1. Video
Transcription
Hi, I’m Isabella and I’m a Psychologist for Cooperativa Sociale Millepiedi Onlus who is a Partner in this Project. I usually work in coaching activities with young and adult people. In this part of MOOC I will present you Orientative Didactic and its relevance in the different degrees of educational system.
Guidance is an integral part of the learning process, since primary school, because represents a new non formal didactic method that guides young people in self-discovery and in development life skills and critical thinking. School represents the principal place in which to decide about future and where to identify and realize ourself, building specific and transversal skills, such as creativity and languages/technologies mastery.
So, Orientative Didactic enhance youth guidance through a specific approach, strictly linked to reality and no more to a pure notionism and superficial factual knowledge.
The concept of Orientative Didactic has been widespread for a few decades within the international scholastic environment, but it is still little implemented, since the stereotype “teaching well is guidance” still remains.
We can identified two pillars of Orientative Didactic: the first one is GUIDING DISCIPLINARY PROJECTING centred on teaching by skills through interdisciplinary and problem solving approaches. The second one is LABORATORIAL METHODS to activate motivation, autonomy and active learning in students.
Therefore, some examples of orientative didactic are: Didactical laboratories, to test students, in group or individual activities, in order to test their flexibility and adaptability to problems; Study Visit in order to acquire new knowledge and have confrontations with extra scholastic environments; Projects and stages to affect positively on students’ know how.
Learning by doing helps students to get better understand the situation, because gain experience in educational environment means act and doing activities, linked to exploration and continuous research, that arouses reflection.
The theory of experiential learning cycle explain the five steps of circular education: Experiencing; Publishing; Processing; Generalising and Applying.
2. Orientative Didactic. Youth at the heart of the learning process
Focus on guidance as integral part of the learning process, since primary school. In this section the potentials of a new didactics that guide pupils in self-discovery and the development of critical thinking for the interpretation of the world around, of the necessary awareness for choosing in life and of the motivation to achieve goals are explained.
Thinking of guidance as a continuous process that includes all those activities that can be useful and necessary to become aware of skills, abilities and attitudes, in order to succeed in personal realization, school plays a central role, guiding life from 3 to 19 years. School represents the principal place in which to decide about future and where to identify and realize oneself, building specific and transversal skills, such as creativity, entrepreneurial attitude and languages/technologies mastery.
So educational didactics means that kind of didactics that enhance youth guidance through a specific approach, strictly linked to reality and no more to a pure notionism and superficial factual knowledge. A concrete didactics, developed according to specific goals, such as enhancing the integration into the world of work through responsible decisions and personal realization.
The concept of educational guidance has been widespread for a few decades within the international scholastic environment, but it is still little implemented, since the stereotype “teaching well is guidance” still remains. Actually, a good guiding education shall be characterized by a definite methodology to enhance in all students the basic guidance skills and competences, i.e. “a set of characteristics, abilities, attitudes and personal motivations, that a person must have in order to consciously and effectively manage their educational and working life, positively overcoming crossroads moments” (Pombeni, 2001).
The two pillars of educational guidance, that require teachers’ education and reflection on experience, are:
1. GUIDING DISCIPLINARY PROJECTING, centred on teaching by skills through interdisciplinary approaches of which students know aims, methods and goals, in order to make them conscious leaders of their guiding learning process. In particular, interdisciplinary approaches can be realized through the Problem Solving for Educational Disciplinary Guidance Method, according to which there are alternate steps of individual or little group work in the research of solutions to a problem, that is posed in a play or challenge form, or through the Method of Interdisciplinary Paths constituted by Learning Units, that includes working on transversal issues to work on the development of competences linked to citizenship, work, identity and memory.
2. LABORATORIAL METHODS ADOPTION to activate motivation, autonomy and active learning in students.
Therefore, some examples of Orientative Didactics are:
- Didactical laboratories, to test students, in group or individual activities, in order to test their flexibility and the adaptability to problems;
- Trips organization in order to acquire new knowledge, strengthen communication within the class and have confrontations with extra-scholastic environments;
- Projects and stages to affect positively on students’ knowing how to be and how to do.
Along the educational guidance way, in order to ensure its correct monitoring and assessment, a report could be drafted for each student’s year course and their growing process; it could be so characterized:
- Knowledge: the meeting of parents, students and teachers to know the main outcomes that shall be achieved throughout the year;
- First report: a description of students in their initial situation, to confront it with the progress that will come throughout the year;
- Tutoring: the tutor will ensure the continuous individual and/or motivational help;
- Final report: a final description of the carried out activities in terms of achieved learning outcomes, with the release of documentation certifying the process and the school curriculum.
[Guidebook. Coaching tool to support personal and professional developement of Young People. p.24-26]
3. Learning circle
4. Special Pedagogy and Special Didactics for an innovative school and an inclusive education
In this Magazine of December 2022 there are numerous ideas on the importance of an educational innovation for the inclusion and for the personal and professional growth of young people.
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