This document discusses curriculum and methodologies for developing skills in students. It proposes a mixed approach that enriches didactics through selecting core knowledge, introduces active learning experiences through discovery, and values teachers as a cooperative community. The goals are to mobilize students' talents through meaningful experiences, promote learning through discovery and achievement, and provide an involving cultural experience. Effective education is pursued through activating students' natural energies and potentialities across cognitive, practical, and emotional domains.
This document summarizes the activities and tasks completed during the Comenius 2013-2015 project on social well-being. It discusses four modules focused on how students feel at school, volunteering, social networks, managing stress, and time management. Some of the tasks included having students fill out a questionnaire on how they feel at school, creating a volunteer's guide, and presenting on social networks. The document also describes partner visits to Lithuania and Poland where students presented their results and participated in workshops on managing stress, ergonomics, and art therapy.
This document discusses issues with current education structures and proposes alternative structural approaches. It argues that problems like disengagement stem from structural issues, so solutions must also be structural. Specifically, it suggests rethinking structures like curriculum, timetables, pastoral care models, age-based cohorts, sectors between early childhood through tertiary education, and delivery approaches. As an alternative, it proposes integrating sectors into two groups, focusing on ways of working rather than programs, and developing school-wide programs instead of age-based cohorts. The goal is to design education structures that better suit today's rapidly changing world and students.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The document summarizes a study on the experiences of pre-service teachers with multi-grade teaching in Turkey. It examines pre-service teachers' lesson plans, observations of multi-grade teachers, and interviews with multi-grade teachers. The results found that pre-service teachers' lesson plans did not fully address teaching multiple grades at once. Observations of multi-grade teachers showed inconsistencies with how teachers described their own practices. Both groups relied on similar teaching methods. The study recommends increased collaboration between pre-service teachers and multi-grade teachers to improve planning and reduce workload.
The document discusses the project method, which is defined as learning by carrying out a "wholehearted, purposeful activity" or "problematic act" to completion. It describes the characteristics of projects, including types like projector, consumer, problem, and drill projects. An effective project should be challenging, timely, feasible, and supplement classroom learning. Organizing a project involves identifying a problem, researching, developing a hypothesis, testing, analyzing results, and communicating findings. The role of the teacher is to guide project selection and provide support. Advantages include following learning principles and promoting problem-solving, while disadvantages include the time-intensive nature and difficulty covering curriculums.
This document summarizes a study that evaluated the impact of a professional learning course on supporting autistic learners in further education (FE) in Wales. The study collected data from teachers and lecturers who completed the Postgraduate Certificate in Autism course. It found that the course helped develop educators' understanding of supporting autistic learners, especially around transitions into and out of college. It also identified key areas of effective practice, such as learner participation and independence, as well as areas for improvement like appropriate learning spaces and student-centered support. Interviews further revealed that the course confirmed existing knowledge and understanding of differences for autistic learners, and that professional identities influence what is learned.
Creating a Signature Pedagogy: The Identification and Framing of a Problem of...CPEDInitiative
The document discusses creating a new signature pedagogy for the University of Arkansas Ed.D. program. Previously, the program modeled a traditional PhD approach with isolated research courses taught outside the program.
The new signature pedagogy is called "Living a Case," which involves students solving a real problem of practice from their professional setting. Throughout the three-year cohort program, each course requires students to apply theories and research to different aspects of their problem of practice.
This new approach aims to better prepare students for leadership roles by focusing on practical problem-solving rather than a traditional dissertation. It also reduces time to completion from 4-5 years to 3 years by integrating research throughout the program instead of teaching it separately.
This document summarizes the activities and tasks completed during the Comenius 2013-2015 project on social well-being. It discusses four modules focused on how students feel at school, volunteering, social networks, managing stress, and time management. Some of the tasks included having students fill out a questionnaire on how they feel at school, creating a volunteer's guide, and presenting on social networks. The document also describes partner visits to Lithuania and Poland where students presented their results and participated in workshops on managing stress, ergonomics, and art therapy.
