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Principi dietro la valutazione delle competenze:
Sommativa esami, valutala performance degli studenti alla fine dle processo di apprendimento
Formativa: in tempo reale guida gli studenti nell'apprendimento e permette al docente di adattare le scelte didattiche

Autovalutazione personale, centrata sull'alunno sopratutto per le trasversal skils.
tutte devono essere

Validity,

Reliability

fairness

i docenti devono comprendere iprocessi di apprendimento capire le connessioni e l'esecuzioni di task complesse.

Per la valutazione formative sono utili, diario, portfolio, ITC based simulazioni

le domande poste dall'insegnante devono essere mirate per far capire quanto a fondo è stato compreso.

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Strategie che hanno funzionato in Irlanda:

1. collaborazione di tutto il dipartimento. condividere il lavoro

2. supporto della scuola

3. supporto del leadership

4. ITC

Tips:

1. Usare PBL

2. ambiente che incoraggia a fare collegamenti tra gli argomenti trattati

3. dare tasks ricche che permettano agli studenti di cercare la soluzione anche tra argomenti non ancora trattati

4. discussione.

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Video 2.3

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How to Develop Learners’ Collaborative Problem Solving Skills

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Collaborative work is based on contribution and communication. In collaborative work tasks cannot be completed without the collaboration of every one.

Def: collaborative Problem Solving (PS) 2 or more people interacting and working together to solve commonly understood problem.

Collaborative PS develops Colaboration, critical thinking communication skils that are not easily automate and must be achieved to work nowdays.
il lavoro collaborativo aiuta a sviluppare
social skils come partecipazione, insegna a guardare le cose in maniera differente e condividere il nostro modo di vederle, vi insegna a organizzare e dividere il lavoro (social regualtion) a negoziare

collaborative PS si basa sull'evidenza e osservabilità:

What we do -> other people see

What we say-> other people hear

What we write -> other people read

What we make -> other people can use

il lavoro collaborativo è basato sull'evidenza.

cognitive skils:
imparare ad analizzare il problema trovare i vari possibile percorsi e a dividersi il lavoro. Analizzare i vari sottoproblemi capendo le relazioni, regolarità e collegamneti (analize problem space)

Insegna a generalizzare. ma parte più importante è la sfida che l'insegnante deve sempre lanciare ed incentivare chiedendo sempre cosa succede se, se cambio questo cosa cambia... per insegnare ai ragazzi a porsi da soli queste domande. Bisogna portare i ragazzi a riflettere sul problema

la valutazione formativa si basa infatti sulla capacità dell'insegnante di riconoscere ivari livelli matacognitivi e di incentivare i ragazzi a passare al successivo livello sfidandoli, cambiando le ipotesi del problema.

quindi

Formative assessment:

improve student performance

change teaching practice

challenge students and remains reinforcing and positive.

gli insegnanti devono essere in grado di riconoscere le prove (evidence) prodotti dagli studenti

teachers need to understand the progression and development of increasing high thinking

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How to Design Project-Based Learning Activities

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preliminary checklist:
 What is your project idea?  What is the time frame proposed?
 Is the project idea manageable?
 Is it a project just between you and your class or will you collaborate with other teachers in your school or in other countries
 If it involves partners from other countries, what is the language proposed?
 What subjects could be integrated into this project?
 What technical tools, if any, will you use?
 How does your project fit with the school planning and calendar?

Step 1. Involve your students from the very beginning. definire regole.
Step 2. in discussion with the class break it down into different tasks. decidere le tecnologie da usare.
Step 3. Plan well, set goals, define outcomes. Bisogno di obiettivi ben definiti.
Step 4. Proceed to put pupils into small groups with responsibilities for a particular task. Un compito per ciascun membro del gruppo.
Step 5. Create a tangible artifact .
Step 6. Arrive at a conclusion...take a stand...take action.
Step 7. Document, justify, and share.

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Students are given a real life problem to investigate, which can be described as an authentic problem and have to come up with possible solutions.

Soluzioni possono essere discusse e testate.

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"a seeking or request for truth, information or knowledge".
1- question
2- exploration investigation
3-finding a solution
4- drawing a reasonable conclusion,
5- making a substantive decision or applying new knowledge or skills.

questions are from both students and teacher. ("Students are encouraged to question arguments, information, ideas, opinions and viewpoints, to go deeper and generate new questions, which will lead them to new knowledge. ") target deeper learning.

For this reason should be not googleable question meaning solution not easy to find. PBL encourage students to "research and to find answers and solutions, to help them develop higher-order thinking skills".

Analizzare, comprendere comparare trovare la soluzione migliore. Creare un prodotto.
(quote form video1)

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Basic Tennent of PBL (project based learing):
‘Tell me and I forget, show me and I remember, involve me and I understand’.

Two methods:
inquiry-based learning and problem-based learning.

Target:
1- Develop student competences.
2- Both of these approaches focus on developing problemsolving, critical thinking and information-processing skills.
3- learning became fun

SHARE with other the outcome but also the project teacher are a comunity.

(quote form video1)

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New method needs new assessment :
formative assestement
summative assessment
self assessment

"Assessments need to provide ways for students to demonstrate that they can use knowledge, skills and attitudes to reason, solve problems and so on. New tools such as portfolios and e-assessments will be very useful for teachers. "

Problem: we have to prepare children to university and national tests. "So it is attempting to focus on examination content and focus on helping students to pass tests. A few studies have found that students learning in courses that emphasise the kind of higher-order skills featured in key competence curricula may outperform students who are learning in courses that emphasise content knowledge. "

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Environment is important for competence based learning, It should be set in a way to animate interactive learning and let the student be participate and collaborate to their own learning process.

“In summary, teaching key competences involves a greater emphasis on interactive learning environments, allowing students to work in teams on multidisciplinary topics, benefit from technology enhanced learning, and have the mental, physical, social and emotional space to collaborate on solving problems.  “ from video 2

Principles:

Task based (collaborative problem solving)

Interdisciplinary

learning should be both collaborative and individualised:  collaborative to construct the knowledge and develop social skills, individualised to organize and self manage.

Learner led and teacher led

Technologically innovative

Both Inside and outside school

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‘competence’ definition by Hoskins and Crick ,‘a complex combination of knowledge, skills, understanding, values, attitudes and desire which lead to effective, embodied human action in the world in a particular domain’.

8  ‘key competences’ or ‘21st century skills’ ( european framework )

- Communication in the mother tongue

- Communication in foreign languages

- Mathematical competence and basic competences in science and technology
- Digital competence

- Learning to learn

- Social and civic competences

- Sense of initiative and entrepreneurship

- Cultural awareness and expression

Equally important and interdependent.

transversal skills

critical thinking,

creativity,

initiative,

problem solving,

risk assessment,

decision taking

the constructive management of feelings.

Independently from our subject we all need to collaborate to  make students achieve learning to learn.

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I live in a small twon in Toscana, Arezzo (foto from http://www.viaggi-lowcost.info/cosa-fare/arezzo-in-un-weekend/).  Only recently we had multicultural classes, and we begin to face problems and challenges that in big cities are well know.

In my few years as teacher I have seen how traditional teaching is not effective and student forget soon what they have done in school.

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Hello I’m Giulia, I’m a Math teacher from Italy. I have many interest such that cinema and knitting.I choose this course to better understand and learn how to teach competences. I have a big family and enjoy company.