Services for schools

It is a project for kids and teenagers, for the reinforcement and improvement of group dynamics, the improvement of internal relations within the group, the development of cooperative and solidarity skills in the life of the community-class: important elements to support inclusive teaching as expressed from the most recent pedagogical research on inclusive school.
The project develops in a series of meetings during which a path of discovery or re-discovery of the factors and founding elements of a cooperative group, of their importance in everyone's life and in social relationships, develops.
The meetings are 8, of 90/120 'each, structured as follows:

- a theoretical introduction
- followed by an artistic or playful experience in which children can live the introduced them symbolically
- and subsequently a reworking together of what was experienced.

During the activity, the children/teenagers have the opportunity to express their experiences in the groups they are part of (including the class group) and to experience new positive group dimensions through targeted games and activities, in order to enrich their social skills.
The topics of the meetings are:

- me - mindfulness + artistic expression
- the others - mindfulness + theatrical games
- diversity as resources - mindfulness + discovery game
- me and the others - artistic expression and strategy games
- trust and responsibility - cooperative games
- the group - cooperative problem solving games
- the cooperative group - cooperative reality games
- well-being in the group - cooperative games

It is a 10 meetings-workshop for teenagers, that promotes civic values, the awareness of other cultures, human rights, peoples potential, the overcoming of prejudices, independence and cooperation between the participants.
The aim is to empower teenagers as ambassadors of positive social change by improving their self-development, self-awareness and the ability to cooperate to achieve a common goal by using their different skills.
The project therefore, aims at strengthening young citizens by bringing them together in a open environment and involving them in activities that improve personal development, self- awareness, cooperation, planning, democratic discussion and active participation.
The objectives of the project are:
• to encourage young citizens to become more aware of other cultures and human rights
• to create a not formal and cooperative learning environment
• to encourage the use of critical and creative thought, breaking stereotypes and prejudice towards others
• to take a critical look at social media usage and its affect on self-image, developing the ability to recognise diversity as an opportunity for development and growth of a community / society and learning the key points to carry out a project to achieve common goals and promote the exchange of views through democratic processes.

The activities will be carried out with an approach that focuses on social-emotional aspects so that participants can better establish concepts and knowledge.
The activities have a practical approach and participants are encouraged to actively collaborate, share, discuss and write their stories and ideas. The workshop also offer participants the opportunity to share their skills and learn from each other.

The activities carried out during the implementation of the project also have the function of providing participants with the opportunities and tools necessary to recognise their weaknesses and develop their skills, strengths and critical and creative thinking as well as their ability to cooperate to achieve common goals as follows:

• psychosomatic mindfulness activities
• team building
• cooperative learning
• role-playing games
• creative activities

Only in Rome.
"Class-council" is a pilot project borrowed from consolidated experiences in Europe that I have studied with interest and which aims to improve the working environment of children and teachers, creating a climate conducive to learning, exchange and development of autonomy and responsibility of the class group.

The focus of the intervention is the activation of the "Class Council" in the classes participating in the project.
The class council (in the German school the "Klassenrat") is a democratic structure of the class community with a well-structured process and a clear distribution of roles. Students exchange ideas on current topics of the class and the school community and at the same time give feedback on the progress of their learning and coexistence. In this way, participation and the practice of democracy are not taught, but learned through lived experience.
The project involves several phases of realization:

• train teachers,
• development of the group's and social skills through cooperative playing, team building and artistic experiences, preparatory to the introduction of the "class council" tool,
• the exploration and adoption of the class council by the class group,
• monitoring and verification with the class and teachers.

It's a training project that aims to support the analysis skills of resources and training/professional objectives of young students of the last year of high school and to increase their capacity for awareness and analysis of contexts.

The contents will be developed during the meetings with a dual approach:

• Practical approach, which makes young people active in discovering themselves, their strengths and weaknesses, their goals. In these activities, psychosomatic mindfulness, cooperative play and creative self-expression techniques will be used.

• Theoretical approach, useful for acquiring some basic knowledge on communication, planing, research and networking through the sharing of information, the use of facilitating schemes and the simulation of typical situations.

The thematic meetings are 10 and develop in two distinct phases: a first part of practical activity and a second part of information and simulation. At the end of each meeting, participants will receive an assignment to be completed before the next meeting.
1. self-analysis of skills and weaknesses - self-awareness activities;
2. my goals - self-awareness activities;
3. communication / 1 - theatrical games;
4. communication / 2 - theatrical games;
5. how to write a curriculum - role-playing game;
6. how to write a project - group problem solving activities;
7. context analysis - role play;
8. networking - cooperative play;
9. rights and responsibilities - cooperative play;
10. autonomy and responsibility - self-awareness activities.

In this intensive training of about 7 hours are experimented some democratic participation and cooperation activities, that can accompany the teacher in his/her specific teaching actions, in the socio-educational development of the class group, as a facilitator of an emotional and social atmosphere that facilitates learning and inclusion.
The main goal is to pay attention to the social dimension of the school class, which, if recognized and valued, increases the chances of achieving the educational and teaching objectives.
In particular, during the meetings the following topics will be explored in theoretical and experiential form:

• the social dimension and the potential of the class group;
• team-building activities in a school context (practical activities);
• programming of support activities for the social dimension of the class in progressive form;
• cooperative learning experiences to offer to the class group.

Each topic will be introduced by around 20 minutes of theoretical information, followed by around 45 minutes of practical activities (games or simulations) and around 20 minutes of group feedback.

The seminar is an intensive training of about 7 hours, in which in which are experimented some playful school-type activities  which can accompany the teacher and educator in their specific profession, in the socio-educational development of the class group, as facilitator of an emotional and social atmosphere that facilitates learning and inclusion.

This seminar assumes that the participants are already aware of the importance of the playful factor in the learning and has as main goal the diffusion of some playful activities and techniques and their acquisition by the participants through direct experience. In a nutshell: we will play a lot.

These are the topics of the seminar:

• the progression of the game - the importance of introducing the playful didactic activity in the classroom in a progressive way
• learning with play - how to organize playful activities that encourage learning and the use of acquired skills;
• socializing with the game - how to organize games that encourage collaboration and positive relationships in the group;
• planning a playful activity - what attention should be paid to the planning, preparation, management and evaluation of school-based playful activities.

Each topic is introduced by around 20 minutes of theoretical information, followed by around 45 minutes of practical activities (games or simulations) and around 20 minutes of group feedback.

The procedure to ask and develop my activities at your locations (schools or companies) provides:

•  Interview to define the objectives
•  Customized project and budget
•  Programs and agenda
•  Confirmation of the project through a contract
•  Group welcome and presentation of the activities
•  Briefing and Debriefing aimed at achieving objectives
•  Specialist assistance and management for the performance of activities
•  Possible awarding and delivery of participation certificate