This document discusses issues with current education structures and proposes alternative structural approaches. It argues that problems like disengagement stem from structural issues, so solutions must also be structural. Specifically, it suggests rethinking structures like curriculum, timetables, pastoral care models, age-based cohorts, sectors between early childhood through tertiary education, and delivery approaches. As an alternative, it proposes integrating sectors into two groups, focusing on ways of working rather than programs, and developing school-wide programs instead of age-based cohorts. The goal is to design education structures that better suit today's rapidly changing world and students.
Fostering scientific critical thinking and creativity in higher education – C...EduSkills OECD
This presentation was given by Carl Wieman at the conference “Creativity and Critical Thinking Skills in School: Moving a shared agenda forward” on 24-25 September 2019, London, UK.
The document summarizes a study on the experiences of pre-service teachers with multi-grade teaching in Turkey. It examines pre-service teachers' lesson plans, observations of multi-grade teachers, and interviews with multi-grade teachers. The results found that pre-service teachers' lesson plans did not fully address teaching multiple grades at once. Observations of multi-grade teachers showed inconsistencies with how teachers described their own practices. Both groups relied on similar teaching methods. The study recommends increased collaboration between pre-service teachers and multi-grade teachers to improve planning and reduce workload.
The document discusses the project method, which is defined as learning by carrying out a "wholehearted, purposeful activity" or "problematic act" to completion. It describes the characteristics of projects, including types like projector, consumer, problem, and drill projects. An effective project should be challenging, timely, feasible, and supplement classroom learning. Organizing a project involves identifying a problem, researching, developing a hypothesis, testing, analyzing results, and communicating findings. The role of the teacher is to guide project selection and provide support. Advantages include following learning principles and promoting problem-solving, while disadvantages include the time-intensive nature and difficulty covering curriculums.
This document summarizes a study that evaluated the impact of a professional learning course on supporting autistic learners in further education (FE) in Wales. The study collected data from teachers and lecturers who completed the Postgraduate Certificate in Autism course. It found that the course helped develop educators' understanding of supporting autistic learners, especially around transitions into and out of college. It also identified key areas of effective practice, such as learner participation and independence, as well as areas for improvement like appropriate learning spaces and student-centered support. Interviews further revealed that the course confirmed existing knowledge and understanding of differences for autistic learners, and that professional identities influence what is learned.
Creating a Signature Pedagogy: The Identification and Framing of a Problem of...CPEDInitiative
The document discusses creating a new signature pedagogy for the University of Arkansas Ed.D. program. Previously, the program modeled a traditional PhD approach with isolated research courses taught outside the program.
The new signature pedagogy is called "Living a Case," which involves students solving a real problem of practice from their professional setting. Throughout the three-year cohort program, each course requires students to apply theories and research to different aspects of their problem of practice.
This new approach aims to better prepare students for leadership roles by focusing on practical problem-solving rather than a traditional dissertation. It also reduces time to completion from 4-5 years to 3 years by integrating research throughout the program instead of teaching it separately.
Learning Just in Time: Project Based Learning at SAE AustraliaLearningandTeaching
This document discusses the implementation and results of project-based learning (PBL) at SAE Australia. Some key points:
1) SAE introduced new PBL-focused programs in 2013 which included "Studio" modules. This led to fail rates nearly halving and retention increasing from 25.8% to 54%.
2) PBL requires the right people and faculty training to ensure projects are properly structured and students learn time management.
3) Both students and faculty need support to adjust to PBL's less structured approach, as students expect direct teaching and faculty roles change. Starting PBL earlier and promoting reflection can help with this transition.
The document discusses the project method as a teaching approach. It notes that projects allow students to develop independence and responsibility while practicing social skills. The history of the project method is explored, from its origins in European architectural schools in the 15th century to its adoption in American progressive education. Key characteristics of good projects are identified as having clear objectives and appropriate scope while challenging students. The document argues that the project method aligns well with modern learning principles by being useful, beneficial, and stimulating further learning through practice and application.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
The document discusses identifying learners' strengths and weaknesses using the VAK (Visual, Auditory, Kinesthetic) model of learning styles. It explains that learners learn best when they receive instruction in their preferred learning style. The VAK model proposes that people learn visually, through images and text; auditorily, through listening; and kinesthetically, through movement, hands-on activities, and touch. The document provides strategies for instructors to incorporate the different learning styles into their teaching to help all learners succeed.
