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 personalpromote 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 shapeSkills 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 ownallow 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 throughDistinctive 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 reciprocity
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3.Working with the
class/sector councils
3.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, usefulSupporting 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
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General scheme of the educational process
Students profile
Educational goals
Public
authority
Index of skills
Educational
net
educational plan for learning unities
assessment
Educational
organization
registers and report card Certificate of skills
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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 beensituation 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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Schema EQF
LIVELLI 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 studio
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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 byMicro-didactics (learning unities by
discipline and area)
Macro-didactics (interdisciplinary learning
unities: alternation, projects, contests,
activities with social value)
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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 sempliciImpianti 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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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 eFORMAZIONE 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
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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’attualeorigini 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
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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
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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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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 studiesUnderstanding 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 comparisonhe 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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INDEX OF SKILLS
Competenza
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 change
Supervise 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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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 followingentire 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, with2° 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
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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 caresector 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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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 everyonly 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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Curriculum and methodologies Italy

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