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PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Modulo 3
Approcci formativi
© R
aw
pix
el.co
m/F
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lia
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Area formativa 2 – Tecniche per imparare a imparare:
Istruzione centrata sul discente
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Parole chiave:
- Approccio centrato sul discente
- Coinvolgimento attivo
M3_LA2_a
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
“Una persona non può insegnare a un‘altra
direttamente; una persona può solo
agevolare l‘apprendimento di un‘altra„
(Carl Rogers)
Questa affermazione è alla base dell‘
Istruzione centrata sul discente
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
L‘istruzione incentrata sul discente fa riferimento a un approccio educativo che
mette il discente al centro del processo di apprendimento
I discenti sono attivamente coinvolti nell‘esperienza di apprendimento
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Caratteristiche:
- Gli studenti sono responsabili per il loro apprendimento
- È focalizzato sul come le persone apprendono
- Gli educatori sono facilitatori che guidano le persone attraverso il loro processo di apprendimento
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Vantaggi:
- Esperienza di insegnamento e di apprendimento più piacevole
- Maggiore motivazione all‘apprendimento
- Comprensione più profonda
- Culturalmente appropriato
- Si costruisce sulla conoscenza pregressa dei discenti
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
L‘apprendimento incentrato sulla persona fa
uso di diversi approcci educativi come:
- Apprendimento attivo
- Apprendimento basato sul team
- Apprendimento basato sul progetto
- Discussione in piccoli gruppi
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Fonti:
• http://ccliconference.org/files/2010/03/Froyd_Stu-
CenteredLearning.pdf
• http://cet.usc.edu/resources/teaching_learning/docs/How_Peo
ple_Learn_6.pdf
• http://www.usciences.edu/teaching/Learner-Centered/
• http://www.usciences.edu/teaching/Learner-
Centered/lct%20%20intro%20gnrl%20%20pleanry%20-
Polk%20(2).pdf
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Area formativa 2 – Tecniche per imparare a imparare:
Apprendimento informale
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Parole chiave:
- Apprendimento formale
- Apprendimento informale
- Community Education
M3_LA2_b
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Un altro approccio
alternativo
all‘apprendimento
tradizionale è
l‘Apprendimento
informale
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
L‘apprendimento informale è considerato
l‘opposto dell‘apprendimento formale:
- Avviene al di fuori degli ambienti educativi
formali
- Non è valutato
- Non è riconosciuto
- Gli insegnanti sono mentori o facilitatori
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Apprendimento formale VS apprendimento
informale
Infografica su
http://elearninginfographics.com/formal-
learning-vs-informal-learning-infographic/
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Perché l‘apprendimento informale?
- Offre un‘esperienza di apprendimento più
personalizzata
- Risponde meglio ai bisogni dei discenti
- Stimola l‘apprendimento lifelong
- È aperto e accessibile
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
L‘apprendimento informale è
particolarmente adatto per la Community
Education
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Alcuni esempi:
- Comunità
- Comitati e gruppi di lavoro basati sulla comunità
- Volontariato
- Biblioteche pubbliche
- Programmi artistici di comunità
- Attivismo sociale
PROJECT NUMBER: 2015-1-AT01-KA204-005011
This project has been funded with support from the European
Commission. This publication reflects the views only of the
author, and the Commission cannot be held responsible for any
use which may be made of the information contained therein.
Fonti:
• http://infed.org/mobi/informal-learning-theory-practice-
and-experience/
• https://ala.asn.au/wp-
content/uploads/2011/02/rethinking-community-based-
learning_WEB.pdf
• http://techne-dib.com.br/downloads/6.pdf
