The raising of the Industrial Revolution gave origin to the educational system to create products.

Then it came to the era of consumption, and education is focused on developing services.

Creativity and innovation are where we are now in education. None of the previous models applies any longer, and teachers became facilitators of content creation, empowering their students to co-create knowledge and develop new skills.

The paradigm to understand and accept is one way the students have a different world mindset- as any new generation had at its time- and teachers need new tools to stimulate this new co-creation of content. The content is created once and put to another use, merged, combined, and transformed many times. Digital transformation has accelerated the technology implementation in several formats and software but not the mindset and needed skills. They run at different speeds.

There is a critical thing in the time we live—the human dimension of learning to facilitate the co-creation of knowledge. We need to focus on that to support the human side of the cross-fertilization and collaboration among students. Exclusion is at any school class. Knowing each other will cooperate and generate trust, and co-creation can happen.

Using new methodologies and frameworks from business and research fields is a must.

The project implemented Agile, LEGO®, Serious Play®, Liberating Structures, NON-Violent communication, Games and Design Thinking.

A combination of all at once became a powerful tool to rethink education.

NOTE: This activity was created by Cristina Galli and Daniel Weiss.

https://www.istitutolorenzinipescia.edu.it/

The Globe Theatre

The activity was originally designed to teach students reading, writing and comprehension in English B1.

The teacher shows the video in the classroom, and she generates 20 questions the students must answer. In this way, she can evaluate the students.

It is a good approach. However, we question the following:

1. What if the student can formulate the question?

2. Are these questions the same as those of the teacher?

3. What are their topics of interest?

4. What if they play LEGO® in building the question?

5. What if we cluster the questions and take the conversation to a higher level?

Here is how we changed the knowledge co-creation

1. Create a WhatsApp/Telegram group and send the video to the students. You can send it the day before to address the Flip classroom concept. Nevertheless, you sent it again on the teaching day.

2. Ask them to build with LEGO® at least one question

3. Bring all the questions written with the model and create a landscape.

4. You can ask them to answer the questions or instead raise the level of the conversation by implementing point 5.

5. Cluster the models and ask what subjects the questions cover.

Indeed, some of the questions are the teachers' questions, but many new ones will appear.

Questions of their interest, so you win an engagement.

A very fresh Agile concept is by allowing the students to generate the questions, you trigger their interest in the subject. Imagine they are working on a project by enabling them to select the activity/task they want to perform (instead of assigning it), they get committed, then it generates accountability therefore they deliver. The questions are the tasks. The definition of done (DOD) enables individual and team evaluation.

By clustering the information, you define the Sprints order since each set of questions has a different significant value.

The findings are these:

Clustered Questions refer to

1. What causes the fire?
2. What about the wooden structure construction?
3. Where was the location of the theatre?
4. Were women allow performing the Shakespeare piece Romeo and Juliet?
5. What influence did Greek mythology have on Shakespeare?
6. Who and How were people transported to the theatre?
7. The Plague and the Puritans what is the connection?

Based on these clustered models, you initiate a new conversation instead of answering the questions, raising the conversation's level.

1. What Fire regulations were available then, and how are they different from now?
2. What about the sustainability of the wooden structure? Does it apply any rules to constructions? Who were the builders compared with today?
3. Location impact at that time and now in terms of tourism development and income-generating for different businesses? Was it the only theatre?
4. If the answer is NO, then exclusion was performed in the 16teen century; what do you think about women or any exclusion today? Do you have experience in the classroom?
5. Greek mythology is 3.500 years old; what do you know about it? How many Master painters like Tiziano and others painted the Mythology?
6. What kind of services were available, and who has the permissions?
7. What was the impact of the Plague compared with the Corona Pandemic?

Suggestion: Ask the students to be creative in the question formulation. Most of them focus only on the Fire, limiting the findings' quality.

We put into practice the concept with the teachers as part of internal training.

Shakespeare in Love, do not miss!!!!

Shakespeare in Love is a 1998 romantic period comedy-drama film directed by John Madden, written by Marc Norman and playwright Tom Stoppard, and produced by Harvey Weinstein. It stars Gwyneth Paltrow, Joseph Fiennes, Geoffrey Rush, Colin Firth, Ben Affleck and Judi Dench.

