1,720,977 research outputs found
L’uso dell’e-portfolio per la promozione della riflessività e della capacità di autovalutazione nei futuri insegnanti di sostegno
No full textIl portfolio è considerato un modo adeguato per documentare ed effettuare una riflessione continua sull’esperienza professionale: la scrittura riflessiva si configura come un passaggio critico che crea lo spazio in cui avviene la costruzione e la trasformazione della conoscenza. Nel contributo si presenteranno i primi esiti di una ricerca sull’uso didattico dell’e-portfolio per lo sviluppo della capacità riflessiva e di autovalutazione dei futuri insegnanti di sostegno della scuola secondaria di primo grado. Nello specifico si descriverà brevemente in che modo sia stato possibile realizzare e utilizzare uno strumento ad alto impatto, che ha il potenziale per generare esperienze
di apprendimento trasformativo
L’inclusione vista dagli alunni: costruzione e validazione del questionario per rilevare la qualità inclusiva della scuola
Full text linkMolti studi nazionali e internazionali si sono concentrati sulla valutazione e sulla promozione della qualità inclusiva della scuola. Si tratta di un argomento complesso, che ha stimolato un ampio dibattito e una varietà di contributi che mettono in luce la necessità di uno strumento in grado di misurare la qualità inclusiva delle nostre scuole, per determinare l’evidenza empirica riguardo a questo tema.
L’articolo presenta i risultati di una sperimentazione finalizzata alla redazione di un questionario per la rilevazione della qualità inclusiva del sistema
scolastico percepita dagli alunni. Il questionario si pone come uno strumento di valutazione e autovalutazione che permette la misurazione della qualità inclusiva generata dal contesto, così come è percepita dagli alunni; allo stesso tempo lo strumento consente di promuovere processi di riflessione negli insegnanti perché implementino un agire educativo che contribuisca alla progettazione e alla regolazione delle pratiche didattiche inclusive.
Questo contributo propone un originale strumento per misurare la qualità inclusiva del sistema scolastico percepita dagli alunni di scuola primaria di alcune città siciliane. Lo strumento nella versione definitiva è stato somministrato a un campione di 1651 bambini. Nell’articolo vengono presentate le proprietà psicometriche dello strumento e la valenza che esso può avere nell’ambito della pianificazione della ricerca e della progettazione della didattica
Orientamento Formativo e Progetto di Vita
No full textLa scuola ha un compito specifico che la differenzia dalle altre istituzioni educative, quello di orientare in chiave inclusiva. Tale compito consiste nell’individuare e promuovere quelle competenze che tutti gli alunni dovrebbero possedere per essere in grado di orientarsi nel mondo reale, di decodificare e di costruire esperienze e possibilità, di attribuire significato, di comprendere e identificare le giuste azioni da compiere per il proprio progetto di vita. Il contributo si focalizza sulla valutazione delle competenze dell’alunno con disabilità, con riferimento alla sua crescita personale e sociale e al conseguimento delle competenze necessarie a vivere in contesti di esperienza comuni (Linee Guida per l’integrazione degli alunni con disabilità, 2014). Il lavoro descrive uno specifico intervento educativo strutturato sulla base del modello della progettazione a ritroso, finalizzato alla promozione delle competenze e alla valutazione delle stesse con gli alunni disabili, e ha preso avvio sulla base della certificazione delle competenze nella scuola del primo ciclo (C.M. 3 del 13 febbraio 2015) e sulla valutazione delle conoscenze e delle abilità (DPR 122/09)
L’inclusione tra mito e realtà
No full textL’educazione inclusiva lungi dall’essere uno slogan, una moda,
una tendenza, mira a garantire la partecipazione nell’ambiente di
apprendimento di tutti gli alunni con le loro singolari peculiarità,
pretendendo il superamento del concetto di omogeneità valutativa
e formativa (Medeghini 2011), e si configura come un processo di
trasformazione della scuola volto ad eliminare l’esclusione sociale,
per favorire, invece, relazioni di collaborazione tra e con tutte le
componenti della comunità educativa1.
L’inclusione si pone come l’orizzonte di senso valoriale verso il
quale far convergere sia la riflessione pedagogica sia tutte le azioni
concrete che quotidianamente si compiono a scuola. È un ideale a cui
le scuole possono aspirare ma che non è mai pienamente raggiunto.