This document describes the SCOTS (Students Consulting on Teaching) project at the University of Lincoln's School of Health and Social Care. The project aims to value student feedback to enhance the student experience. Undergraduate students are recruited and paid as SCOTS to provide objective feedback to lecturers on various aspects of teaching and learning. SCOTS work confidentially and flexibly with lecturers. The project aims to meaningfully engage students in improving learning and teaching through this innovative approach. It faces challenges with approval processes, recruitment, and awareness-raising, but provides opportunities to work with students, expand meaningful feedback, and value the student voice. Ongoing evaluation uses a reflective, action research approach.
The document discusses the Teaching Enquiry with Mysteries Incorporated (TEMI) project, which aims to introduce enquiry-based learning in classrooms. It describes the project's goals and innovations, including using mysteries to engage students, the 5E learning cycle model, showmanship teaching techniques, and gradual release of responsibilities. The document also provides examples of mysteries and resources produced through the project that are available online.
Emerge Initiative Faculty/Student Research Presentationemergeuwf
The document describes an initiative called EMERGE that promotes high-impact educational practices like faculty-undergraduate student research. It provides details of a research project conducted by an undergraduate student Claire Caillouet, mentored by Karla Caillouet and Dr. Bridges. Claire examined the relationship between linguistic isolation, overweight, and physical inactivity among Florida adolescents. She progressed through the research process, receiving feedback. Her performance was assessed using a rubric addressing critical thinking and communication skills, fulfilling two program student learning outcomes. Claire presented her findings at multiple conferences, benefiting her learning and self-esteem.
The document describes the development and principles of the Oxford Education Deanery, a partnership between the University of Oxford's Department of Education and local schools. It launched in 2013 to invest in teacher training, conduct educational research, and improve subject pedagogy through demonstration projects like action research fellowships. One such project involved university interns partnering with a high school science department to study how to better support middle-attaining students in building secure subject knowledge and study skills over time. The interns conducted lesson observations and interviews that informed recommendations to strengthen curriculum coherence and support. The Deanery aims to draw on and contribute expertise across participating institutions.
Instructional practices in Education for Sustainable Development: teachers’ and students’ perspectives.
Eleni Sinakou (presenting), Vincent Donche, Peter Van Petegem
This document discusses philosophical approaches to clinical instruction for health professions students. It describes the role of clinical instructors in guiding students, selecting meaningful clinical activities, and promoting clinical reasoning. Effective instructors see themselves as role models, experts, and facilitators of student-centered learning. They select varied learning experiences and provide timely feedback to help students apply knowledge and develop professional competencies. Regular self-reflection helps instructors continuously improve their teaching approach and fulfill their roles in developing the next generation of healthcare professionals.
This document discusses research as a process for school improvement. It begins by providing context about the author's academy and studio school. It then discusses why teaching should be an evidence-based profession like other professions. The document outlines 5 phases of school and system improvement research and discusses focusing research on areas like school effectiveness, improvement approaches, and learning environments. It shares perspectives from teachers who have conducted research projects and discusses some practical issues and value of research-based practice. It concludes by outlining some principles for effective research.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
This document provides information for parents about Mr. Cohn's 9th grade biology class. It outlines the class goals of providing a solid foundation in biology, developing analytical thinking skills, and applying 21st century skills. The units of study include organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Technology will be utilized through the class website, online textbook, student blogs, and virtual labs. Mr. Cohn provides various methods for extra help and encourages parents to stay involved and communicate with him about their child's progress.
The document discusses teaching scientific skills and content. It recommends gradually releasing responsibility from teachers to students through modeling, structuring, and guiding inquiry-based learning. This approach aims to develop skills like hypothesizing while avoiding cognitive overload. The TEMI program offers content-led and skills-led lesson versions that follow this gradual release model and provide "lifelines" or cognitive strategies to support students. Teachers are advised to use these resources to integrate both content and skills development into their lessons in a scaffolded way.
Computational Thinking in Teaching and LearningIwan Syahril
In a nutshell, computational thinking is a way of solving problems, designing systems, and understanding human behavior. Drawing on concepts fundamental to computer science, computational thinking is a way to reimagine education, learning, and teaching. It is still at a developing stage, and starting to gain popularity in STEM education.
