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Metodologie didattiche in inglese, Appunti di Pedologia

Appunti di didattica sulle principali metodologie in lingua inglese per la preparazione del concorso straordinario ter 2023 (AB24/25)

Tipologia: Appunti

2023/2024

In vendita dal 23/04/2024

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Scarica Metodologie didattiche in inglese e più Appunti in PDF di Pedologia solo su Docsity! Didactics Didactics is the science that defines the methods and techniques for teaching; This knowledge deals with the entire teaching and learning process. Both theoretical aspects (reflection on action) and practical aspects (teaching activities) play a fundamental role in this discipline. Theory and practice are inseparable within education. Learning is a spontaneous process that, however, needs support from the adult reference figure (in this case, the teacher) through appropriate tools and activities to facilitate it. These activities and learning paths will vary depending on the objective. Once the didactic path to be undertaken is established, the teacher decides on the methods, tools, and strategies. Methodologies are the procedures used to address the instructional units, helping us achieve the objectives we have set. For this reason, the use of methodologies is very important. Before determining which methodologies to use, the teacher will need to analyze the classroom context, trying to identify the abilities and needs of the students, in order to ensure meaningful learning and the development of the entire class's capabilities. To develop an effective procedural plan for learning, it's important to evaluate and establish which methods to use. The method precisely concerns how to teach and therefore presupposes a planning and organization activity of the operational modalities. The method is the set of procedures aimed at planning in a structured manner the variables of the learning processes. It concerns how to teach, what to teach, to whom and with what one wants to teach. In summary, we could define it as the path that helps us achieve the result we have set out to accomplish. The choice of method depends not only on the predetermined objective but also on the reality we are facing. Throughout the 20th century, various educational experiments have demonstrated that learning is more enjoyable and beneficial when it arises from a spontaneous need for knowledge, actively engaging the student in achieving a goal. The principle underlying the active method is learning by doing. There are several types of methods: a) Expository methods: using lecture techniques; b) Operative methods: using laboratory techniques; c) Investigative methods: employing experimental research techniques; d) Heuristic-participatory methods: utilizing action research techniques; e) Nominal methods: exclusive methods (such as Montessori, Agazzi, Pizzigoni, Freinet); f) Individualized methods: Mastery learning Individualization refers to the set of teaching strategies that aim to ensure students achieve the same learning objectives, but at different paces, in different times, and through different modalities based on their personal cognitive styles. In this approach, the teacher manages and selects the best solution for each student. In individualized instruction, the teacher: • Defines the conceptual and operational skills that students should achieve by the end of the instructional intervention. • Establishes intermediate levels by defining specific objectives in a succession of teaching units that progressively promote final skills. • Develops assessments to verify the achievement of objectives. • Prepares instructional units or learning units. • Structures integrative and remedial activities for students who have not yet reached certain skill levels. • Ensures that students do not proceed to the next unit until they have acquired the minimum required knowledge and skills. Personalized teaching is defined in the guidelines of Law 170/2010 (New regulations concerning specific learning disorders) as follows: "Personalized teaching calibrates the educational offer based on the specificity and uniqueness of the educational needs that characterize the students in the class, considering individual differences especially from a qualitative perspective”. Personalized teaching involves: • A preliminary observation of students' learning styles, prerequisites, and relational dynamics within the group. • It is important to use both direct and indirect observation methods to accurately profile each individual. • The teacher will encounter students with diverse cognitive characteristics. Gardner's theory of multiple intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, existential) helps understand the complexity of human learning. Technique pertains to the practical way of operating within a teaching activity. It is a set of means, materials, and procedures that are employed in service of the pedagogical method. For example, there are - simulation techniques → the subject learns immersed in the situation itself; there are techniques for analyzing the situation; - operational techniques → for reproducing a situation; • develop and promote empathy; • developing self-awareness (learning to listen to oneself). If you want to use this technique, it is good to divide the class into small groups of 3- 4 people. The topic should involve two opposing positions of equal dignity. It is not important if one or more members of the team disagree with the thesis they have to support. The debate will not be a free discussion, but well-structured: there are precise rules that must be respected. In fact, even before starting, the teacher explains the times, means, and tools allowed. For example, teams can be suggested to conduct a brainstorming session to gather all ideas that can