La bottega artigianale degli scrittori e dei lettori
il taccuino...strumento fondamentale per imparare a conoscersi e forgiare il proprio processo di scrittura e lettura.
"Che questa esperienza di laboratorio sia un bel viaggio per voi e per le vostri classi" Jenny Poletti Riz
Indice
6. Il setting
11. Il processo di scrittura
1. Il metodo WRW
2. Le competenze chiave
7. I capisaldi laboratorio
12. Attività di lettura
13. Il lavoro digitale e gli audio
8. Il taccuino
3. Principi metodologici
9. Fasi minilezione
4. Analisi di contesto
14. Valutazione ed autovalutazione
5. Inclusione
10. Fase metacognitiva
15. Conclusioni
Il metodo wrw -writing and reading workshop
C0s'è
Cosa si è fatto in bottega -reading-writing
- E' una metodologia laboratoriale
- Nasce negli USA, nella Columbia University
.
- Gli studenti hanno sperimentato in classe e a casa numerose tecniche di analisi metacognitiva attraverso varie tipologie di scrittura e di lettura e di analisi dei testi letterari con il supporto ed il feedback dell’insegnante e di una comunità di lettori e scrittori.
le competenze chiave del laboratorio di scrittura e lettura
Competenza imprenditoriale
Competenza alfabetica funzionale
Competenza in materia di consapevolezza ed espressione culturale
Capacità di mparare ad imparare
Competenza digitale
Competenze personali e sociali
Principi metodologici secondo le indicazioni nazionali e modalità di lavoro del wrw
Favorire l'esplorazione e la scoperta
Incoraggiare l'apprendimento collaborativo
Promuovere la consapevolezza nel proprio modo di apprendere
Attuare interventi adeguati nei riguardi della diversità
Valorizzare l'esperienza e la conoscenza degli alunni
analisi di contesto
Classe 2C
Classe 1C
INCLUSIONE
- Ciascun alunno ha seguito il proprio processo di scrittura e di lettura e perseguito i propri obiettivi individualizzati, con la possibilità di utilizzare strumenti e suggerimenti adatti a sé,
- Ognuno nel laboratorio ha trovato il proprio posto e ha seguito i propri ritmi, pur rispettando il flusso di lavoro e le linee guida comuni,
- Nel laboratorio gli alunni si sono sentiti accolti e allo stesso tempo rassicurati gli alunni con difficoltà e sono state valorizzate le «eccellenze».
il setting
- Nel laboratorio gli spazi dell’aula sono stati ridefiniti per favorire la collaborazione e sono stati modificati per servire ai diversi
scopi e momenti delle attività,
- gli studenti sono stati disposti a isole nel momento della scrittura e si sono seduti invece in modo
più libero nel momento della lettura,
- la biblioteca, elemento fisico cruciale del laboratorio, ha portato gli studenti in altri luoghi, fuori dalla classe rappresentando quasi un’estensione del laboratorio.
I CAPISALDI DEL LABORATORIOSONO STATI:
SPAZIO PER L'ERRORE
FEEDBACK
TEMPO
SCELTA
CONNESSIONE
METACOGNIZIONE ed autovalutazione
GIOIOSITA'
LO STRUMENTO CHIAVE...il taccuino
IL TACCUINO DEL LETTORE
IL TACCUINO DELLO SCRITTORE
FASI DELLE MINILEZIONI
2 faseInsegnamento chiave
1 faseConnessione
3 faseIstruzione esplicita
4 faseCoinvolgimento attivo
5 faseLink
Avvio del laboratorio: la fase metacognitiva del laboratorio
TIPOLOGIE DI ATTIVATORI
FASE PREPARATORIA
ATTIVATORI
TIPOLOGIEDI LAMPI DI SCRITTURA
LAMPI DI SCRITTURA
GLI ATTIVATORI METACOGNITIVI
I lampi di scrittura
La mano
Il taccuino
GLI ATTIVATORI METACOGNITIVI
Il cuore
I lamp i di scrittura.
I lampi di scrittura
La mappa dei luoghi del cuore
GLI ATTIVATORI METACOGNITIVI
Message in a bottle
I LAMPI DI SCRITTURA METACOGNITIVI
Vengo da...
Io sono...
I LAMPI DI SCRITTURA METACOGNITIVI
Passioni ed ossessioni
IL PROCESSO DI SCRITTURA
REVISIONE
PRE-SCRITTURA
STESURA BOZZE
EDITING
PUBBLICAZIONE
l'invito alla scrittura e alla riflessione........
Brainstorming
Scrivere intorno ad una poesia
L'invito alla scrittura e alla riflessione........
Periodo-frase-parola
IL CAMPO SEMANTICO, IL TEMA ED IL MESSAGIO NELLA POESIA....
Il tema ed il messaggio
Disegno la poesia...
Il tema ed il messaggio
Il tema ed il messaggio
cerca la poesia nel testo: il metodo caviardage........
Il metodo caviardage
cerco la poesia nel testo: il metodo caviardage........
Il metodo caviardage
cerco la poesia nel testo: il metodo caviardage........
il calligramma........
Il calligramma
la metafora ed il diamante.......
la metafora
Inquadriamo il genere e la struttura del racconto fantasy
creo e descrivo le caratteristiche del mio personaggio fantasy
i luoghi del fantasy
genero il racconto fantasy
Il genere giallo...
Ill diamante della scrittura
Il libro del giallo della classe
Le caratteristiche del genere
l' attività di lettura
Lettura indipendente
Educare alla comprensione
Lettura dei testi ad alta voce
Consulenze di lettura
Scrivere del/sul leggere
Parlare di libri e di letteratura
Conoscersi come lettori ........
Io e la lettura...
Lettura individuale: Entriamo in profondità nel testo ........
Analisi e connesioni con il testo
Lo schema ad Y ........
