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ing for multiple pathways, characterised by features of in exible and
precious uniqueness. In this context, interactive forms and collabo-
rative learning emerge, as well as laboratory methods and situations
contributing to enhance the expression of their potential on the part
of the pupil and to connote learning as a constructive activity. Thus,
the opposite of a transmissive setting - expressly stigmatised by the
Guidelines
- to which we can no longer recognize any plausibility, al-
though it can be challenging, for further awareness and the project
work that it requires.
Based on these premises, the volume is subdivided in two parts. The
rst part
presents and compares the main learning models and their
use in teaching projects: learning the knowledge is, in fact, the basis
on which the teacher builds and plans the classroom activities, rep-
resenting an essential prerequisite for anyone who aspires to lead an
effective lesson. This is an interesting and thorough
excursus
, from
Piaget to Baron, from Sternberg to Gardner and his theory of “mul-
tiple intelligences”, to the useful contributions of the social-cultural
constructivism, to the latest contributions offered by neuroscience.
Learning, as mentioned, is no longer considered a mere transmission
of notions from the teacher to the learner, but it is essentially “social”,
taking place in a context-class in permanent contact and mediation
with others. A type of learning that wants and needs to be cooperative
and collaborative, as we shall see. Then there is the section dedicated
to programming and evaluation (who evaluates? what is evaluated?
how do you evaluate?), in which the functions of evaluation are as-
sessed and the most effective means to put it into practice are exam-
ined.
The
second part
deals with the topic – important now, more than
ever – of multidisciplinarity, crucial to understand reality in its en-
tirety, abandoning the now dated separation between disciplines:
the different ways of “teaching lessons” will be evaluated – from the
frontal lesson to the participative one – and the different methods,
in particular those that use new technologies. The lecture, with a
long tradition, offers certain advantages when it comes, for example,
to communicate a large amount of information to a large number
of participants. However, when the aim is to establish an exchange,
comparison, discussion, learning from each other, the lecture should
be rethought, along with its limits. If the teacher can no longer be