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      <description>Gruppo di lavoro n.6
Prof.ssa Ligorio</description>
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         <title>PSICOLOGIA DELLO SVILUPPO</title>
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         <description><![CDATA[<div>Ambito di studio che cerca di comprendere e spiegare il cambiamento delle capacità cognitive, sociali, biologiche, emozionali, linguistiche. <br><br></div>]]></description>
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         <title>Comportamentismo</title>
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         <pubDate>2020-12-11 10:49:54 UTC</pubDate>
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         <title>Cognitivismo</title>
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         <description><![CDATA[<div>Analizza i processi cognitivi sottostanti l'apprendimento. Attenzione alla sequenza con cui vengono presentati gli argomenti di studio.</div>]]></description>
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         <title>Approccio socioculturale</title>
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         <description><![CDATA[<div>"Making thinking visible"</div>]]></description>
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         <title>Natura Vs Cultura: influenza reciproca</title>
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         <title>Epigenetica</title>
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         <description><![CDATA[<div>Studio della relazione tra contesto ambientale e corredo epigenomico.</div>]]></description>
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         <title>Piaget</title>
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         <description><![CDATA[<div>Approccio Nomotetico<br>Studia lo sviluppo tipico individuando sequenze universali di sviluppo.</div>]]></description>
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         <title>Didattica frontale</title>
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         <description><![CDATA[<div>centrata sul docente</div>]]></description>
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         <title>Ausubel</title>
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         <title>Benchmark Lesson</title>
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         <description><![CDATA[<div>(Lezione Miliare)<br>Si basa su 4 fasi in cui il docente fa emergere domande e lo studente interiorizza nuovi concetti.</div>]]></description>
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         <pubDate>2020-12-11 11:01:16 UTC</pubDate>
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         <title>Teoria dell&#39;istruzione programmata</title>
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         <description><![CDATA[<div>Skinner<br>pro: democratizzazione<br>contro: mancata interazione, motivazioni e emozione.</div>]]></description>
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         <title></title>
         <author>marielladegioia</author>
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         <description><![CDATA[<div><strong>Identificare e descrivere </strong>le variazioni dei comportamenti  osservati nei bambini</div><div><strong>scoprire </strong>processi  sottostanti i cambiamenti<br>Cosa cambia con crescita, durante il <strong>ciclo di vita</strong><br>Come si hanno cambiamenti<br>Elaborazione Teorie<br>Studi Empirici</div>]]></description>
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         <title>Continuità Vs Discontinuità</title>
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         <description><![CDATA[<div>Sviluppo Continuo<br>Sviluppo discontinuo<br>Sviluppo a onde sovrapposte</div>]]></description>
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         <title>Periodo critico Vs Periodo sensibile</title>
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         <pubDate>2020-12-12 11:37:33 UTC</pubDate>
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         <title>Lezioni su casi</title>
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         <description><![CDATA[<div>(Schank- Storytelling)<br>Docente-"Buon narratore"</div>]]></description>
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         <title> </title>
         <author></author>
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         <description><![CDATA[<div>-Zona di sviluppo prossimale (Vygotskij)<br>-Scaffolding (Bruner)<br>-Fading<br>-Apprendistato cognitivo<br>-Conoscenza situata e distribuita</div>]]></description>
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         <title>Vygotskij</title>
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      <item>
         <title>- Intervento metacognitivo</title>
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         <description><![CDATA[<div>- intervento per potenziare abilità carenti<br>- intervento che, in presenza di una carenza, tende a sviluppare altre abilità</div>]]></description>
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         <title>thinking aloud</title>
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         <title>Dominio generale Vs Dominio specifico </title>
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         <title>GRADUALITA&#39;</title>
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         <description><![CDATA[<div>Piccoli passi: il comportamento da apprendere viene scomposto in unità semplici organizzate in una sequenza logica</div>]]></description>
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         <title>PARTECIPAZIONE ATTIVA: </title>
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         <description><![CDATA[<div>l'allievo non può essere solo ricettivo o rispondente, ma deve costruire il suo nuovo repertorio di risposte</div>]]></description>
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         <title>CONOSCENZA IMMEDIATA DEI RISULTATI: </title>
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         <description><![CDATA[<div>ogni programma deve prevedere un feedback immediato</div>]]></description>
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         <title>ADATTAMENTO DEI TEMPI AL PERCORSO DELL&#39;ALLIEVO</title>
         <author>avvcamillabaldassarre</author>
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         <pubDate>2020-12-21 14:45:25 UTC</pubDate>
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         <title>Idea di sviluppo: cambiamento che avviene continuamente, caratterizzato da un procedere per salti</title>
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         <pubDate>2020-12-21 15:26:29 UTC</pubDate>
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         <title></title>
         <author>marielladegioia</author>
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         <description><![CDATA[<div>-Origini del comportamento umano<br>-Specificita/Generalità del cambiamento<br>-Forze individuali/contestuali dello sviluppo<br><br></div>]]></description>
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         <title>Temi Trasversali</title>
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         <description><![CDATA[<div>Biologici<br>Cognitivi<br>Linguistici<br>Emozionali<br>Sociali</div>]]></description>
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         <title></title>
         <author>giovannailariapasseri</author>
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         <description><![CDATA[<div>Contratto didattico<br>(gestione asimmetrica del potere)</div>]]></description>
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         <title></title>
         <author>giovannailariapasseri</author>
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         <description><![CDATA[<div>Esperimento del Sutemi e Bell</div>]]></description>
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         <title>Flander - studi anni &#39;60</title>
         <author>giovannailariapasseri</author>
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         <description><![CDATA[<div>Categorizza gli interventi di docenti e studenti, e individua come "efficaci" i docenti che "formulano domande aperte". L'apprendimento è efficace se lo è la lezione, si da spazio agli studenti. Ciò porta all'apprendimento collaborativo</div>]]></description>
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         <title>PROSPETTIVE</title>
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         <description><![CDATA[<div>Caratteristiche individuali e influenze contestuali<br>Contesti culturali<br>Prospettiva Ecologica: Bronfenbrenner: dimensione cronotopica<br>Prospettiva del ciclo di vita</div>]]></description>
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         <title></title>
         <author>marielladegioia</author>
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         <description><![CDATA[<div>Ambienti condivisi<br>Ambienti non condivisi</div>]]></description>
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         <title>Sandra SCARR</title>
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         <description><![CDATA[<div>Approccio ideografico<br>Studia lo sviluppo atipico per comprendere quello tipico. Focus sulla soggettività studiata con metodi osservabili e sperimentali</div>]]></description>
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         <title>4 PRINCIPI GUIDA</title>
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         <title>Apprendimento Collaborativo</title>
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         <title>Anchoring ideas</title>
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         <description><![CDATA[<div>Organizzatori anticipati, aiutano a collegare un concetto già conosciuto con un concetto nuovo.  Aiutano a far emergere la struttura mentale della conoscenza (funzione metacognitiva) </div>]]></description>
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         <title>PSICOLOGIA E MODELLI DIDATTICI</title>
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         <title>Apprendimento significativo</title>
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