Lo schema ad Y
Realizzazione dello schema ad Y
Lo schema ad Y ........
Schema ad Y
Connessioni
Impressioni
Creare collegamenti con il libro letto ........
I miei collegamenti
lettura ad alta voce : il mio letto ideale ........
Dal testo " A letto bambini"
il personaggio in poche parole ........
rintracciare i tratti ovvi di un personaggi0...
rintracciare i tratti essenziali del racconto
Trovo le mie connessioni con il racconto
mi immergo nel testo
Analisi interiore del personaggio
il laVORO DIGITALE
PADLET
-Gli studenti sono stati invitati a realizzare un PADLET multimediale collettivo, a partire dalla scelta di un personale testo autobiografico tratto dal proprio taccuino; -ogni alunno ha potuto integrare l’elaborato scelto con una canzone e/o un’immagine che li rappresentasse, inserendo il “racconto di Sé” all’interno del racconto autobiografico collettivo.
"Leggere è come inspirare, scrivere è come espirare"
Audio
Gli alunni raccontano....
Ajoub
Etien
Matilda
Alba
Virginia
Valutazione ed autovalutazione
Interpretativa-narrativa
Formativa
Quando? Nei momenti finali o strategici di bilancio, è un tipo di valutazione che accompagna e orienta. Strumenti: rublist, riflessioni metacognitive e di autovalutazione, colloqui individuali, questionari di autovalutazione, consulenze di scrittura e lettura.
Quando? Mentre gli studenti scrivevano e lavoravano in ogni momento del laboratorio; un tipo di valutazione che non si è soffermata solo sul prodotto finito ma sul processo. Strumenti: rubric personalizzate.
rubric list
Rubric list
rubric di valutazione partecipazione laboratorio
Rubric di valutazione della partecipazione al laboratorio
rubric di valutazione processo di scrittura
Rubric di valutazione del processo d scrittura
rubric di valutazione processo di lettura
Rubric di valutazione del processo di lettura
rubric di valutazione del prodotto
Rubric di valutazione del prodotto
autovalutazione e metacognizione
Autovalutazione sul processo di scrittura
Autovalutazione sul processo di scrittura
autovalutazione e metacognizione
Autobiografia di lettore-lettrice
Rendi visibile il tuo processo di lettura
autovalutazione e metacognizione
Connessioni
Autovalutazione sul processo di lettura
autovalutazione e metacognizione tra pari...
Check list editing compagno
Check list feedback tra pari
punti di forza e critici dell'attivita' svolta
- Ho raccontato di me realizzando insieme agli alunni il mio taccuino personale
- L'apprendimento esperienziale
rispetto al bilancio delle competenze iniziali
- la competenza inerente alla pianificazione ed organizzazione di attività di orientamento formative;
- la competenza sul funzionamento dell'organizzazione della scuola e del contesto socio-culturale in cui opera;
- le competenze digitali
- le competenze didattiche
HO MIGLIORATO
"Scrivi ogni giorno della tua vita, leggi intensamente poi vedi cosa succede" R. Bradbury
Grazie per l'ascolto!
BIBLIOGRAFIA
- Pognante S, Ramazzotti R; Il raccon to autobiografico con il metodo WRW, Trento, Erikson, 2022;
- Pognante S, Poletti Riz J,Educare alla lettura con il WRW, Trento, Erikson, 2022;
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-IO SONO... -VENGO DA... -PASSIONI ED OSSESIONI -RIFLESSIONI E PENSIERI DOPO AVER ASCOLTATO UNA CANZONE
Classe 2C: -composta da 23 alunni, 12 maschi e 11 femmine; -si presenta prevalentemente vivace e tende a dimostrare discontinuità nell’attenzione; -il lavoro in classe risulta frammentario a causa delle continue distrazioni causate da alcuni compagni; -gli alunni con iperattività e difficoltà nella gestione del proprio pensiero sono propensi a facili distrazioni e spesso generano confusione, elemento quest’ultimo che incide sulla capacità di comprensione e delle comunicazioni in classe durante le lezioni; -il livello di collaborazione è accettabile, ma devono essere costantemente stimolati all’attenzione durante l’arco dell’intera lezione; -dimostrano una motivazione allo studio non sempre adeguata e una contenuta capacità di memorizzazione e descrizione dei dati forniti durante le lezioni. -nella classe sono presenti quattro alunni DSA (legge 170/2010), un’alunna NAI (L..189/2002) e due alunni DVA con il diritto alla L.104/92
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Nonostante la scrittura e la lettura siano stati atti sostanzialmente individuali, nel laboratorio si è dato costantemente spazio alla socializzazione, allo scambio di idee, alla consulenza tra pari e alla condivisione di idee e testi.
La parte dedicata alla lettura dei testi ha previsto l’uso della tecnica ad alta voce anche grazie all'applicazione del progetto ideato dal professore F.Batini, in cui le classi hanno dedicato quattro ore alla settimana di lettura ad alta voce, momento utile per crescere come lettori, attraverso l'apprendimento di strategie e routine di lettura.
Fase che ha previsto la realizzazione di una copia finale curata.
- Gli attivatori sono stati usati anche come base di lancio per un esercizio di scrittura di "lampi di scrittura " o "quickwrite", entrambi alternati o abbinati sono stati un ottimo avvio per allenarsi a scrivere senza interrompersi, lasciando campo libero alla creatività.
- In generale, i lampi di scrittura non sono fini a sé stessi, ma sono l'impasto base che poi viene modellato e trasformato in qualcosa di diverso. Infatti una scrittura breve, pur avendo la sua utilità, non basta, quindi si è spiegato agli alunni di rileggere i loro lampi di scrittura e di andare alla ricerca di punti da approfondire, così da voler indagare in un “pezzo” più lungo, ciò ha dato vita a una nuova consapevolezza di sé.
