La differenza nei gusti di apprendimento: da classe vittoriana a Montessori, Sintesi del corso di Lingua Inglese

Scarica La differenza nei gusti di apprendimento: da classe vittoriana a Montessori e più Sintesi del corso in PDF di Lingua Inglese solo su Docsity! Set four – Methodology and Teachers I decided to tackle the issue concerning methodology and teacher. The most frequent question that arises in whether there is only one teaching or more that one. The answer is that some learners like sistematically working through a variety of tasks, other prefer to concentrate on one. Some rely on visual cues, other remember better what they have heard. One student may like lectures, another prefer discussion and pratical group-even the successful exhibit different tastes. There are students at university who sistematically tick oft completed essays, assignments aspects of the syllabus they have revised, in contrast with undergraduates who prefer to freewheel through the syllabus. The computer was supposed to free us, from the drudgery of learning, to unlock the creative immagination. It promised to make learning fun. Maths, historically the most abstract and dullest of subjects, would be made, in the jargon of educationalists, a concrete and practical part of the children’s environment, creating new virtual worlds. Through programming, children would be able to actually do things, create thing, make things happen. The computer would allows children to explore number patterns without having to continually have supervision from the teacher and they would acquire a sense of mastery over a poweful machine. Yet now, every day, the children are to return to the Victorian classroom for a Dickensian curriculum of reading, writing and arithmetic. By government edict , there must be systematic, regular and frequent teaching of phonological awareness, and spelling, and grammar. It advises teachers that children need to be taught to distinguish between the different sounds of words “before they can assemble them meaningfully. The new skills for the 21* century were throught to be problem-solving, structured and critical thinking. The triumph of capitalism was also the triumph of individualised education. The government is proud of its record in filling the notorious childcare gap in Britain. With both parents in nearly 70% of couples working, for example, there is growing demand for an all-day service for 3-4 years olds, not just part-time nursery education places. In addition, only one in ten workplaces provide help with childcare for their staff. At the same time, the focus on childcare has re- opened the debate about the ideal age of school entry, driven by concern about mass closures of preschool or playgroups and argomenti about getting the right balance between play or learning. The government is hard at work trying to win public support for its controversial plans for a national curriculum for 3-4 years olds. The qualifications and curriculum authority triggered a wave of protest when it announced specific “learning goals” requiring children to be abble to count to 10, write their names and spell simple word by the age of 5. At school it is essential to study all disciplines to make children open their minds. Music, for example, in school has always had to compete with other areas of the curriculum for its fair share of the timetable. The advent of league table has tightened the squeeze and the disappearance of peripatetic teachers has reduced the chances of individual pupils learning to sing, play an instrument or simple appreciate our rich musical heritage. Music and maths seem to be linked to the ability for the brain to recognise symmetries and use them to detect the development of patterns in space and time. Maria Montessori She is a pedagogue, she devised the method, to educate and train children and young people, from birth to adulthood. The heart of her pedagogy is centered on the enhancement of the child through an educational journey aimed at autonomy. The educational system is characterized by two founding pillars: the first affirms that infants and adults must structure their character with commitment and interacting with the context to which they belong; the second believes that infants have innate potential to develop their minds better. The pedagogist stated that offering children the opportunity to express their will and freely choose what they want, within a setting set up according to her methodological principles, would have favored, in a natural and spontaneous way, a healthy human development. in the making. A founding principle of the method is to build schools with open classrooms or with communicating spaces in which children of different ages can socialize. The goal of these social relationships is to guarantee infants an active discussion, aimed at increasing knowledge, and constant support provided by the reference adult. Help between children of different ages (tutoring). The older child represents a role model for the younger child, who quickly learns the rules to follow and the behavior to be followed in a well-organized school environment. The method shows how children can move and interact freely, within a "prepared environment", an educational setting tailored to the specific needs of infants of different age groups. The function of the setting is to favor the autonomy of children and to be functional by making it possible for children to use the materials. The environment must have: a structure tailored to each child, functionality, cleanliness, order, favoring the natural mobility of children and having poor and unstructured materials. The materials must be suitable for the child's development, be attractive, allow the identification of properties, stimulate careful observation of the characteristics, and facilitate self-learning according to a progressive difficulty, but also be able to activate the exploration of the environment, group interaction and collaboration between children, even of different ages. The material of the Montessori method is ideal for promoting the cognitive development of the child, through sensory and motor stimulations. The role of the teacher will therefore be that of accompanying, guiding, and promoting action, the global growth of the infant, avoiding replacing him in the choice of materials and previously organizing a context to ensure that he can positively increase his own energies, to best express their potential, while respecting its authenticity. Each child, if placed in a context that is suited to his needs, reveals that he can concentrate, to practice, to work with order, with seriousness and with surprising potential for development.