Проект

LIFE 2 project is ERASMUS PLUS, Key Activity 3 project upscaling a multistep and multidimensional approach used in the ERASMUS PLUS, Key Activity 2 project LIFE. 

LIFE project can be considered as a good practice to upscale because it has been proven to work well and produce good results. Its evidence of effectiveness was addressed during and after the project formal end through external and internal evaluation of the project, evidences of the training events for participant teachers in Italy and Greece as well as the experience of implementing the Pedagogical Didactic and Participatory Model (PD&P) by participant teachers and students. As emerged from the internal evaluation of LIFE project, all participants would like to continue this experimentation in their schools, as well as students enjoyed and wanted to learn more after developing the activities planned by teachers using the PD&P.

In particular, the main challenge of LIFE2 is to create a new framework, that comes from the experience of LIFE, in the secondary schools, with a new and specific aim of combating misinformation and false news spreading and developing new tools for an efficient application of the PD&P. The scaling up process will be developed as follows:

• The research previously conducted under the LIFE framework will be updated with relevant information from new participating countries and enriched, with a specific focus on social and psycho-pedagogical aspects as well as different approaches in terms of learning methodologies for secondary schools. This, for the students aged 15-18, is a very sensitive step and the qualitative research will be based on the biographic approach;
• The PD&P of education to religious pluralism, defined through a participatory methods by teachers, experts, families and representatives of different religions in the area will be adapted  Learning Interculturality From Religions;
• The Final Manual on PD&P Model for Secondary Schools will represent a guideline to transfer and exploit the results of the project;
• Capitalizing on the research activities and the drafting of the PD&P for secondary schools, a role game will be developed by partners. The role game will captivate students and facilitate the understanding of cultural and religious differences through the application of Inquiry specific learning processes, such as
  • Creating questions of their own to properly afford problems
  • Obtaining supporting evidence to answer the question(s) thus achieving objectives in the game
  • Explaining the evidence collected for advance the game
  • Connecting the explanation to the knowledge obtained from the investigative process, and
  • Creating an argument and justification for the explanation.