School Year 2009/10
Istituto Magistrale Statale Emilio Lussu
San Gavino Monreale (VS)
Fourth Class B
Liceo Experimental Pedagogy Pitcher
Subject: History
Hours per week: 2
Prof. Piergiovanni Morittu
FINAL REPORT ON THE ACTIVITIES 'OUT OF THE SITUATION ANALYSIS
The class has 25 students all from the same institution. Some items come from other school and were inserted at the beginning del corrente anno scolastico. Nella classe è presente anche un alunno non vedente seguito da una Docente di Sostegno, correttamente integrato nel gruppo classe. Si tratta di una classe numerosa ma non indisciplinata, dal comportamento abbastanza corretto e rispettoso, che ha palesato un atteggiamento partecipativo e motivato nei confronti delle attività curricolari. Segnalo anche l’utilità del lavoro della Collega di Sostegno e dell’Educatrice dello studente non vedente, il cui ruolo si è rivelato importante anche per gli alunni normodotati.
CONTENUTI DEL PROGRAMMA
(Si ritiene opportuna la presa visione del Programma Finale allegato)
l contenuto delle lezioni svolte secondo questo programma è stato posted on my blog SCHOOL ON LINE http://ilprofonline.blogspot.com the url where you can consult it in detail. This content has been made available to students as a reference for individual study.
The curriculum has been appropriately incorporated in a real monographic course on the model of university courses in order to give students an overview of the disciplines combined, unitary, even in the case of cuts or program selection.
program history has, for a specific choice of a teacher, interdisciplinary nature, modular according to the dictates of the experimental project Pitcher, and is divided into different units of instruction. The course program has lo scopo di creare un percorso aperto a quello del programma ministeriale, promuovendo una conoscenza più completa delle tematiche di indirizzo e la promozione di competenze elaborative autonome, unitamente alle capacità critiche e cognitive dei singoli studenti.
Il corso di Storia prevede la scansione storico-culturale dei principali eventi, problemi e tematiche del periodo compreso tra 700 e 800, con particolare attenzione ai contesti all’oggetto della parte filosofica e letteraria. Agli alunni sono state presentate tre tipologie di percorso: un quadro storico del periodo, un quadro politico-sociale e un quadro economico.
In accordo coi Colleghi di Dipartimento si è cercato di offrire agli studenti uno strumento spesso underestimated in the study of historical sciences, namely the so-called "windows" on local history and territory, with particular attention to events in the province of the Middle Campidano but also on the aspects and problems of the history of Sardinia.
GOALS SCORED
In the experimental process Pitcher historical discipline plays a vital supportive role in the matters of address areas. The aim of the course was therefore to provide students with a concise, comprehensive overview of the main areas of human history and thought of the centuries under the program, such as completion and integration of the curriculum took place in the core subject. Depending on the purpose of this course has a modular structure, divided into thematic units of monographs, and interdisciplinary and multidisciplinary, and then open to the participation of teachers from other disciplines. This is to include the extraterritorial dimension of history, devoid of content and inserting it in a monadic epistemological open, multidisciplinary, in which its theoretical constructs may provide an effective basis to the study of the various curricula .. The course of the path is not however, was optimal, as the trial Pitcher, like any educational project, needs an effective text support, which was absent, and a real work of that team teaching for various reasons could not be done. This has made the programs less blended together.
CHOOSING A TEXTBOOK
In agreement with their colleagues from the Department was given the preference to use a text which fell within the free loan program implemented by the Institute. The text in question, although very good, is not very appropriate to the needs of an experimental high school pitcher, and we have made some necessary changes to mode of use of the texts in question, to model the characteristics of the annual plan of activities that I proposed at the beginning of school year.
working methods
tool par excellence communication in the humanities is the lecture. The analysis of the text, together with the verbalization of the contents are elements of an effective dialogue imprenscindibili theoretical. Nevertheless the educational requirements have necessitated the use of instruments parallel and no less effective, such as multimedia and summaries to be used as a frame of reference for audits and for individual work. Great importance was given to work on the Internet, on sites like Wikipedia is sought on url in full autonomy by the student. The Minutes of the individual lectures was made available on my blog online school, because every student could see it from home or on your smartphone or iPhone. The material produced in perfect keeping with the wiki philosophy, it is obviously freely downloadable, printable and sharable with others, and has the same value and the same features of the textbook, which is extracted.
VERIFICATION TOOLS USED
The Assessment of the content has been implemented through the written and oral form. The written form by testing different types in order to accustom students to the third round of state exams, the oral by the classic question, and through the direct involvement of the student to classroom activities. Each student has been informed promptly of the outcome of each audit and the criteria used for evaluating the skills acquired, curricular activities highlighted in the Plan presented in September.
POLICIES IN PLACE
Assessing the content knowledge of the humanities is not easy because they often blend with the social and existential experience of the individual who receives them within himself. Respecting the autonomy of the educational work and the ministerial program, have identified four areas of evaluation:
knowledge of the structural elements of the framework
activation and use of vocabulary specific to the discipline
maturation of autonomous computing skills
ability to interdisciplinary
These elements are complex to measure, but in principle I consider the classic grid indicative evaluation mode scale from 1 to 10: extremely poor or non-assessable (1-2), poor or inadequate (3-4), almost enough or poor (5), sufficient (6), discrete (7), good (8), very good or excellent (9), excellent (10).
In this case the ratings are broken down as follows:
1-2: no knowledge of the contents
3-4: lack of knowledge of the contents
5: insufficient knowledge of the contents
6: 7
sufficient content knowledge: knowledge of safe content
8: proper properties of language, construction of interdisciplinary courses
9-10: autonomous computing skills
Maximum attention was given to the evaluation of the student who is blind, whose course requirements included the differentiated targets, again with the same mode of use of other students. The student was able to use the computer to perform the checks written. FINAL CONSIDERATIONS
This is a group of highly motivated and participative class, interested in the topics raised and commanded from the perspective of the discipline. Pupils have achieved satisfactory results, the program has been successfully completed before mid-May, in order to focus more on audits and investigations. Also point out here the great human and spiritual heritage and the class was sent to the integration of a student with a different skill, which has been able to bring students to a greater awareness of caring for others and themselves. The presence of a blind student has been a source of enrichment for everyone, including teachers, because it has encouraged each of us to consider their work vital to the welfare of others, it was an experience social, emotional and very valuable for teaching a class of Pedagogical School. Although the new guidelines implemented by the Ministry, is testing Pitcher still very good learning experience: regret, however, point out how difficult - if not impossible - to implement a true experiment Pitcher, both for the lack of textbooks suitable for the lack of a common design phase.
San Gavino Monreale, June 2010
TEACHING THE OWNER
Prof. Piergiovanni Morittu
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