the use of computer tools to learn and share. Download a job that works for elementary university



You have to start with training in diagnosis: hunting for the needs of the baby and the world of the child. Each baby has a sense of himself, of others, of his individual room and of his time. When toddlers are born, they are self-centered and don’t have time. The comparison with the planet and with others is a method of progress, mediated by the family and the university. When they get to college, knowing the starting position of each boy or girl is important to create a common learning approach.

Baby’s desires and curiosities

The working methodology of the project depending on the needs / curiosity of the pupils tries to produce an obstacle which, to be solved, requires the research and use of new written contents.

The project’s operating methodology activates participation through playful actions, online games of sounds and rhythms, printing and language games.

Affection and aesthetics

Taking Action develops affectivity and aesthetics, requiring the educator to negotiate understanding, negotiate actions, control processes, and stabilize the contribution of all clients on the team.

The basic pedagogical approach

Currently, the teaching, education and learning requirements of modern societies demand from clients an additional international view of the environment in which we live, the need to relate learning to real situations and problems, and to seek that all individuals interact with the world. Yet another cooperative way to solve problems.

Educating and teaching in today’s life requires improving techniques for accumulating information and facts, attention and conversation, producing argumentative skills, being able to act and cope to new problems, to act in the culture in a constructive and cooperative way, to be able to present constructive proposals.

In today’s environment, very rapid changes are occurring as the use of technology increases. New students are born into a technological world and master new technologies.

The project’s work methodology allows the modern environment to enter the classroom and update the tools easily accessible to teachers to enable their students to develop cognitive and affective techniques.

The methodology of performing with the challenge for young people

Business Operation Methodologies use dynamic discovery and enterprise methodologies, created by team dynamics and problem identification. They combine self-reflection and mutual observation in context to produce a grassroots movement.

They are designed in 4 phases:

  • The revelation of lifelong work experience (from lived knowledge as a relevant element), wherever, through motivational video games, the delicate world and the different materials and textures are explored from free and creative way, which aims to determine relevance and generate enthusiasm
  • The observation of the problem, which starts from the recognition of the recognized relevance operated by its inscription (drawings, composition, images, recordings, orality), which aims to establish prior knowledge and make a first assessment of consciousness
  • The exploration of challenges observing their concerns from various factors of view and making a second level of consciousness on the qualities of objects (their material constructions) and their meanings (symbolic) and on the various forms of use by the neighborhood ( sociability of contexts)
  • The appropriation of alternatives to the issues which aims to build a communicative action, through a movement of extraversion which allows the issue to establish their own appropriation of the earth and their awareness of this world.

As with any comprehension procedure, the occasions described are purely indicative, and can be formulated independently or merged each time.

The design and style methodology software

In the enterprise, doing the work in the universities is produced in the following stages.

Participatory Inspiration Diagnosis

This involves researching learners’ activities, information and past experiences with regard to the ‘curriculum’. You can choose a hot topic, compiled from a business day news item. There are no limits to the challenge boards, but it’s easy for the business to be trusted with the program’s programmatic traces.

The variety of question question may include games of team dynamics, to be considered to fully grasp the majority activities of students. Once the subject dilemma has been described, it is necessary to produce a standard roadmap of the exploration hypothesis. The trainer should lead the process in a collaborative and participatory manner. You really have to keep in mind that the tasks shouldn’t be just collecting facts, but should relate unique sources to build a critical imagination.

Assessment and growth of team challenge issues.

Just about all groups of students, by their own problematic subject and the definition of the underlying script, must produce the different hypotheses (conveying the research hypotheses) to involve various details of view and distinct possibilities for solving the problems, this who will have to analyze and work. into teams, dividing the tasks.

Immediately after the function of person, the team should investigate the information and facts collected, review its main findings, check whether there are new problems to be solved.

The instructor should intervene in the analysis system, fostering the emergence of important perspectives on the disorders and stimulating reflection. The educator also has the function of stimulating the autonomy of the college students in the search and collection of information resources and facts and to share facts with the group. The improvement of the business must contribute to the growth of tactics to organize the awareness and understanding gained.

Conversation and extraversion actions

The presentation of the project’s success (thoughts / troubles) should be shared with the extended class team following the presentation of the tasks.

The presentation must take into account that it is essential:

  • Present the problem
  • Present the processing of collected data
  • Uncover the interactions between distinctive content.
  • Finally, at the end of each presentation, an open team dialogue should be held to clarify issues that have become much less clear and a group assessment should be carried out.
  • Team self-assessment
  • Below is a standard performance review completed.

It is important that the educator helps to make a final evaluation of the work done, providing the group with feedback.
The educator must also keep in mind that he must be equipped to consider the processes of appropriation by the students of the various know-how in their own expertise.

The results of the challenge methodology software

Working with the design methodology stimulates the means to make a decision, to choose, to discuss and to listen. They offer students the pleasure of discovering, exploring, the need to develop and deepen, to help and to acquire the capacities essential for the integral development of the human being. Perform venture: offers the involvement of learners and academics with understanding.

Working with Jobs allows learners to develop techniques and answer sophisticated problems that stimulate students to seek new knowledge and consolidate the information obtained and, through teamwork, will allow you to generate the problems to acquire creative imagination. The task accomplished throughout the 12 months must make it possible to integrate the know-how as a “network of major concerns” which, rather than starting from an expertise centered on the object, offers a multiplicity of visions of the globe. .

Student participation

The challenge works, depending on the problematization, starts with the involvement of the student in a meaningful learning, sorts the exploration system, collects and processes knowledge, formulates hypotheses, stimulates decision-making, details the data, makes assumptions and tends to draw conclusions.

From the response to the challenge, it is sought that the student be the protagonist of his own expertise.

PW in a primary school

The Operate application #… Doing digital schoolwork designed and built in the 1st didactic circle of Castrovillari (CS), led with great specialist and organizational capacity by Dr Giuseppe Antonio Solazzo, developed by teachers Ippolita Gallo, Anna Di Luca, Franca Orefice, Rossella Ciappetta and Francesco Salvatore De Giovanni, give a fantastic plan of what it is and what relapse a PV has for primary school. The ultimate goals of the company go this way: “To promote within the teaching cabinet an authentic society of commerce and collaboration, sustainable and continuous over time, using community and electronic technologies to provide and disseminate expertise. Rethink a new place of understanding by using the total benefit of the communicative, educational and social probabilities made available by technological innovation”.

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