Remembering ePortfolios: moving personal learning into professional practiceePortfolios Australia
ePortfolios have become very popular in Higher Education as ways for students to showcase their learning. In many Institutions ePortfolios are constructed in the first year of the program and students can be assessed at various points through their degree program for different purposes. An ePortfolio has been embedded into the Master of Education program at Charles Sturt University so students can show their development from starting out at the beginning of their course of learning, reflecting on the ways their thinking and knowledge changed through to their final term of study. A pilot study has been underway to investigate whether the skills learned in creating and designing ePortfolios for various purposes over the period of the degree program are adopted and practiced in the professional teacher's workplace. The presentation will provide the preliminary findings of the research.
This presentation reports on the experiences of three faculty members designing and developing a Master’s degree in Learning and Technology when they adopted openness as a core value and key design principle. While the benefits of open textbooks and OER are compelling, little is known about programs that are designed with openness as a core value. What does it mean to embrace open practices and embody an open philosophy at the program and course level within a Master’s program? What are faculty experiences with such an approach? How can the student experience be optimized? In what ways does openness support a diverse student body? What tensions arise and what supports are required to facilitate the transition to an MA degree that not only uses open textbooks but is defined by openness?
This document discusses curriculum and methodologies for an effective education system focused on developing skilled students. It proposes a mixed approach that enriches discipline-based teaching by introducing active, discovery-based learning experiences outside the classroom. This aims to engage students' talents and make learning meaningful through concrete experiences that stimulate interest and promote self-directed learning. The approach also values teachers working as a cooperative community and uses assessments to certify students' skills in addition to academic knowledge.
MSc Luc Zwartjes (editor),
School on the Cloud,
ICT Key Action 3 European Project
1 The Story of John, or how education could be
2 What is personalised learning?
3 Personalised learning through the use of technology
4 Criteria for a good personalised learning course
5 Checklist for a good personalised learning course 11
Learning Just in Time: Project Based Learning at SAE AustraliaLearningandTeaching
This document discusses the implementation and results of project-based learning (PBL) at SAE Australia. Some key points:
1) SAE introduced new PBL-focused programs in 2013 which included "Studio" modules. This led to fail rates nearly halving and retention increasing from 25.8% to 54%.
2) PBL requires the right people and faculty training to ensure projects are properly structured and students learn time management.
3) Both students and faculty need support to adjust to PBL's less structured approach, as students expect direct teaching and faculty roles change. Starting PBL earlier and promoting reflection can help with this transition.
The document discusses the project method as a teaching approach. It notes that projects allow students to develop independence and responsibility while practicing social skills. The history of the project method is explored, from its origins in European architectural schools in the 15th century to its adoption in American progressive education. Key characteristics of good projects are identified as having clear objectives and appropriate scope while challenging students. The document argues that the project method aligns well with modern learning principles by being useful, beneficial, and stimulating further learning through practice and application.
An introduction-to-school-self-evaluation-of-teaching-and-learning-in-post-pr...Martin Brown
School self-evaluation (SSE) is a collaborative process where a school evaluates aspects of its work, particularly teaching and learning. It involves gathering evidence from sources like student outcomes and surveys. This evidence is then analyzed against evaluation criteria to identify strengths and areas for development. The school writes a self-evaluation report and improvement plan focusing on developing areas. The plan is implemented and monitored to improve teaching and learning in the school. SSE should involve all teachers and be led by the principal to enhance practice and benefit students.
The document discusses identifying learners' strengths and weaknesses using the VAK (Visual, Auditory, Kinesthetic) model of learning styles. It explains that learners learn best when they receive instruction in their preferred learning style. The VAK model proposes that people learn visually, through images and text; auditorily, through listening; and kinesthetically, through movement, hands-on activities, and touch. The document provides strategies for instructors to incorporate the different learning styles into their teaching to help all learners succeed.
This document describes the SCOTS (Students Consulting on Teaching) project at the University of Lincoln's School of Health and Social Care. The project aims to value student feedback to enhance the student experience. Undergraduate students are recruited and paid as SCOTS to provide objective feedback to lecturers on various aspects of teaching and learning. SCOTS work confidentially and flexibly with lecturers. The project aims to meaningfully engage students in improving learning and teaching through this innovative approach. It faces challenges with approval processes, recruitment, and awareness-raising, but provides opportunities to work with students, expand meaningful feedback, and value the student voice. Ongoing evaluation uses a reflective, action research approach.
