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PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
P.IN.O.K.I.O.P.IN.O.K.I.O.
Pupils for INnOvation as a Key Pupils for INnOvation as a Key to Intercultural and social inclusiOnto Intercultural and social inclusiOn
TRAINING OF TRAINERSTRAINING OF TRAINERS
EDUCATIONAL PROGRAMMEEDUCATIONAL PROGRAMME Venice, 11-13 march 2010Venice, 11-13 march 2010
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Educational Value of LiteratureEducational Value of LiteratureLiterature develops children personality, defined as mutually elements :
COGNITIVECOGNITIVEDIMENSIONDIMENSION
METACOGNITIVEMETACOGNITIVEDIMENSIONDIMENSION
INTRAPERSONAL DIMENSIONINTRAPERSONAL DIMENSION(PSYCHO-EMOTIONAL ELEMENTS)(PSYCHO-EMOTIONAL ELEMENTS)
Fiction for ChildrenFiction for Children
INTERPERSONAL DIMENSIONINTERPERSONAL DIMENSION(PSYCHO-SOCIAL ELEMENTS)(PSYCHO-SOCIAL ELEMENTS)
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Educational Value of Fiction for Educational Value of Fiction for ChildrenChildren
COGNITIVE COGNITIVE DIMENSIONDIMENSION
Knowledge, Attention, MemoryKnowledge, Attention, Memory
Verbal communicationVerbal communication
Non-verbal Non-verbal communicationcommunication
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Educational Value of Fairy TaleEducational Value of Fairy TaleFAIRY TALE develops children personality, defined as mutually elements :
COGNITIVE COGNITIVE DIMENSIONDIMENSION
Knowledge, Attention, MemoryKnowledge, Attention, Memory
Verbal CommunicationVerbal Communication
Non-verbal Non-verbal CommunicationCommunication
INTERPERSONAL DIMENSIONINTERPERSONAL DIMENSION(PSYCHO-SOCIAL ELEMENTS)(PSYCHO-SOCIAL ELEMENTS)
INTRAPERSONAL DIMENSIONINTRAPERSONAL DIMENSION(PSYCHO-EMOTIONAL ELEMENTS)(PSYCHO-EMOTIONAL ELEMENTS)
METACOGNITIVE METACOGNITIVE DIMENSIONDIMENSION
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Educational Value of Fairy TaleEducational Value of Fairy Tale
METACOGNITIVE METACOGNITIVE DIMENSIONDIMENSION
problem solvingproblem solving(identification of problems, selecting solutions and strategies, (identification of problems, selecting solutions and strategies,
decision taking, assuming risks, decision taking, assuming risks, reflective awareness, authonomy in action)reflective awareness, authonomy in action)
Meaning SearchMeaning Search
TransferTransfer
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Educational Value of Fairy TaleEducational Value of Fairy TaleFAIRY TALE develops children personality, defined as mutually elements:
COGNITIVE COGNITIVE DIMENSIONEDIMENSIONE
METACOGNITIVE METACOGNITIVE DIMENSIONDIMENSION
problem solvingproblem solving(identification of problems, selecting (identification of problems, selecting
solutions and strategies, solutions and strategies, decision taking, assuming risks, decision taking, assuming risks,
reflective awareness, authonomy in reflective awareness, authonomy in action)action)
Meaning searchMeaning search
transfertransfer
INTERPERSONAL DIMENSIONINTERPERSONAL DIMENSION(PSYCHO-SOCIAL ELEMENTS)(PSYCHO-SOCIAL ELEMENTS)
INTRAPERSONAL DIMENSIONINTRAPERSONAL DIMENSION(PSYCHO-EMOTIONAL ELEMENTS)(PSYCHO-EMOTIONAL ELEMENTS)
Knowledge, Attention, MemoryKnowledge, Attention, Memory
Verbal CommunicationVerbal Communication
Non-verbal Non-verbal CommunicationCommunication
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Educational Value of LiteratureEducational Value of Literature
INTRAPERSONAL INTRAPERSONAL DIMENSIONDIMENSION
inwardnessinwardness
““knowing to be”knowing to be”(attitude and values)(attitude and values)
““imaginary imaginary culture”culture”
CommitmentCommitment
Motivation to LearnMotivation to Learn
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Educational Value of Fairy TaleEducational Value of Fairy TaleFAIRY TALE develops children personality, defined as mutually elements:
METACOGNITIVE METACOGNITIVE DIMENSIONDIMENSION
problem solvingproblem solving(identification of problems, selecting (identification of problems, selecting
