• Mark Curtis

MIMING & SINGING , Italy

Updated: Apr 26, 2019

Business & Economics



Submission by Laura Saviori

Organisation:

Fondazione Istituto Morcelliano

CFP G. ZANARDELLI U.O. DI CHIARI

Brescia Italy

Type: Prevention

Focus: Collaboration

Duration: 1 week


In its schools, Regione Lombardia (Italy) wants pupils to come first: the first main goal is to let every student reach his/her own educational success.

In every vocational school depending on Regione Lombardia, all the teachers have to include in their annual timetable at least ten hours of L.A.R.S.A. It means that Teachers have to stop their program and to organize study groups and activities to help students to consolidate their knowledge and develop their skills.

The main problems are that Teachers usually repeat their standard lessons; students often don't like studying and are not interested in listening to a copy of a standard lesson. Consequentely both Teachers and pupils think about L.A.R.S.A. as a bothering and useless practice. With these good practice I was able to interest my pupils and involve them in the subject. The students felt themselves more confidente and engaged.





The activity has three steps:

1) review session using conceptual maps and simple economic case histories;

2) Creation of little study groups;

3) most important step: outdoor activities to test knowledge and skills after refreshing the subject topics.





THE OUTDOOR ACTIVITIES:


-THE QUESTION BALL: The teacher gives the rules: the student who receives the ball will have to answer the question. A right answer means 1 point to the group. The group gets 0,5 point if the student answers after asking help to his/her group.

- MIMO THEATRE:The teacher asks to every group to represent a typical office situation by acting out. The other groups have to understand what’s happening. If someone guesses both the groups get 1 point.

- SINGING AND MIMING ALLTOGETHER AND IN DIFFERENT TME a little song.





With this practice every student was involved in the activities. Every group reached almost the same evaluation, showing a good knowledge of the subject.

Team building, cooperation, Self-confidence increased.

They realized they have learnt a lot during this year.

Communication improved between the teacher and the pupils.

Better communication between peers

They listened to the others. They felt as a group with common aims.




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