1,720,967 research outputs found
New Teaching Support Tools: Cl@Ssi 2.0 and Cooperative Learning
No full textThe collaborative approach through which learning becomes significant, active, located, open, multimedial, and meta-cognitive has profoundly changed pedagogical tradition. Nowadays, the teaching/learning process is based more on the subject who learns rather than on the teacher: the main goal is the construction of a person who is able to go towards broader educational horizons. In this “rolling over” process of traditional roles in which the student becomes unique and true knowledge constructor, every good teacher knows that in order to make an effective contribution, it is necessary to support motivation, promote the desire to learn, to encourage research as well as develop learning processes through empowerment strategies and personal learning project (L. Camaioni, P. Di Blasio, 2007, p.162). Formal education becomes an environment of life experience, where the student “grows with others”. This kind of education is based on the dynamic interaction between multiple subjects, rather than on a dual relationship. Moreover, when we deal with problems related to the learning and teaching processes, it is worth considering communication technology due to the fact that they play a very important role in the formation of the person. New media are not simply added to old ones but
they have created powerful interference fields in cognitive processes. New image, sound and communication technologies have introduced significant anthropological elements of novelty. The teacher has the function of an expert who, in addition to supervising, continually introduces additional support. Teaching is, therefore, a radical process of adaptation to the new demands of new generations entering the classrooms. The action Cl@ssi 2.0 offers the possibility to verify how and how much the learning environment can change, through constant and widespread use of technologies in daily teaching practices. Additionally, innovative ideas that, with the use of technologies (consider the introduction in the classrooms of the electronic textbooks or interactive whiteboards (LIM)), have reconsidered and transformed the learning environments of our schools
Certificazione delle Competenze nella Scuola Italiana. Norme, riflessioni, prospettive
Full text linkCon il D.M. 742/17 vengono emanati i modelli nazionali di certificazione delle competenze. Il presente contributo vuole fornire una traccia di riflessione sull’interconnessione tra costrutto di competenze, didattica per competenze e certificazione delle competenze. È fondamentale comprendere che senza una reale e consolidata didattica per competenze, che consideri il rovesciamento della prospettiva del processo di insegnamento/apprendimento, la cer- tificazione delle competenze diventa mera pratica burocratica, fine a se stessa. Partendo dalla Raccomandazione del Parlamento europeo e del Consiglio (Lisbona, 2006), che delinea le otto competenze chiave, di cui tutti hanno biso- gno per la crescita personale, la cittadinanza attiva, l’inclusione e l’occupazione, si giungerà a considerare le Indica- zioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzione, che affermano i traguardi da raggiungere per lo sviluppo delle competenze. Con l’introduzione del costrutto di competenza nella pratica didattica, viene a modificarsi tutta l’attività di progettazione e valutazione, che necessiterà di strumenti e prove calibrate per la certificazione dei livelli di competenze raggiunti
THE TEACHING OF THE CLASSICS IN THE TECHNOLOGICAL AGE
No full textIs it possible to combine the teaching of classical languages with Information and Communication Technology? The following work tends to demonstrate how the Information and Communication Technology may prove an effective tool for innovative teaching/learning of disciplines which are generally relegated to a static and mythologized past, far from the dynamism of contemporary frenzy. Today, the challenge, which shows teachers are facing, is to integrate two worlds, two instruments, the paper book and the computer, to discover the potentials and the peculiarities of the digital age. Salmar Kahn (2013), founder of Kahn Academy, a free world-class education for anyone anywhere, underlines that the objective isn’t to replace the traditional classroom, but rather to mix the virtual to the physical one. At school, ICT can serve to increase the experience of collaboration and critical thinking. The Web doesn’t guarantee a more effective learning; the web is a tool that should be integrated with effective pedagogical approaches to promote learning (Reeves, 1998). Information and Communication Technology, used as a support for the teaching of classical languages, makes the learning experience easier, more comprehensive, expandable, versatile and customized
Action-Research in the Student Voice Perspective: the Fourth Year Upper Secondary School Class Case
No full textThis paper describes a study that is currently being carried out in an Upper Secondary School in the Province of Salerno (Campania, Italy). Using the Student Voice approach, the research group of the University of Salerno started the study with the aim of spreading the culture of participation and the active involvement of students in school life, while also strengthening their role as active decision-makers in the teaching/learning processes. This research is divided into two stages: an exploratory phase, that is currently being carried out and interests only one fourth year class of a Second Level College of Science: we define this phase our pilot study. Subsequently, based on critical situation and results of the first phase, the aim is to include a larger number of students. The pilot study involves 22 students of a fourth year class and deals with the problems of inattention and lack of interest that, in general, students demonstrate towards school activities. The main purposes of this first phase are: to gather information and to analyse the reasons for this recurring behavior; to implement, with the Student Voice approach, resolved strategies, as well as, verify their effectiveness; and based on this study’s results, we want to involve a larger number of students, if possible, during the next school year (2016/2017). The aim is to establish a different relationship with students, promoting dialogue and debate with teachers, to bring out their points of view, their wishes, the expectations they have towards the school, in order to integrate their concerns in the decisions which affect them. The approach used in this study is qualitative-hermeneutic; an Italian schoolteacher that is co-author of this paper, with the support of the research group, carried out the Action-Research; the data are the result of the observations, group discussions and comparisons. First, a questionnaire was developed to find initial information regarding the students’ opinion about the use of technologies for didactic activities, suggestions and preferences on learning. Subsequently, a qualitative data analysis was carried out, useful to achieve new information for research continuance, specifically to construct the instrument that will be used in the second phase
