1. Enseigner la Grande Guerre, Eduquer à la paix ERASMUS +
Learning and teaching contexts
A teacher’s reflection
Enseigner la Grande Guerre, Eduquer à la paix ERASMUS +
ISIS della Bassa Friulana Marilena Beltramini
Cervignano del Friuli
Bordeaux November 2016

2. THE REPORT. AIMS Sharing Reflection
WHAT ?
the added value of the Project
learning and teaching strategies
WHY ?
to foster active and meaningful learning
to promote Peace Education

3. DIDACTIC ASSUMPTIONS Tragic nature of event to be investigated
Intergenerational perceptions and multicultural dialogue
Non isolated experience
Integrated in ordinary school practices
Curriculum integrated
Adoption and promotion of a scientific method
Bottom up and top down methodologies
Implying formal and formative assessment
Target profile

4. PEDAGOGICAL FRAMEWORK
Constructivist and humanistic approach
Inter-subjective learning contexts
Listening attitude and skills
Analytical skills
Interpretative skills
Negotiation skills
Critical thinking
Dialogical attitude
Life-long learning framework
Metacognition
Assessment and self-assessment
European competences
Soft skills

5. THE LEARNING PROCESS. STEPS
Data collection (through interviews)
Textual analysis of war poetry, fiction and diary, about war
Sharing of data
Choice of model for comparison of perceptions and texts analysed (word frequency = key words)
Interpretation of data
Documentation
Assessment (formal and informal)
Metacognition and self assessment
Reflection on war as a topic of study and as a means to foster Peace Education 
transformation of
data into relevant information
MEANINGFUL LEARNING

6. ACTIVITIES AND TASKS SURVEY ON THE COLLECTIVE IMAGINATION
the war and the role of women
Students’ perceptions
Students’ parents perceptions
Students’grandparents’ perceptions
COMPARISON
with
Images
English literay texts of the war period (poetry and fiction)
Contemporary literary texts (poetry and fiction)
Other texts
in view of
a learning process rooted in
active and collaborative study experience

7. LEARNING CONTEXT MANAGEMENT PRODUCT  RESEARCH REPORT
Individual activities
Cooperative and collaborative activities/practices
Peer tutoring
Public speaking
Flipped classroom
Using foreign language for oral and written tasks and communication
Teacher as encourager, mediator, tutor, interlocutor, offering guidance and feedback
PRODUCT  RESEARCH REPORT
Writing textual analysis and argumentative texts
Generating visual presentations
Generating pie charts, histograms
Oral presentation (public speaking)

8. LEARNING ADDED VALUE  students are committed in
Student-centred practice versus trasmissive mode
Constructed learning versus ready-made content
Listening attitude versus stereotyped/conventional attutude/s
Multiplicity: viewpoints versus self - referential reference
Emotional involvement versus detached attitude
Problematising versus passive acceptance of data
 students are committed in
identifying significant links
adopting shared opinions
developing critical thinking
transforming data into meaningful information
developing an attitudinal and methodological pluralism
arguing point of view and judgement

9. LEARNING AND LEARNING HOW TO TEACH
Learning and studying with SS 
Action Research
Education to mutual respect
Collaborative attitude and behaviour reinforcement
Monitoring the learning-teaching process
Definition and re-definition of process and practices 
The teacher as a reflective practitioner

10. OBSERVED OUTCOMES Active and collaborative attitudes
Competence-based learning
Make informed decisions
Emotional involvement
Situated learning (content – contex – community – paricipation)
Interacting with technological environments
Empowerment
Improved social and communicative skills
Rethinking education in the age of technology
Enhenced motivation
Use foreign language in real communicative contexts
Occasions for SS to

11. OPEN QUESTIONS Project work and the school system
Project work and the school as a learning community
Ready-made books and Ss’ produced studying materials
Project work dissemination
Colleagues’ active involvment
Organisation problems

12. THANK YOU FOR THE ATTENTION