solutions and strategies, solutions and strategies, decision tatking, assuming risks, decision tatking, assuming risks,
reflective awareness, authonomy in reflective awareness, authonomy in actionaction
Meaning searchMeaning search
transfertransfer
INTERPERSONAL DIMENSIONINTERPERSONAL DIMENSION(PSYCHO-SOCIAL ELEMENTS)(PSYCHO-SOCIAL ELEMENTS)
INTRAPERSONAL DIMENSIONINTRAPERSONAL DIMENSION(PSYCHO-EMOTIONAL ELEMENTS)(PSYCHO-EMOTIONAL ELEMENTS)
““imaginary imaginary culture”culture”
Motivation to Motivation to LearnLearn
inwardnessinwardness
CommitmentCommitment
““knowing to be”knowing to be”(attitude and values)(attitude and values)
COGNITIVE COGNITIVE DIMENSIONEDIMENSIONE
Knowledge, Attention, MemoryKnowledge, Attention, Memory
Verbal CommunicationVerbal Communication
Non-verbal Non-verbal CommunicationCommunication
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Educational Value of Fairy TaleEducational Value of Fairy Tale
LiteratureLiteratureINTERPERSONAL INTERPERSONAL
DIMENSIONDIMENSION““Knowing to beKnowing to be among others”among others”
Cooperative learningCooperative learning
Personal and Cultural AwarenessPersonal and Cultural Awareness
Interculture and Social InclusionInterculture and Social Inclusion
Emotional scaffoldingEmotional scaffolding
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Educational Value of Fairy TaleEducational Value of Fairy TaleFAIRY TALE develops children personality, defined as mutually elements:
METACOGNITIVE METACOGNITIVE DIMENSIONDIMENSION
problem solvingproblem solving(identification of problems, selecting (identification of problems, selecting
solutions and strategies, solutions and strategies, decision tatking, assuming risks, decision tatking, assuming risks,
reflective awareness, authonomy in reflective awareness, authonomy in actionaction
Meaning searchMeaning search
transfertransfer
INTERPERSONAL DIMENSIONINTERPERSONAL DIMENSION(PSYCHO-SOCIAL ELEMENTS)(PSYCHO-SOCIAL ELEMENTS)
INTRAPERSONAL DIMENSIONINTRAPERSONAL DIMENSION(PSYCHO-EMOTIONAL ELEMENTS)(PSYCHO-EMOTIONAL ELEMENTS)
““imaginary imaginary culture”culture”
Motivation to Motivation to LearnLearn
inwardnessinwardness
CommitmentCommitment
““knowing to be”knowing to be”(attitude and values)(attitude and values)
COGNITIVE COGNITIVE DIMENSIONEDIMENSIONE
Knowledge, Attention, MemoryKnowledge, Attention, Memory
Verbal CommunicationVerbal Communication
Non-verbal Non-verbal CommunicationCommunication
““Knowing to beKnowing to be with others”with others” cooperative cooperative
learninglearning
Personal and Cultural Personal and Cultural AwarenessAwareness
Interculture and Social InclusionInterculture and Social Inclusion
Emotional Emotional scaffoldingscaffolding
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Educational Value of Fairy TaleEducational Value of Fairy Tale
METACOGNITIVE METACOGNITIVE DIMENSIONDIMENSION
problem solvingproblem solving(identification of problems, selecting (identification of problems, selecting
solutions and strategies, solutions and strategies, decision tatking, assuming risks, decision tatking, assuming risks,
reflective awareness, authonomy in reflective awareness, authonomy in actionaction
Meaning searchMeaning search
transfertransfer
INTERPERSONAL DIMENSIONINTERPERSONAL DIMENSION(PSYCHO-SOCIAL ELEMENTS)(PSYCHO-SOCIAL ELEMENTS)
INTRAPERSONAL DIMENSIONINTRAPERSONAL DIMENSION(PSYCHO-EMOTIONAL ELEMENTS)(PSYCHO-EMOTIONAL ELEMENTS)
““imaginary imaginary culture”culture”
Motivation to Motivation to LearnLearn
inwardnessinwardness
CommitmentCommitment
““knowing to be”knowing to be”(attitude and values)(attitude and values)
COGNITIVE COGNITIVE DIMENSIONEDIMENSIONE
Knowledge, Attention, MemoryKnowledge, Attention, Memory
Verbal CommunicationVerbal Communication
Non-verbal Non-verbal CommunicationCommunication
FAIRY TALEFAIRY TALE
““Knowing to beKnowing to be with others”with others”
cooperative cooperative learninglearning
Personal and Cultural Personal and Cultural AwarenessAwareness
Interculture and Interculture and Social InclusionSocial Inclusion
