In the context of scholastic autonomy, the Primary School attends to the needs of those who go through it and to be capable of educating each individual on a cultural and cognitive level so that they can face the uncertainty of social scenarios.
The educational choices implemented to achieve these goals are as follows:
to acquire the disciplinary and necessary skills for the continuation of studies and permanent education;
to teach how to learn taking into account the different cognitive styles;
to educate according to the social values of respect for oneself and for others, for tolerance and solidarity in constant interaction with the families.
The Educational Project
For the benefit of the children, our school uses an active method where we place the child at the centre of the learning process, allowing their creativity and their sense of initiative to flourish.
The most effective active teaching methods take place in the school where the atmosphere is relaxed and friendly, providing flexibility for the children to feel free to develop their interests.
These teaching methods favour the learning that comes from the workshop experience, which places...
This is an effective methodology to promote emotional intelligence and empathy that facilitates and develops circular communication, favouring the knowledge of oneself and the other, promoting the free and active expression of ideas, opinions and personal experiences, and creating a calm and sharing atmosphere.
An excellent inclusive methodology is that of cooperative learning, which allows for a `common constructioní of `objectsí, procedures and concepts. Cooperative learning is a didactic-educational method of learning constituted by the cooperation between students. It promotes curiosity and motivation towards the shared acquisition of new skills and the exchange of cognitive and operational skills.
Role Playing is the simulation of behaviour and attitudes generally adopted in real life. Participants are asked to take on certain roles suggested by the teacher and behave as they think they would actually behave in the given situation. This training exercise, therefore, has the aim of learning how to acquire the ability to pretend to be someone else and to understand in depth what the role requires.
The didactic activities in the workshop favour the operation, dialogue, attention to processes and reflection on learning. It is effective during the execution of reality tasks, or those tangible didactic activities in which the design and development of the work are aimed at the realization of a concrete product.
This is another educational strategy aimed at activating a spontaneous process of passing on knowledge, emotions and experiences by some members of a group to other members of equal status. This intervention sets in motion a process of global communication, characterized by a profound experience and a strong attitude of research, authenticity and harmony among the subjects involved.
`We solve the problem so I learn` is the logic of the active collaborative problem-solving methodology which has its origins in constructivist pedagogy. It is an appropriately organized collaborative methodology that contains some key steps that can be identified in placing pupils in a problematic situation, making the necessary information accessible to them, guiding them towards the identification of hypotheses and their transformation into actions.
The didactic approach of the 'inverted teaching' type is to make sure that children can study before taking lessons in the classroom. The flipped classroom consists, in fact, in inverting the place where you have lessons (at home instead of at school) with that where you study and do your homework (at school and not at home). The basic idea is that the lesson becomes homework while the time in the classroom is used for collaborative activities, experiences, debates and workshops. In this context, the teacher becomes a guide. In a didactic approach of this type, in which the student is asked to personally take charge of his own learning process, the student `learns to learn` and is motivated to actively participate.
These are group activities consisting of pupils from different classes. The organization of open classes, in addition to a different use of the spaces and learning tools available, allows a greater development of the potential of children through the use of more and different learning opportunities and stimulation of individual aptitudes.
Personalization as a tailor-made treatment for pupils is a strategy that allows you to meet the training needs of each individual. This involves the assumption of the psycho-pedagogical principle according to which one cannot teach / educate except through an individualized process of teaching / learning which, in order to be carried out, requires:
pre-knowledge analysis and identification of potentials;
ongoing observation of developments in the various areas that make up the personality as a whole;
reflection on the personal style of learning of the pupils and on the conditions that determine situations that are favourable to learning.
New Didactic Technologies
The new didactic technologies represent a decisive element of innovation in the school system since multimedia is not a simple set of procedures and tools but it itself constitutes a `cultural dimension` which cannot be ignored.
Multimedia education involves an active and creative use of technologies and their use can make a significant contribution to the improvement and effectiveness of teaching and learning processes. In our school there is a creative and active use of technologies to develop expression and communication, for interpersonal communication and collaboration, even at a distance.