• MONTESSORI’S FEATURES

    Laboratorial experiences will be enriched with some peculiar aspects of the Montessori’s features: the application of the observation principle and the re-toughgt of the learning space

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  • RMA

    The approach starts from the application of a set of laboratories based on the Reciprocal Maieutic Approach (RMA) for discovering and discussing the process that leads to the creation of intolerance and spreading of stereotypes.

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  • METHODOLOGY

    The new methodology will involve all the key actors of the educating communities: teachers, students and their parents.

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  • PURPOSE

    REACT project intends to develop and implement an innovative methodology for the enhancement of critical thinking (CT) skills acquisition, aimed at fostering inclusive education and the common values of tolerance and acceptance of diversity

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REACT project’s activities are addressed to multiple target groups.

The project impacts more than 1350 students aged 10-15 years old in 6 EU countries.

Teachers of lower and upper secondary schools, their parents and the whole educating community will be positively impacted by REACT.

 

INNOVATION LEVELS

APPROACH TO RMA MIXING DIFFERENT TARGET GROUPS
EXPLOIT RMA POTENTIAL IN A LONG-TERM PERSPECTIVE (AVOID “SPOT” INTERVENTIONS)
INNOVATE RMA WITH FETARURES OF MONTESSORI’S METHOD (SPACE, OBSERVATION, ROLE OF COORDINATOR)
STRONG IMPACT’S EVALUATION (BIOGRAPHIC EVALUATION + KEY WORDS PRE AND POST EVALUATION)
STUDENT LEVEL
The acquisition of critical thinking skills in such a kind of heterogeneous and observation-focused learning environment will be quicker, more solid and complete
TEACHERS LEVEL
The participation to the RM laboratories will innovate the way teachers participate to the schools activities and the way they can contribute to the creation of a more inclusive learning environment that enhance the acquisition of criticai thinking skills and interpersonal competencies for all the participants.
PARENTS LEVEL
REACT project will innovate the traditional idea of parent involvement in the school “life, overcoming the concept of school planning co­ creation and passive” participations of parents to initiatives that are not developed using a pro-active methodology – and thus proven to be not effective.
COMMUNITY LEVEL
To put a trigger element “constituted by the application of a dialogic learning tool aimed at tighten and strengthen the relationship among members, share common goals, exploring mutuai inner needs and expectations in order to exploit the full potential of” community environment.
POLICY LEVEL
lntroduction of pathways at any educational level;
Definition of a set of indicators and recommendations;
Multistakeholder collaboration;
Building of a real public awareness, promoting” large-scale system change thanks to the strategie role of the community