Subjects: Latin, English
Level: first year of high school
Title: BONES DON'T LIE (a journey through food, nutrition and diseases in the Roman imperial age)
Motivating sparks: the outcomes are strictly related to the key competences for lifelong learning:
- digital competence
- learning to learn
- social and civic competences
- cultural awareness and expression.
Work steps: the teacher of Latin built a lesson in Blendspace (documents, information, tutorial).
http://blnds.co/1fQGEFh
She gave the students a detailed work plan that contained also the links to the materials; she selected and gave a hierarchy to the contents.
Students wrote they texts first in italian; afterwards they translated them helped by the teacher of English.
Students always worked in groups; the criterium in the formation of the groups was inclusion of the different levels and different cognitive styles; it was payed attention also to the different relational behaviours.
Students worked both at school and at home.
Resources:
1) see the infographic at the link:
https://s3.amazonaws.com/easel.ly/all_easels/352274/Isottastrumenti/image.jpg
2) see the table at the link:
https://docs.google.com/document/d/1mi1CBzuNyJsV1gldGFsL5_povO6oLFmzonbh67xTsE0/edit?usp=sharing
Added values: students learnt in a quite free environment to increase commitment, motivation and emotional involvement in the performance of tasks.
They had the opportunity for experiential learning by exploring, by collaborating, by doing, by expressing and enjoying.
Opportunities for collaboration in not hierarchical ways, generating new symmetries in the learning process (peer to peer) have been increased.
The models were by J. Keddy e C. Johnson:
https://docs.google.com/document/d/1KdACqqEOc1pGW104OES67f1WTLGFsB1dLn3NY5LA7ac/edit?usp=sharing
Critical issues:
1. for students it was difficult to manage informations and to respect the time table;
2. the lab wasn’t always at our disposition; we had problems with the bandwidth;
3. The dlgs. 81/ 2006, the Testo Unico in materia di sicurezza, made quite difficult the flexible use of the lab;
The critical issues 2 and 3 were bypassed through BYOD (Bring Your Own Device).
Assessment:
- it was buil a form for self-evaluation:
https://docs.google.com/spreadsheet/viewform?usp=drive_web&formkey=dGE1SGtqNkFDV2l6NHNSLVpwMXoyR3c6MA#gid=0
- assessment indicators:
https://s3.amazonaws.com/easel.ly/all_easels/273741/INDICATORIDIVALUTAZIONEPOLICULTURA2014/image.jpg