Dalla progettazione lineare alla co-progettazione condivisa: l'esperienza in un liceo della provincia di Salerno
Full text linkLa progettazione didattica, vissuta molto spesso dai docenti come mera pratica burocrati- ca, tende a ridursi ad un’iterata declinazione di obiettivi, finalità, metodologie enumerati nelle «Indicazioni nazionali». Le indicazioni prescrittive del programma centrale e le scelte antologiche operate dagli autori dei libri di testo sembrano lasciare poco spazio alla realiz- zazione di una progettazione che, relativamente ai contenuti disciplinari, possa realmente rispondere ai bisogni degli allievi, intesi come individualità. Nelle «Indicazioni nazionali» per i licei del 2010, si evidenzia che al termine del percorso di studio lo studente deve aver compreso il valore intrinseco della lettura come risposta ad un autonomo interesse e che lo studio della letteratura deve avvenire attraverso il diretto contatto con i testi. Come coniu- gare gli interessi degli allievi e i saperi disciplinari? Come evitare il rischio che le scelte anto- logiche siano frutto dei gusti precipui del docente o degli autori dei libri di testo, invece che selezioni operate per veicolare meglio il messaggio a quei determinati studenti? Da queste considerazioni nasce la ricerca-azione in corso in due classi quinte del liceo statale «Alfonso Gatto» di Agropoli, illustrata in questo contributo. Utilizzando l’approccio dello Student Voice, i singoli allievi sono stati fattivamente coinvolti nella progettazione didattica di Ita- liano, scegliendo e motivando alcune parole chiave, che sono diventate il fil rouge che ha guidato la selezione dei brani antologici e degli autori da approfondire
The Assessment of Learning Mediated through an IWB
No full textThe most recent studies have shown that the introduction of technology in schools is not a factor that improves student achievement unless other context factors related to teaching methods and the teachers who use them are present. This paper aims to illustrate and consider the results of an action research project, carried out by the team of the University of Salerno in 2011/2012, on the “Assessment of learning mediated through an IWB”. The theme of this work concerns the relationship between the learning mediated through an IWB and the evaluation methods. Starting from a specific experience and considering the link with the theme of motivation, the use of an IWB that leads to perception of effective interventions of the teachers involved in the project has been presented. This empirical approach may constitute the first step towards assessing the use of an IWB. The conclusions of the research action will constitute a chance to reflect on the validity and appropriateness of doing tests with an IWB
Dalla valutazione dei docenti alla valorizzazione del merito del personale docente: il punto di vista degli insegnanti liceali di Salerno
No full textFormazione dei docenti e sistemi di reclutamento: un Leitmotiv
Full text linkL’articolo ripercorre, attraverso un breve excursus storico-normativo, le tappe che hanno condotto al D.L. 59/2017. Si tratta del nuovo modello di formazione iniziale e reclutamento degli insegnanti. Il nuovo provvedimento legislativo sottolinea la necessità di rendere competenti gli insegnanti nei vari campi disciplinari in cui risulta oggi articolata la pedagogia. A questa esigenza rispondono degli specifici percorsi formativi volti a fare del docente un professionista autentico dell’educazione. Il presente lavoro, che si propone di inquadrare la formazione iniziale degli insegnanti della scuola secondaria in Italia, presenta l’iter legislativo che ha portato alla nascita dapprima della Scuola di Specializzazione per l’Insegnamento Secondario (SSIS), poi del Tirocinio Formativo Attivo (TFA), per giungere all’attuale sistema di formazione iniziale dei docenti Formazione Iniziale e Tirocinio (FIT).The article reports, through a brief historical-normative excursus, the steps that led to the D.L. 59/2017. This is the new model of initial training and recruitment of teachers.
The new law stresses the need to make teachers competent in the various disciplines in which the pedagogy nowadays is divided.
Responding to this need, some specific training programmes have been designed to make the teacher an authentic education professional. This paper, which aims to focus on the initial training of secondary school teachers in Italy, presents the legislative process that led to the creation first of Scuola di Specializzazione per l’Insegnamento Secondario (SSIS), then Tirocinio Formativo Attivo (TFA), to get to the current system of initial teacher education Formazione Iniziale e Tirocinio (FIT)
La Riforma del Liceo Scientifico: il curricolo Scienze Applicate
Full text linkThis paper compares the logical mathematical skills in and out of the firsttwo years of high school students in the traditional curriculum (with thestudy of Latin) and the appled sciences curriculum (without the study ofLatin). The study engaged 423 students from different socio-cultural backgrounds-Two logic-mathematical tests, each consisting of 20 items, havebeen given to the sample. Statistical analysis of the test results confirmedthat the students of the traditional curriculum perform better than their colleaguesof the applied sciences curriculum.Il presente contributo compara le abilità logico-matematiche in entrata e inuscita dal primo biennio del Liceo Scientifico in studenti del corso di studiotradizionale (con lo studio del Latino) e del curricolo Scienze Applicate(senza lo studio del Latino). Lo studio ha coinvolto 423 studenti di diversaprovenienza socio-culturale. Al campione sono state somministrate dueprove logico-matematiche, ciascuna composta da 20 items. L’analisi statisticadei risultati delle prove ha confermato che gli studenti del corso di studitradizionale mostrano migliori competenze logico-matematiche rispetto aicolleghi che non studiano Latino
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