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1.20 The learning environment ..................................................................................................78
1.21 Learning as a democratic exercise. .....................................................................................85
1.22 The role of media in learning..............................................................................................87
1.23 Meaningful learning.............................................................................................................89
Chapter 2
- Planning
2.1 The regulatory framework...................................................................................................91
2.2 Planning of the activities in the model of A. and H. Nicholls...........................................92
2.3 The educational and didactic planning of the institution.................................................93
2.4 “Curriculum” planning. .......................................................................................................93
2.5 The Metacognitive curriculum............................................................................................97
Chapter 3
- Evaluation
3.1 The role of evaluation .........................................................................................................99
3.2 The role of the teacher in evaluation................................................................................102
3.3 Evaluation tools...................................................................................................................104
3.4 The purpose of evaluation.................................................................................................110
3.5 Authentic evaluation..........................................................................................................111
Chapter 4
- The Lecture
4.1 Theoretical aspects and components................................................................................116
4.2 Communication as the central element of the educational relationship.......................117
Chapter 5
- The Participatory Lesson
5.1 The collaborative learning: definition..............................................................................121
5.2 Theoretical prerequisites for co-operative learning.........................................................121
5.2.1 Reference theories..................................................................................................122
5.3 “Co-operative” and “collaborative” approach...................................................................124
5.4 The community of learners of A. Brown and J. Campione..............................................125
5.5 The Jigsaw method and reciprocal teaching.....................................................................127
5.5.1 The Jigsaw method.................................................................................................127
5.5.2 Reciprocal teaching................................................................................................128
5.6 Formation of learning groups............................................................................................130
5.7 The roles within the groups...............................................................................................130
5.8 Positive interdependence...................................................................................................132
5.9 The use of co-operative learning in problem solving.......................................................133
5.9.1 New technologies and co-operative/collaborative learning................................133
5.9.2 An application of co-operative learning: the learning circle...............................134
Chapter 6
- The Constructivist Lesson
6.1 Theoretical assumptions: Constructivism. ........................................................................137
6.2 The constructivist learning environment..........................................................................138
6.2.1 Prerequisites............................................................................................................138
6.2.2 Guidelines for preparing constructivist learning environments.........................138
6.3 Teacher’s “guide” role........................................................................................................139