Quali sono alcune attività di tinkering?

Quali sono alcuni aspetti chiave del ruolo del docente nella Flipped Classroom?

Cosa fanno gli insegnanti durante il Circle Time per valorizzare le diverse prospettive?

La Riforma Gentile, entrata in vigore nel 1923, rappresenta un intervento:

Cosa significa "peer instruction" nel contesto della flipped classroom?

La tassonomia degli obiettivi educativi è un aspetto:

Come dovrebbero essere gestiti gli errori secondo la didattica dell'errore?

Quali fattori possono contribuire all'insorgenza dei Disturbi Specifici dell'Apprendimento (DSA)?

Si può affermare che la scuola svolge realmente un ruolo educativo quando:

Qual è uno dei vantaggi del role play per lo sviluppo delle competenze sociali?

In quali sfere vanno ricercate secondo Max Weber le fonti delle diseguaglianze e i principi fondamentali della stratificazione sociale? Economia, cultura e:

Quali sono i principi fondamentali della valutazione inclusiva per gli alunni con bisogni educativi speciali?

Come gli insegnanti incoraggiano l'ascolto attivo durante il Circle Time?

Su cosa dovrebbero concentrarsi gli insegnanti di sostegno per garantire un percorso di apprendimento efficace per gli studenti con disturbi specifici di apprendimento?

L’impiego di tecnologie informatiche in ambito scolastico NON:

L'attivismo pedagogico sostiene che l'alunno nella scuola tradizionale sia:

Chi ha studiato l'uso del role play nella didattica, sottolineando l'importanza dell'apprendimento esperienziale?

Quali dei seguenti atteggiamenti risulta particolarmente utile per la costruzione, la crescita e il positivo funzionamento del gruppo di lavoro?

Chi è un esperto di apprendimento basato sul problema e tecnologie educative?

Il neologismo serendipità (serendipity) è immediatamente collegabile alla nozione di:

Che cosa è la persona per Lewin?

Cosa consente la Circolare Ministeriale n. 8 del 6 marzo 2013?

Qual è il ruolo della commissione degli esami di Stato per gli alunni con bisogni educativi speciali?

Come si differenziano il Metodo Didattico e la Metodologia Didattica?

Qual è l'importanza della grammatica universale secondo Chomsky?

Quale delle seguenti alternative riassume il pensiero dello psicoanalista Wilfred R. Bion, il quale sostiene che le emozioni e la confusione, legati all'incontro con l'ignoto, devono poter essere tollerati e tenuti nella mente perché i dati sensoriali dell'esperienza possano essere trasformati in elementi mentali, pensati e messi in connessione fra loro?

I filoni di ricerca recenti considerano l'attività creativa come un'attività:

Quale è uno dei fattori che possono favorire la partecipazione attiva degli alunni con disabilità nella vita scolastica?

Perché è importante monitorare nel tempo i ragazzi con dislessia?

Secondo le idee di Platone, chi era responsabile dell'educazione?

Secondo Freud, la creatività rappresenta una risposta positiva a?

Chi è l'ideatore del programma CO.R.T (Cognitive Research Test)?

Cosa ha caratterizzato la scuola italiana fino agli anni '70?

Cosa può essere d'aiuto all'alunno nella regolazione dei propri stati affettivi?

Cosa stabilisce la Legge 170/2010 per la gestione degli studenti con DSA?

Secondo Goleman "il desiderio di essere influenti e perseveranti" è la definizione:

Cosa indica l'espressione "capacità cognitivo-sociali"?

Secondo Maragliano l’esito dell’impianto gentiliano è:

Quali informazioni possono fornire i risultati del EQ-i agli insegnanti?