help construct their thesis. Having a moderator who establishes the speaking times beforehand and ensures they are adhered to is essential. For example, 3 minutes for each team for the introduction; 5 minutes for each team for presenting various arguments, etc. The crucial thing is that the judge times each segment and ensures that each time a different person speaks. After the argumentation phase, there is the phase of rebuttals. However, it's essential for the teams to first withdraw to search for valid arguments in response to the opposing thesis. Once this meeting is over, each team can be given 3 minutes to rebut the arguments of the opposing team, trying to further support their own point of view. The moderator (judge) should observe and take note of the variables they want to consider, such as manner of expression and arguments in support of each team's thesis. This role is crucial because, after the debate, the judge can determine which team was more thorough through the notes taken, thus determining the winner. The evaluation parameters adopted by the moderator can be multiple. Obviously, this is not a technique that verifies the academic level of individual students but evaluates skills such as teamwork, argumentation, and presentation. Another important task of the judge is to provide constructive feedback to everyone, analyzing both strengths and weaknesses of the performance. This is not a 2.0 school technique, meaning that the use of technology is not essential (it is mainly focused on the ars oratoria). However, in the initial research phase, it can be useful to search for reliable online sources. Alternatively, teams can project slides in favor of their thesis. LABORATORY TEACHING The student acquires knowledge in the context of its use: they operates concretely, and through "doing," knows where they want to go and why. Learning by doing utilizes direct experience to solidify information and guidelines. In educational settings, whether at school or university, it allows for easier assimilation and understanding through practical work. For this methodology to work, it cannot be a mechanical repetition of actions; instead, one must understand what they are doing. Therefore, logical thinking must be associated with the action, providing awareness of what is being done and what is being achieved. This way, the action is internalized and becomes reversible, meaning it can be recalled if needed. In this way, learning by doing also becomes learning by thinking. This type of learning did not emerge recently but dates back to the early 20th century when Dewey experimented with it at the Chicago school, breaking away from the traditional frontal teaching methods of the time, which involved passive learning by students. Learning by doing sees the student as an active protagonist of their own learning, constantly experimenting and doing through laboratory teaching. Dewey's philosophical and educational thought is based on the idea that children should experience the world around them. In their interaction with the environment, children do not have a passive role but an active one, acting as observers and experimenters of the environment itself. According to Dewey, individual thinking develops primarily through experience. In Dewey's laboratories, children had the opportunity to experiment and, consequently, acquire knowledge. It is also crucial to reflect on the experience gained. The children were presented with a problem by their teacher and had to find a solution through various phases reminiscent of the experimental method: - observing the phenomenon; - making a hypothesis; - experimentally testing the hypothesis; - problem-solving. Dewey heavily employs the principle of continuity: once a solution to the problem posed by the teacher is found, there will be other problems whose solutions will be based on the reflections made in solving the previous problem. Therefore, in terms of continuity, each problem will have a higher level of difficulty. Following Dewey, another who utilized this method was Kilpatrick with his project method: the student is the sole protagonist of their own learning and can advance it through the realization of a project. His method involves having the student conceive and carry out a learning project. The student self-motivates by choosing the activity that best represents them, and then follows various phases: ideation, planning, execution, judgment, and analysis of the results obtained. Today project-based learning is still very important: the student must produce a final product, employing: o Social skills o Study skills o Ability to navigate both within and outside of the school. Another activist was Parkhurst: she developed customized curricula for each student to safeguard autonomy, allowing the student to independently pursue their own project. This empowers the student, requiring them to sign a real contract lasting a month, in which the student commits to working to deliver this project. The work is completely free and autonomous: the student can use and experiment with teaching materials, organize hours, and activities based on the objective. This work plan is called the "Dalton Plan." With her active method, Montessori allowed for the observation and experimentation of many objects and teaching materials, thus enabling an active and direct experience with all the games and materials useful for learning. She prepared the materials before the arrival of the children, who then chose for themselves which materials to use, how long to keep them, and tried to understand how they worked. The number of objects was not equal to the number of students, so each student could take an object, and another could decide to observe their peer while they experimented. This allowed for understanding the materials through both experimentation and active