{"id":4376,"date":"2018-09-01T11:25:10","date_gmt":"2018-09-01T10:25:10","guid":{"rendered":"https:\/\/en.danilodolci.org\/?page_id=4376"},"modified":"2022-12-15T17:16:46","modified_gmt":"2022-12-15T16:16:46","slug":"practice","status":"publish","type":"project","link":"https:\/\/danilodolci.org\/en\/project\/practice\/","title":{"rendered":"PRACTICE \u2013 PREVENTING RADICALISM THROUGH CRITICAL THINKING COMPETENCES"},"content":{"rendered":"<h2>Description of the project<\/h2>\n<p><span style=\"font-size: revert;\">The Paris Declaration (2015) states teachers need new skills &amp; competences to deal with complex classroom realities &amp; to confidently respond to diversified groups, and the continuing professional development (CPD) programmes have been recognised as not always sufficiently relevant to teachers\u2019 needs and challenges they face.<\/span><\/p>\n<div class=\"et_pb_column et_pb_column_4_4 et_pb_column_0 et_pb_css_mix_blend_mode_passthrough et-last-child\">\n<div class=\"et_pb_module et_pb_text et_pb_text_0 et_pb_bg_layout_light et_pb_text_align_left\">\n<div class=\"et_pb_text_inner\">\n<p>To respond to these needs, PRACTICE will innovate CPD approaches whilst responding to relevant need of teaching methods applicable to diverse learners with the aim to prevent radicalisation.<\/p>\n<p>Across Europe, schools have a key role to play in preventing radicalisation by promoting common European values, fostering social inclusion, enhancing mutual understanding &amp; tolerance, and developing students\u2019 critical thinking about controversial and sensitive issues as a key protective factor against radicalisation.<\/p>\n<p>PRACTICE addresses current challenges &amp; needs of preventing radicalisation in school &amp; of supporting opportunities for teachers\u2019 continuing professional development in this area, by developing, testing &amp; disseminating an innovative approach, using participatory methods collaborative process, that involve 7 partner organisations and 120 teachers in 6 European countries.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<h3>ACTIVITIES AND RESULTS<\/h3>\n<ul>\n<li><a href=\"https:\/\/practice-school.eu\/media\/practice-crr-web-en.pdf\" target=\"_blank\" rel=\"noopener\"><strong>COMPARATIVE RESEARCH REPORT<\/strong><\/a><br \/>\nBased on a Desk-based research &amp; a Primary Research through interviews and focus group with more than 100 teachers, education professionals and stakeholders, the report analyses the context, policy and practices about CPD, critical thinking teaching and Radicalisation prevention in the school sector in Italy, Austria, Denmark, Germany, Greece and UK.<\/li>\n<li><a href=\"https:\/\/practice-school.eu\/oer-radicalisation-prevention-programme\/\" target=\"_blank\" rel=\"noopener\"><strong>RADICALISATION PREVENTION PROGRAMME<\/strong><\/a>An Open Educational Resource (OER) with innovative tools for secondary school teachers and educational support staff to work effectively with students on critical thinking and radicalism prevention.<br \/>\nThe programme includes:<br \/>\n&#8211; A first part with theoretical backgrounds related to the phenomenon of Radicalisation and the role of school for its prevention, as well as strategies and methods addressed to teachers to develop Critical Thinking Skills;<br \/>\n&#8211; A second part with a catalogue of more than 50 non-formal education activities that teachers can use directly in classroom to address controversial issues upon which students can have misinformed views and polarised positions..<\/li>\n<li><a href=\"https:\/\/practice-school.eu\/media\/practice-teachers-handbook-en.pdf\" target=\"_blank\" rel=\"noopener\"><strong>GUIDELINES FOR TEACHERS<\/strong><\/a>A useful handbook providing guiding materials to support teachers&#8217; in the active use of the PRACTICE Prevention Programme, thereby contributing to an ongoing professional qualification of teachers around Europe.