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.

1. Curriculum and
methodologies
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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 knowledge
 An efficient educational approach, which activates all
potentialities of knowledge (cognitive, practical,
emotional), the student’s natural energies, and every
learning opportunity
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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
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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 personal
achievement
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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 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
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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 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
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7. Paola Lotti and Monica
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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:
 Scholastic institution
 Student
 Company-organization
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* Bruner, Verso
PADOVA ITALY una teoria dell’istruzione, Armando, Roma, 1999.

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 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)
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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:
 Curiosity
 Wish to develop skills (pleasure in solving
problems
 Aspiration to emulate a model
 Commitment to integrate oneself into the reality
of social reciprocity
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11. 3.Working with the
class/sector councils
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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, useful
and meaningful learning process, defined by more
responsibility and protagonism
 Valuing the educative community and the organization
as a learning resource
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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 a reference model and of founded and
practical tools, along with a guiding education.
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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.
 Share a project with a common working style, so to
stimulate the teachers’ will to educate and to increase
the professional satisfaction
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15. Paola Lotti and Monica
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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
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 teachers
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17. 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 skills
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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 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.
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19. Schema EQF
LIVELLI 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 strutturato
2 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 semplici
3 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
studio
4 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
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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 by
discipline and area)
 Macro-didactics (interdisciplinary learning
unities: alternation, projects, contests,
activities with social value)
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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 citizenship
 Territorial and global focus
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22. 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 capolavori
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23. 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 progetti
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24. 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 progetti
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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.
 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.
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26. 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 modalities
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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.
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.
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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 studies
 Collaborating and participating (citizenship skill)
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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 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 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 conduct
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30. INDEX OF SKILLS
Competenza
1 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 and
supervision, in a with a certain carrying out tasks study, which are normally
structured 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 and
an unknown out a routine facing skill, which problems which are
subjected to change and
activity) activity) requires the ability which require providing
to adapt to the guidance to others: high
context: school leaving
qualification)
qualification
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31. 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?
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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 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
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33. 5.
ORGANIZATION
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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, 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 certification
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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 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
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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 every
human being is the advent of a something new"
(ARENDT H., Vita Activa. La condizione umana, Bompiani, Milano, 1999, p. 129)
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