observation. Freinet, in his practical workshops, tasked students with constructing a genuine newspaper, writing articles with utmost freedom: each student could choose the topic, recount their own experience, and share it. Papert, with the invention of Logo (a programming language suitable even for young children), enabled experimentation through the use of this language and the creation of many things: geometric shapes, drawings, music, etc. Today, learning by doing is still a widely used methodology. However, today there is also an added component of motivation: it has been observed that without genuine motivation stemming from the students themselves, they do not learn easily, do not assumption will end up exactly with this result. Instead, the goal of the school should be different. He starts from the assumption that all students are capable of reaching any type of goal and learning anything. Therefore, the true educational task is to define very well what is meant by mastery of a subject and consequently establish suitable methods to help all students achieve mastery. Mastery Learning begins with identifying the starting level, then tailoring individualized learning to each person's starting point. This means breaking down objectives into simple, measurable behaviors that can be connected to both teaching methods and assessment techniques. Bloom is considered a pioneer in educational programming with his 1956 taxonomy of educational objectives, which outlines an orderly progression of achievable and verifiable objectives in constructing an individualized study plan. In this regard, Bloom identifies two areas: cognitive and affective, as well as psychomotor (which will only be outlined and expanded upon by other psychologists). The areas are broken down into levels that progressively increase in difficulty in skill development. The cognitive area is divided into 6 levels of ability (from simplest to most complex). Different behaviors are associated with each of these areas (skills and abilities), e.g., generating ideas, judgment, etc. Cognitive area 1) The simplest level is that of knowledge → attempting to store previously received information and memorize it; 2) Comprehension → the ability to interpret data to connect them to new ideas and concepts, but always being able to relate them back to the original data; 3) Application → the ability to put into practice what we have learned, especially when a problem arises; 4) Analysis → the ability to break down problems into their constituent elements and interpret them with the aim of seeking connections between them; 5) Synthesis → the ability to take many elements and combine them to produce new concepts; 6) Evaluation → developing the ability to express one's own opinions and justify one's judgments. This taxonomy has also been subject to significant criticism for the rigidity of its steps, but even today it provides an important contribution for all teachers who must ascertain and evaluate students' learning progress. Its utility lies precisely in the clear and orderly framework of all cognitive processes. The affective area concerns engaging with one's own emotions and those of others during the learning process (empathetic abilities). In the classification of the affective area, there are 5 levels (from simplest to most complex): 1) Reception → the student must passively pay attention to interactions within the class and using memory must be able to recognize the emotional aspect within such interactions; 2) the second level is response → the student, after recognizing the emotion, must act accordingly. If the transition occurs correctly, the emotional learning will be motivating for the learning itself; 3) The third level is evaluation or appreciation → at this level, the student must give a specific value to a phenomenon. This value can vary from acceptance of the phenomenon to a stronger commitment. This assessment is based on the internalization of specific values; 4) The fourth level is organization → it presupposes an organization of facts and values that must be organized within the student's thought patterns. Once this organization has occurred, the student will also be able to make a hierarchy of the values they have internalized. 5) The last level is value characterization → after internalizing these values, the student can then act accordingly and thus be consistent with the values they have chosen for themselves. COOPERATIVE LEARNING Involves cooperation among students, each of whom contributes their knowledge and skills to the group. Learning in groups proves to be very effective not only on a cognitive level but also in activating positive socio-relational processes. Each member, in fact, increases their self-esteem, takes responsibility in learning processes, grows in social skills, learning to cooperate to achieve a common goal. PEER EDUCATION This is a methodology that is becoming increasingly popular because it is useful for preventing risky behaviors. It primarily engages students, who feel directly involved in the context they experience daily, and aims to modify specific behaviors and help develop life skills, which are the abilities that enable us to maintain mental well-being in our daily lives. It's a form of education that occurs among peers, meaning among adolescents at the same level, and is characterized by a 1:1 relationship. In this methodology, one of the students (the peer educator) is taken as a model for the acquisition and sharing of new information. The peer educator should not be associated with a teacher but, being a peer, should be perceived and accepted by the group as one of them. The goal is to eliminate the distance that could arise in the student-teacher relationship. Therefore, their role is more of a mediator. The peer educator must be able to manage and mediate discussions