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All'interno del laboratorio gli studenti si sono mossi come veri scrittori e lettori nella realtà, sono stati invitati a prendere iniziative in ogni momento, i testi scritti o le analisi dei testi letti sono stati considerati loro e non dell'insegnante.
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Parlare di libri e di letteratura per sostenere la crescita di lettori esploratori che si abituano a riflettere sulla complessità del testo.
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Gli alunni hanno mostrato interesse, partecipazione e creatività, in particolare sono rimasti colpiti nel momento in cui raccontavo di me, perché anch’io ho realizzato insieme a loro il mio taccuino, ho raccontato di me, come persona, scegliendo cosa raccontare e ho notato che parlando di me stessa e provando a mostrarmi ai miei alunni è stato come dir loro che potevano fidarsi;
Momento di confronto in cui ho affiancato individualmente il lettore impegnato nella lettura indipendente e in gruppo.
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- Occasione di immediata applicazione della strategia illustrata e la possibilità di confronto e di chiarimento con i compagni e con l'insegnante sulla tecnica appena illustrata,
- monitoraggio dell'apprendimento anche attraverso l'ascolto e l'intervento... quando necessario,
- fase di incoraggiamento e lode dei tentativi di applicazione degli studenti.
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Nel laboratorio si è curato sia la comunicazione scritta, nelle sue varie forme, che quella orale durante i momenti di coinvolgimento attivo, delle minilezioni e nelle consulenze con l'insegnante e tra pari.
• Si è dedicato ampio spazio alla scrittura, dando vita ad una comunità di scrittori che ha generato idee attraverso la scelta di un argomento o l'individuazione di un tema;
• Si sono individuati i dettagli, descrivendo in modo vivido, manipolando il tempo ed il ritmo della narrazione, utilizzando un linguaggio figurato, sviluppando un punto di vista;
• Si sono sperimentati vari generi e tecniche differenti;
• Si è fatto emergere il "So what?" attraverso un dialogo o facendo emergere la motivazione profonda che spinge a raccontare;
• Si è creato la struttura del "pezzo" utilizzando correttamente i connettivi, creando un incipit ed una conclusione efficaci, padroneggiando correttamente il grafico della trama;
• Si è fatto emergere la propria voce stabilendo una connessione con i compagni attraverso l'utilizzo di un lessico specifico; • É stato possibile auto-valutarsi, correggersi e migliorarsi.
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La fase dell’editing è servita a riflettere sugli aspetti formali delle loro bozze (ortografia, tempi verbali, punteggiatura) e per capire ancora quali aspetti della loro scrittura richiedevano un ulteriore rifinitura..
La pratica della riflessione metacognitiva è stata sistematica all'interno del laboratorio, così come quella dell'autovalutazione, entrambe essenziali per promuovere una centralità dello studente, che sia protagonista del processo di apprendimento;
scrittura
- il taccuino ha avuto come scopo fondamentale quello di insegnare agli studenti a guardare con occhio attento la vita e loro stessi, prendendo consapevolezza di pensieri, sensazioni, accadimenti, e registrandoli attraverso la scrittura;
- sul taccuino ci sono annotazioni, scritture, schizzi, sono state ricopiate frasi di libri, citazioni, poesie, si è sperimentato e si riflettuto sulle tecniche di scrittura, per insegnare loro a guardare il mondo senza lasciarsi attraversare, senza lasciarsi scivolare addosso ogni cosa.
Gli studenti hanno avuto la possibilità di scegliere che cosa, per chi e in che modo scrivere e che cosa leggere.
Nel laboratorio gli studenti hanno avuto a disposizione un tempo consistente e regolare dedicato alla lettura e alla scrittura in classe.
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- la mappa dei luoghi importanti
- In quanto ho potuto progettare una didattica attenta all’auto-orientamento, che ha incoraggiato gli studenti a riflettere sulla conoscenza del sé, sui propri obiettivi e desideri, grazie anche all’uso di strumenti ed attività appropriate,
- inoltre è stato importante riflettere con sistematicità su strategie e tecniche di insegnamento, soprattutto osservando la risposta degli alunni in termini di apprendimento e gradimento della proposta didattica.
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La creatività corrisponde alla libertà, l'errore non è stato punito e tradotto immediatamente in numero, ma al contrario si è cercato di predisporre uno spazio dove poter correre il rischio di sbagliare.
CLASSE 1C: -formata da 20 alunni, di cui 10 femmine e 10 maschi, - nel complesso coesa e partecipe in modo abbastanza attivo agli argomenti trattati. - La maggior parte degli alunni è aperta alla collaborazione e interessata alle discipline, pur notando per alcuni una concentrazione settoriale, un metodo di studio e lavoro poco organizzato e spesso non molto autonomo. - Nella classe sono presenti 2 alunni DSA (legge 170/2010) , un alunno NAI (L. 189/2002) e un alunno DVA con il diritto alla L.104.
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Scrivere del/sul leggere per raccogliere tracce della propria vita di lettori e lettrici, per entrare in dialogo con il testo, per conoscersi in profondità come lettori.
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Quando si è spiegato il senso di ciò che gli veniva illustrato nella lezione e in che modo si sarebbe collegato al quadro più ampio del loro lavoro, riprendendo anche conoscenze già possedute da aggiungere a nuovi tasselli.
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I discenti hanno imparato a scrivere e a leggere in modo consapevole, ma per farlo sono stati costantemente invitati a riflettere sul proprio processo di apprendimento e di scrittura.
Con l'aiuto del docente gli studenti hanno costruito un proprio processo di lettura e scrittura, prendendo anche in considerazione i loro punti di forza e le loro aree di criticità, sui cui hanno riflettuto attraverso la scrittura ed i colloqui con l'insegnante ed i compagni, hanno imparato ad autovalutarsi.
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Il laboratorio è diventato un modo di apprendere gioioso, uno spazio per loro che è diventato uno degli appuntamenti più attesi della settimana scolastica.