The document discusses the Teaching Enquiry with Mysteries Incorporated (TEMI) project, which aims to introduce enquiry-based learning in classrooms. It describes the project's goals and innovations, including using mysteries to engage students, the 5E learning cycle model, showmanship teaching techniques, and gradual release of responsibilities. The document also provides examples of mysteries and resources produced through the project that are available online.
Emerge Initiative Faculty/Student Research Presentationemergeuwf
The document describes an initiative called EMERGE that promotes high-impact educational practices like faculty-undergraduate student research. It provides details of a research project conducted by an undergraduate student Claire Caillouet, mentored by Karla Caillouet and Dr. Bridges. Claire examined the relationship between linguistic isolation, overweight, and physical inactivity among Florida adolescents. She progressed through the research process, receiving feedback. Her performance was assessed using a rubric addressing critical thinking and communication skills, fulfilling two program student learning outcomes. Claire presented her findings at multiple conferences, benefiting her learning and self-esteem.
The document describes the development and principles of the Oxford Education Deanery, a partnership between the University of Oxford's Department of Education and local schools. It launched in 2013 to invest in teacher training, conduct educational research, and improve subject pedagogy through demonstration projects like action research fellowships. One such project involved university interns partnering with a high school science department to study how to better support middle-attaining students in building secure subject knowledge and study skills over time. The interns conducted lesson observations and interviews that informed recommendations to strengthen curriculum coherence and support. The Deanery aims to draw on and contribute expertise across participating institutions.
Instructional practices in Education for Sustainable Development: teachers’ and students’ perspectives.
Eleni Sinakou (presenting), Vincent Donche, Peter Van Petegem
This document discusses philosophical approaches to clinical instruction for health professions students. It describes the role of clinical instructors in guiding students, selecting meaningful clinical activities, and promoting clinical reasoning. Effective instructors see themselves as role models, experts, and facilitators of student-centered learning. They select varied learning experiences and provide timely feedback to help students apply knowledge and develop professional competencies. Regular self-reflection helps instructors continuously improve their teaching approach and fulfill their roles in developing the next generation of healthcare professionals.
This document discusses research as a process for school improvement. It begins by providing context about the author's academy and studio school. It then discusses why teaching should be an evidence-based profession like other professions. The document outlines 5 phases of school and system improvement research and discusses focusing research on areas like school effectiveness, improvement approaches, and learning environments. It shares perspectives from teachers who have conducted research projects and discusses some practical issues and value of research-based practice. It concludes by outlining some principles for effective research.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
This document provides information for parents about Mr. Cohn's 9th grade biology class. It outlines the class goals of providing a solid foundation in biology, developing analytical thinking skills, and applying 21st century skills. The units of study include organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Technology will be utilized through the class website, online textbook, student blogs, and virtual labs. Mr. Cohn provides various methods for extra help and encourages parents to stay involved and communicate with him about their child's progress.
The document discusses teaching scientific skills and content. It recommends gradually releasing responsibility from teachers to students through modeling, structuring, and guiding inquiry-based learning. This approach aims to develop skills like hypothesizing while avoiding cognitive overload. The TEMI program offers content-led and skills-led lesson versions that follow this gradual release model and provide "lifelines" or cognitive strategies to support students. Teachers are advised to use these resources to integrate both content and skills development into their lessons in a scaffolded way.
Computational Thinking in Teaching and LearningIwan Syahril
In a nutshell, computational thinking is a way of solving problems, designing systems, and understanding human behavior. Drawing on concepts fundamental to computer science, computational thinking is a way to reimagine education, learning, and teaching. It is still at a developing stage, and starting to gain popularity in STEM education.
Remembering ePortfolios: moving personal learning into professional practiceePortfolios Australia
ePortfolios have become very popular in Higher Education as ways for students to showcase their learning. In many Institutions ePortfolios are constructed in the first year of the program and students can be assessed at various points through their degree program for different purposes. An ePortfolio has been embedded into the Master of Education program at Charles Sturt University so students can show their development from starting out at the beginning of their course of learning, reflecting on the ways their thinking and knowledge changed through to their final term of study. A pilot study has been underway to investigate whether the skills learned in creating and designing ePortfolios for various purposes over the period of the degree program are adopted and practiced in the professional teacher's workplace. The presentation will provide the preliminary findings of the research.