within the group. Communication is the cornerstone of this methodology; therefore, the peer must be able to motivate communication and manage discussions within the group, sharing its own experience. The peer educator serves as a model for implementing positive change, especially concerning risky situations. Characteristics of the peer educator include: • Effective communication skills • Tolerance in dealing with others' ideas • Willingness to self-reflect and engage in dialogue, sharing personal experiences • Problem-solving abilities: capable of managing problems and finding solutions • Decision-making skills • Recognizing when they cannot handle a situation and when it is time to seek help from the group • Above all, being non-judgmental. In conclusion, the challenge before starting a peer education activity is to identify peer educators based not only on academic qualities but also on social, relational, and emotional characteristics. Subsequently, these individuals must be trained by teachers, who will provide them with appropriate tools and knowledge to use during the peer education phase. The phases for implementing a peer education intervention in the classroom are numerous. 1) First, an analysis of the classroom context and the real needs of the class should be conducted, along with an assessment of available resources; 2) Next, objectives should be highlighted, along with practical methods to achieve them (such as how to train peer educators so they can intervene most effectively to meet identified needs). 3) Then, peer educators should be selected, and several hours should be dedicated to their training. This training will occur in two parts: - first, an informative session on the topics to be addressed (e.g., prevention material on bullying, sexually transmitted diseases, prevention of drinking before driving); - Second, using interactive methods such as brainstorming, role-playing, or cooperative games, the student can acquire additional skills that they can put into practice during their peer education intervention. 4) After this training phase, based on the knowledge and skills acquired, the peer educators will design their own intervention method (e.g., open or closed interviews, brainstorming, and writing a brochure or creating videos that can be included in the project). GROUP WORK It is fundamental for the human growth and socialization of students. Depending on the activity to be carried out, the teacher can form groups that can be: - Level-based - Task-based - Elective Mixed or allow students to freely join groups. PROBLEM SOLVING It's an activity that involves presenting a problem to the class. The problems that can arise in school vary in difficulty (e.g., the degree of structuring, specificity, and abstraction) and can be divided into various categories: - logical problems; - story-based problems; - decision-making problems; - problems related to rule usage or diagnosis. The problem-solving procedure is divided into phases: 1) Understanding → Once the teacher has presented the problem, students need to start thinking about it and try to understand if they have encountered similar situations before, and gather all possible information that could help them in finding a solution; 2) Prediction → Students will begin to consider what they need, what tools are useful for finding the solution, and also what the timeframe might be to arrive at the final solution; 3) Planning → Students begin the active part of their work by planning the research to be used. This phase is also about becoming aware of the data they have for research and their own knowledge; 4) Monitoring → The student is progressing and begins to monitor the work, asking if they are on track to achieve their goal or if they have encountered difficulties and might need help (e.g., asking for additional information). This is the phase where they decide whether to continue on the path already taken or change their approach; 5) Evaluation → Trying to understand how they approached the problem, if the goal was achieved within the established time frame, if the goal was achieved satisfactorily. This phase is very important because it helps students become aware of what has been accomplished and what mistakes were made, in order to avoid them in subsequent problem-solving activities. Problem-solving can be well-adapted to all disciplines, given the diverse nature of the problems that can be presented to the class: for example, a teacher reading a story in class in which the protagonist faces a problem can pause and ask the class to put themselves in the protagonist's shoes and identify what the solution to the problem might be. Another interesting way to use problem-solving is to structure a sort of role-playing scenario, where teachers themselves stage the problem situation or nominate a group of students to play the roles of the story's protagonists, and the class must work together to find the solution. Role-playing engages students from a multisensory and empathetic standpoint, as they are required to make the effort to empathize with the protagonists. Problem-solving is a technique that promotes the development of many skills, which will be useful to them outside of the school context as well. For example: • Analyzing and evaluating one's own cognitive activities → Each student approaching this technique must reflect on their own reasoning to arrive at a solution; • Developing creative thinking → Students will have to strive to find new solutions. • Developing critical thinking → Helping students to think for themselves, which is essential not only at school but especially in the constantly changing external reality. PROBLEM SETTING Problem-setting allows one to address a confusing problematic situation by defining what the problem to be addressed is, answering the question: "What am I being asked