L’inclusione implica il cambiamento e una scuola inclusiva è una
scuola in movimento (Dovigo 2017), non giunta a destinazione: è
un processo senza fine di crescente apprendimento e partecipazione
per tutti, attraverso il quale la scuola risponde alle esigenze di tutti
gli studenti: tale processo implica per chi si occupa di educazione
una riflessione continua e un impegno concreto, nell’ambito di una
prospettiva ecosistemica ampia (Canevaro 2011).
Nelle pagine seguenti metteremo a fuoco come il progetto culturale
ed educativo inclusivo parte dal presupposto che non basta garantire il diritto all’accesso al bene istruzione, ma occorre che i docenti
sappiano trasformare questo in benessere individuale e sociale
Hard Skills, Physical Activities and Spaced Learning
No full textInternational documents and regulations highlight the fundamental right of persons with disabilities to participate in quality, adapted, safe, and inclusive physical education and sports activities; to lead healthy lifestyles, and to develop authentic and participatory rela- tionships. Scientific literature (Gomez Paloma et al., 2017; Palumbo, Valentini & Marinelli, 2021) underlines how sports practice builds the positive concept of corporeality, especially in people with disabilities, since through movement and its free expression, the student finds himself, stimulates creativity and overcomes psychophysical blocks. Research (Kudlacek, 2013; Magnanini, 2021) underlines how the importance of physical and sporting activity, carried out regularly and constantly, is a very important tool in maintaining a state of well- being and psychophysical health for all students (Poitrait et al., 2016), especially for children and adolescents with disabilities (Battaglia et al., 2019). Recent international surveys show that the proportion of students with low skills in reading comprehension, mathematics, and science is increasing in Italy (OECD /PISA, Organization for Economic Cooperation and Development / Programme for International Student Assessment, 2018, 2022; IEA / TIMSS, International Association for the Evaluation of Educational Achievement / Trends in Interna- tional Mathematics and Science Study, 2019, 2023). The studies also analyzed the measures taken by the educational authorities of European countries to strengthen the motivation of students and raise the level of their achievements, with a focus on support measures aimed at those with poor results, through the analysis of the organization of teaching, of the eva- luation and the general context of education. The conclusions highlight the importance of allocating sufficient teaching time and innovative and/or alternative strategies, providing timely teaching support, ensuring the training of specialized teachers, and systematically monitoring students’ achievements. The relevance of adequate development and mastery in students of linguistic, mathematical, and scientific skills, was affirmed in the Recom- mendation of the Council of the European Union (2006, 2018). The results showed that the problem of attributing meanings and meaning to the texts read becomes more relevant with the increase of their complexity, with the diversification of metacognitive strategies, and with the unfolding of motivational factors (engagement).
The AMIS project (Apprendimenti in Movimento per l’Inclusione a Scuola, therefore Learning in Motion for Inclusion at School, LMIS) aims to verify the implications of research results on Spaced Learning in the linguistic, mathematical, and scientific areas, implemen- ting and optimizing the teaching methodology even with students in difficulty and/or with disabilities.
Spaced learning is a teaching methodology whose peculiarity is the articulation of lesson time, which maximizes students’ concentration and memorization. Kelley & Watson (2013) developed this technique to test whether it was possible to encode complex information in long-term memory (LTM) in students, using repeated stimuli in a very short time scale. Spaced learning conceives the lesson as an alternative situation that makes the student participate and aware. The teacher can use Spaced Learning to introduce a new topic, for reinforcement activities in anticipation of the tests, to lighten a lesson that is too long or difficult, and to facilitate the acquisition of content in students with difficulty. Throughout the lesson, stimuli (inputs) are highly concentrated periods of instruction while space is created through 10-minute distraction activities (intervals). Research results show that learning in an hour of instruction/lesson is significantly higher for interval learning groups. Motor activity favors spaced learning because it stimulates consolidating knowledge and information in students, through meaningful interactions between mind and body.