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L'approccio attivo ha visto lo studente come fruitore, ma anche come autore, ciò ha favorito il sorgere di una maggiore consapevolezza dell'espressione culturale che è maturata nel confronto costante con la comunità di classe e nell'apertura verso il mondo esterno.
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In questa fase si è proceduto con l’organizzazione della prima bozza del testo da realizzare, il taccuino ha offerto l'occasione per lavorare sulle tecniche illustrate durante le minilezioni legate alla struttura, lo stile, la qualità della scrittura, gli aspetti specifici dei diversi generi letterari che sono stati applicati direttamente ai "pezzi" su cui gli studenti hanno lavorato.
Nel laboratorio sono stati gli studenti che hanno deciso la modalità e i contenuti relativamente alla loro scrittura: ciò ha permesso di valorizzare le esperienze e le conoscenze possedute anche al di fuori del percorso di apprendimento formale;
Nella fase di revisione è stato essenziale la consulenza tra pari o con l'insegnate per identificare i punti deboli della bozza così da provare a rivederli.
Attraverso una o due frasi molto semplici e dirette sono state esplicitati gli obiettivi e la focalizzazione della lezione.
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"Prof...non so cosa scrivere"
- Il racconto autobiografico è stato stimolato grazie all’uso di attivatori, un valido riscaldamento per lo scrittore che ha permesso agli studenti di entrare in contatto con una parte profonda di sé,
- Gli attivatori sono utili per evitare il coro della corrente frase "Prof...non so cosa scrivere", per costruire così un archivio possibili di tracce a cui gli alunni hanno attinto a loro piacimento.
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Durante questa fase si è svolto il brainstorming e l’organizzazione delle idee raccolte, essenziale per raccoglierle e pianificarle attraverso scalette, mappe a raggiera e liste di argomenti.
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Gi studenti hanno formato con i compagni una comunità collaborante, in cui ci si sono aiutati a vicenda, offrendo suggerimenti, sottoponendo il proprio lavoro agli altri, scambiandosi opinioni su libri e i brani letti insieme o individualmente..
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Nel laboratorio gli alunni sono stati incoraggiati all'esplorazione e alla scoperta attraverso l'immersione nella lettura e nella letteratura, ma anche alla riflessione del vasto universo interiore di ciascuno, ci si è approcciati a ogni testo letterario con curiosità e spirito di scoperta e non con la volontà di far emergere l'interpretazione univoca del docente.
Di una strategia, di una tecnica, di una procedura o una regola esemplificata in maniera pratica, molto mirata sull’insegnamento chiave.
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Il lavoro con il docente tutor è stato fondamentale per potenziare le mie conoscenze didattiche, grazie ad un continuo e costruttivo confronto nelle fasi di progettazione, realizzazione e conclusione dell'attività didattica.
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Altri momenti sono stati dedicati anche:
alla lettura indipendente, fase in cui il lettore è entrato in intimità con il suo libro autonomamente scelto, così da sperimentare strategie, routine e annotare sul proprio taccuino del lettore ciò che lo ha colpito.
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L’ utilizzo di nuove tecnologie necessarie per lo svolgimento del laboratorio proposto ha potenziato le mie competenze digitali.
durante la consulenza di lettura ho affiancatoindividualmente il lettore impegnato nella lettura indipendente, così da accompagnarlo nella sua crescita di "lettore" a partire dalle sue abilità e necessità.
Connessione con la vita, con il mondo esterno e con le capacità di ognuno, connessione studente-docente e studenti-studenti, connessione tra scrittura e lettura.
La prima parte del laboratorio è stata incentrata sullo studio e sull’analisi metacognitiva del Sé, attraverso un brainstorming sul concetto di identità che ha preso avvio proprio dal racconto autobiografico, perché di norma è più immediato scrivere di sé, in modo da coinvolgere gli studenti e motivarli parlando e scrivendo di loro stessi, confrontando esperienze e vissuti con quelli degli altri e maturando così nuove consapevolezze.
Educare alla comprensione per attuare strategie e per leggere in profondità e con consapevolezza.
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lettura
- Il taccuino è stato anche lo strumento del lettore, poiché é servito per riflettere sulla lettura e sui libri, in questa fase del laboratorio è stato utilizzato anche il metodo della lettura ad alta voce ideato da F. Batini;
- Il taccuino ha permesso ai discenti di fermarsi in profondità sui libri letti, in quanto hanno riflettuto, elaborato reazioni, emozioni e riflessioni sulle storie, sulle ambientazioni e sui personaggi.
Momento di collegamento dell’oggetto della minilezione al lavoro presente e futuro dello studente, così da stimolare l’applicazione della strategia insegnata nella pratica autonoma della scrittura.
Grande importanza è stata data alla digitalizzazione dei testi scritti alla fine della fase di revisione e durante la compilazione della bacheca virtuale Padlet.
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L’apprendimento esperienziale ed il coinvolgimento attivo sono stati vincenti, gli studenti hanno avuto un momento molto focalizzato in cui hanno riflettuto e verificato quanto compreso dell’insegnamento, hanno subito potuto mettere in pratica quanto appena appreso, una fase in cui ciascuno si è messo alla prova, perché ogni singolo alunno è stato coinvolto
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• Abbiamo curato tutti gli aspetti, compresa la vita da lettore per creare abitudini di lettura che si consolidano; • L'attenzione si è spostata dal prodotto al processo, grande spazio è stato dato alla metacognizione; • Si è dedicato grande cura alla comprensione che viene sostenuta con strategie esplicite; • I ragazzi hanno apprezzatolo slow reading, ciòè la capacità di soffermarsi sulla pagina, ma non per dissezionare le opere con l'analisi testuale, ma piuttosto per il gusto della discussione nella negoziazione di interpretazioni con altri lettori appassionati; • I discenti hanno scelto cosa leggere e cosa pensare di ciò che leggono; • Si è discusso e scritto di ciò che si è letto per entrare in profondità e vivere la letteratura da soli e nella comunità di classe.