Emotional Emotional scaffoldingscaffolding
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
MEANINGFUL LEARNINGMEANINGFUL LEARNING
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Educational Value of TechnologiesEducational Value of Technologies
ITC & WEB 2.0
Immediate Access to Immediate Access to knowledgeknowledge
Non formal and Informal Non formal and Informal Learning EnvironmentsLearning Environments
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Educational Value of TechnologiesEducational Value of Technologies
ITC & WEB 2.0
Immediate Access to Immediate Access to knowledgeknowledge
Non formal and Informal Non formal and Informal Learning EnvironmentsLearning Environments
digital natives multitasking digital natives multitasking
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Value of ICT’s as a mean to access fairy tales, Value of ICT’s as a mean to access fairy tales, strengthening it educational potentialstrengthening it educational potential
Potential of fairy tales can be better enhanced through the use of ICT.
TTEAEACCHHIINGNG & FAIRY TALE& FAIRY TALE
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Value of ICT’s as a mean to access fairy tales, Value of ICT’s as a mean to access fairy tales, strengthening it educational potentialstrengthening it educational potential
Potential of fairy tales can be better enhanced through the use of ICT.
TTEAEACCHHIINGNG & FAIRY TALE& FAIRY TALE
E-book audioE-book audio
BlogBlog
Podcast Podcast
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Defining key competences as framework Defining key competences as framework for P.IN.O.K.I.O. projectfor P.IN.O.K.I.O. project
COGNITIVE COGNITIVE DIMENSIONDIMENSION
Knowledge, Attention, MemoryKnowledge, Attention, Memory
KC1KC1CommunicationCommunication
in the mother tonguein the mother tongue
KC8KC8Cultural awarenessCultural awareness
and expressionand expression
Verbal Communication Verbal Communication
Non verbal Communication Non verbal Communication
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Defining key competences as framework Defining key competences as framework for P.IN.O.K.I.O. projectfor P.IN.O.K.I.O. project
METACOGNITIVE METACOGNITIVE DIMENSIONDIMENSION
problem solvingproblem solving(identification of problems, selecting solutions and strategies, (identification of problems, selecting solutions and strategies,
decision tatking, assuming risks, decision tatking, assuming risks, reflective awareness, authonomy in actionreflective awareness, authonomy in action
Meaning SearchMeaning Search
TransferTransfer
KC5KC5Learning to learnLearning to learn
KC7KC7Sense of initiativeSense of initiative
and entrepreneurshipand entrepreneurship
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Defining key competences as framework Defining key competences as framework for P.IN.O.K.I.O. projectfor P.IN.O.K.I.O. project
INTRAPERSONAL INTRAPERSONAL DIMENSIONDIMENSION
InwardnessInwardness
““knowing to be”knowing to be”(attitude and values)(attitude and values)
““Imaginary culture”Imaginary culture”
CommitmentCommitment
Motivation to LearnMotivation to Learn
KC5KC5Learning to learnLearning to learn
KC7KC7Sense of initiativeSense of initiative
and entrepreneurshipand entrepreneurship
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Defining key competences as framework Defining key competences as framework for P.IN.O.K.I.O. projectfor P.IN.O.K.I.O. project
FAIRY TALEFAIRY TALEINTERPERSONAL INTERPERSONAL
DIMENSIONDIMENSION““Knowing to beKnowing to be among others”among others”
cooperative learningcooperative learning
Personal and Cultural AwarenessPersonal and Cultural Awareness
Interculture and Social InclusionInterculture and Social Inclusion
Emotional scaffoldingEmotional scaffolding
KC6KC6Social and civicSocial and civiccompetencescompetences
KC8KC8Cultural awareness and expressionCultural awareness and expression
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Declinazione delle key competences in Declinazione delle key competences in P.IN.O.K.I.O.P.IN.O.K.I.O.
