Didactic grid for workshops by CSC San Francesco Umbertide

1. GLAS
Workshop
/
Workshop
Design:
DIDACTIC
GRID
-­‐
CSC
San
Francesco
„ENERGY
DOOR“
Frame/
Institution
Target
groups
Goal
matrix
Topics
/
Content
Learning
/
Teaching
Phase
Methods
Social
forms
Media/Materials
Space
1. Municipality
of
Umbertide
2. Elementary
and
Secondary
school
in
Umbertide
3. Other
NGO’s
Teachers,
Principals,
Representative
s
from
local
authorities
o Head
Knowledge
-­‐
cognitive
level
The
knowledge
of
the
participants
for
the
given
topics
was
very
few,
they
needed
for
additional
knowledge
,on
the
topic
of
energy
efficiency
and
sustainable
development,
and
overall
additional
practical
activities.
Select
the
content
according
to
the
orientation
of
the
participants
from:
-­‐Energy
Efficiency
and
housing
-­‐
Sustainable
Development
o Analysis
of
local
and
regional
situation
o Evaluation
of
good
and
bad
practices
o Study
and
developing
of
tools
and
best
practices
guide
lines
to
disseminate
at
school
and
in
family
context
o Contest
among
classes,
realisation
of
panels,
posters
and
videos
Use
of
multimedia
documents,
creation
of
presentations
and
small
posters
with
info
on
the
main
aspects
of
the
selected
topics.
Informative
approach
on
regulation,
laws
and
rules,
opportunity
and
treats.
-­‐ Workshops
-­‐ Work
in
groups
-­‐ Debates
-­‐ Forum
theatre
approach
-­‐ Contests
and
games
At
the
end
of
the
path
we
organised
a
Energy
Door
Open
Day
in
our
organisation
to
show
to
the
local
community
all
the
works
made
by
the
different
classed
and
organisation
that
took
part
in
the
project.
More
than
300
people
attended
the
2
days
meeting
in
which
everyone
presented
his
idea,
works,
and
didactical
paths.
What
exists
already
in
the
room:
o Media
o Materials
o Objects
o Texts
Media
–
in
the
form
of
presentation
of
documentary
movies
or
short
clips
related
to
the
topic
of
the
workshop.
Materials
–
in
the
form
of
various
created
materials
specially
for
that
workshop
or
materials
already
created
by
the
organization
related
to
the
topic.
Science
experiments
and
labs,
pedagogical
cards
to
develop
the
activities.
Objects
–
in
the
form
of
touchable
objects
that
will
relate
the
participants
to
the
topic
and
initiate
brainstorm
session.
Realisation
of
panels
and
posters
Video
–
stories
created
within
the
project
time
frame,
as
part
of
project
GLAS.
GLAS2.0
video
contest
Time:
Nov
2015
-­‐
April
2016
Age
25
-­‐
60
• Heart
Emotional
level
Changes
of
approaches
and
attitudes
During
these
months
of
activities
and
workshop
on
that
topics,
we
saw
a
real
change
in
the
attitudes
and
behaviors
on
our
learners.
The
best
impact
was
registered
among
the
teachers
and
trainers,
who
needed
more
support
on
Which
contents
are
important
for
the
participants
at
present
and
which
are
important
for
the
future?
For
first
we
had
a
general
view
on
the
situation
of
our
region
from
Energy
point
of
view
and
we
noticed
that
there
is
still
a
lot
to
do.
The
teachers
and
trainers
involved
in
the
activities
were
support
by
specialist
in
the
sector
of
Energy
and
Sust.
Development
in
order
These
4
learning/
teaching
phases
are
not
always
there
or
applied
in
the
same
order.
The
phases
mentioned
above
are
always
introduced
and
realized
during
our
activities.
The
order
of
the
above
mentioned
phases
is
the
same
in
our
approach.
Training
for
teachers
and
students
together.
The
group
work
is
an
approach
which
we
practices
always.
At
the
first
stage
the
participants
worked
alone
and
later
we
compare
the
results
all
together.
After
it
we
created
the
group
work
that
were
the
same
all
along
the
activity.
It
facilitate
the
creation
of
a
good
environment

2.
the
organization
and
developing
of
workshop
and
non-­‐formal
activities.
They
need
to
be
trained
to
develop
non-­‐formal
learning
methods
and
paths.
The
fact
that
we
worked
constantly,
every
week
for
several
months
with
the
same
target
group
helped
to
create
a
perfect
collaborative
environment.
to
give
them
the
opportunity
to
learn
something
more
specific
and
scientific
and
at
the
same
time
in
order
to
have
a
different
approach
on
these
themes,
different
from
the
school
one
and
more
oriented
to
labour
and
company
visions.
The
activities
helped
also
to
the
teachers
and
trainers
to
be
in
touch
with
companies
and
other
NGO’s
to
develop
internships
and
future
collaboration
for
their
students.
atmosphere
in
the
class
and
aoutside.
Duration
3
hours
each
activities
once
a
week
o Hand
Capability
-­‐
new
cognitive
and
practical
skills
Increase
of
net
of
cooperation
with
external
public
and
private
entities.
No.
of
participants
100
Topics
of
special
interest
for
our
participants
were
energy
efficiency
sustainable
development
As
stated
above
we
had
a
situation
in
which
the
participants
knew
with
full
awareness
what
is
good
and
what
is
bad
for
the
environment
and
to
the
concept
of
sustainability
but
still
practice
bad
examples
everyday.
This
is
the
main
reason
why
we
focused
our
attention
on
daily
practices,
trying
to
change
their
behaviours
starting
from
small
individual
action
coming
to
community
actions
and
events.
Several
teachers
of
Science
and
Environment
attended
the
activities.
The
best
impact
registered
was
on
the
transfer
of
knowledge
and
competences
we
gave
developing
non-­‐
formal
activities
and
workshops.
The
professors
who
attended
the
activity
were
satisfy
to
learn
new
teaching
methods
and
overall
to
use
a
lot
of
scientific
and
didactical
material
developed
by
the
partnership.