Nel complesso l’attività laboratoriale si è sviluppata seguendo le modalità ed i tempi previste nella progettazione, ma nella classe seconda durante il percorso è stato necessario modificare in itinere i tempi della proposta didattica, dedicando più tempo all'analisi metacognitiva del Sé attraverso il racconto autobiografico e il confronto tra pari, in quanto il gruppo classe presenta delle dinamiche personali e relazionali a tratti conflittuali
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- La riflessione scritta sulla pratica didattica mi ha consentito di delineare punti di forza e criticità riscontrate nel gruppo classe e nel singolo alunno,
- aspetti quest'ultimi che ho avuto modo di approfondire attraverso un confronto diretto con alcune figure esperte nel campo della pedagogia adolescenziale, così da consolidare le mie competenze sul funzionamento dell’organizzazione della scuola, dei servizi che può offrire ed il contesto socio-culturale in cui essa opera.
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- Classe II composta da 23 alunni ( 12 ragazzi, 11 ragazze)
- Punti di forza: atteggiamento partecipativo e attivo,disponibilità a collaborare
- Difficoltà a dirigere l'attenzione per tempi prolungati
- Nella classe sono presenti 4 alunni DSA, 2 DVA ed 1 alunna di etnia non italiana
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-i lettori e gli scrittori hanno avuto bisogno di feedback, -mi sono posta come consulente di scrittura e lettura e ho offerto supporto agli studenti nel momento stesso in cui stavano scrivendo; -é stata effettuata anche la consulenza tra pari, attraverso la definizione di spazi, strumenti, modalità specifiche e dirette.
CLASSE 1C: -formata da 20 alunni, di cui 10 femmine e 10 maschi; -nel complesso coesa e partecipe in modo abbastanza attivo agli argomenti trattati; -la maggior parte degli alunni è aperta alla collaborazione e interessata alle discipline, pur notando per alcuni una concentrazione settoriale, un metodo di studio e lavoro poco organizzato e spesso non molto autonomo; -nella classe sono presenti un'alunna DSA (legge 170/2010), due alunni NAI (189/2002) ed un alunno DVA con il diritto alla L.104/92.
Presentazione Lavagna Magnetica
Lucia Rita Matarazzo
Created on March 8, 2024
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Transcript
La bottega artigianale degli scrittori e dei lettori
il taccuino...strumento fondamentale per imparare a conoscersi e forgiare il proprio processo di scrittura e lettura.
"Che questa esperienza di laboratorio sia un bel viaggio per voi e per le vostri classi" Jenny Poletti Riz
Indice
6. Il setting
11. Il processo di scrittura
1. Il metodo WRW
2. Le competenze chiave
7. I capisaldi laboratorio
12. Attività di lettura
13. Il lavoro digitale e gli audio
8. Il taccuino
3. Principi metodologici
9. Fasi minilezione
4. Analisi di contesto
14. Valutazione ed autovalutazione
5. Inclusione
10. Fase metacognitiva
15. Conclusioni
Il metodo wrw -writing and reading workshop
C0s'è
Cosa si è fatto in bottega -reading-writing
- Nasce negli USA, nella Columbia University
.le competenze chiave del laboratorio di scrittura e lettura
Competenza imprenditoriale
Competenza alfabetica funzionale
Competenza in materia di consapevolezza ed espressione culturale
Capacità di mparare ad imparare
Competenza digitale
Competenze personali e sociali
Principi metodologici secondo le indicazioni nazionali e modalità di lavoro del wrw
Favorire l'esplorazione e la scoperta
Incoraggiare l'apprendimento collaborativo
Promuovere la consapevolezza nel proprio modo di apprendere
Attuare interventi adeguati nei riguardi della diversità
Valorizzare l'esperienza e la conoscenza degli alunni
analisi di contesto
Classe 2C
Classe 1C
INCLUSIONE
il setting
I CAPISALDI DEL LABORATORIOSONO STATI:
SPAZIO PER L'ERRORE
FEEDBACK
TEMPO
SCELTA
CONNESSIONE
METACOGNIZIONE ed autovalutazione
GIOIOSITA'
LO STRUMENTO CHIAVE...il taccuino
IL TACCUINO DEL LETTORE
IL TACCUINO DELLO SCRITTORE
FASI DELLE MINILEZIONI
2 faseInsegnamento chiave
1 faseConnessione
3 faseIstruzione esplicita
4 faseCoinvolgimento attivo
5 faseLink
Avvio del laboratorio: la fase metacognitiva del laboratorio
TIPOLOGIE DI ATTIVATORI
FASE PREPARATORIA
ATTIVATORI
TIPOLOGIEDI LAMPI DI SCRITTURA
LAMPI DI SCRITTURA
GLI ATTIVATORI METACOGNITIVI
I lampi di scrittura
La mano
Il taccuino
GLI ATTIVATORI METACOGNITIVI
Il cuore
I lamp i di scrittura.
I lampi di scrittura
La mappa dei luoghi del cuore
GLI ATTIVATORI METACOGNITIVI
Message in a bottle
I LAMPI DI SCRITTURA METACOGNITIVI
Vengo da...
Io sono...
I LAMPI DI SCRITTURA METACOGNITIVI
Passioni ed ossessioni
IL PROCESSO DI SCRITTURA
REVISIONE
PRE-SCRITTURA
STESURA BOZZE
EDITING
PUBBLICAZIONE
l'invito alla scrittura e alla riflessione........
Brainstorming
Scrivere intorno ad una poesia
L'invito alla scrittura e alla riflessione........
Periodo-frase-parola
IL CAMPO SEMANTICO, IL TEMA ED IL MESSAGIO NELLA POESIA....
Il tema ed il messaggio
Disegno la poesia...
