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ITC ROSA LUXEMBURG Progetto: 'Youth Educational Systems' Comenius Regio

ITC ROSA LUXEMBURG Progetto: 'Youth Educational Systems' Comenius Regio. From the mandatory education to the innovative methodologies. Skills certification for the 4 cultural axes (language, mathematics, scientific and technological, social-historical)

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ITC ROSA LUXEMBURG Progetto: 'Youth Educational Systems' Comenius Regio

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  1. ITC ROSA LUXEMBURGProgetto:'Youth Educational Systems' Comenius Regio Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  2. From the mandatory education to the innovative methodologies • Skills certification for the 4 cultural axes (language, mathematics, scientific and technological, social-historical) • Reference to the 8 key competences of citizenship • Certification on three levels: basic, intermediate, advanced Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  3. From a traditional teaching method … to new methods for achieving competences: the centrality of the student Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  4. Educational personalization • Giorgio Chiosso: • Renowed educator – he reminds us that starting from Rousseau, education has learned to recognise theSubjectof the training activity. Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  5. “educational personalization” School in which the Subject is important, in terms of: Growing rate Particular intelligence Background Personal and family expectations A common point between the 2 models must be found: • “school effectiveness” • - to measure school performace in more effective terms Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  6. Educational references • Howard Gardner • Multiple intelligence: • Subjectvalorization Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  7. Educational references • Reuven Feuerstein: • personalized learning schemes based onindividualaptitudes and necessities Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  8. Educational references • Marguerite Altet • Philippe Meirieu: • School time divided according topersonallearning time and needs • The importance of teaching practices • Thesubjecthas to be able to control its own learning process Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  9. UK: Educational reform • The reform is characterized by personalization that refers not only to the styles of learning but also to methods of teaching and to the school’s capacity to function as a community of teachers, parents and students . Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  10. LEARNING BY COMPETENCES • The teacher asks the student to have a personal relation with the object to know, learning also from the experience in a creative way. • “learning by doing” Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  11. An effective educational path, learning by competences Working through competences signifies putting into practice what has been learned favoring action – an action that is found in the educational path and respects the following criteria: Significant Criticality Concrete Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  12. A method that updates the knowledge for gaining skills by the “digital-natives” Mind manager Brain booster Partecipa.net Fast reading Memorizing techniques Interactive blackboard Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  13. Great part of the students do not use the maximum capacity of their personal capacity. The objective of the BRAINSPRING! Activity is to help the students to obtain the best study results through a methodology that can be used also in their future life and work environment. Brain Booster Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  14. The BRAINBOOSTER project– an educational activity dedicated to the students of the first grade of high school, aiming at reducing school dispersion, assuring a transversal skill recovery and promoting school achievements. With this objective in mind, an integrating course for improving the study methods was established. It also focused on the management of the study activity from a quantitative and qualitative point of view, with the conviction that once new methods are learned and applied for one discipline this method can be used also on the other fields of activity. Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  15. The BRAINBOOSTER PROJECT has three steps 1) Introduction to fast reading This phase concentrates on correcting reading shortcomings that a great number of persons have. Afterwards, techniques for improving reading speed are offered: this improves the study time and concentration ability, particularly in the first phase of reading and revision. Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  16. 2)Introduction to mnemonic techniques Through the presentation of simple mnemonic techniques students gain awareness of the mechanisms that manage the accumulation of information that can be used during study activities and examinations. Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  17. 3) The management of information • A radial approach to thinking is undertaking through the use of mental maps, by a screening program 'Mind Manager', applied to: • Note making (ideas organization) • Note taking (organization of the ideas of the others) • Projecting - creativity Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  18. Education towards legality: partecipa.net • Today we notice that: • 1. A widespread crisis of the civic sense, also found in the adult world is in a decline in social participation, a closure in the private sphere. • 2. The inclination to risks, transgression and autonomy, characterizes the teenager’s life. • 3. The difficult intergenerational dialog has determined the creation of a “separate world” of the youth, outside the local community and institutions. • 4. The values of privacy and of the emotional ties prevail among the teenagers over the social and political sphere. Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  19. Methodology and activities • Newspaper reading, on-line archives consultation, article writing on the topic of “underage children’s responsibility and types of crimes. • Meetings with guardianship judge of the Bologna Courthouse. • The role of the guardianship judge, child and disabled persons’ protection • Virtual visit of the Legislative Assembly • Guided visit of the Legislative Assembly • The students present their projects and the elaborated articles and they ask questions on how the laws are passed and on the topic of the defense of the law. • Problems related to underage children’s responsibility and bully actions. Study case and video presentations. Value promotion through regulations. • Meeting with the Civil Defender of the Emilia Romagna Region • CONGRESS on “Problems related to underage children and deviance” and on “ Values promotion through regulations”. In each school starting from 17.00 to 19.30, with the participation of the students, as speakers, and their parents. Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  20. Research-action: meeting: 'Pe(n)sare differenziato • Objectives: • Stimulating a behavior of respect and safeguard of the environment • Developing the projecting and organizational skills in order to promote concrete actions for protecting the environment Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  21. We organize in school a Conference on recycling (third grade) • PHASES and METHODOLOGY: • Getting to know the topic through a 'stakeholders’ training, namely becoming relevant subjects of the topic • The creation of 4 working groups ( coordinator, verbalizer, speaker, etc.) • Learning by using the network and interviews of the administrators of certain areas • Preparing a slide presentation • Identifying the ‘hot’ arguments and relevant speakers to invite • Organizing the event’s material: organizing the informative material, public relations, number of interventions, invitations, debates Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  22. POSSIBLE OPERATIONAL ACTIVITIES: from concepts to practice: each and everyone can reach competences • Selection of: • 3 citizenship competences • and • 2 competences of the language axis Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  23. Citizenship competences Communication Acquiring and interpreting information Collaboration and participation Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  24. Competences of the language axis Mastering the tools of expression and argumentation needed to handle the verbal interactions in various contexts Using a foreign language for communicative and operational purposes Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  25. PROJECTING ACCORDING TO THE COMPETENCES: PROPOSAL Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  26. Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  27. Conclusive reflection … let’s no turn methodology in a ‘fetish' • What drives the master of a dog to go out on a winter morning at 6 a.m.? • Motivation! • What is it all about? • ‘un earthly gift' that of the humans to be the ‘engine of great works’! Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  28. Motivation: synergy moved by: • Profound and personal needs • Catalyzing examples (a motivated teachers is more efficient) • Superego dimension • Social utility dimension • Motivation is simpler to be lived emphatically and not to impose it! Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

  29. Thank you for your attention! Cristina Donà ITC Rosa Luxemburg- Bologna Progetto 'Youth Educational Systems' Iasi 9-13febbraio 2010

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