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