Against this background, the research intends to study the relationship between reading literacy, mathematical literacy, science literacy (hard skills), and the development of motor skills (physical literacy), with a focus on learning processes interspersed with motor exer- cises as provided by the Spaced Learning model. It was decided to use a two-year program of activities focused on Spaced Learning and a periodic verification tool; both will be inten- tionally prepared by the research team. The training program will be developed through an action-research, observing a continuous cycle of diagnosis, planning, action-execution, investigation, and evaluation (re-application, review, balance). The validation of the training course will be carried out with two experimental designs: a) with two groups (experimen- tal and control); b) with a single recurring group with an interrupted time series (almost experimental plan). Games and motor exercises, and physical activity in general, serve to distract the student while learning by reducing his mnemonic and conceptual effort and his concentration, allowing him to learn in a serene, relaxed, and effective way. We predicted that at the end of the experimental action, the positive performance in the sample group would significantly increase in text comprehension, grammar, calculation, and numbering, units of measurement, geometry, concepts, and scientific experiments. Reading and com- prehension activities of the text, grammar, solving mathematical problems, and scientific conceptualizations interspersed with motor exercises will be prepared. Physical settings of 10 minutes will be set up during which students will intersperse the lesson with motor activities and interactive games. The training program will be realized over two years and will be divided into seven steps: awareness of the problem and teacher training; definition of assessment criteria and construction of observation instruments; activity planning; base- line detection; experimentation on the sample of activities; final trend analysis; reflective sharing and dissemination of the results. The sample will be composed of 70 primary school classes, 1,400 pupils aged between 8 and 11 years.
The actions that will be implemented are a prerequisite for improving the quality and inclusiveness of education and training systems, improving education outcomes, achieving the goals and targets of the European Education Area, as well as driving sustainable growth, improving well-being and building a more inclusive society
SELF-CONSCIOUSLY CLEVER: AN EXPLORATORY SURVEY ON THE USE OF SOCIAL NETWORKS AT THE UNIVERSITY
No full textSocial networks are a noteworthy opportunity to build a more caring and responsible
society, a practice that is assimilated by learning to use the Web in a conscious way.
The media competence takes the form of expertise both to active participation to the
Web and to society. The focus is on the need to acquire the know-how to exploit the
media, with particular reference to social networks, in a clever way so as to meke them
intelligent instruments (Rheingold, 2013).
From an educational point of view, social networks offer a different potential because
they are able to support the functions of socialization, of sharing and of coordination
(Anderson, 2009); to encourage dialogue, promote resources sharing and improve the
development of communication skills (Siemens and Weller, 2011); to support learning
by facilitating peer support in the performance of tasks (Greenhow, 2011); to
consolidate both cognitive and mnemonic development thanks to structural and
quantitative correspondence between synaptic networks and social networks (Kanai et
al., 2011). The main critical issues arise from the contrast between the patterns of use of
social networks in formal educational settings and their use within the informal
educational settings (Halverson, 2011).
As to the relationship between social networks and the teaching/learning processes, on
the one hand there is an urgent need to use them to increase intelligence as well as to
find the most effective solutions to complex problems, on the other hand it is necessary
to learn how to do so consciously, critically, with respect and responsibility.
The present work documents an exploratory survey on the critical and conscious use of
social networks at the university. The survey carried out during the academic year 2015-
2016, involved 967 students from the University of Palermo. The research aimed to
explore whether and how students actually use social networks; moreover, it explored
on how future teachers and educators can guide the young towards a conscious and
critical use of social networks. The tools used for the study were: a questionnaire
specially constructed and validated, a brain-based test (EAC), and a focus group. The
results reveal Keywords: social networks, universities, media competence, intelligence
avenues of research and interesting application areas
IL MONITORAGGIO DEI PERCORSI MOTORIO-EDUCATIVI: LA REDAZIONE DI UNA CHECK-LIST
Full text linkL’articolo descrive uno strumento di osservazione e di valutazione iniziale, costruito ed elaborato all’interno di una Associazione sportiva dilettantistica di Palermo. Tale strumento nasce per la valutazione motoria-relazionale delle capacità iniziali dei paratleti che si compie prima del percorso natatorio. Si tratta di una check list composta da item che caratterizzano le tre aree indagate in fase pre-operatoria: area comportamentale, area relazionale, area del funzionamento individuale suddivise in obiettivi impliciti e obiettivi espliciti o tecnici. La valutazione, secondo le indicazioni promosse dall’International Classification of Functioning, disability and health (ICF), pone in luce il funzionamento da incrementare attraverso il percorso natatorio. Tale strumento permette, infatti, di armonizzare le procedure osservative tra gli esperti dell’equipe multidisciplinare, in modo da facilitare una valutazione che si focalizzi sulle aree centrali della motricità e della relazione