Project work

Short description
Knowing how to manage information in a conscious way is a key competence in the society of the 21st century, characterized by a high level of knowledge but also by globalization and exponential of the same. On this basis rests the plant content of "The Goblins of Four Seasons", which aims to guide students  to realize, in a period of marked impairment of our ecosystem, the importance of a correct relationship between man and nature, and lay the groundwork for the development of active citizen, responsible towards the environment and culture, able to fit into an active and driving in the society of globalization. The theme of the project is tied to the four seasons. The sequence of the four seasons, in fact, determined by the rotational movement of the earth, means that in every part of the earth be repeated annually the same climatic conditions. This has an important role for all living beings in general, and for the man in particular. At different climatic conditions, in fact, man has responded by developing its own culture and its own way of life. Based on the consolidation and expansion of knowledge of their surroundings and starting from the fantasy world of fairy tales, students will be guided through the WebQuest, the safe and responsible use of Web 2.0 tools and international collaboration, to become aware of ever wider areas and far between related, as well as the variety of natural elements and humans interacting in them.
Purpose: promote development of active citizen, responsible towards the environment and culture, able to fit into an active and driving in the society of the 21st century.

    • Knowing how to find, select and reuse information.
    • Use new technologies to process data, text and images, produce documents in different situations.
    • Being able to share experiences and knowledge learned.
    • Knowing how to organize own work.
    • Search appropriate strategies to solve problems.
    • Facilitate the transition from experiencing culture to culture as shared intellectual reconstruction
    • Increasing pupils' motivation in learning.
    • Consolidate the concept of seasons as time with specific characteristics relating to temperature, aspect of nature, clothing, traditions, foods.
    • Understand that humans change the environment in relation to their needs.
    • Acquire the concepts of transformation and adaptation.
    • Understand that every fact or phenomenon is related to others, taking different values and weights and that each phenomenon generates other and for the sustainability of society we live in is necessary to take into account the multiple aspects of natural and anthropogenic in mutuality
    • Stimulate the ability of the students to relate positively with other peoples and environments in Europe.
    • Facilitate the acquisition of an ecological conscience.
    • Develop a positive attitude towards the English language to arouse interest in different cultures and peoples.
    Cognitive functions

    Observe, analyse, investigate, interpret, decode, recognize, distinguish, infer, compare, correlate, assumptions, linking cause and effect, recognize, communicate, revise, reconstruct, relate, narrate
    Environment,Time, Space,Need,Transformation, Adaptation Seasons,Weather and climate factors, Succession, Cyclicality, Culture, Nature, Environment, Retention, Management, Protection, Respect,Reconstruction, Duration

     Tools to be used
    Twinspace, Webquest, Web 2.0,  Videoconference

    Work process
    There will be significant learning within the constructivist and cooperative. Guided by the instrument of the WebQuest the students will acquire information on the Internet, will complement the knowledge gained online to their personal experience and data from direct observation of reality, will use multimedia tools to rebuild and exchange their experience and knowledge (power point, web gallery, word, video graphics, email, chat, videoconferencing), come closer to important masterpieces of our culture and will make an early form of revision through the creative use of ICT . The building of a Wiky will give to students better organize their work. The final product will consist in  the building of a website where all the work will be published.
    Will use a heuristic methodology, based on the child's motivation and active and constructive participation of all. The process methodology is based on certain fundamental criteria:

    Teaching workshop
    The conscious and profitable use of new technologies will facilitate the overcoming of the traditional lecture-type transmission for the creation of an educational workshop designed operating mode in which the pupil construct their knowledge actively, according to the logic of research, through observation of the facts, the description of relevant aspects, the definition of problems, production of hypotheses,  operational testing, impersonation / representational of the search paths and / or explanations identified. Web Quest tool will be used to guide students to conduct research in web combining the acquisition of a method of investigation with new technologies.
    Cooperative learning.
    Great importance will be given to work-sharing and cooperation among students, among them and teachers in order to overcome the rigid separation of roles and make a real learning communities where teachers and students together reach their goals. In addition, the synergistic and coordinated use of interactive communication tools between the different partner schools will exceed the vision of the network as a simple container of information for the creation of a cooperative and collaborative environment, where content is generated with the help of throughout the virtual community of students and teachers, thus restoring learning his true nature of social process. 
    Constructivism Build an environment of meaningful learning based on problem solving and the operation of the pupil, where those who learners can work helping each other, using a variety oftools and information resources, enriched by moments of individual reflection andcollective, in which learning is the result of mutual exchange "essentially means giving importance to constructivist teaching.
    Blended learning Convinced that the direct observation of reality is the basis of a valid learning process opt for a type of blended training in which the concrete and real experience of pupil will be alternated with moments of networked learning with partner schools. This learning will be through times of synchronous collaboration (chat, videoconferencing), moments of asynchronous communication (email, forums, wiky, blogs, social networks).

    Control of learning
    They provide opportunities for verification:
    Starting with diagnostic function for acquiring information on pre-existing knowledge of students.
    With ongoing training function to capture evidence on the effectiveness of the active route and / or reorientation.
    Final summative function to assess whether the disciplinary knowledge and skills have transformed into skills.
    The verification shall be effected by:
    Observation of social and cognitive behaviors.
    Structured and unstructured tests.
    Conversations and oral reports.

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