KC4KC4Digital competenceDigital competence
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Training contentTraining content
FAIRY TALEFAIRY TALEPinocchio's Adventures Pinocchio's Adventures
The Bremen Town Musicians The Bremen Town Musicians
BlogBlog
why?why?PippiPippiLongstockings Longstockings
ITCITC
• To tell about experiences through digital storytelling
• To document learning processes (as a course of actions/practices)
• To communicate with other european schools within P.IN.O.K.I.O community(blogroll)
Example
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
E-book audioE-book audio
why?why?
Training contentTraining content
FAIRY TALEFAIRY TALEPinocchio's Adventures Pinocchio's Adventures
The Bremen Town Musicians The Bremen Town Musicians
PippiPippiLongstockings Longstockings
ITCITC
SLIDECASTING for:• Co-construction of learning
processes• cooperative-learning• peer-collaboration and
peer-tutoring1.Example
2.Example
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
PodcastPodcast
why?why?
Training contentTraining content
FAIRY TALEFAIRY TALEPinocchio's Adventures Pinocchio's Adventures
The Bremen Town Musicians The Bremen Town Musicians
PippiPippiLongstockings Longstockings
ITCITC
• Co-construction of knowledge / learning processes
• cooperative-learning• peer-collaboration and peer-
tutoring+
• Socialization and sharing of experiences
1.Example
2.Example
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Outline of Teachers’ Education Outline of Teachers’ Education ProgrammeProgramme
Training Activities Dates Place
Strategy
Blended Learning
Launch ofTraining(First Phase)
27 March 2010 (?)
Every Partner National training point
- Introduce Project goals, values and key competences to be achieved by teachers’ activities- Explore Online Educational Environment to enter the online training phase- Start Networking with teachers- Local courses will be held in mother tongue- Materials will be developed in a general format in English. Every Trainer will “customize” resources, environments and activities
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Outline of Teachers’ Education Outline of Teachers’ Education ProgrammeProgramme
NetworkedLearning(SecondPhase)
29 Marchto 25 June2010
WebInternational
- Exploring Tools/Prototypes and achieving necessary skills to develop own project- Discuss about possible implementation of Fairy Tale- Dialogue with other (national and international) teachers in order to promote peer learning and sharing of expert knowledge- Local Web Learning Environment will be structured in mother tongue- Materials will be developed in a general format in English. Every Trainer will “customize” resources, environments and activities- International online Area will allow communications across frontiers in English
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Outline of Teachers’ Education Outline of Teachers’ Education ProgrammeProgramme
Presentationof Teachers’Prototypes(Third Phase)
28 June2010
EveryPartnerNationaltrainingpoint
- Presenting/discussing Teachers’ Projects about Fairy Tale in School as a mean to promote intercultural dialogue against social exclusion- Projects will be presented in mother tongue- Some Materials to be shared among colleagues (blogroll / international blog / newsletter) could be developed in a general format in English- Every Trainer will “customize” resources, environments and activities
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Outline of Teachers’ Education Outline of Teachers’ Education ProgrammeProgramme
Testing ofMethods(WP6)(results could beconsidered withinaccreditation
SeptemberNovember2010
EveryPartnerNationaltrainingPoint
WebInternational
Implementing Teachers’ Projects about Fairy Tale in School as a mean to promote intercultural dialogue against social exclusion.Following training lines, teachers will be able of implementing in class their projects.Nevertheless, support to this action will be an important strategy for quality of education plan, and also for research purposes.To keep teachers in contact as learning community through the use of Educational Environment could represent a goodopportunity to provide support and compare practices among European schools.Blogs and e-book created by teachers could end as links to a central Project’s Blog, in the three Partners’ languages, thus allowing socialization of results in a vision of “connected” european network with focus on fairy tales and learning.
