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      <title>Learning Theories by Anastasia Ciavattella</title>
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      <pubDate>2019-11-14 12:25:20 UTC</pubDate>
      <lastBuildDate>2023-03-02 12:52:45 UTC</lastBuildDate>
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      <item>
         <title>John Dewey</title>
         <author>Anastasiaciavattella</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/411131725</link>
         <description><![CDATA[<div>Experiemental Education</div><ul><li><mark>learning by doing</mark></li></ul><div>Books:<br>- Experience and Nature (1925)<br>- My pedagogic creed (1897)</div>]]></description>
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         <pubDate>2019-11-14 12:26:48 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/411131725</guid>
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         <title>Bruner&#39;s theories </title>
         <author>mariamene1993</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/416661264</link>
         <description><![CDATA[<div>constructivism's theory <br>3 models of representation: <br>-enactive;<br>-iconic;<br>-symbolic. </div><div><br><br></div>]]></description>
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         <pubDate>2019-11-26 13:52:01 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/416661264</guid>
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         <title>Bloom&#39;s theories </title>
         <author>ludovica_croce_94</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/416661428</link>
         <description><![CDATA[<div>- taxonomy of educational objectives: three domains<br>   - cognitive <br>   - affective<br>   - psychomotor <br><strong>BLOOM'S TAXONOMY LEVELS:<br></strong>CREATE<br>EVALUATE<br>ANALYZE<br>APPLY<br>UNDERSTAND<br>REMEMBER</div>]]></description>
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         <pubDate>2019-11-26 13:52:15 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/416661428</guid>
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         <title>Barbara Rogoff&#39;s Theories</title>
         <author>mariamene1993</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/416693878</link>
         <description><![CDATA[<div>developmental theory: <br>-the social and collaborative nature of Learning;<br>-collaboration between adult and child;<br>-importance of Language as mediator of knowledge </div>]]></description>
         <enclosure url="https://www.youtube.com/watch?v=judFMZsaJaA" />
         <pubDate>2019-11-26 14:44:14 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/416693878</guid>
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      <item>
         <title>Piaget&#39;s theories: </title>
         <author>ludovica_croce_94</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/416713796</link>
         <description><![CDATA[<div>-gradual interaction with social and physical environment<br>-four phases of cognitive development</div>]]></description>
         <enclosure url="https://study.com/academy/lesson/piagets-theory-of-cognitive-development.html" />
         <pubDate>2019-11-26 15:13:02 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/416713796</guid>
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      <item>
         <title>Vygotsky&#39;s theories</title>
         <author>mariamene1993</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/416720123</link>
         <description><![CDATA[<div>-Socio-cultural perspetive;<br>-ZSP <br>-interaction <br>-cultural elements;<br>-problem-solving </div>]]></description>
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         <pubDate>2019-11-26 15:23:17 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/416720123</guid>
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         <title>Constructivism </title>
         <author>ludovica_croce_94</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/417126268</link>
         <description><![CDATA[<div>Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.<br><br><strong>In the classroom</strong>:<br> the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.<br><br><br></div>]]></description>
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         <pubDate>2019-11-27 13:18:16 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/417126268</guid>
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      <item>
         <title>Scaffolding</title>
         <author>Anastasiaciavattella</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/417429482</link>
         <description><![CDATA[]]></description>
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         <pubDate>2019-11-28 10:22:40 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/417429482</guid>
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      <item>
         <title>Cooperative learning: </title>
         <author>Anastasiaciavattella</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/417445037</link>
         <description><![CDATA[<div>- Jigsaw<br>- Think-Pair-Share<br>- Debate</div>]]></description>
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         <pubDate>2019-11-28 11:09:12 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/417445037</guid>
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      <item>
         <title>Metodologie Didattiche innovative</title>
         <author>Anastasiaciavattella</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/586921494</link>
         <description><![CDATA[<div>- Circle Time<br>- Micro learning<br>- Didattica laboratoriale (learning by doing)</div>]]></description>
         <enclosure url="http://www.metodologiedidattiche.it/" />
         <pubDate>2020-05-21 13:15:20 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/586921494</guid>
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      <item>
         <title>Behaviourism</title>
         <author>soniascampoli</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/595136715</link>
         <description><![CDATA[<div>Learning theory developed in psychology.<br>Theorists: <br>- Skinner<br>- Pavlov<br>- Watson<br>Learning takes place with environmental stimuli to which the learner  responds.<br>Mind=black box (passive behaviour of the learner)</div>]]></description>