<br \/>\nThe Handbook is a valid tool to strengthening awareness of signs in the classroom of lack of wellbeing, exclusion and alienation, as well as a solid introduction of radicalisation and other sensitive phenomena in the classroom, for a correct use of the Radicalisation Prevention Programme in classroom, providing background, information and advice on how to manage and deal with issues of radicalisation in the school setting.<\/li>\n<li><a href=\"https:\/\/practice-school.eu\/media\/io4-recommendation-paper-en.pdf\" target=\"_blank\" rel=\"noopener\"><strong>POLICY RECOMMENDATIONS PAPER<\/strong><\/a><br \/>\nA paper aimed to influence policy makers for improving current policies and strategies about CPD innovation, Critical thinking teaching &amp; Radicalism prevention in school making them more relevant to today\u2019s classroom and school environments.<\/li>\n<\/ul>\n<p><strong><u>Further readings, videos and resources here:<\/u> <\/strong><a href=\"https:\/\/practice-school.eu\/resources\/\" target=\"_blank\" rel=\"noopener\"><strong>https:\/\/practice-school.eu\/resources\/<\/strong><\/a><\/p>\n<h3><\/h3>\n<h2>PARTNERS<\/h2>\n<ul>\n<li><a href=\"http:\/\/danilodolci.org\/\">Coordinator: Centro per lo Sviluppo Creativo Danilo Dolci<\/a> \u2013 Italy<\/li>\n<li><a href=\"http:\/\/www.reveal-eu.org\/\" target=\"_blank\" rel=\"noopener\">BLINC \u2013 Blended Learning Institutions Cooperative<\/a> \u2013 Germany<\/li>\n<li><a href=\"http:\/\/www.expandinghorizons.co.uk\/en\/\" target=\"_blank\" rel=\"noopener\">Merseyside Expanding Horizons<\/a>&nbsp;\u2013 UK<\/li>\n<li><a href=\"https:\/\/www.kmop.gr\/\" target=\"_blank\" rel=\"noopener\">KMOP \u2013 Social Action and Innovation Center<\/a> \u2013 Greece<\/li>\n<li><a href=\"http:\/\/mhtconsult.dk\/\" target=\"_blank\" rel=\"noopener\">Mhtconsult ApS<\/a> \u2013 Danmark<\/li>\n<li><a href=\"http:\/\/www.compass4you.at\/\" target=\"_blank\" rel=\"noopener\">Compass gmbh<\/a>&nbsp;\u2013 Austria<\/li>\n<li><a href=\"http:\/\/www.montesca.it\/\" target=\"_blank\" rel=\"noopener\">Fondazione Hallgarten Franchetti Centro Studi Villa Montesca<\/a> \u2013 Italy<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Description of the project The Paris Declaration (2015) states teachers need new skills &amp; competences to deal with complex classroom realities &amp; to confidently respond to diversified groups, and the continuing professional development (CPD) programmes have been recognised as not always sufficiently relevant to teachers\u2019 needs and challenges they face. To respond to these needs, [&hellip;]<\/p>\n","protected":false},"author":23,"featured_media":11325,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_et_pb_use_builder":"off","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[],"tags":[],"project_category":[596,370],"project_tag":[],"progetto-in-corso":[],"progetto-in-evidenza":[],"target":[],"tema-centenario":[],"tema":[],"class_list":["post-4376","project","type-project","status-publish","has-post-thumbnail","hentry","project_category-education-and-training","project_category-nonviolence"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v27.6 (Yoast SEO v27.6) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>PRACTICE \u2013 PREVENTING RADICALISM THROUGH CRITICAL THINKING COMPETENCES - Centro Sviluppo Creativo Danilo Dolci ETS<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/danilodolci.org\/en\/project\/practice\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"PRACTICE \u2013 PREVENTING RADICALISM THROUGH CRITICAL THINKING COMPETENCES\" \/>\n<meta property=\"og:description\" content=\"Description of the project The Paris Declaration (2015) states teachers need new skills &amp; competences to deal with complex classroom realities &amp; to confidently respond to diversified groups, and the continuing professional development (CPD) programmes have been recognised as not always sufficiently relevant to teachers\u2019 needs and challenges they face. 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