Curriculum and methodologies Italy

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

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


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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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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 promote learning through discovery and personal

achievement


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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 � 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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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 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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2. GOALS2. GOALS


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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.


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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 � 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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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 reciprocityPaola Lotti and Monica

Suedkamp ITSCT


ITALY

3.Working with the class/sector councils3.Working with the

class/sector councils


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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 � 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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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.


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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


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4. METHOD4. METHOD4. METHOD


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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


ITALY

General scheme of the educational process

Students profile

Educational goals

Public

authority

Index of skillsEducational

net

educational plan for learning unities

assessment

Educational

organization

registers and report card Certificate of skillsPaola Lotti and Monica

Suedkamp ITSCT


ITALY

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 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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ITALY

Schema EQFLIVELLI 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 studioPaola Lotti and Monica

Suedkamp ITSCT


ITALY

The three elements of the action

plan� The elements of an action plan for a “skilled-

people school” are three:

� A common educational plan

� Micro-didactics (learning unities by � Micro-didactics (learning unities by

discipline and area)

� Macro-didactics (interdisciplinary learning

unities: alternation, projects, contests,

activities with social value)


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ITALY

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


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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 semplici Impianti 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


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ITALY

Focus del sé, del rapporto con gli altri e della cittadinanza

ASSE

LINGUAGGI

ASSE MATEMA-

TICO

ASSE

SCIENTIFICO

ASSE STORICO

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

gli altri

Il lavoro

cooperativo

Lavorare in modo

cooperativo

FORMAZIONE 2 Letteratura: Economia Norme e FORMAZIONE 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


Suedkamp ITSCT


ITALY

Focus del territorio e della mondialità

ASSE

LINGUAGGI

ASSE MATEMA-

TICO

ASSE

SCIENTIFICO

ASSE STORICO

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

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’attuale origini 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


Suedkamp ITSCT


ITALY

Learning unity

� Basical structure of the educational action;

chances for learning which allow the student to

establish a personal relationship to knowledge,

facing tasks and achieving goals he/she can be

proud of, and which constitute a more reliable

object of assessment.object of assessment.

� It implies real tasks (or simulations) and

products which the student will accomplish and it

indicates the resources (skills, abilities, notions)

he is expected to activate in order to become

competent.Paola Lotti and Monica

Suedkamp ITSCT


ITALY

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


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ITALY

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.


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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� Understanding and producing texts related to one’s sector of studies

� Collaborating and participating (citizenship skill)


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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 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

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


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ITALY

INDEX OF SKILLSCompetenza

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 changeSupervise 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)


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ITALY

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?


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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 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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5. ORGANIZATION


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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 � 2° year: elaborate learning unities of cultural axis, with

short collaborations, on the main cores of knowledge,

expanding the “experience” marks and certifying the

documented skills.

� 3° year: base the educational plan according to thematic

focuses, define the contribution of axis/areas to the

development of the students’ path , structure

assessment and certificationPaola Lotti and Monica

Suedkamp ITSCT


ITALY

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 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


Suedkamp ITSCT


ITALY

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 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)


Suedkamp ITSCT


ITALY

Curriculum and methodologies Italy

Education

Transcript of Curriculum and methodologies Italy