School Year 2009/10
Istituto Magistrale Statale Emilio Lussu
San Gavino Monreale (VS)
Class B Third
Liceo Experimental Pedagogy Pitcher
Subject: History
Hours per week: 2
Prof. Piergiovanni Morittu
FINAL REPORT ON THE ACTIVITIES ' ANALYSIS OF THE SITUATION OUT
The class is composed of 23 students all from the same institution. Some items come from other school and were inserted at the beginning of the current school year. The class is also a student who is blind followed by a Lecturer in support, and student to foreign - in February - in the implementation of the Intercultural exchange program. This is a large class, but not unruly, the behavior quite correct and respectful, which has shown a participatory approach and motivated towards curricular activities. Also point out the usefulness of the work of related support and Educator blind student, whose role has been important also for the able-bodied pupils.
CONTENT OF THE PROGRAM
(It is considered appropriate to have read the final program attached)
the content of lessons conducted in accordance with this program has been posted on my blog at the url http://ilprofonline.blogspot.com SCHOOL ON LINE, where You can see 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 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 aims to create an open path to that of the ministerial program, promoting a more complete understanding of the issues to address and the promotion of autonomous computing skills, together with the cognitive and critical abilities of individual students.
The course of history involves the scanning of the main cultural and historical events, issues and themes of the period between 300 and 600, with particular attention to the context object Part of the philosophical and literary. Pupils were presented three types of trail: a historical overview of the period, a political-social and economic framework.
In agreement with their colleagues from the Department has sought to give students a tool often overlooked in the study of historical sciences, namely the so-called "windows" on local history and territory, with particular attention to events in the province but also the Middle Campidano especially regarding 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 the areas address. The aim of the course was therefore to provide students with a comprehensive and concise overview of the main areas of human history and thought of the centuries covered by this program as the completion and integration of the curriculum in core subject in place. 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 can provide an effective basis to the study of the different curricula. The performance of the route has not yet been optimal, as the trial Pitcher, like any educational project, needs an effective text support, which was absent, and a real work of teaching team who 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 for this it has been necessary amendments to the rules for use of the texts in question, to model the characteristics of the annual plan of activities proposed by me at the beginning of school year.
working methods
tool for communication excellence 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 is been 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 writing test using 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 test and criteria for the assessment of 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 Ministry 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
capacity interdisciplinary
These elements are complex to measure, but in line indicative of principle I think the classic grid-mode evaluation 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 classification is così ripartite:
1-2: nessuna conoscenza dei contenuti
3-4: scarsa conoscenza dei contenuti
5: non sufficiente conoscenza dei contenuti
6: sufficiente conoscenza dei contenuti
7: conoscenza sicura dei contenuti
8: adeguata proprietà di linguaggio, costruzione di percorsi interdisciplinari
9-10: competenze elaborative autonome
Massimo riguardo è stato dato alla valutazione dello studente non vedente, i cui requisiti prevedevano ovviamente degli obiettivi differenziati, e della studentessa straniera, che si è avvalsa di una programmazione svolta in un italiano semplificato, anche in questo caso con le stesse modalità di fruizione degli altri studenti. Lo studente blind person 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 if 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, the pitcher is still testing 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 'absence of a common design phase.
San Gavino Monreale, June 2010
TEACHING THE OWNER
Prof. Piergiovanni Morittu
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