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Curriculum and methodologies Italy

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  • 1. Curriculum and methodologies This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 2. What is at stake? The schools pass from a teaching-centered approach to an approach which pursues learning, so that the assessment won’t indicate just what the student knows, but also how he acts and how he is able to be thanks to the acquired knowledgethe acquired knowledge An efficient educational approach, which activates all potentialities of knowledge (cognitive, practical, emotional), the student’s natural energies, and every learning opportunity Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 3. THE SKILLS A skilled person is someone autonomous and responsible who is conscious of her/her own talents and vocation. She/he is able to interact with the others and the world, and to face difficulties A skill reveals an ethical and moral trait of the person, a positive disposition towards reality Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 4. Effective education This goal will be pursued through an effective education: it mobilizes the students’ talents through concrete meaningful experiences, which stimulate interest and promote learning through discovery and personalpromote learning through discovery and personal achievement Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 5. Non only skills The school is an educative community which aims at providing to the students an involving and challenging cultural experience Skills are not the only priority for those who shapeSkills are not the only priority for those who shape school; the encounter with culture promotes reflections, points of view and free experiences of high value, which shouldn’t necessary lead to useful actions Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 6. A mixed approach The proposed approach is a mixed one: enrichment of the didactics by discipline selecting the main cores of knowledge; introduction of active educational experiences through search and discovery, open to the external context, to allow the students to be protagonists of their ownallow the students to be protagonists of their own learning path; valuing the teachers’ community as a cooperative working environment; assessing through real and appropriate evidences producing both marks and certifications of skills Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 7. 2. GOALS2. GOALS Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 8. The goals of didactic method for skilled people The didactics for skilled people activates the natural energies* concerning the three fields of the educative system:of the educative system: Scholastic institution Student Company-organization * Bruner, Verso una teoria dell’istruzione, Armando, Roma, 1999. Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 9. 1. Scholastic institution The natural resources of the scholastic institution can be synthesized by the “will to educate” and can be distinguished into: Educative ethos (to wish that the others become what they can be, and that this can renew our life) Distinctive method (pursuing a personal method throughDistinctive method (pursuing a personal method through intuition and diligence) Alliance with the context (promoting the wish to teach – and to learn by teaching - which is embedded in society) Community dynamics (the magic of being in an adventure together with others) Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 10. 2.Studente The natural resources of the scholastic institution can be synthesized by the “will to learn” and they can be distinguished into: CuriosityCuriosity Wish to develop skills (pleasure in solving problems Aspiration to emulate a model Commitment to integrate oneself into the reality of social reciprocity Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 11. 3.Working with the class/sector councils 3.Working with the class/sector councils Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 12. Reasons in favor o fan effective education The reasons that speak for the present proposal are: Opposing the decline of the didactics by discipline Providing to the students an European, open cultural experience Supporting the students’ effective, documented, usefulSupporting the students’ effective, documented, useful and meaningful learning process, defined by more responsibility and protagonism Valuing the educative community and the organization as a learning resource Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 13. Conditions for effective working The proposal requires the following conditions: Presence of a clear and continuous guidance by the institute (triennium at least). Presence of a motivates and united group. Presence of an effective and efficient coordination.Presence of an effective and efficient coordination. Presence of a reference model and of founded and practical tools, along with a guiding education. Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 14. Three working paths Updating the ordinary didactics by selecting the main cores of knowledge Introduction of some “extraordinary” active and interdisciplinary experiences, aimed at value products, capable of representing a “fundamental experience” for students and actors.students and actors. Share a project with a common working style, so to stimulate the teachers’ will to educate and to increase the professional satisfaction Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 15. 4. METHOD4. METHOD4. METHOD Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 16. Didactics development plan for skilled people The strategy of didactics development for skilled people requires: A long-term action plan developed from the principalprincipal The presence of teachers who facilitate the change (tutors) Class councils which are open to direct involvement A method and teaching aids which encourage a reasonable engagement of the teachersPaola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 17. General scheme of the educational process Students profile Educational goals Public authority Index of skills Educational net educational plan for learning unities assessment Educational organization registers and report card Certificate of skills Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 18. EDUCATIONAL GOALS They constitute the learning results of the educational process, elaborated according to the EQF structure, i.e. skills divided into abilities and knowledge. The completion of the programme indicates that a situation of “pedagogic constructivism” has beensituation of “pedagogic constructivism” has been achieved. This improves the ability of the institution to enhance its resources and the features of the context in order to pursue the mentioned goals. It is a “knowledge outcome” system, focused on the contents which emerge from the educational paths. Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 19. Schema EQF LIVELLI Nel EQF, le conoscenze sono descritte come teoriche e/o pratiche Nel EQF, le abilità sono descritte come cognitive (uso del pensiero logico, intuitivo e creativo) e pratiche (che implicano la destrezza manuale e l’uso di metodi, materiali, attrezzature e strumenti) Nel EQF la competenza è descritta in termini di responsabilità e autonomia. 1 conoscenze generali di base abilità di base necessarie per svolgere compiti semplici lavorare o studiare sotto supervisione diretta in un contesto strutturato 2 conoscenze pratiche di base in un ambito di lavoro o di studio abilità cognitive e pratiche di base necessarie per utilizzare le informazioni rilevanti al fine di svolgere compiti e lavorare o studiare sotto supervisione diretta con una certa autonomia lavoro o di studio rilevanti al fine di svolgere compiti e risolvere problemi di routine utilizzando regole e strumenti semplici 3 conoscenze di fatti, principi, processi e concetti generali, in un ambito di lavoro o di studio una gamma di abilità cognitive e pratiche necessarie per svolgere compiti e risolvere problemi selezionando e applicando metodi, strumenti, materiali e informazioni di base assumersi la responsabilità dello svolgimento di compiti sul lavoro e nello studio[1] adattare il proprio comportamento alle circostanze per risolvere problemi 4 conoscenze pratiche e teoriche in ampi contesti in un ambito di lavoro o di studio una gamma di abilità cognitive e pratiche necessarie per creare soluzioni a problemi specifici in un ambito di lavoro o di studio autogestirsi all’interno di linee guida in contesti di lavoro o di studio solitamente prevedibili, ma soggetti al cambiamento supervisionare il lavoro di routine di altre persone, assumendosi una certa responsabilità per la valutazione e il miglioramento delle attività di lavoro o di studio Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 20. The three elements of the action plan The elements of an action plan for a “skilled- people school” are three: A common educational plan Micro-didactics (learning unities byMicro-didactics (learning unities by discipline and area) Macro-didactics (interdisciplinary learning unities: alternation, projects, contests, activities with social value) Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 21. Three focuses (example) A path consisting of three focuses can be identified in the outline of a rational and homogeneous education: Technical and professional focus Focus of the self, of one’s relationship to the others and of citizenshipof citizenship Territorial and global focus Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 22. Focus tecnico e professionale ASSE LINGUAGGI ASSE MATEMA- TICO ASSE SCIENTIFICO ASSE STORICO SOCIALE AREA INDIRIZZO LARSA FASA PREVIA Orientamento: il settore, il territorio, la figura professionale, il valore sociale (book orientativo) FASE DI AVVIO Il testo breve Unità di misura Le proporzioni L’energia Il territorio Il settore nel territorio Elaborazione di testi FORMAZIONE 1 Il fattore incognito Storia della tecnologia Sicurezza e salute Le tecnologie del settore Sicurezza e salute Calcoli professionali Disegno tecnico Impianti sempliciImpianti semplici FORMAZIONE 2 I linguaggi specialistici Le funzioni Struttura della materia Norme e comportamenti Valore sociale Fisica del materiali Impianti complessi ESPERIENZA SIGNIFICATIVA Alternanza formativa: stage e project work Simulazione della valutazione FORMAZIONE 3 I linguaggi specialistici Risoluzione dei problemi Le tecnologie e l’etica Gestione del budget Qualità Progettazione Controllo Simulazione della valutazione VALUTAZIONE FINALE Valutazione EVENTO Presentazione dei capolavori Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 23. Focus del sé, del rapporto con gli altri e della cittadinanza ASSE LINGUAGGI ASSE MATEMA- TICO ASSE SCIENTIFICO ASSE STORICO SOCIALE AREA INDIRIZZO LARSA FASA PREVIA Orientamento: io e la scelta del percorso Corso di lingua italiana per stranieri FASE DI AVVIO Il linguaggio Identità personale Il gruppo FORMAZIONE 1 Letteratura: io e gli altri Il lavoro cooperativo Lavorare in modo cooperativo FORMAZIONE 2 Letteratura: Economia Norme eFORMAZIONE 2 Letteratura: dimensione del “noi” Economia della reciprocità Norme e comportamenti Cittadinanza ESPERIENZA SIGNIFICATIVA Alternanza formativa: stage e project work Simulazione della valutazione FORMAZIONE 3 Letteratura: valore della diversità Il progetto di vita e la gestione dell’incertezza Gestione dei conflitti Assumere decisioni Simulazione della valutazione VALUTAZIONE FINALE Valutazione EVENTO Presentazione dei capolavori e dei progetti Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 24. Focus del territorio e della mondialità ASSE LINGUAGGI ASSE MATEMA- TICO ASSE SCIENTIFICO ASSE STORICO SOCIALE AREA INDIRIZZO LARSA FASA PREVIA Orientamento: il settore, il territorio, la figura professionale, il valore sociale (book orientativo) Io e la scelta del percorso FASE DI AVVIO Statistica del territorio Il territorio Il settore nel territorio FORMAZIONE 1 Letteratura: il territorio Statistica economica Il contesto locale Storia del territorio Il viaggio FORMAZIONE 2 Letteratura: il viaggio Storia contemporanea: origini dell’attualeorigini dell’attuale assetto geo- politico ESPERIENZA SIGNIFICATIVA Visita di istruzione Alternanza formativa: stage e project work Simulazione della valutazione FORMAZIONE 3 Letteratura: cittadini del mondo Risoluzione dei problemi Il contesto globale Storia contemporanea: identità, conflitti, mondializzazione Il settore nel mondo Simulazione della valutazione VALUTAZIONE FINALE Valutazione EVENTO Presentazione dei capolavori e dei progetti Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 25. Learning unity Basical structure of the educational action; chances for learning which allow the student to establish a personal relationship to knowledge, facing tasks and achieving goals he/she can be proud of, and which constitute a more reliable object of assessment.object of assessment. It implies real tasks (or simulations) and products which the student will accomplish and it indicates the resources (skills, abilities, notions) he is expected to activate in order to become competent.Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 26. Outline of the learning unity Tasks and products Users Educational goals and targeted skills Activated resources (abilites/skills/notions)Activated resources (abilites/skills/notions) Involved staff, engagement Experiences Tools, times and methods Assessment criteria and modalities Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 27. A method for micro-didactics (sciences) Ask. The students always start the learning path with a question. Investigate. The students plan and start the investigation. Explain. The students formulate hypothesis and provide qualitative oral explanations, which they will write down afterwards. Also the teacher will ask questions which facilitate the connection of concepts, processes and abilities.concepts, processes and abilities. Discuss. The students share and compare their thoughts with each other. Elaborate. The students compare the information achieved through investigation and discussion with their previous knowledge in order to develop, connect and strengthen the concepts and their abilities. Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 28. Example of macro-didactics: house climate Targeted skills: Project management Planning, assembling, testing and arrange the maintenance of components, machines and thermo-technical systems of various types Understanding and producing texts related to one’s sector of studiesUnderstanding and producing texts related to one’s sector of studies Collaborating and participating (citizenship skill) Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 29. Stages of the assessment process 1. Analysis of the results of each learning unity and common decision about the students’ assessment 2. Reading of all the evaluations concerning t he learning unity and comparisonhe learning unity and comparison of the results with the levels according t o the indexes in order to express a judgment on the student’s knowledge 3. Indication in every teacher’s register of a grade resulting from the average of the marks referring to the discipline’s relevant criteria 3. Indication of a mark resulting from the average of judgments referring to the factors of active citizenship, in order to assess the conduct Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 30. INDEX OF SKILLS Competenza 1 Work or study under direct supervision, in a structured context 2.Work or study under supervision with a certain degree of autonomy 3 Taking responsibility for carrying out tasks in work or study; adapting one’s behavior to the circumstances in 4. Ability to manage autonomously instructions, in the context of work and study, which are normally predictable, but subjected to change Supervise the others’ routine work, assuming a certain responsibility for the (first approach to an unknown activity) (ability in carry out a routine activity) circumstances in the context of solving a problem (tasks and problem facing skill, which requires the ability to adapt to the context: qualification certain responsibility for the assessment and the improvement of work or study activities. (skill to face tasks and problems which are subjected to change and which require providing guidance to others: high school leaving qualification) Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 31. 1identification of the main cores of knowledge for every cultural axis and professional area 2 Definition of the tasks which constitute the learning path of the students Have all the educational goals (skills as a combination of abilities and notions) been considered? Are all educational goals envisaged in the learning experiences? Verification of the educational process constitute the learning path of the students 3 Elaboration of the educational plan composed of a number of learning unities Does every learning unity include the indicators/evidences envisioned by the index of skills? as an assessment chart been elaborated for every learning unit, by common agreement fot the class council? Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 32. CERTIFICATION After the assessment, the marks will be registered in a chart which indicates their level of mastery and provides other information for the understanding of the judgment. It is necessary to guarantee the criterion of reliability, which requires the presence of evidences which support the judgment assigning it a demonstrative effectiveness and a probationary countercheck. The certification – referred to every student and carried out by the entire team of teachers-educators- will be carried out in the followingentire team of teachers-educators- will be carried out in the following ways: The most meaningful learning situations will be indicated after drawing them from the portfolio and the didactic activity; The level of competence (if positive) will be assigned, specifying the grade through some notes Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 33. 5. ORGANIZATION Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 34. Three-years working plan: example 1° year: insert 2 interdisciplinary learning unities for every course and update the didactics of cultural axis searching the main cores of knowledge and valuing the experiences on the level of assessment (also the conduct). 2° year: elaborate learning unities of cultural axis, with2° year: elaborate learning unities of cultural axis, with short collaborations, on the main cores of knowledge, expanding the “experience” marks and certifying the documented skills. 3° year: base the educational plan according to thematic focuses, define the contribution of axis/areas to the development of the students’ path , structure assessment and certificationPaola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 35. Organizational management The path requires an accurate organizational management, focused on: Horizontal and vertical communication Effective and efficient coordination, both on the level of sector an on the level class council, taking caresector an on the level class council, taking care particularly of the continuity of work in case of a change of teachers Logistics and support of administration “Engineering “ of projects (orientation, alternation,..) in order to connect them to a common path Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
  • 36. To educate: to make the unexpected possible "The fact that man is capable of action means that the unexpected can be expected from him, that he is able to perform what is infinitely improbable. And this is possible only because every man is unique and the birth of everyonly because every man is unique and the birth of every human being is the advent of a something new" (ARENDT H., Vita Activa. La condizione umana, Bompiani, Milano, 1999, p. 129) Paola Lotti and Monica Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY