Interview Tullia Norando - Crucuial Surfaces
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1. The document summarizes a learning week project that brought together students from two technical high schools with professors from the Polytechnic University of Milan to teach mathematics integrated with other disciplines like art, computer science, biology, and music. 2. During the intensive week-long program, students participated in interdisciplinary seminars, artistic workshops, and computer lab activities to learn about how mathematics is applied in fields like architecture, nature, art, and music. 3. The project was considered a success in engaging students and enhancing teachers' skills, though organizers noted that limitations in computer skills and inability to more broadly share the experience were areas for future improvement.
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In this paper we present the initial phase of a study in development under the project "Teachers' Aids on creating content for learning environments" (taccle2.eu), a European project funded by the European Union through the Comenius multilateral program (517726-LLP-1-2011-1-BE-COMENIUS-CMP). More concretely, we present the work that is being developed for the creation of a set of learning activities for the creative arts and cultural education curricula using ICT and Web 2.0 tools. The study was based on the principles of the development methodology approach (Van den Akker, 1999). Following this perspective, and using a focus group strategy, we present here the strategies created to catch the view of a group of art teachers previously selected on the basis of knowledge and experience of using technology in their teaching practice. Assuming the importance of involving teachers in the process of design and development of learning activities, we selected and worked during three months with a group of twelve experienced teachers in the use of the potential of information and communication tools, in particular in the use of Web 2.0 features. The main questions to answer with this joint reflection were: a) In the area of creative arts what kind of learning activities can benefit from the potential of digital technologies available today?; b) How should those activities be organized and presented to less motivated teachers in order to motivate them to use digital technologies in their practices? The preliminary results suggests the idea of structuring activities not individually, but in a "creative project integrator" as a way to bring inexperienced teachers from the arts and culture areas to meet the pedagogical potential of digital technologies and to integrate them more effectively in his or her teaching practice. In fact, the expert teachers interviewed suggest a consensus that the proposed activities should be organized around a common educational goal, albeit with sufficient flexibility that allows inexperienced teachers build or adjust their own content and context. We will conclude with a discussion and a reflection about teacher training strategies based on some suggested examples of imaginative and creative ways and proposals to organise the learning contexts using ICT tools in the case of the arts and culture subjects.
1) GI Pedagogy Eurogeo Conf 22 SW.pdf
This document outlines an innovative pedagogical model for teaching geography with geoinformation (GIS). It presents a toolkit of approaches including a 6-step process for lessons and case studies of physical landscapes, windmills, and other topics. An online course and future multiplier events are proposed to train teachers in introducing GIS, innovative pedagogy, sequencing lessons, and sharing ideas.
Artict Lesson Plans
This document provides details of a lesson plan for Lithuanian teachers. The lesson focuses on introducing students to Lithuanian artists from the 21st century. Students will work in pairs to research artists online and summarize their findings on a Padlet board. They will then comment on each other's summaries. The goal is for students to practice finding reliable sources and concisely summarizing information, while also learning about modern Lithuanian art.
GereCO S Wilson presentation 31 Oct 20.pdf
This document outlines an Erasmus+ funded research project called "Gi-Pedagogy" that is investigating innovative pedagogical approaches to teaching geography with Geographic Information Systems (GIS). The project involves universities and schools from several European countries. The project aims to develop an innovative pedagogical model for teaching with GIS, a toolkit of approaches, and a teacher training course to provide teachers with skills for using GIS. The COVID-19 pandemic has presented both opportunities and challenges for the project, such as facilitating online collaboration but reducing opportunities for in-person engagement.
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Interview security en
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- 1. Learning Week: “Crucial surfaces: from nature to skyscrapers. Applied mathematics path" School of network: ISTITUTO TECNICO INDUSTRIALE ENEA MATTEI – Sondrio e Chiavenna Partner: Politecnico di Milano – Department of Mathematics F. Brioschi Non residential training
- 2. The organizative process PROJECT PRESENTATION BY THE TRAINING INSTITUTE ENTERED THE CATALOGUE AFTER APPROVAL 4th year students of high school completed school performance is not important INITIATIVE PROMOTION First meeting with students and parents to introduce the project important requirements goodwill and curiosity Professors of Politecnico di Milano + local tutor ENROLMENT EDUCATIONAL MATERIALS PREPARATION CO-PLANNING OF THE PATH Or The idea came from the professors of the Department of Mathematics, involving, from the beginning, teachers of the two schools from Chiavenna and Sondrio logistically appropriate school even with qualification exam BONDS 25 students minimum first monitoring of the knowledge level to "calibrate" the activities
- 3. The training path 1 MATHEMATICAL CROSS PATH WITH OTHER DISCIPLINES (art, computer science, biology, music ..) how mathematics acts in some styles of architecture or in some forms of nature? UNUSUAL ACTIVITIES Interdisciplinary seminars in the classroom Afternoon artistic workshop using the press Computer lab with software for the curve fitting to create small artwork inspired by the FUTURISM current presence of mathematics in art, architecture, biology, music teamwork presence of a very good and active tutor + 1 person of AFOL to manage registers Mathematically describable forms Mathematically describable forms Or Very hard week, 6 days full time (Monday-Saturday) with trip from Sondrio to Chiavenna for non-local students Or 4 TEACHERS + 1 TUTOR + LABORATORY TECHNICIAN CONSTANTLY PRESENT IN CLASSROOM, 6 DAYS 6
- 4. The training path 2 During the week there was also time to develop some topics requested by students… ADDITIONAL DETAILS GUIDANCE WITH EXPERTS OF THE CAMPUS LECCO (POLITECNICO DI MILANO) To help the choice of possible scientific study courses Event open to parents with awards distribution and conviviality ideal site for Province of Sondrio’s students AWARDING OF THE BEST WORKS AT THE END OF THE PATH … .AFTER… Presentation of the event’s photos to high school teachers at the "TOL DAY" (September) sponsored by USR By the teachers of Politecnico involved in the LW there wasn’t a large spread of results outside Depth of the unplanned contents (mathematics) requested by students Or 30 ACTIVE STUDENTS DURING THE WEEK