This book was elaborated within the DiGiSEL project, Digitally Improving Social and Emotional Skills of Primary School Teachers, funded under the ERASMUS+ call (N. 2020-1-TR01-KA226-SCH-098576). The objective of DiGiSEL is to enhance the skills of primary school teachers in the area of social and emotional development in a digitally mediated context. The needs analysis revealed the teacher mindframes; in this way, the themes of the courses to be developed within the project have been defined. For this reason, the volume is divided into specific chapters relating to the following thematic areas: the representation of cognitive processes and of the types of knowledge underlying learning; the recognized role of assessment and knowledge of its application procedures; Information management and cognitive overload; how to provide reinforcers and their relational implications in the context of the classroom; the importance attributed to the group work in the face of individual learning; the importance attributed to autonomous learning in the face of the instructional guidance exercised by the teacher; what image do we have of inclusion, which ingenuity or disregard of scientific evidence remain the most relevant?
Improving learning in primary schools
Sergio Miranda;Rosa Vegliante
2023-01-01
Abstract
This book was elaborated within the DiGiSEL project, Digitally Improving Social and Emotional Skills of Primary School Teachers, funded under the ERASMUS+ call (N. 2020-1-TR01-KA226-SCH-098576). The objective of DiGiSEL is to enhance the skills of primary school teachers in the area of social and emotional development in a digitally mediated context. The needs analysis revealed the teacher mindframes; in this way, the themes of the courses to be developed within the project have been defined. For this reason, the volume is divided into specific chapters relating to the following thematic areas: the representation of cognitive processes and of the types of knowledge underlying learning; the recognized role of assessment and knowledge of its application procedures; Information management and cognitive overload; how to provide reinforcers and their relational implications in the context of the classroom; the importance attributed to the group work in the face of individual learning; the importance attributed to autonomous learning in the face of the instructional guidance exercised by the teacher; what image do we have of inclusion, which ingenuity or disregard of scientific evidence remain the most relevant?I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
