The Get up and goals! project produced some didactic tools in 12 languages to deal with migrations and other major global issues in daily teaching (a worldwide geo-history manual, a set of learning units and a set of learning assessment and self-assessment tools).
The global geo-history manual, illustrates in each chapter the link between the general natural/climatic, social, economic and political changes and the migratory phenomena of the analysed historical period. In this way, students are stimulated to consider the interconnection of the phenomenon with the history of humankind.
The Learning Units have been built on the basis of two principles.
- Their contents make the complexity of migration better understandable, breaking it down into data, causes and effects, each of which is organised into one or more study phases. The LUs are built according to (/a modular structure, so teachers can decide to use only some of the learning modules in which they are divided - and therefore only some topics/contents - to experiment with their classes, without losing the overall approach to the topic
- From a didactic point of view, the LUs propose a (progressive) path that starts from the spontaneous/naïf knowledge of the students to reach an expert knowledge. This passage takes place through interactive learning: in each phase, the teacher proposes scientific contents through methods of research and in-depth study, always centred on students. The final phase (called the "meta-cognition" phase) concludes the Learning Units (strengthening this experience and increasing the awareness of the meaning of such an approach) and retraces their didactic itinerary by providing: a summary of the knowledge acquired; greater awareness of what has been learned and its understanding.
Assessment and self-assessment tools. Learning Units and Self-Assessment Tools (SATs) have both been built on the basis of common content and expected learning outcomes. The selection of big ideas and meaningful learning content on a specific topic, which future global citizens must know at the end of their school curriculum, is the first step in supporting teachers.
SATs can verify the students' results with regard to both their knowledge on the specific topic and the global citizenship skills learned. This assessment is carried out through the administration of questionnaires to collect the knowledge and opinions of the students at the beginning and at the end of the educational path. A comparison of collected data allows to evaluate the impact of the didactic experience and of the educational proposal.