Il tema ed il messaggio
Il tema ed il messaggio
cerca la poesia nel testo: il metodo caviardage........
Il metodo caviardage
cerco la poesia nel testo: il metodo caviardage........
Il metodo caviardage
cerco la poesia nel testo: il metodo caviardage........
il calligramma........
Il calligramma
la metafora ed il diamante.......
la metafora
Inquadriamo il genere e la struttura del racconto fantasy
creo e descrivo le caratteristiche del mio personaggio fantasy
i luoghi del fantasy
genero il racconto fantasy
Il genere giallo...
Ill diamante della scrittura
Il libro del giallo della classe
Le caratteristiche del genere
l' attività di lettura
Lettura indipendente
Educare alla comprensione
Lettura dei testi ad alta voce
Consulenze di lettura
Scrivere del/sul leggere
Parlare di libri e di letteratura
Conoscersi come lettori ........
Io e la lettura...
Lettura individuale: Entriamo in profondità nel testo ........
Analisi e connesioni con il testo
Lo schema ad Y ........
Lo schema ad Y
Realizzazione dello schema ad Y
Lo schema ad Y ........
Schema ad Y
Connessioni
Impressioni
Creare collegamenti con il libro letto ........
I miei collegamenti
lettura ad alta voce : il mio letto ideale ........
Dal testo " A letto bambini"
il personaggio in poche parole ........
rintracciare i tratti ovvi di un personaggi0...
rintracciare i tratti essenziali del racconto
Trovo le mie connessioni con il racconto
mi immergo nel testo
Analisi interiore del personaggio
il laVORO DIGITALE
PADLET
-Gli studenti sono stati invitati a realizzare un PADLET multimediale collettivo, a partire dalla scelta di un personale testo autobiografico tratto dal proprio taccuino; -ogni alunno ha potuto integrare l’elaborato scelto con una canzone e/o un’immagine che li rappresentasse, inserendo il “racconto di Sé” all’interno del racconto autobiografico collettivo.
"Leggere è come inspirare, scrivere è come espirare"
Audio
Gli alunni raccontano....
Ajoub
Etien
Matilda
Alba
Virginia
Valutazione ed autovalutazione
Interpretativa-narrativa
Formativa
Quando? Nei momenti finali o strategici di bilancio, è un tipo di valutazione che accompagna e orienta. Strumenti: rublist, riflessioni metacognitive e di autovalutazione, colloqui individuali, questionari di autovalutazione, consulenze di scrittura e lettura.
Quando? Mentre gli studenti scrivevano e lavoravano in ogni momento del laboratorio; un tipo di valutazione che non si è soffermata solo sul prodotto finito ma sul processo. Strumenti: rubric personalizzate.
rubric list
Rubric list
rubric di valutazione partecipazione laboratorio
Rubric di valutazione della partecipazione al laboratorio
rubric di valutazione processo di scrittura
Rubric di valutazione del processo d scrittura
rubric di valutazione processo di lettura
Rubric di valutazione del processo di lettura
rubric di valutazione del prodotto
Rubric di valutazione del prodotto
autovalutazione e metacognizione
Autovalutazione sul processo di scrittura
Autovalutazione sul processo di scrittura
autovalutazione e metacognizione
Autobiografia di lettore-lettrice
Rendi visibile il tuo processo di lettura
autovalutazione e metacognizione
Connessioni
Autovalutazione sul processo di lettura
autovalutazione e metacognizione tra pari...
Check list editing compagno
Check list feedback tra pari
punti di forza e critici dell'attivita' svolta
rispetto al bilancio delle competenze iniziali
HO MIGLIORATO
"Scrivi ogni giorno della tua vita, leggi intensamente poi vedi cosa succede" R. Bradbury
Grazie per l'ascolto!
BIBLIOGRAFIA
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-IO SONO... -VENGO DA... -PASSIONI ED OSSESIONI -RIFLESSIONI E PENSIERI DOPO AVER ASCOLTATO UNA CANZONE
Classe 2C: -composta da 23 alunni, 12 maschi e 11 femmine; -si presenta prevalentemente vivace e tende a dimostrare discontinuità nell’attenzione; -il lavoro in classe risulta frammentario a causa delle continue distrazioni causate da alcuni compagni; -gli alunni con iperattività e difficoltà nella gestione del proprio pensiero sono propensi a facili distrazioni e spesso generano confusione, elemento quest’ultimo che incide sulla capacità di comprensione e delle comunicazioni in classe durante le lezioni; -il livello di collaborazione è accettabile, ma devono essere costantemente stimolati all’attenzione durante l’arco dell’intera lezione; -dimostrano una motivazione allo studio non sempre adeguata e una contenuta capacità di memorizzazione e descrizione dei dati forniti durante le lezioni. -nella classe sono presenti quattro alunni DSA (legge 170/2010), un’alunna NAI (L..189/2002) e due alunni DVA con il diritto alla L.104/92
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Nonostante la scrittura e la lettura siano stati atti sostanzialmente individuali, nel laboratorio si è dato costantemente spazio alla socializzazione, allo scambio di idee, alla consulenza tra pari e alla condivisione di idee e testi.
La parte dedicata alla lettura dei testi ha previsto l’uso della tecnica ad alta voce anche grazie all'applicazione del progetto ideato dal professore F.Batini, in cui le classi hanno dedicato quattro ore alla settimana di lettura ad alta voce, momento utile per crescere come lettori, attraverso l'apprendimento di strategie e routine di lettura.
Fase che ha previsto la realizzazione di una copia finale curata.
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All'interno del laboratorio gli studenti si sono mossi come veri scrittori e lettori nella realtà, sono stati invitati a prendere iniziative in ogni momento, i testi scritti o le analisi dei testi letti sono stati considerati loro e non dell'insegnante.
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Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat, duis aute irure dolor in reprehenderit.
