The Get up and goals! project has produced three concrete tools in 12 languages to address both climate change and three other major global issues in daily teaching: a global geo-history manual, a set of teaching and learning units and a set of tools for assessing and self-assessing learning.
The global geo-history textbook, in each of the chapters of which it is composed, reconnects in a special section the great climate changes of the different historical periods with the social, economic and political changes on which they have acted. In this way, the student is continuously stimulated to consider the action of the great natural factors on human action and to integrate in his study the political, economic, and cultural analysis and the relationship between humans and the environment.
The Climate Change Teaching and Learning Units (TLUs) have been built on two principles:
- From a content point of view, they make complexity understandable, breaking it down into evidences, causes and effects, each of which is organised into one or more study phases. Each TLU is built according to a modular architecture, so the teacher can decide to use only some of the phases in which it is divided, without losing the overall approach.
- From a didactic point of view, each TLU proposes a progressive passage from the students' naive knowledge to an expert one. The passage takes place through interactive learning: in each phase, the teacher proposes scientific contents through methods of research, in-depth study, and the students' centrality. A final phase (called "meta-cognition") concludes the Teaching and Learning Units allowing a strengthening of the experience and an awareness of the meaning of the educational path.
The tools for assessment and self-assessment. The Teaching and Learning Units and the assessment and self-assessment tools (SATs) have both been built on the basis of common content and expected learning outcomes. In this way, the SATs can verify the students' results with regard to both the knowledge on the specific topic and the global citizenship skills learned. This is done by comparing scores expressed by students and teachers before and after the implementation of the TLU and/or the study of the textbook.