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BEFORE STARTING...

OVERVIEW

1. CONTEXT

2. GLOBAL AIMS

3. SPECIFIC AIMS

4. THEORETICAL FRAMEWORKS

5. APPROACHES

6. MATERIALS

7. PREREQUISITES

8. LESSON STEPS (ESA model)

9. ASSESSMENT

Incolla tabella

4. A I M S according to «CEFR»

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TITOLO TRACCIA

📍 Location: ...🏫 School: ...📄 Period: ...

1. C O N T E X T

1. Specific Learning Aimsaccording to «LINEE GUIDA E INDICAZIONI NAZIONALI» (indicare biennio) + Decreto

2. CEFR Levelsestablished aims according to «The Common European Framework of Reference for Languages (CEFR)»

3. Lesson Aimsbased on knowledge, skills and competences developed by the end of this lesson

4. A I M S

... students: ...Mixed Ability Class: (metti livello CEFR corrispondente)1 Gifted Student: ...1 NAI Student: ...

2. C L A S S (inserisci slide)

⌚ Timing: 3 lessons -> 5 hours🏢 Places: classroom - outdoor area - home

3. T I M I N G A N D P L A C E S

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LET'S GET THE LESSON STARTED

Incolla normativa: PECUP per licei + INDICAZIONI NAZIONALILINEE GUIDA (istituti tecnici)...

4. S P E C I F I C L E A R N I N G A I M S according to «LINEE GUIDA [...]»

Incolla tabella

4. L E S S O N A I M S

OMS, 1993

for a long-lasting education

EMOTIONAL SKILLS

  • Self Awareness
  • Coping with Emotion
  • Coping with Stress

RELATIONSHIP SKILLS

  • Empathy
  • Effective Communication
  • Interpersonal Relationship skills

COGNITIVE SKILLS

  • Problem Solving
  • Decision Making
  • Critical Thinking
  • Creative Thinking

5. Notes on L I F E S K I L L S

6. T H E O R E T I C A L F R A M E W O R K S

Connectivism: metti spiegazioneActivism: DEWEY (learning by doing) / scuola laboratorioBehaviorism: THORNDIKE (apprendimento per prove ed errori)

7. T E A C H I N G M E T H O D S - A P P R O A C H E S

ESA (boomerang model)Flipped ClassroomActiveBlendedCollaborativePair Work

for an active citizenship

  • Costruzione del sé:
(Imparare a imparare – Progettare)
  • Relazione con gli altri:
(Comunicare – Collaborare e partecipare – Agire in modo autonomo e responsabile)
  • Rapporto con la realtà naturale e sociale:
(Risolvere problemi – Individuare collegamenti e relazioni – Acquisire e interpretare l’informazione)

5. Notes on K E Y C O M P E T E N C E S

DM 22 agosto, 2007, n. 139

8. T E A C H I N G A I D S

Strumenti

9. P R E - R E Q U I S I T E S

Check and Review (inventati qualcosa)

10. L E S S O N S T A G E S

Stadi della lezione

11. A S S E S S M E N T

Peer AssessmentTeacher Assessment

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WELL DONE!

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Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, SPAIN: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

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Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, SPAIN: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

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Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, SPAIN: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

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Magna Lorem. (1989). Lorem ipsum dolor sit (2.a ed., Vol. 3). Cordoba, SPAIN: Dolorelabore.www.loremipsumdolorsitamet.com/consecteteur/adisciping/1234.html

4. R E F E R E N C E S

Citazione