to do?" In practice, this involves: • Reasoning about the priority in which the problem data should be addressed; • Being able to choose the data to use and those to discard. The phases of this analysis are: 1) Identification of all problems; 2) Gathering information about the problems; 3) Choosing the problem. ROLE PLAYING This technique is useful for working in groups (such as circle time, brainstorming, brainwriting, etc.). Recent psychological studies in schools and various professional fields have highlighted how the affective and emotional aspects play a fundamental role in relationships with peers or colleagues. For example, a student who experiences bullying will be affected by such behavior in terms of self-esteem and interpersonal relationships. Role-playing, therefore, becomes an important tool because it brings out certain situations positively so that they can be worked on. Role-playing is based on the simulation of a situation and is structured to emotionally involve all participants. It is a powerful technique for addressing conflicts or unresolved situations, for comparing different viewpoints when a solution cannot be found. Essentially, participants are called upon to interpret a role, which can allow the expression of fears, anxieties, and communication difficulties in a protected environment under the guidance of the teacher. Role-playing originates from a therapeutic technique invented by Moreno: psychodrama, during which participants acted out real or fictional, past, present, or future situations that involved their emotions. Moreno's premise was that individuals would project their fears, anxieties, and inner world outward in these staged situations. Psychodrama has a therapeutic role; role-playing, on the other hand, does not have this purpose but aims to address relationship difficulties. There is a facilitator (the teacher) who decides the situation to be enacted and directs the group members to simulate this scene. At the end, conclusions are drawn (likely highlighting any issues that arose, which can then be discussed). Role-playing not only serves this purpose but can also promote the process of empathy: by portraying a character that is completely different, individuals learn to put themselves in someone else's shoes and empathize with another situation, even from an emotional standpoint. In addition, roles are switched: first one role is interpreted, then perhaps the diametrically opposite role (e.g., if simulating a bullying situation, one person may act as the bully and the other as the victim, and then vice versa), and conclusions are drawn on how each role felt. The moments of role-playing are diverse: 1) The teacher presents a situation in class that they want to be simulated; 2) The teacher assigns roles, and each person must interpret the role they are given; 3) When roles are assigned, all variables are explained: the context, the background, and how the dynamics should unfold; • The secretary → responsible for collecting the ideas that come up. They will stand at the board and start writing down all ideas without selecting them; • The coordinator → responsible for coordinating the entire activity. Initially, it will be the teacher, but in subsequent brainstorming sessions, a student can be appointed; • The summarizer → the student who will summarize all the ideas at the end of the activity to begin the evaluation phase. It's also important to establish a predetermined duration from the beginning, which will always be the same (e.g., 60 minutes), and appoint someone to manage the timing of the various phases. During the brainstorming session, with the emergence of all ideas and their connection, creative thinking naturally arises. The aim is to bring out various possible solutions to the initially proposed problem. An application of brainstorming in the classroom can be done by anticipating topics that the teacher needs to explain. This way, the subsequent explanation will be facilitated by the fact that many things will have already emerged in the creative phase of idea generation and association. BRAINWRITING It's another very useful technique for generating new ideas within a group. Indeed, there are situations where brainstorming is not sufficient or not fully functional. For example, when it's necessary to reflect more deeply on ideas, brainwriting allows more time to think them through, to elaborate them well, and to express them more appropriately. Another scenario is when brainstorming is dominated by one or more individuals, leaving others on the sidelines. Brainwriting gives everyone the opportunity to have the right timing to express their ideas without being overwhelmed by others. Alternatively, it can happen that the group socializes too much during brainstorming, leading to a dispersal of ideas. In contrast, brainwriting is strongly task- oriented, so everyone can focus on their own idea. Brainwriting is also very useful when there is a strong conflict within the group (although, if well managed by the leader, conflict can lead to important solutions). Finally, brainwriting is useful when dealing with extremely confidential topics. With this technique, competition within the group is reduced, and everyone has their own space. The objectives of brainwriting are: - Developing creative projects within a group; - Generating various possible solutions to the reported problem; - Finding new ideas for advertising and sponsorship campaigns; - Inventing a new product. Operational steps to conduct brainwriting effectively: 1) Arrange everyone in a circle, creating a conducive environment for the exchange of ideas (even though written, ideas will be exchanged); 2) Provide everyone with paper, pens, or Post-it notes; 3) Each group member can decide whether to write, represent it with a symbol, or draw it; 4) Subsequently, the sheet is