The film depicts a fictional love affair involving playwright William Shakespeare (Joseph Fiennes) and Viola de Lesseps (Gwyneth Paltrow) while Shakespeare was writing Romeo and Juliet. Several characters are based on historical figures, and many of the characters, lines, and plot devices allude to Shakespeare's plays.

Shakespeare in Love received acclaim from critics and was a box office success, grossing $289.3 million worldwide and was the ninth highest-grossing film of 1998. The film received numerous accolades, including seven Oscars at the 71st Academy Awards, including Best Picture, Best Actress (Gwyneth Paltrow), Best Supporting Actress (Judi Dench), and Best Screenplay Written Directly for the Screen.

Romeo and Juliet base all the dramatic tension on a miscommunication; she fakes suicide, he thinks she is dead and kills herself, and then when she wakes up, she kills herself.

If Juliet had had WhatsApp, she would have sent audio to Romeo. I pretend to be dead, but I'm not dead, don't worry, don't do anything; see you in Verona, kisses. Then Shakespeare would have never written the last 40 pages of the play.

Most of these stories have as central elements distance, misunderstanding and the lack of communication.

And here is the question, if you have watched the movie, what if Juliet sends a WhatsApp to Romeo, my love! I will pretend to be dead, but I will not be; wait until I wake up.

How does the story shift?

Create the MIRO Board

Backlog tasks

Preparatory work

1. Look for the video on the Internet

2. Find the LEGO® (LEGO® SERIOUS PLAY®, starter kit) and buy them

3. Create a Whatsapp/TELEGRAM Group with the students

4. Send the video to the student

5. The Teacher defines Open Digital Badge earning criteria

6. The Teacher issue the Open Digital Badge on the platform

In the classroom

7. Resend the video to the group when in the classroom

8. Students watch the video on their phones

9. Raise awareness of the quality of the question

10. Build a model of the Question

11. Cluster the questions MODELS

12. Extract a meta-level of thinking behind the questions

13. Generate critical thinking dialogue

14 Retrospective

SPRINTS

Go to this link in MIRO BOARD to see the main tasks

https://miro.com/app/live-embed/uXjVPd3GAWU=/

Go to this link to see the teacher' MIRO board with the lesson content

https://miro.com/app/board/o9J_lOXrWiw=/

MICRO CREDITS CRITERIA - OPEN DIGITAL BADGE

Badge 1-ASSOCIATE: has accomplished all the tasks and activities, showing an idea of what they have done.

Badge 2-PROFESSIONAL: has accomplished all the tasks and activities, showing an idea of what they have done and enthusiasm in supporting peers and sharing their ideas in a non-violent way.

Badge 3-MASTER: badge n. 2 + shows problem-solving competencies and produces a viable output

Badge 4-SPECIALIST: the three above + produce a viable output

Badge 5-EXPERT: the four above + shows effective mastering of all the topics presented

Definitions:

ASSOCIATE has acquired an overall self-awareness of their abilities, accomplishing the various tasks proposed.

PROFESSIONAL can appreciate the different activities and knows their potentialities

MASTER the 2 above + responds in a meaningful way, enhancing the level of the conversation

SPECIALIST has mastered all the activities and tasks and can use their new competencies, explaining the meaning of the various steps

EXPERT can use their new competencies and has developed a proactive behaviour/dialogue within the teams and the class

This module is a core part of the program of the third year. As the pandemic broke out in March 2020, I had to reimagine this module so that it could be done as online teaching. Thus, I decided to add the Loescher video about the Globe Theatre taken from the YouTube channel and some questions about the content of the video.

The following year I used this idea again as we were in a similar emergency situation here in Italy. I did not change too much this time apart from the flipped classroom technique for the video and drama techniques for the literary extracts taken from “Romeo and Juliet”.

This year 2022 I changed again adding LEGO® SERIOUS PLAY® in a brainstorming activity carried out to build up the team, to the video activity and to the literary texts comprehension/analysis/appreciation; also we discussed and agreed upon values, the roles of the teams and the singles, we agreed upon our working procedure and the definition of done.