This presentation reports on the experiences of three faculty members designing and developing a Master’s degree in Learning and Technology when they adopted openness as a core value and key design principle. While the benefits of open textbooks and OER are compelling, little is known about programs that are designed with openness as a core value. What does it mean to embrace open practices and embody an open philosophy at the program and course level within a Master’s program? What are faculty experiences with such an approach? How can the student experience be optimized? In what ways does openness support a diverse student body? What tensions arise and what supports are required to facilitate the transition to an MA degree that not only uses open textbooks but is defined by openness?
This document discusses curriculum and methodologies for an effective education system focused on developing skilled students. It proposes a mixed approach that enriches discipline-based teaching by introducing active, discovery-based learning experiences outside the classroom. This aims to engage students' talents and make learning meaningful through concrete experiences that stimulate interest and promote self-directed learning. The approach also values teachers working as a cooperative community and uses assessments to certify students' skills in addition to academic knowledge.
MSc Luc Zwartjes (editor),
School on the Cloud,
ICT Key Action 3 European Project
1 The Story of John, or how education could be
2 What is personalised learning?
3 Personalised learning through the use of technology
4 Criteria for a good personalised learning course
5 Checklist for a good personalised learning course 11
The document discusses the roles of media and technology in learning. It explains that media and technology have influenced education throughout history and are affecting the roles of teachers and students. The teacher must consider how media and technology impact learning outcomes. Various learning theories and perspectives are described, including behaviorism, cognitivism, constructivism, and social perspectives. Different instructional methods and the roles media can play in learning are also outlined. The conclusion emphasizes that the teacher must evaluate how media and technology may impact student learning.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals to self-assess their discussions.
2) The analysis finds that the lesson follows constructivist learning principles by having students build on their existing knowledge through collaborative group work and thoughtful questions.
3) Some recommendations are made to strengthen the assessment components by incorporating milestones to monitor progress and allowing more creative options for students to demonstrate their learning.
WebQuest: "The World Through a Different Pair of Eyes"caseyrae27
This is a WebQuest that the high school group put together in our Education 214 class. We learned the purpose of a WebQuest, and how it can be useful in the classroom. This powerpoint presentation is also a critique of the WebQuest we reviewed.
This document provides an overview and analysis of a lesson plan titled "The World Through a Different Pair of Eyes" designed to have middle school students establish email connections with students in other countries. The summary is:
1) The lesson plan has students communicate via email with international peers to discuss their home cultures and histories while keeping journals of their discussions and perspectives.
2) The analysis evaluates how the lesson aligns with constructivist educational theories through collaborative work and building on prior knowledge, but notes some areas that could be improved such as providing technology skills assessments.
3) Several criteria are examined for different aspects of instructional design, finding the lesson effectively utilizes roles for both teachers and students but could provide more structured assignment
The document discusses educational technology and its role in teaching and learning. It provides an overview of educational technology as a field concerned with applying methods and resources to analyze and solve problems in human learning. It also discusses how technology can support learning through various roles like being a tool for knowledge construction, an information vehicle, and an intellectual partner. The document emphasizes that technology can augment motivation, encourage collaboration, and support the development of critical thinking and problem solving skills when used effectively. It also outlines the teacher and student roles in a technology-integrated classroom.
Innovative approaches for Teaching and Learningjagannath Dange
This document discusses education and teaching approaches. It begins by outlining the session objectives, which are to discuss the background and status of education, teaching approaches, and the shifting role of teachers. It then discusses how education increases capabilities and economic outcomes. It also examines factors like poverty that lead to disparities in education. The document outlines that schools often struggle due to issues like unprepared learners, ineffective teaching, and poor management. It then discusses characteristics of learners and different teaching approaches like teacher-centered, learner-centered, and constructivist approaches. The document concludes by explaining collaborative and cooperative learning.