Read the extract and for each question choose the answer which fits best according to the text.
OECD Learning Compass 2030
Just as a compass orients a traveller, the OECD Learning Compass 2030 indicates the knowledge, skills, attitudes and values students need not just to weather the changes in our environment and in our daily lives, but to help shape the future we want.
The Learning Compass 2030 is composed of seven elements:
1. Core foundations
The OECD Learning Compass 2030 defines core foundations as the fundamental conditions and core skills, knowledge, and attitudes and values that are prerequisites for further learning across the entire curriculum.
The core foundations provide a basis for developing student agency and transformative competencies.
All students need this solid grounding in order to fulfil their potential to become responsible contributors to and healthy members of society.
2. Transformative competencies
To meet the challenges of the 21st century, students need to be empowered and feel that they can help shape a world where well-being and sustainability – for themselves, for others and for the planet – are achievable.
The OECD Learning
Compass 2030 identifies three “transformative competencies” that students need in order to contribute to and thrive in our world, and shape a better future: creating new value, reconciling tensions and dilemmas, and taking responsibility.
3. Student agency/ co-agency
Student agency is defined as the belief that students have the will and the ability to positively influence their own lives and the world around them as well as the capacity to set a goal, reflect and act responsibly to effect change.
Student agency relates to the development of an identity and a sense of belonging. When students
develop agency, they rely on motivation, hope, self-efficacy and a growth mindset (the understanding that abilities and intelligence can be developed) to navigate towards well-being. This enables them to act with a sense of purpose, which guides them to flourish and thrive in society. Students learn, grow and exercise their agency in social contexts and this is why co-agency is also crucial. Students develops co-agency in an interactive, mutually supportive and enriching relationship with their peers, teachers, parents and communities in an organic way in a larger learning eco-system.
4. Knowledge
As part of the OECD Learning Compass 2030, knowledge includes theoretical concepts and ideas in addition to practical understanding based on the experience of having performed certain tasks. The Education and Skills 2030 project recognises four different types of knowledge: disciplinary, interdisciplinary, epistemic and procedural.
5. Skills
Skills are the ability and capacity to carry out processes and be able to use one’s knowledge in a responsible way to achieve a goal. The OECD Learning Compass
2030 distinguishes three different types of skills: cognitive and metacognitive;
social and emotional; and practical and physical
6. Attitudes and values
Attitudes and values refer to the principles and beliefs that influence one’s choices, judgements, behaviours and actions on the path towards individual, societal and environmental well-being. Strengthening and renewing trust in institutions and among communities require greater efforts to develop core shared values of citizenship in order to build more inclusive, fair, and sustainable economies and societies.
7. Anticipation-Action-Reflection cycle
The Anticipation-Action-Reflection (AAR) cycle is an iterative learning process whereby learners continuously improve their thinking and act intentionally and responsibly. In the anticipation phase, learners become informed by considering how actions taken today might have consequences for the future. In the action phase, learners have the will and capacity to take action towards well-being.
In the reflection phase, learners improve their thinking, which leads to better actions towards individual, societal and environmental well-being.
The OECD Learning Compass 2030 defines the basic foundations as:

Read the extract and for each question choose the answer which fits best according to the text.
Interaction with digital technologies is now commonplace among young people. However, mobile technologies still play only a minor role in education.
When used appropriately, technologies can offer multiple forms of learning, rather than functioning as mechanisms to replace teachers. [ ... ].
However, the key is to view technology not as the sole solution, but as an enabler within a culture of learning and collaboration.
UNESCO notes that initiatives which transform mobile devices into tools for learning, and which support equitable opportunities for students who cannot afford them, generally provide affordable solutions to educational challenges.
Research by Redecker et al. (2011) suggests that a mix of different technologies will transform learning by offering a diversity of learning activities, tools and materials, and by providing tools that enable continuous monitoring, and support diagnostic, formative and summative assessment.
Making educational resources openly available is another gain for learners.
As web-based multimedia production and distribution tools incorporating text, audio, photo and video capabilities continue to grow, teachers at all levels will be faced with new opportunities to integrate social media and technologies into teaching, learning and assessment.
However, pairing this technology with new teaching practices is essential to realize its potential.
Future learning processes will inevitably take place in environments in which learners select their own modes of learning and bring personal technologies into education.
Mobile devices will facilitate learning by reducing the boundaries between formal and informal learning.
By using a mobile device, learners can independently and easily access supplementary materials to clarify ideas and share that knowledge with others.
UNESCO (2012) believes that the portability and widespread use of mobile devices will make them ideal tools to influence teaching and learning in ways that surpass the use of personal computers.
Likewise, the World Wide Web also continues to evolve in response to new technologies and changing user expectations. The next phase (Web 3.0) will analyse the question, search the internet for all possible answers and then organize the results, it will act like a personal assistant. [ ... ]
Twenty-first century mobile devices can provide instant access to vast libraries of expert and amateur-sourced information, creating seekers, communicators and self-directed problem-solvers from youth already using technology outside of school.
Due to their portability, mobile devices can also provide remarkable opportunities for ‘situated learning’ (i.e. learning in the field, at the point of contact, in settings that maximize understanding).
Site-specific mobile applications can now facilitate learning in varied disciplines.
Students studying botany, for example, can use mobile devices and discipline-specific applications to learn about particular plants while inspecting them in their natural habitats.
The evolving capacity of Web 3.0 will soon allow learners to make such connections. [...]
In twenty-first century learning environments, teachers will need to transform their roles from ‘content conveyors to content curators’ (Institute for the Future, 2013).
The ability to identify and locate information and resources for learning is a critical skill and teachers can support learners in identifying the necessary resources.
Mobile devices can greatly enhance learning thanks to their ...

It took me twenty minutes to realise I ____________ in the wrong file.

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Choose the best word or phrase to complete the following:Your purse? _____ in your office?

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É definito Home Banking...

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Che cosa identifica il termine "Web"?