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
ILEP framework (Margiotta, 2006)ILEP framework (Margiotta, 2006)(information, laboratory , evaluation, personalization)(information, laboratory , evaluation, personalization)
• ILEP is an instrumental framework that defines a teaching progressively oriented to promote different steps in the dynamic, cognitive and metacognitive growing up of the students.The ILEP framework contains and formalizes the following hypothetical steps of the teaching action:
INFORMATION: This step cover the process that communicates knowledge, focused on the activation and the organisation on knowledge and experience schemes. The teacher, in this step, promotes on student the acquisition of new information, new patterns of reasoning and analogical understanding
LAB: This step includes activities where students learn to explore, prove, falsify, and corroborate what they learn; laboratory is the experimental environment in which students learn to apply what it is known in different and problematic environments of human experience.
ASSESSMENT: This third step relates to recursive stages of analysis, interpretation and justification of learning results with a particular focus on their generalization. This step could be characterized as a continuous participatory analysis of learning process by students.
PERSONALIZATION: This is a recursive action that promotes students’ capacities to explore and to identify rules with which it Is possible to discover new rules of knowledge /experience composition and combination. This is an inventive step: students learn to mastery knowledge and experiences, to gain and to equilibrate attitudes, to understand differences in the largest world, to speak different alphabets , to act a well founded citizenship.
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
ILEP framework (Margiotta, 2006)ILEP framework (Margiotta, 2006)(information, laboratory , evaluation, personalization)(information, laboratory , evaluation, personalization)
InformationExplain Education goalsDefine steps through TimelineGive a Theme’s sommaryProvide Advance Organizers (Ausubel, 1960)Contextualize LearningProvide a Conceptual Map or Elements to build itProvide main contents through text, multimedia, new technologies.
AssessmentAssess declarative knowledge
Assess competencies (procedural knowledge)
Assess problem solving skills (imaginative knowledge)
PersonalizationProvide further
bibliographyHighlight alternative
path to develop knowledge/skills
Create additional materials
LabFormulate questions about crucial conceptsPropose discussions Propose cases to studyPropose problems to analyzeOffer feed-back about learning process and students’ achievements
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
Evaluation ModelEvaluation ModelProf. MargiottaProf. Margiotta
Learning, teaching & knowledge are in constant connection during the educational action to build EDUCATIONAL QUALITY
KNOWLEDGE
LEARNING TEACHING
Each teaching action should start from “naive” Knowledge to develop them in progressive, cooperative, transferThe teacher draw on discipline knowledge defining criteria of access and exploration of the same. In the middle of this operation, teacher transform knowledge, by opening it to their students to intervene participatively, from key concepts (structures of knowledge) to learning processes (structures of experience). This is only possible if the teacher explicit / works on the bases of knowledge structure, its historic evolution, and the methodologies of construction of discipline’s knowledg. This implies also to avoid teachers’ middle language.
PINOKIOGrant Agreement nr 2009-3903/001-001
CIRD Education TeamVenice, 11-13 March 2010
TRAINING OF TRAINERS
Pupils for INnOvation as a Key to Intercultural and social inclusiOn
DiscussionDiscussion
How could we define KC as specific set of How could we define KC as specific set of learning outcomes considering:learning outcomes considering:
• Target group within P.IN.O.K.I.O. (Children Target group within P.IN.O.K.I.O. (Children aged 4-8 years)aged 4-8 years)
• P.IN.O.K.I.O. learning goals (tale that aim P.IN.O.K.I.O. learning goals (tale that aim to promote intercultural dialogue against to promote intercultural dialogue against social exclusion)social exclusion)
??Thanks!