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Strumenti tecnologici nella didattica STRUMENTI TECNOLOGICIA SERVIZIO DELL'APPRENDIMENTOa cura di Laura Cimetta Altri esempi da Maestro Roberto W.Shakespeare by Laghigna Video Tutorial A.Laghigna Esempio G.Corsaro Esami 3 media MY PINTEREST: cyberteacher LMS piattaforme gestione apprendimento Repository di materiali utili Mio esempio: the Making of Malala Patrizia Vayola: Mussolini Dichiarazione di Guerra VideoStorytelling di A.Laghigna APPLICAZIONI per prof e studenti Mio esempio: la disposizione dei banchi nella Fipped Classroom Attività didattica in inglese con i Voki Esempio: the Great Gatsby creato da miei studenti Esempio: Dorian Gray creato da mio studente

5 Strategies for Fostering a Collaborative Culture in a PBL Classroom As a middle school teacher I understand that my students are at a developmental crossroads. They want to be seen as independent, responsible adults but at the same time still need guidance in order to be successful. This makes this age both challenging and rewarding to work with, as it allows me as a teacher to help them as they become the independent students they see themselves to be. It is not uncommon for teachers new to Project Based Learning to express skepticism or concern about “dropping the reins” and allowing students to take more control over the pace and scope of their learning. However, it is an essential aspect of good PBL. How to start this process is a common question. Although it can look different in every class, here are some possible approaches that may prove successful with your own students. Create norms and roles where appropriate Having established rules and routines helps groups get down to business and stay on task.

Group A board Tecnologie nella didattica Tecnologie nella didatticaa cura di Stella Perrone Utilizzo consapevole della RETE ARTICOLO:Maleducazione digitale WEB 2.0 a scuolaa cura di E. Pantò Navigare senza rischiS. LINK di SICUREZZA in rete Safe Internet DayCastigliano ARTICOLO: Strategie di ricercaa cura di Corrado Petrucco STRUMENTI di RICERCAin INTERNETa cura di Cinzia Bocchi Cercare in Internetsegnalazione di G. ARTICOLO: Le vecchie regole non valgono più ARTICOLO: Pubblicare un linknon viola il copyright ARTICOLO: il copyright sul social network ARTICOLO: Musica classica e diritti di autorea cura di Simone Aliprandi Il Copyright su INTERNETa cura di Barbara e Nestore GUIDA introduttiva a Epubeditora cura di Fabio Mercanti Verso gli e-booka scuolaa cura di P. Rgionare di e-booka cura di Marco Guastavigna FLIP SNACKcome creare libri sfogliabili Creare un e-bookcon Google slide ARTICOLO: Webquestper apprendimento cooperativo ARTICOLO: WebquestStrumento didattico da scoprire ARTICOLO: Webquestnella collaborazione a distanza Programmo anch'io

6 Scaffolding Strategies to Use With Your Students What’s the opposite of scaffolding a lesson? Saying to students, “Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday.” Yikes! Let’s start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Simply put, scaffolding is what you do first with kids. Scaffolding and differentiation do have something in common, though. So let’s get to some scaffolding strategies you may or may not have tried yet. 1. How many of us say that we learn best by seeing something rather than hearing about it? Try a fishbowl activity, where a small group in the center is circled by the rest of the class; the group in the middle, or fishbowl, engages in an activity, modeling how it’s done for the larger group.Always show students the outcome or product before they do it. 2. 3. All learners need time to process new ideas and information. 4. 5. 6.

Scenarios Download the text in PDF format The aim of the iTEC scenarios is to provide flexible frameworks to enable technology-enhanced learning activities that engage teachers and learners. Within iTEC, Work Package 2 (WP2 - led by Futurelab, UK) has responsibility for the development of the initial scenarios. Before being tested in classrooms around Europe, some of the scenarios undergo further refinement and are enriched with specific technological resources and tools during the five cycles of the project. In August 2011, cycles 1 and 2 of the scenario development process have been completed with planning for cycle 3 well underway and due to start September 2011. Completion of the project is scheduled for August 2014. What are trends in iTEC? Broadly speaking, a trend is a shift of some description which is happening now, in the present, and which can be documented and observed. How have trends been identified for iTEC? What are scenarios in iTEC? How do the trends feed into the iTEC scenarios?

Didattica. Strumenti per l’integrazione delle tecnologie nelle attività didattiche. Percorsi CLIL – Orizzonte Scuola Sul sito dedicato alla Didattica vengono segnalati: diversi video tutorial di presentazione di strumenti e servizi del web utili per l’integrazione delle tecnologie nella didattica; un percorso CLIL di Economia Aziendale per l’Istituto Tecnico Commerciale e un percorso CLIL di Scienze. Sul sito dedicato alla Didattica vengono segnalati: video tutorial di presentazione di strumenti e servizi del web utili per l’integrazione delle nuove tecnologie nella didattica; un percorso CLIL di Economia Aziendale per l’Istituto Tecnico Commerciale (lingua inglese); un percorso CLIL di Scienze sulla tettonica a placche sviluppato in rete da una scuola secondaria di primo grado e due scuole secondarie di secondo grado (lingua inglese). Popplet è un’app per i sistemi iOS che consente di creare mappe mentali in maniera semplice e intuitiva. Il video tutorial, realizzato da Luca Raina, presenta brevemente l’app. Vai al video tutorial Visita la sezione Video Tutorial per ulteriori spunti.

Why Project-Based Learning Motivates Students How can we motivate our students? Rewards? Punishments? Brownie points? Not surprisingly, student-centered classrooms tend to have greater engagement. Reason 1: Students gain autonomy. In an exploration of more than 50 years of research, Daniel Pink found that autonomy of work is a greater driver of motivation than rewards (grades) or punishments (88). Project-based learning gives our students control of their work in both a literal and figurative sense. Reason 2: Classrooms become collaborative communities. In Drive: The Surprising Truth About What Motivates Us, Pink concludes that in school or at work, true motivation stems from doing interesting work with supportive colleagues. This sense of community is instilled in project-based classrooms. Reason 3: Students work on real-world projects. Researchers point to real-world applicability as another driver of student engagement. In a PBL classroom, we encourage our students to connect their projects to their lives and communities. Sources