migliorando, così, il processo valutativo iniziale e la strutturazione delle pratiche successive. In questo lavoro viene illustrato il percorso di riflessione, supportato da dati di concordanza e inter-codifica, che ha condotto alla costruzione dello strumento e le prospettive di applicazione.The article describes an initial observation and evaluation tool, built and developed within an amateur sports association in Palermo. This tool was created for the motor-relational assessment of the initial abilities of parathletes that is carried out before the swimming course. It is a checklist consisting of items that characterize the three areas investigated in the pre-operative phase: behavioral area, relational area, area of individual functioning divided into implicit objectives and explicit or technical objectives. The assessment, according to the indications promoted by the International Classification of Functioning, disability and health (ICF), highlights the functioning to be increased through the swimming path. In fact, this tool makes it possible to harmonize the observational procedures among the experts of the multidisciplinary team, in order to facilitate an assessment that focuses on the central areas of motor skills and relationships, thus improving the initial evaluation process and the structuring of subsequent practices. This work illustrates the path of reflection, supported by concordance and inter-coding data, that led to the construction of the tool and the prospects for application
Learning in motion for inclusion at school
Full text linkSpaced learning is a teaching methodology whose peculiarity is the articulation of lesson time, which maximizes students' concentration and memorization. Kelley & Watson (2013) developed this technique to test whether it was possible to encode complex information in long-term memory (LTM) in students using repeated stimuli in a very short time scale. Spaced learning conceives the lesson as an alternative situation that makes students participate and aware.
We are designing a training program to develop the spaced learning methodology in enhancing linguistic, mathematical, and scientific skills in children between 8 and 11 years old. We hypothesized an intervention in five phases, three moments of input and two intervals with distracting activities. Motor activity favors spaced learning because it stimulates students to consolidate knowledge and information through meaningful interactions between mind and body; this is also possible in children with special education needs.
To allow students to learn in a relaxed and effective way, lessons will be interspersed with motor activities and interactive games through a 10- minute physical setting. We will use spaced learning to strengthen hard skills in primary school: text comprehension, grammar, solving math problems, and scientific conceptualizations. The experimental research will be articulated into phases over the course of two years; it will be aimed at a sample made up of 70 classes of Sicilian schools
ADAPTED MOTOR EDUCATIONIN SCHOOL: THE ROLE OF ARTISTIC GYMNASTICS
Full text linkL’educazione motoria adattata e inclusiva è la possibilità, attraverso una sistematizzazione didattico-metodologica attenta alle richieste di ognuno di far vivere appieno un’esperienza sportiva a tutti gli allievi, siano essi disabili o meno. In particolare in funzione dei punti forti individuali, si sfruttano le differenze per creare e sviluppare nuove regole e possibilità di movimento. In questa prospettiva il setting dello sport Mixed Ability risulta coerente e favorevole alla realizzazione dei processi di apprendimento e partecipazione secondo il modello dell’EmbodiedCognition.
Lo scopo del presente contributo è quello di evidenziare le prospettive di ricerca in un campo di confine tra sport, pedagogia e docimologia, volte a potenziare i processi inclusivi.Adapted and inclusive physical education is the possibility, through a didactic-methodological systematization attentive to everyone's requests, to make all students fully live a sporting experience, whether they are disabled or not. Depending on individual strengths, differences are used to create and develop new rules and possibilities of movement. In this perspective, the setting of the Mixed Ability sport is coherent and conducive to the implementation of learning and participation processes according to the EmbodiedCognition model.
The aim of this paper is to highlight research perspectives in a field bordering sport, pedagogy and docimology, aimed at enhancing inclusive processes
The use of social networks in institutional communication at university: a prospective pattern for enhancing the sense of belonging among students
Full text linkConsidering that universities follow trends closely in worldwide digital innovation, this community case presents how organizational communication examined and implemented new ways of connecting people in digital environments. A new official Meta profile at the university that was created as part of an innovative communication plan at the department level was utilized for this purpose. The results of a 12-month trial revealed that social connections between people fit with digital connections. In this experimental design of organizational communication, the following two paths were followed: planning social experiences to stimulate student engagement and promoting these initiatives through social networks (i.e., Facebook and Instagram). To connect the students and instill the feeling of belonging to their institution, a specific design was also implemented to restructure the traditional approach to social media dialogue, considering that students, teachers, and academic staff are all part of the same community; instead of a conventional style based on informational language, a more conversational style was used, with the audience being involved as much as possible through questions, surveys, mentions, and collaborative posts to foster their sense of inclusion
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