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Parlare di libri e di letteratura per sostenere la crescita di lettori esploratori che si abituano a riflettere sulla complessità del testo.
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Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat, duis aute irure dolor in reprehenderit.
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Gli alunni hanno mostrato interesse, partecipazione e creatività, in particolare sono rimasti colpiti nel momento in cui raccontavo di me, perché anch’io ho realizzato insieme a loro il mio taccuino, ho raccontato di me, come persona, scegliendo cosa raccontare e ho notato che parlando di me stessa e provando a mostrarmi ai miei alunni è stato come dir loro che potevano fidarsi;
Momento di confronto in cui ho affiancato individualmente il lettore impegnato nella lettura indipendente e in gruppo.
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Nel laboratorio si è curato sia la comunicazione scritta, nelle sue varie forme, che quella orale durante i momenti di coinvolgimento attivo, delle minilezioni e nelle consulenze con l'insegnante e tra pari.
• Si è dedicato ampio spazio alla scrittura, dando vita ad una comunità di scrittori che ha generato idee attraverso la scelta di un argomento o l'individuazione di un tema; • Si sono individuati i dettagli, descrivendo in modo vivido, manipolando il tempo ed il ritmo della narrazione, utilizzando un linguaggio figurato, sviluppando un punto di vista; • Si sono sperimentati vari generi e tecniche differenti; • Si è fatto emergere il "So what?" attraverso un dialogo o facendo emergere la motivazione profonda che spinge a raccontare; • Si è creato la struttura del "pezzo" utilizzando correttamente i connettivi, creando un incipit ed una conclusione efficaci, padroneggiando correttamente il grafico della trama; • Si è fatto emergere la propria voce stabilendo una connessione con i compagni attraverso l'utilizzo di un lessico specifico; • É stato possibile auto-valutarsi, correggersi e migliorarsi.
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La fase dell’editing è servita a riflettere sugli aspetti formali delle loro bozze (ortografia, tempi verbali, punteggiatura) e per capire ancora quali aspetti della loro scrittura richiedevano un ulteriore rifinitura..
La pratica della riflessione metacognitiva è stata sistematica all'interno del laboratorio, così come quella dell'autovalutazione, entrambe essenziali per promuovere una centralità dello studente, che sia protagonista del processo di apprendimento;
scrittura
Gli studenti hanno avuto la possibilità di scegliere che cosa, per chi e in che modo scrivere e che cosa leggere.
Nel laboratorio gli studenti hanno avuto a disposizione un tempo consistente e regolare dedicato alla lettura e alla scrittura in classe.
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La creatività corrisponde alla libertà, l'errore non è stato punito e tradotto immediatamente in numero, ma al contrario si è cercato di predisporre uno spazio dove poter correre il rischio di sbagliare.
CLASSE 1C: -formata da 20 alunni, di cui 10 femmine e 10 maschi, - nel complesso coesa e partecipe in modo abbastanza attivo agli argomenti trattati. - La maggior parte degli alunni è aperta alla collaborazione e interessata alle discipline, pur notando per alcuni una concentrazione settoriale, un metodo di studio e lavoro poco organizzato e spesso non molto autonomo. - Nella classe sono presenti 2 alunni DSA (legge 170/2010) , un alunno NAI (L. 189/2002) e un alunno DVA con il diritto alla L.104.
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Scrivere del/sul leggere per raccogliere tracce della propria vita di lettori e lettrici, per entrare in dialogo con il testo, per conoscersi in profondità come lettori.
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Quando si è spiegato il senso di ciò che gli veniva illustrato nella lezione e in che modo si sarebbe collegato al quadro più ampio del loro lavoro, riprendendo anche conoscenze già possedute da aggiungere a nuovi tasselli.
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I discenti hanno imparato a scrivere e a leggere in modo consapevole, ma per farlo sono stati costantemente invitati a riflettere sul proprio processo di apprendimento e di scrittura.
Con l'aiuto del docente gli studenti hanno costruito un proprio processo di lettura e scrittura, prendendo anche in considerazione i loro punti di forza e le loro aree di criticità, sui cui hanno riflettuto attraverso la scrittura ed i colloqui con l'insegnante ed i compagni, hanno imparato ad autovalutarsi.
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Il laboratorio è diventato un modo di apprendere gioioso, uno spazio per loro che è diventato uno degli appuntamenti più attesi della settimana scolastica.
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L'approccio attivo ha visto lo studente come fruitore, ma anche come autore, ciò ha favorito il sorgere di una maggiore consapevolezza dell'espressione culturale che è maturata nel confronto costante con la comunità di classe e nell'apertura verso il mondo esterno.
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In questa fase si è proceduto con l’organizzazione della prima bozza del testo da realizzare, il taccuino ha offerto l'occasione per lavorare sulle tecniche illustrate durante le minilezioni legate alla struttura, lo stile, la qualità della scrittura, gli aspetti specifici dei diversi generi letterari che sono stati applicati direttamente ai "pezzi" su cui gli studenti hanno lavorato.
Nel laboratorio sono stati gli studenti che hanno deciso la modalità e i contenuti relativamente alla loro scrittura: ciò ha permesso di valorizzare le esperienze e le conoscenze possedute anche al di fuori del percorso di apprendimento formale;
Nella fase di revisione è stato essenziale la consulenza tra pari o con l'insegnate per identificare i punti deboli della bozza così da provare a rivederli.
Attraverso una o due frasi molto semplici e dirette sono state esplicitati gli obiettivi e la focalizzazione della lezione.
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"Prof...non so cosa scrivere"
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Durante questa fase si è svolto il brainstorming e l’organizzazione delle idee raccolte, essenziale per raccoglierle e pianificarle attraverso scalette, mappe a raggiera e liste di argomenti.
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Gi studenti hanno formato con i compagni una comunità collaborante, in cui ci si sono aiutati a vicenda, offrendo suggerimenti, sottoponendo il proprio lavoro agli altri, scambiandosi opinioni su libri e i brani letti insieme o individualmente..