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         <pubDate>2020-05-26 16:05:41 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/595136715</guid>
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      <item>
         <title> Resilient Educator </title>
         <author>Anastasiaciavattella</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/622489974</link>
         <description><![CDATA[<div>Extra reading </div>]]></description>
         <enclosure url="https://resilienteducator.com/classroom-resources/affective-filter-english-learners/" />
         <pubDate>2020-06-11 13:53:56 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/622489974</guid>
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      <item>
         <title>Affective Filter </title>
         <author>Anastasiaciavattella</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/622493962</link>
         <description><![CDATA[<div><mark>Main ideas</mark>:<mark><br></mark>-The <strong>Affective Filter</strong> hypothesis embodies Krashen's view that a number of 'affective variables' play a facilitative, but non-causal, role in second language acquisition. <br>- Low motivation, low self-esteem, anxiety, introversion and inhibition can raise the affective filter and form a 'mental block' that prevents <a href="https://www.sk.com.br/comp_input.mp4"><mark>comprehensible input</mark></a><mark> </mark>from being used for acquisition.<br>- The Affective Filter is an obstacle that does not impact acquisition directly but rather prevents input from reaching the language acquisition part of the brain. </div><div><br></div><blockquote>'The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production.In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful'. (Krashen, Stephen D. Principles and Practice in Second Language Acquisition).</blockquote><div><br></div><div>-In any aspect of education it is always important to create a safe, welcoming environment in which students can learn. In language education this may be especially important since in order to take in and produce language, learners need to feel that they are able to make <mark>mistakes</mark> and take risks. <br>-To overcome the filter <mark>MOTIVATION</mark> is important.</div>]]></description>
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         <pubDate>2020-06-11 13:56:13 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/622493962</guid>
      </item>
      <item>
         <title>FREINET</title>
         <author>Anastasiaciavattella</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/622595903</link>
         <description><![CDATA[<div><a href="https://globaleduca.hypotheses.org/med-the-museum-global-education-and-cultural-diversity/autonomy-pedagogy-educators-gallery/the-modern-school-movement/celestine-ferrer-the-modern-methodology"><strong>The modern methodology</strong></a></div><div>Pedagogical thinking that placed <mark>the child at the center of the educational process</mark>, with his interests, his aspirations, his needs.<br>Conception of the <mark>student as an active and interested subject</mark>.<br><mark>Continuitity between school and life.</mark></div><div>Techniques:<br>-<mark>the Study Visit</mark>, with trips around the school about issues of interest (la "lezione passeggiata")<br>-<mark>the Free Text</mark>, the student is free to choose format and theme (il "testo libero")<br>-<mark>the Shool Press</mark> (la "stampa")(quello che oggi chiameremmo un artefatto), the texts were published and read by peers.<br>-<mark>the Interschool Correspondence</mark> (la "corrispondenza interscolastica")<br>-the elaboration of <mark>PIT - Individual Work Plans</mark><br>- Self-correction<br>-<mark>the Book of Life</mark> (il "libro di vita"), a notebook in which students record their impressions, feelings, thoughts<br><br></div>]]></description>
         <enclosure url="https://nuovadidattica.wordpress.com/psico-pedagogisti/freinet/" />
         <pubDate>2020-06-11 14:50:43 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/622595903</guid>
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      <item>
         <title>BIBLIOGRAPHY</title>
         <author>soniascampoli</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/632129013</link>
         <description><![CDATA[<div>- <em>My pedagogic Creed,</em> John Dewey <br><em>- Fare didattica con gli EAS</em>, P. C. Rivoltella<br>-<em> Edgar Morin. Insegnare a vivere, </em>di Mario Porro (articolo)<br>-<em> Lettera a una professoressa. </em>Scuola di Barbiana, Don Lorenzo Milani<br>- <em>La scuola del fare</em> , C. Freinet<br>-  <em>Principles</em><strong><em> </em></strong><em>and Practice in Second Language Acquisition, </em>Krashen, Stephen D.<br>-  <em>Second Language Acquisition and Second Language Learning, </em>Krashen, Stephen D.</div><div><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2020-06-18 13:17:54 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/632129013</guid>
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      <item>
         <title>Edgar Morin. Insegnare a vivere</title>
         <author>soniascampoli</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/632136310</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.doppiozero.com/materiali/sala-insegnanti/edgar-morin-insegnare-vivere" />
         <pubDate>2020-06-18 13:22:23 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/632136310</guid>
      </item>
      <item>
         <title>ATTIVISMO PEDAGOGICO</title>
         <author>soniascampoli</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/632154099</link>
         <description><![CDATA[<div>C. Freinet, <em>La scuola del fare</em> (1978)</div>]]></description>
         <enclosure url="" />
         <pubDate>2020-06-18 13:33:05 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/632154099</guid>
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      <item>
         <title>P. C. RIVOLTELLA (VIDEO)</title>
         <author>soniascampoli</author>
         <link>https://padlet.com/Anastasiaciavattella/learningtheories/wish/632159641</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.youtube.com/watch?v=BZCbbu4sm_s&amp;feature=youtu.be" />
         <pubDate>2020-06-18 13:36:08 UTC</pubDate>
         <guid>https://padlet.com/Anastasiaciavattella/learningtheories/wish/632159641</guid>
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