This document describes a study conducted with 253 pre-service primary school teachers on using models as a teaching methodology for science education. The study had students develop models of inventions, machines, and devices to illustrate scientific concepts and create accompanying educational projects. Students created 115 models across various science themes. Results found that the model-based approach helped students better understand how the world works and explore scientific relationships in a hands-on way. It also facilitated teaching science concepts in relation to real-world technology. Overall, the model methodology was found to promote meaningful learning of science.
This document discusses the role of technology in education from a constructivist perspective. It explains that from a constructivist view, technology should serve as a partner in the learning process by engaging learners actively and supporting meaningful, authentic, cooperative learning. It then outlines five specific roles for technology: as a tool, information vehicle, context, social medium, and intellectual partner to support knowledge construction, learning by doing and reflecting, and discourse within learning communities.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
1) Four higher education institutions in South Africa collaborated to design and facilitate a short course on teaching with emerging technologies across institutional boundaries.
2) The course aimed to address shared challenges around limited resources and promote sharing of best practices between institutions. It used cloud-based tools instead of individual institutional learning management systems.
3) Participants reported that the flexible design, emphasis on reflection and practice, and modeling of using technology for meaningful learning achieved the goals of empowering educators and transforming teaching practices. Areas for ongoing work include developing collaborative models that foster knowledge sharing while minimizing intellectual tensions.
This workshop aims to help participants understand how to use information and communication technologies (ICT) to enhance learning and student-centered assessment. Participants will learn about different ICT configurations in teaching and how to plan strategies for integrating new technologies. They will also discuss myths around ICT integration and what is required to successfully implement new technologies, such as having a shared vision, strategic planning and building teacher capacity. Participants will do activities to identify ways they have used ICT and ideas for future lessons that integrate technology. The presentation also covers how ICT can support new approaches to classroom management and student-centered assessment.
Teachers as learning designers: using design thinking to innovate and enhance...Rikke Toft Noergaard
The document discusses using design thinking to reconfigure teaching practice for the changing university environment. It advocates that teachers adopt the role of learning designers by intentionally designing learning experiences through answering questions about vision, pedagogy, and implementation. This process moves from identifying problems and envisioning solutions, to determining pedagogical approaches and learning activities, to selecting technologies and tasks. An example learning design process is provided to illustrate moving from understanding why a new approach is needed, to determining how it will be structured, to specifying what it will involve. The goal is to help teachers intentionally create meaningful, future-oriented learning experiences for students.
INTEGRATION OF INNOVATIE TEACHING PRACTICES IN TEACHING AND LEARNING PROCESSDr. Sushma H.B
The document discusses various innovative teaching practices that can be integrated into the teaching and learning process. It describes traditional lecture-based teaching and highlights how it can be made more interactive, such as through questioning students and encouraging participation. It also discusses other active learning methods like problem-based learning, cooperative and collaborative learning, and reflective teaching/learning. The use of real-life examples, multimedia, hands-on activities and diagnostic-prescriptive teaching are emphasized to make learning more engaging and effective.
Educational technology is a complex field that aims to solve problems in human learning. It involves analyzing learning problems and developing solutions through the use of educational methods, resources, and technology. Technology can serve as both a teacher delivering instruction and a partner in the learning process when used in a constructivist way. When integrated effectively, educational technology can engage students, support different types of learning like collaboration and reflection, and make learning more meaningful.
This document discusses different approaches to teaching social studies in elementary school. It outlines six main approaches: the constructivist approach, collaborative learning, experiential and contextualized learning, thematic method, conceptual approach, and integrative approach. For each approach, it provides a brief definition and examples of techniques to utilize that approach in teaching social studies, such as field trips, class discussions, and films for the constructivist approach. It also discusses Kolb's experiential learning theory and the three types of integrative approaches: multidisciplinary, interdisciplinary, and transdisciplinary.
The document discusses key ingredients for successful technology integration in schools. It covers learning theories that inform technology integration models, including constructivism and objectivism. It also discusses the Technological Pedagogical Content Knowledge framework and the Technology Integration Planning model for designing technology lessons. Additionally, it outlines essential conditions needed to support technology integration, such as a shared vision, access to resources, trained personnel, and technical assistance.