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Nel laboratorio gli alunni sono stati incoraggiati all'esplorazione e alla scoperta attraverso l'immersione nella lettura e nella letteratura, ma anche alla riflessione del vasto universo interiore di ciascuno, ci si è approcciati a ogni testo letterario con curiosità e spirito di scoperta e non con la volontà di far emergere l'interpretazione univoca del docente.
Di una strategia, di una tecnica, di una procedura o una regola esemplificata in maniera pratica, molto mirata sull’insegnamento chiave.
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Il lavoro con il docente tutor è stato fondamentale per potenziare le mie conoscenze didattiche, grazie ad un continuo e costruttivo confronto nelle fasi di progettazione, realizzazione e conclusione dell'attività didattica.
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Altri momenti sono stati dedicati anche: alla lettura indipendente, fase in cui il lettore è entrato in intimità con il suo libro autonomamente scelto, così da sperimentare strategie, routine e annotare sul proprio taccuino del lettore ciò che lo ha colpito.
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L’ utilizzo di nuove tecnologie necessarie per lo svolgimento del laboratorio proposto ha potenziato le mie competenze digitali.
durante la consulenza di lettura ho affiancatoindividualmente il lettore impegnato nella lettura indipendente, così da accompagnarlo nella sua crescita di "lettore" a partire dalle sue abilità e necessità.
Connessione con la vita, con il mondo esterno e con le capacità di ognuno, connessione studente-docente e studenti-studenti, connessione tra scrittura e lettura.
La prima parte del laboratorio è stata incentrata sullo studio e sull’analisi metacognitiva del Sé, attraverso un brainstorming sul concetto di identità che ha preso avvio proprio dal racconto autobiografico, perché di norma è più immediato scrivere di sé, in modo da coinvolgere gli studenti e motivarli parlando e scrivendo di loro stessi, confrontando esperienze e vissuti con quelli degli altri e maturando così nuove consapevolezze.
Educare alla comprensione per attuare strategie e per leggere in profondità e con consapevolezza.
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lettura
Momento di collegamento dell’oggetto della minilezione al lavoro presente e futuro dello studente, così da stimolare l’applicazione della strategia insegnata nella pratica autonoma della scrittura.
Grande importanza è stata data alla digitalizzazione dei testi scritti alla fine della fase di revisione e durante la compilazione della bacheca virtuale Padlet.
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Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or datum that stays etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes through sight, and we retain 42% more information when the content moves.
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Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.
L’apprendimento esperienziale ed il coinvolgimento attivo sono stati vincenti, gli studenti hanno avuto un momento molto focalizzato in cui hanno riflettuto e verificato quanto compreso dell’insegnamento, hanno subito potuto mettere in pratica quanto appena appreso, una fase in cui ciascuno si è messo alla prova, perché ogni singolo alunno è stato coinvolto
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• Abbiamo curato tutti gli aspetti, compresa la vita da lettore per creare abitudini di lettura che si consolidano; • L'attenzione si è spostata dal prodotto al processo, grande spazio è stato dato alla metacognizione; • Si è dedicato grande cura alla comprensione che viene sostenuta con strategie esplicite; • I ragazzi hanno apprezzatolo slow reading, ciòè la capacità di soffermarsi sulla pagina, ma non per dissezionare le opere con l'analisi testuale, ma piuttosto per il gusto della discussione nella negoziazione di interpretazioni con altri lettori appassionati; • I discenti hanno scelto cosa leggere e cosa pensare di ciò che leggono; • Si è discusso e scritto di ciò che si è letto per entrare in profondità e vivere la letteratura da soli e nella comunità di classe.
Nel complesso l’attività laboratoriale si è sviluppata seguendo le modalità ed i tempi previste nella progettazione, ma nella classe seconda durante il percorso è stato necessario modificare in itinere i tempi della proposta didattica, dedicando più tempo all'analisi metacognitiva del Sé attraverso il racconto autobiografico e il confronto tra pari, in quanto il gruppo classe presenta delle dinamiche personali e relazionali a tratti conflittuali
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Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or datum that stays etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes through sight, and we retain 42% more information when the content moves.
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With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or fact that will be etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Do you need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight and, in addition, we retain 42% more information when the content moves.
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat, duis aute irure dolor in reprehenderit.
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or datum that stays etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes through sight, and we retain 42% more information when the content moves.
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or datum that stays etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes through sight, and we retain 42% more information when the content moves.
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.
Do you have an idea?
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With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or data that will be etched in the memory of your audience and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes to us through sight, and we retain 42% more information when the content is in motion.
Do you have an idea?
With Genially templates, you can include visual resources to leave your audience speechless. You can also highlight a specific phrase or datum that stays etched in your audience's memory, and even embed external content that surprises: videos, photos, audios... Whatever you want! Need more reasons to create dynamic content? Well: 90% of the information we assimilate comes through sight, and we retain 42% more information when the content moves.
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-i lettori e gli scrittori hanno avuto bisogno di feedback, -mi sono posta come consulente di scrittura e lettura e ho offerto supporto agli studenti nel momento stesso in cui stavano scrivendo; -é stata effettuata anche la consulenza tra pari, attraverso la definizione di spazi, strumenti, modalità specifiche e dirette.
CLASSE 1C: -formata da 20 alunni, di cui 10 femmine e 10 maschi; -nel complesso coesa e partecipe in modo abbastanza attivo agli argomenti trattati; -la maggior parte degli alunni è aperta alla collaborazione e interessata alle discipline, pur notando per alcuni una concentrazione settoriale, un metodo di studio e lavoro poco organizzato e spesso non molto autonomo; -nella classe sono presenti un'alunna DSA (legge 170/2010), due alunni NAI (189/2002) ed un alunno DVA con il diritto alla L.104/92.