passed to the person sitting to their right, connecting to the previous person's idea, creating a chain of creative ideas that lead to various creative solutions to the reported problem; 5) Analysis of the ideas to understand which ones are valid and which are less valid for solving the reported problem. ACTION MAZE It has been extensively redefined with the advent of networks and navigation techniques. The student conducts research and, at each node, must assess the importance and meaning of the new information, making continuous decisions about the paths to take or discard (the Internet is a real labyrinth). In addition to decision-making skills, the online maze also requires in-depth self- assessment and orientation skills. FLIPPED CLASSROOM The flipped classroom flips the traditional teaching approach of frontal lectures, consisting of three fundamental moments: 1) teacher explanation in class 2) independent study at home of what was covered in class 3) assessment phase (written or oral) In the case of the flipped classroom, however, the frontal lecture is replaced by materials (digital or paper-based) carefully selected by the teacher and then given to the students, who will study them independently at home. This way, the lesson no longer takes place in class but at home. Naturally, once studied, the student can discuss it with the teacher and classmates in class. The role of the teacher will thus be modified: they will become a sort of tutor who guides the students in this active discussion and understanding of all topics. Additionally, they can help students solve higher-order problems: in other words, basic topics are covered at home to then tackle more complex problems at school (including practical application and resolution of problems, tasks and exercises). Indeed, the whole process occurs with the support of the teacher, as well as through cooperation and active engagement with peers. The flipped classroom unfolds in two distinct moments: 1) At home, independently, students study and analyze the materials provided by the teacher; 2) At school, it's the moment of interaction where all the knowledge acquired at home is put into practice through cooperative exercises. This way, group work becomes the focus of the learning process. The teacher must carefully select the material (videos, articles, etc.): it should be explanatory while also capturing the students' attention. Afterwards, the teacher will need to coordinate group activities in class. Meanwhile, the student must assume a role of responsibility towards themselves and the class: on an individual level, they are tasked with analyzing and studying the material, then taking responsibility for sharing what they've learned with others in class. It's possible to assign each of the students a topic to present to the others, thus creating curiosity and opening up a debate. This technique arises from the need to make the time students spend at school more functional and productive. Research has indeed shown improvements in learning processes, thanks in part to the cooperative discourse that occurs in class. The flipped classroom also allows for more time to be dedicated to students who may be falling behind compared to others. Another aspect highlighted by these studies is that students felt more engaged in lessons, aided by the use of multimedia materials that they feel closer to. This has helped them improve their material usage, become more autonomous, and, being aware of the objectives, also participate in the assessment phase in class. Finally, the flipped classroom is also useful for promoting the development of digital skills, which are highly sought after in the workforce. DEBRIEFING Debriefing is a technique used at the end of a group activity (e.g., after completing a cooperative learning or laboratory activity). In class, under the guidance of the teacher, the group will reflect on what happened during the previous activity, what critical issues emerged, and all the steps, aiming to analyze whether the objectives set at the beginning of the activity were achieved or not. All of this is intended to raise awareness 2) Creating flyers with images representing the activity and its positive aspects, ultimately creating a collage of images that tell the story of the activity in a logical and chronological manner. 3) Recreating a scene, a sort of role-playing where each person portrays themselves or someone else, reconstructing the previously conducted activity. The objective of these group exercises is to bring out everything that was learned during the activity. JIGSAW This is indeed an effective cooperative learning technique known as the jigsaw method. Here are the operational steps to organize a jigsaw activity in class: 1) Choose a topic that is broad enough to be divided into multiple parts; 2) Divide the class into small groups of 4/5 members. The division should be as random as possible and change from one jigsaw to another; 3) Assign a micro-topic to each member of a group: For example, if one wants to study England, one member could be assigned the geographical aspect, another the economic aspect, another tourism, and so on; 4) Each student individually studies the material provided by the teacher on the topic (individual study is necessary because in each group, each member focuses on a micro-topic); 5) The groups will then mix: a person from one group with a specific topic will join others from different groups who have the same topic, forming groups of experts on that topic. During this phase of discussion, each member will present their way of presenting that topic to the others. Together, they will decide on the best approach, so that each person returns to their base group and informs the others about their topic. Thus, this role of "expert" is crucial because they will then need to communicate