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Curriculum and methodologies Italy

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    Curriculum and methodologies Italy Curriculum and methodologies Italy Presentation Transcript

    • 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 thereinPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 knowledge An efficient educational approach, which activates all potentialities of knowledge (cognitive, practical, emotional), the student’s natural energies, and every learning opportunityPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 realityPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 personal achievementPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 shape school; the encounter with culture promotes reflections, points of view and free experiences of high value, which shouldn’t necessary lead to useful actionsPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 own learning path; valuing the teachers’ community as a cooperative working environment; assessing through real and appropriate evidences producing both marks and certifications of skillsPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 2. GOALSPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • The goals of didactic method forskilled people The didactics for skilled people activates the natural energies* concerning the three fields of the educative system: Scholastic institution Student Company-organizationPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVA* Bruner, Verso una teoriaITALY dell’istruzione, Armando, Roma, 1999.
    • 1. Scholastic institutionThe 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 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 MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 2.Studente The natural resources of the scholastic institution can be synthesized by the “will to learn” and they can be distinguished into: Curiosity Wish to develop skills (pleasure in solving problems Aspiration to emulate a model Commitment to integrate oneself into the reality of social reciprocityPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 3.Working with the class/sector councilsPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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, useful and meaningful learning process, defined by more responsibility and protagonism Valuing the educative community and the organization as a learning resourcePaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 a reference model and of founded and practical tools, along with a guiding education.Paola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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. Share a project with a common working style, so to stimulate the teachers’ will to educate and to increase the professional satisfactionPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 4. METHODPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • Didactics development plan for skilled people The strategy of didactics development for skilled people requires: A long-term action plan developed from the principal 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 MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • General scheme of the educational process Students profile Public authority Educational goals Educational Index of skills net educational plan for learning unities Educational organization assessment registers and report card Certificate of skillsPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 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 MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • Schema EQFLIVELLI Nel EQF, le conoscenze Nel EQF, le abilità sono descritte come Nel EQF la competenza è descritta in termini sono descritte come cognitive (uso del pensiero logico, intuitivo e di responsabilità e autonomia. teoriche e/o pratiche creativo) e pratiche (che implicano la destrezza manuale e l’uso di metodi, materiali, attrezzature e strumenti)1 conoscenze generali di abilità di base necessarie per svolgere lavorare o studiare sotto supervisione diretta in base compiti semplici un contesto strutturato2 conoscenze pratiche di abilità cognitive e pratiche di base lavorare o studiare sotto supervisione diretta base in un ambito di necessarie per utilizzare le informazioni con una certa autonomia lavoro o di studio rilevanti al fine di svolgere compiti e risolvere problemi di routine utilizzando regole e strumenti semplici3 conoscenze di fatti, una gamma di abilità cognitive e pratiche assumersi la responsabilità dello svolgimento principi, processi e necessarie per svolgere compiti e risolvere di compiti sul lavoro e nello studio[1] concetti generali, in un problemi selezionando e applicando metodi, adattare il proprio comportamento alle ambito di lavoro o di strumenti, materiali e informazioni di base circostanze per risolvere problemi studio4 conoscenze pratiche e una gamma di abilità cognitive e pratiche autogestirsi all’interno di linee guida in teoriche in ampi necessarie per creare soluzioni a problemi contesti di lavoro o di studio solitamente contesti in un ambito di specifici in un ambito di lavoro o di studio prevedibili, ma soggetti al cambiamento lavoro o di studio supervisionare il lavoro di routine di altre persone, assumendosi una certa responsabilità per la valutazione e il miglioramento delle Paola Lotti and Monica attività di lavoro o di studio Suedkamp ITSCT EINAUDIGRAMSCI PADOVA ITALY
