Good Teaching Practices | Page 18

Stage 2 Search of images and realization of suitable tables to allow Alessandro to memorize sequences and respond to the interviews / tests (Attachments 2, 3, 4) Attachment 2: the nations of the partner schools and the food product chosen Attachment 3: the good olive becomes oil Attachment 4: the bad olive becomes compost Stage 3 Realization of a short video where a partner and / or the teacher interviews / asks Alessandro some questions about the activity performed. Ex. 1. Who takes part in the Erasmus+ program? Alessandro indicates the participating nations and matches them to the corresponding fruit. 2. Where does the olive go? Alessandro indicates the paths of the healthy and unhealthy olive, the one hit by the fly. Alessandro answers the questions with the help of the plasticised images that he puts in sequence. With all the video and photographic material produced during this path, Alessandro’s classmates realize a CD that will be presented during the public event at the end of the first year of the Erasmus + project, and that Alessandro will watch again to share his experience with family and friends. Attachment 5: Video https://goo.gl/2E49ar Conclusions a) assessment judgement of the whole activity The personalized project path, carried out in an interdisciplinary mode, has resulted in a fun activity for Alessandro, where his role, recognized and supported by classmates and teachers, made him feel at ease and a protagonist like everyone else. The central idea, the OLIVE OIL, on which tests for different subjects have been prepared, has allowed him to recognize certain connections between disciplines and identify the sequence of the various stages. The Support Teacher, Silvia Montorzi