to the other members of the base group a topic they have never heard of before; 6) The final topic is complete, and the teacher may decide to conduct tests to assess how well the group has truly assimilated all the micro-topics discussed by their peers. This technique is highly effective because it fosters a sense of responsibility not only towards the teacher who assigns the topic but also towards peers. Students find themselves in the role of experts to their classmates: each one is responsible for what they will convey and must find effective strategies to verbalize what they have learned. The jigsaw method teaches cooperative work to achieve a common goal, which is understanding the overall topic. Developed in the 1970s by Aronson, this technique has been experimented with for over 30 years and has yielded astounding results. Experts have reported that students, thanks to this technique, are able to retain 90% of the content learned. Round table It's a highly important and effective cooperative learning methodology, especially during the formation stage of the class group. The round table symbolizes the absence of dominance among individuals. Everyone can make eye contact and is in a completely equal situation. This activity allows the teacher to give everyone the opportunity to speak and exchange ideas. Therefore, it's an inclusive methodology because it encourages the participation of all. Brainstorming also facilitates idea exchange, but it's a more structured activity that requires prior formation of the class group through cooperative learning activities, including the round table. • The organizational phase involves dividing the class group into small groups (5-6 students) by the teacher. These groups are then arranged around tables (islands) in a circular manner. • In the preliminary phase, the teacher must share a topic with the various subgroups. It's important that this topic be broad and can later be developed by the students and serve as a basis for idea exchange, aiming to find a solution. The choice of a generic topic is important because it's crucial to elicit many solutions to the problem posed by the teacher. • The reflection phase is individual: each student is asked to reflect for a predetermined time (timed with a timer). • In the elaboration phase, each person in turn will speak up and present their ideas, also providing a solution to the posed question. • During the comparison phase, the teacher will call on the various tables in turn and ask them to present their ideas and solutions. This comparison between tables allows students to listen to and evaluate the solutions developed by others. The ideal setting for this type of methodology is the classroom, but with a different arrangement of desks: each island should be arranged in a circular manner. This methodology is effective because it creates positive interdependence among everyone: already within the microgroup, by listening to their classmates' ideas, students can latch onto them and create a chain of ideas that are shared first within the group and then externally with all the other groups. All of this is done in order to achieve a common goal because it's not important who came up with the idea, but to reach the objective and find a positive solution to the teacher's question. Furthermore, it enhances individual responsibility: everyone is responsible for what they think and say; it promotes inclusion: it's an activity in which everyone must speak and interact with others, firstly by supporting their own ideas and then those of others. Moreover, it ensures active and equitable participation. The fundamental point is that this activity promotes active and participatory listening: active because one must actively listen to what others say, and participatory because one can then build on their idea to propose others. As a result, it's a methodology that allows for the development of many skills: - understanding what others say; - comparing with others; - reflection; - the ability to develop and rework concepts; - the sharing of ideas and the acceptance of others' ideas, which may be different from one's own. You can say that the round table is a heuristic-type methodology, as it allows the activation of each individual student in seeking a solution to the reported problem; but it's also a cross-curricular methodology because it can bridge between one subject and another. DISASSEMBLED SCHOOL/CLASSROOM It's a very modern and dynamic methodology. It's designed to give the perception of a welcoming and different environment compared to what we're used to in school. The latter is no longer seen as a single environment where all activities can be done, but as an open environment that goes beyond the barriers of walls and where students can move freely according to their attitudes and desires. In this environment, students are active and dynamic: they can attend workshops outside the classroom, mixing with students from other classes, and each workshop is designed for the development of specific skills. In the classroom, desks are moved according to the activity: they can be arranged in a circle (e.g., during a circle time) or along a wall. The school is thus seen as a gathering place where each student can develop their own talents and aptitudes, also fostering specific skills. Beyond the classroom, there are places where students can read books, listen to music, or engage in debates, computer labs, areas for watching videos, and places to work on projects. The relationship between student and teacher undergoes a total change: the teacher will need to accompany and support the students in their activities. Additionally, they will need to establish rules to prevent chaotic situations. Besides setting rules for the students, the teacher will also establish the timing for all activities and oversee them to