This document discusses key elements needed to build a perfect school system. It begins with an agenda outlining topics like defining a best model school, vision/mission, challenges, and best practices. It states the model school should provide all students with a high-quality education tailored to their needs. Several elements are identified as important, including modern facilities, high-quality teachers, and a curriculum addressing individual student needs/interests. The document then explores topics like the importance of education, developing a vision/mission, ensuring a strong curriculum, innovative teaching methods, and hiring quality teachers.
Similar to Curriculum and methodologies Italy (20)
This document discusses different definitions and perspectives on happiness. It states that happiness is found through enjoying life and relationships with others, being content with what you have, feeling complete fulfillment, and focusing on internal soul rather than external possessions or comparisons. Overall, the document explores happiness as an internal state of being rather than something dependent on external factors or achievements.
This lesson plan aims to teach secondary school students about World War I soldiers' experiences through analyzing their diaries and memoirs. Over two lessons, students will:
1) Research the historical background of WWI in groups and present their findings. They will then read individually about the soldiers' experiences.
2) In groups, students will analyze excerpts from four WWI diaries based on style, tone, sensory details, and character development. They will share their findings.
3) The goal is for students to gain a deeper understanding of what life was like for soldiers on the front lines and far from home during WWI through critically examining firsthand accounts.
1. The document provides context and questions about the poem "The Soldier" by Rupert Brooke. It asks the reader to make predictions, visualize imagery, and discuss the mood, author's style and purpose, and personal experiences related to the poem.
2. The poem is written from the perspective of a soldier who says that if he dies, he wants to be remembered as belonging to England forever. His body will decay into the foreign land but his spirit will return to England through thoughts and memories.
3. The soldier presents himself as proud of what England has given him and shaped him to be. He seems willing to sacrifice his life for his country and presents England in a positive light.
The document discusses different avant-garde art movements that emerged in Europe following World War 1. It provides brief descriptions of 12 avant-garde styles including Futurism, Expressionism, Cubism, Dada, Surrealism, Fauvism, Constructivism, Conceptual Art, Land Art, and Minimalism. The movements generally aimed to reject traditional styles and find new ways of artistic expression, being inspired by science and technology. They developed new rules and assumptions about how to approach and create art.
Dadaism and Cubism both originated in the early 20th century as rejections of traditional art forms and conventions. Dadaism began in Zurich in 1916 as a reaction against World War I, emphasizing randomness, absurdity and anti-art gestures. Cubism developed in France between 1907-1911 and aimed to depict reality through geometry rather than traditional perspective. Both movements influenced various art forms including painting, sculpture, photography, poetry and architecture. Key figures of Dadaism included Hugo Ball, Kurt Schwitters and Marcel Duchamp, while Pablo Picasso and Georges Braque led the development of Cubism.
This document discusses verbal and nonverbal communication. It defines body language as the language expressed through facial expressions, gestures, and body movements. Body language is an innate form of nonverbal communication that conveys emotions and messages without words. It is controlled by the limbic system of the brain and allows people to intuitively understand feelings through displays of comfort or discomfort. While some myths exist, like that certain behaviors always indicate deception, body language is a largely unconscious yet reliable form of communication important for social interactions.
This document provides guidance on writing a personal statement for university applications. It recommends including details about your course choice, academic skills, personal skills, work experience, and achievements/aspirations. The personal statement should be structured in 4 paragraphs discussing your interest in the course, related experience, extracurricular activities, and reasons for applying. The document advises focusing on strengths and virtues rather than boasting, and avoiding cliches, colloquial language, and being overly informal.
This document describes a scavenger hunt game for students in Lublin, Poland. It provides 22 tasks for students to complete at various historic sites around the city. The tasks involve taking photos, reading plaques, listening to music, and learning about important events and people from Lublin's history. Key places mentioned include Lublin Castle, Grodzka Gate, the Old Theatre, Dominican Convent, Trinity Tower, and the Metropolitan Cathedral. The document emphasizes learning about Lublin's role as a center of Polish-Lithuanian union through landmarks like Lithuanian Square and its historic importance as a multi-cultural city at the crossroads of Eastern Europe.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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
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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
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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
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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
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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
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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
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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
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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
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11. 3.Working with the
class/sector councils
3.Working with the
class/sector councils
Paola Lotti and Monica
Suedkamp ITSCT
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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