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Lepida Scuola Environment, Resources and Technologies for Learning

Lepida Scuola Environment, Resources and Technologies for Learning. New Skills. “ In a more and more complex world, lateral thinking, transversal skills and adaptability are going to be considered more important than specific competencies learnt in schools through a traditional approach”

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Lepida Scuola Environment, Resources and Technologies for Learning

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  1. Lepida Scuola Environment, Resources and Technologies for Learning

  2. New Skills “In a more and more complex world, lateral thinking, transversal skills and adaptability are going to be considered more important than specific competencies learnt in schools through a traditional approach” Since 2006, the EU at first (through the recommendation 2006/962/EC) and the Italian Government after (D.M. 139/2007) have recognised the importance of acquiring through learning the “life skills” Are our schools ready to teach these competencies? Is the traditional way of teaching the most suitable for this purpose?

  3. From the transmissive frontal method… The frontal transmissive method: • Is not suitable to teach new competencies; • Is (in most cases) the only method to be known and applied in schools; • It is not satisfactory for performances; • Desire of improvement through the use of technologies Not doing the same things in a different way, but doing different things in a different way • In 2005 some teachers of Reggio Emilia started Lepida Scuola project, with the aim of introducing a new methodology in teaching

  4. … to the socio - constructivist The socio-constructivist methodology is used in order to teach life-skills to students and stimulate all types of intelligence It has been decided to implement the constructivist approach through a didactics based on problems and projects • It has to be underlined that in most jobs persons are paid to solve problems, and not to learn and repeat information. • Project’s cornerstones • Socio- constructivist approach • Didactics based on problems and projects • Double learning environment • Technologies used as cognitive tools • Using of Project Management • Learning whit technologies (“To learn with and not to learn from”)

  5. Socio-constructivism in classrooms For teachers, introducing a new methodology in teaching is not easy: • How to learn the new methodology? • How to assess students? • How to create working groups and to organise their work? • What kind of projects implement? • How to manage the class? • How to follow the programme established at ministerial level? In these years, Lepida Scuola project hasanswered to these questions, achieving good results both in terms of persons involved and of results (education of students, implemented projects)

  6. Double Learning Environment - 1 How can the teachers learn and apply the new methodology? • A well organised course, wisdom and a good will are not enough • The teacher needs constant support • It would be a nonsense the use of frontal transmissive methodologies to teach teachers the new methodology • Also teachers have to use the socio-constructivist approach This is why the Double Learning Environment has been created

  7. Double Learning Environment - 2 Double Learning Environment because: • 1st Level: implementation for the experimentations in differnet schools • 2nd Level: creation of a special environment devoted to the support of teachers directly involved in the experimentations in their class. The 2nd level is necessary to reach good results in the 1st one. It is extremely useful, for teachers, to exchange views and difficulties with other teachers involved, and to share with them solutions. Teachers meet each other periodically; the meeting takes place in an equipped place with the presence of experts and/or facilitators

  8. Rubric: towards the true evaluation The evaluation of students is one of the biggest problems that teachers has to face when introducing the new methodology • True Evaluation: “when we are able to directly examine performances (Performance Assessment) of the student who is accomplishing important intellectual tasks” • In order to solve this problem it has been decided to use “Rubrics”, tools for the evaluation of complex performances: • Development of a product • Resolution of a problem • Performance of a Demo • Through the use of Rubrics each performance is divided into fundamental elements and the levels of efficiency expected are rigorously defined. • The rubric is a tool that consists both in the necessary elements for the evaluation and in the criteria to measure these elements.

  9. Rubric Rubric’s structure and a rubric example

  10. Project dissemination Lepida Scuola in Reggio Emilia area • Started in 2005 • 20 schools • 100 teachers • 1000 students The project in Emilia Romagna Region • Started in 2009 • Teachers and students from Piacenza, Parma, Modena, Ferrara, Forlì-Cesena, provinces involved In Europe • At the beginningof 2010 Lepida Scuola appliedfor a Comeniusfund(LifelongLearningprogramme) withorganizationsfromGreece, Poland, Sweden and Germany

  11. Stake - holders Roles and stake holders: • Bus Pascal • High school: Pedagogic and Scientific Board • Comune di Reggio Emilia • Municipality: Technical, economic and politic support • Provincia di Reggio Emilia • County: Economic and politic support • RAI Medita • Italian public broadcaster: RAI movies utilisation • Regione Emilia Romagna • Region: political and economical support for project dissemination • Enia • Local Multiutility: Technological support – Schools broadband connection

  12. References • http://www.lepidascuola.it/ (public website) - IT • http://moodle.lepidascuola.it/ (teachers website) - IT • http://lepidascuola.self-pa.net/ (regional teachers website) - IT • http://www.didatticaer.it/rete_centri/lepidascuola.aspx(Regional project website) - IT • http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF (recommendation of the European parliament: key competences for lifelong learning) - EN • http://www.pubblica.istruzione.it/normativa/2007/allegati/all2_dm139new.pdf (Fioroni decree about Keys competences for citizenship) - IT • http://www.lepidascuola.it/images/stories/LepidaArticoli/lepida_scuola_alfa2.6.pdf (double learning environment) - IT • http://knol.google.com/k/le-rubric# (rubric) - IT • http://en.wikipedia.org/wiki/Constructivist_teaching_methods - EN • http://en.wikipedia.org/wiki/Problem-based_learning - EN • http://en.wikipedia.org/wiki/Howard_Gardner (Howard Gardner, Multiple intelligences) - EN

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