ISTITUTO COMPRENSIVO "G.LOMBARDO RADICE"
The teachers of our
school agree that the motor experience enhances the ability to "do"
in the pupil, making it a constant protagonist. The primary objective is to
promote knowledge of oneself and one's own potentials in a constant
relationship with the environment, others and objects. It also contributes to
the formation of the student's personality through the knowledge and awareness
of his own body identity, as well as the continuous need of the movement as a
constant care of his person and his well-being. With the activities of
movement, linked to the different disciplines of study, the teachers offer all
students a wide range of proposals, with the aim of bringing them closer to all
disciplines and to derive maximum benefit for the individual psychophysical
growth.
The teaching methodology used by the
teachers of our school consists of multiple "active techniques", ie
procedural activities that actively involve the pupil in the learning process.
The techniques used in the proposed
teaching activities are characterized by:
• the "lived" participation of
the students (they involve the whole personality of the student);
• constant and recursive monitoring
(feedback) on learning and self-assessment;
• training in situation;
• group training.
These techniques reject the passive,
dependent and receptive role of the pupil; on the contrary, they involve the
felt and aware participation of children, because they contextualize learning
situations in real environments.
A very wide range of "active
techniques" is used which are renewed periodically. Particularly preferred
are the playful, group and outdoor methodologies.
1. Simulation techniques, in which we find
role playing, putting ourselves in the role of the other for the interpretation
and analysis of behaviors and social roles in interpersonal relationships, the
pupils identify themselves with different roles and hypothesize solutions. Role
playing is aimed at enhancing individual creativity.
2. Cooperative production techniques,
including the method of cooperative learning or cooperative learning for the
integrated development of cognitive, operational and interpersonal skills,
pupils learn in small groups, helping each other and feeling co-responsible for
the mutual path.
3. Operational reproduction techniques,
among which are privileged:
a) Learning by doing: learning through
doing, operating, actions; simulations in which the pupil pursues a concrete
goal, bringing into play previous knowledge, integrating new knowledge.
b) Peer education or peer education. The
focus is centered on the peer group, which is a sort of social laboratory, in
which to develop dynamics, experiment, plan, share, improving self-esteem and
relational and communication skills. Peer education allows the teaching of life
skills to be conveyed more effectively, which are essential skills for the
achievement of training success on the part of every student.
c) Total Physical Response, a teaching
technique that provides a physical response (walking, standing up, sitting,
etc.) on the part of the child to the orders given by the teacher in the target
language, can have a more or less playful character. Although it can not be
intended for all children, its playful character eliminates stress and anxiety
and gives learning a fun aspect.
d) Outdoor Training: outdoor activities,
methodology to develop in the learning groups the aptitude necessary to work in
a strategic way, involving the students in an environment and in situations
different from the everyday ones, forcing them to think and act outside the
normal mental and behavioral patterns.
4.
Learning task: teaching methodology that is not limited to the transmission of
knowledge and disciplinary skills, but aims at the integral formation of the
person, developing competences (transversal and disciplinary) through the use
of a laboratory teaching. It places the child at the center of the educational
activity, requiring its active participation, individually or in groups, and
allows the personalization of learning. It requires a continuous attention to
the learning processes of young people and a considerable flexibility to
readjust the route in itinere based on the answers of the students and the
opportunities for further study and / or expansion that could be presented.
"Authentic tasks" are privileged, ie activities as close as possible
to real situations. Evaluation will also require a different approach, in fact
we will talk about "authentic evaluation".
5. Methodology of the game - The game, the
action, the movement, characterize the childish universe: "My body is a
bodily self" (Winnicott). The child, while playing, forgets that he is
studying and learning. Participating in a playful activity distracts from the
strictly linguistic content of the task as the focus is on the immediate goal
of the game and its dynamics. The child who plays and studies in a relaxing
atmosphere learns, enjoys and also develops social skills: interaction with
others, mediation, competitiveness. Playing offers the possibility of a
metacognitive approach to study, thanks to which the student seeks his or her
knowledge in an autonomous, conscious and responsible way. In this way he can
evaluate independently. The recreational activities encourage the student to
express his creativity and stimulate inventiveness and imagination. The
educational games that are set up as a solution to problems, "Problem
Solving", stimulate lateral thinking. One of the most modern teaching /
learning methods that combines well with play teaching is Cooperative Learning,
which is a collaborative technique where pupils work by helping each other to
achieve common goals. The strong interaction with the other members of the
class group that this mode of learning entails encourages the process of
socialization and allows the student to learn from his classmates. The
recreational activities arouse in the class interest and desire to learn as
they leverage intrinsic motivation, based on curiosity and pleasure. They also
keep the student's interest and motivation to learn over time. The desire to
overcome the challenge that the game involves means that we accept with
enthusiasm and serenity even the "abstract" disciplines. The game
therefore favors active and creative relationships on the cognitive and relational
terrain, allowing the child to transform reality according to his inner needs,
to realize his potential and to reveal himself and others in a variety of
aspects, desires and of functions. In this playful context, full of positive
stimuli, the student participates in activities of cooperation and positive
competition with his teammates. The ludic didactic uses the terms
"Play-game". The word "Play" refers to the attitude of the
child who, playing, moves to discover the world thanks to his sensory-motor
skills, cognitive, linguistic, social and emotional. "The Game, on the
other hand, is intended as a playful activity governed by socially imposed
rules and accepted by the player". A learning context that includes these
two moments (Play and Game) allows students to achieve their goals in a context
free of anxiety and negative stress
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