    • 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 by discipline and area) Macro-didactics (interdisciplinary learning unities: alternation, projects, contests, activities with social value)Paola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 citizenship Territorial and global focusPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • Focus tecnico e professionale ASSE ASSE MATEMA- ASSE ASSE STORICO AREA INDIRIZZO LARSA LINGUAGGI TICO SCIENTIFICO SOCIALE FASA PREVIA Orientamento: il settore, il territorio, la figura professionale, il valore sociale (book orientativo) FASE DI AVVIO Il testo breve Unità di misura L’energia Il territorio Il settore nel territorio Le proporzioni Elaborazione di testi FORMAZIONE 1 Il fattore Storia della Le tecnologie del incognito tecnologia settore Sicurezza e Sicurezza e salute salute Calcoli professionali Disegno tecnico Impianti semplici FORMAZIONE 2 I linguaggi Le funzioni Struttura della Norme e Fisica del materiali specialistici materia comportamenti Impianti complessi Valore sociale ESPERIENZA Alternanza formativa: stage e project work Simulazione SIGNIFICATIVA della valutazione FORMAZIONE 3 I linguaggi Risoluzione dei Le tecnologie Gestione del Progettazione Simulazione specialistici problemi e l’etica budget Controllo della Qualità valutazione VALUTAZIONE Valutazione FINALE EVENTO Presentazione dei capolavoriPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • Focus del sé, del rapporto con gli altri e della cittadinanza ASSE ASSE MATEMA- ASSE ASSE STORICO AREA INDIRIZZO LARSA LINGUAGGI TICO SCIENTIFICO SOCIALE 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 Il lavoro Lavorare in modo gli altri cooperativo cooperativo FORMAZIONE 2 Letteratura: Economia Norme e dimensione del della comportamenti “noi” reciprocità Cittadinanza ESPERIENZA Alternanza formativa: stage e project work Simulazione SIGNIFICATIVA della valutazione FORMAZIONE 3 Letteratura: Il progetto di vita Gestione dei Assumere decisioni Simulazione valore della e la gestione conflitti della diversità dell’incertezza valutazione VALUTAZIONE Valutazione FINALE EVENTO Presentazione dei capolavori e dei progettiPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • Focus del territorio e della mondialità ASSE ASSE MATEMA- ASSE ASSE STORICO AREA INDIRIZZO LARSA LINGUAGGI TICO SCIENTIFICO SOCIALE 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 Il territorio Il settore nel territorio territorio FORMAZIONE 1 Letteratura: il Statistica Il contesto Storia del territorio economica locale territorio Il viaggio FORMAZIONE 2 Letteratura: il Storia viaggio contemporanea: origini dell’attuale assetto geo- politico ESPERIENZA Visita di istruzione Simulazione SIGNIFICATIVA Alternanza formativa: stage e project work della valutazione FORMAZIONE 3 Letteratura: Risoluzione dei Il contesto Storia Il settore nel mondo Simulazione cittadini del problemi globale contemporanea: della mondo identità, conflitti, valutazione mondializzazione VALUTAZIONE Valutazione FINALE EVENTO Presentazione dei capolavori e dei progettiPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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. 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 MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • Outline of the learning unity Tasks and products Users Educational goals and targeted skills Activated resources (abilites/skills/notions) Involved staff, engagement Experiences Tools, times and methods Assessment criteria and modalitiesPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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.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 MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 studies Collaborating and participating (citizenship skill)Paola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 comparison of the results with the levels according t o the indexes in order to express a judgment on the student’s knowledge3. Indication in every teacher’s register of a grade 3. Indication of a mark resulting resulting from the average from the average of judgments of the marks referring to the discipline’s referring to the factors of active relevant criteria citizenship, in order to assess the conductPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • INDEX OF SKILLSCompetenza1 Work or study 2.Work or study 3 Taking 4. Ability to manage autonomously instructions,under direct under supervision responsibility for in the context of work andsupervision, in a with a certain carrying out tasks study, which are normallystructured context degree of in work or study; predictable, but subjected autonomy adapting one’s to change Supervise the others’ behavior to the routine work, assuming a circumstances in certain responsibility for the the context of assessment and the improvement of work or solving a problem study activities.(first approach to (ability in carry (tasks and problem (skill to face tasks andan unknown out a routine facing skill, which problems which are subjected to change andactivity) activity) requires the ability which require providing to adapt to the guidance to others: high context: school leaving qualification) qualificationPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • Verification of the educational process Have all the educational goals (skills as a combination of abilities and notions) been considered? 1identification of the main cores of knowledge for every cultural axis and professional area Are all educational goals envisaged in the learning experiences? 2 Definition of the tasks which constitute the learning path of the students Does every learning unity include the indicators/evidences envisioned by the index of skills? 3 Elaboration of the educational plan composed of a number of learning unities as an assessment chart been elaborated for every learning unit, by common agreement fot the class council?Paola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 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 notesPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 5. ORGANIZATIONPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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, 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 MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 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 pathPaola Lotti and MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY
    • 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 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 MonicaSuedkamp ITSCTEINAUDIGRAMSCI PADOVAITALY