offering information and guidance, both to students, parents and teachers with the help of counsellors, cultural mediators and educationalists.

FINAL SITUATION
The project is being carried out but from the very beginning, when all the above people have been involved (mainly students’ parents) a new sense of cohesion in sharing the problems has appeared to make students feel understood, valued and prodded to improvement.

REASONS FOR THE ACHIEVED RESULTS
METHODS
Individualized or class group counselling, during class timetable or out of hours, depending on individual needs.
Workshops with a counsellor and/or class teacher (simulation activities: conflict elaboration, cooperation, role play)
A counsellor working with parents and teachers, teachers from other schools

INTERNAL/EXTERNAL PROFESSIONALS
All teachers of the first year of the two Upper Education Schools and of the last year of the Lower Education School, some of them monitoring the project.
External experts, cultural mediators, counsellors.

MOST SIGNIFICANT ACTIVITIES

• Making students welcome
• Let’s come into play
• Effective communication
• Information and guidance

Counselling services for teachers