The importance of collaborative/cooperative learning in Italy

By Carlo Mastroeni (IT)

Ekononomickà Fakulta - Ostrava ( Czech Republic ) 14 Nov. 2014

Collaborative/Cooperative learning in ITALY

Qui docet, discit(Comenio, sec.XVII, Didactica Magna)Once a tutor in school, always a tutor for life.(Foster-Harrison, E. S., 1997)

Peer-tutoring, peer-education e Cooperative Learning

Cooperative/collaborative / peer learning

In recent years, also in Italy begins to engage in peer education and tutoring.Peer tutoring and peer-education identify an educational model collaborative, designed to enable a spontaneous process of transition knowledge, emotions and experiences of members of a group to other members of equal status and a new acquisition.

The model sets in motion a process of communication characterized from a profound experience and the search for a strong authenticity and harmony between the parties involved.

The benefits are greater in the presence of a positive relationship and a balance of power among the participants [which is why the exhibit should be voluntary for both parties].

peer-tutoring and peer-education are educational models among the most effective, especially in teaching language and learning to read, definitely recommended in our schools today. Have been demonstrated in a unequivocal positive effects of tutoring - is the peer same age, as between learners of different ages - all the main measures self-esteem, confidence, self-assessment and self-efficacy. The education first among equals develops a strong sense of identity and belonging the participants, as well as a deeper sense of community.In addition to peer education helps to strengthen the skills students' cognitive and social;

1) learn 'to know' can never be separated from learning 'to do':

knowledge and its use go together;

social skills [Key Skills] should not be taught in adirect;

they must be integrated with the materials and activities that traditionally compose the various curricula and thennot necessarily the students will learn the skills ofbasis before learning the skills of problem solving;

2 ) the best way to learn social skills is 'in context', so you have to place the learning objectives in a real environment rather than insisting that students learn in the abstract - and 'before' - what 'after‘ be applied;

it follows that in this new context integrated training the various educational activities will consider learning contexts real, rich and diversified to experiment, develop and simulate various types of skills and social and cognitive skills;

3) identify appropriate teaching methods :

A . apply existing skills in new contexts ;

b. give students explicit feedback on how they are operating and on own way of thinking and learning;

c. use problem-based learning environments, where problems are broken into context rather than in the abstract separate elements and man-made;

d. use the cognitive conflict as a learning strategy in order higher; and activate processes inductive rather than deductive giving more importance to the experimental processes and research skills andintelligence practices.

Critical to the success in learning is participation, a fundamental component in the learning process.We need others to achieve goals, the achievement of which would prove impossible to operate individually.

Therefore, the relations that characterize the members of the group are based on trust and common commitment.

As stated Mario Comoglio interaction promotes mutual understanding as people in order to work for the common good. Precondition for successful learning is the equitable participation, that is, the simultaneous interaction of a significant proportion of the group or community that is active at any given time.

http://www.apprendimentocooperativo.it/?ida=5974

Simultaneous and constructive interaction

Simultaneous and constructive interaction

Mario Comoglio is Professor of Psychology of Education at the Faculty of Education of the Pontifical Salesian University" - and is one of the leading experts on portfolio in Italy. It carries out training courses and training in psychology education, cooperative learning, school motivation, classroom management

In Italy exist a website on the BEST PRACTICE of Coopeative/collaborative learnig

Is http://www.scintille.it/cooperative-learning

Where all can see the news on this theme

Best Practice

Cooperative learning and Participation democracy, a case study : The European charter on sustainable tourism in the parkNational metalliferous hills of Grosseto

( parco nazionale delle colline metallifere grossetane )di Fabrizio Santini (Marzo 2014)

http://www.scintille.it/cooperative-learning/competenze-sociali/824-apprendimento-cooperativo-e-partecipazione-democratica-un-caso-di-studio-la-carta-europea-del-turismo-sostenibile-nel-parco-nazionale-delle-colline-metallifere-grossetane

Collaborative learning for sustainable development

In Italy, the system of Education and Vocational Training that is emerging strongly a need for methodological expertise programs in the field of sustainable development for the design and implementation of training, in response to the recent ministerial instructions and in accordance with the guidelines expressed at the European and international UNECE (2005) and UNESCO in the framework of the Decade for Sustainable Development (2005-2014).

Collaborative learning for sustainable development

The inter-ministerial agreements of 2008 between the Ministry of the Environment (MoE), the Ministry of Education and the Universities and Research and the Guidelines for Environmental Education and Sustainable Development of Ministry of Education (December 14, 2009), trace the guidelines in the field of Education for Sustainable Development in the system of education for the introduction of Environmental Education and Sustainable Development (EASS) in school curricula.

Collaborative learning and citizenship

The approach of the Ministry of Education indicates in skills development and in particular personal skills (see. Key skills of citizenship, the European Parliament and Council, 2006), the way to train people to be aware and responsible.In achieving this objective the document suggests the use of "active methods and instructional strategies that engage in a personal and responsible students, [...] the presentation of the tasks of reality that bring together internal and external resources to school, [...] the use of educational laboratory "and methods to support group work and cooperative learning" (Ministry of Education, 2009).

Collaborative learning and citizenship

Is in this light that the Education for Sustainable Development is inserted in the Area of Education – “ Citizenship and the Constitution “ - (Article 1, Law 168/08).

Studies of Cedefop, the European Centre for the Development of Vocational Training, make very well in light of the strong demand in terms of skills for a sustainable approach to development that is emerging across Europe, in the economy and the labor market, and by those who are already part of those who overlook it now: "the demand for skills and qualifications will significantly increase by 2020 in the EU and the new opportunities are detected in jobs requiring higher skill level, reflecting the growing demand for skills and jobs based on knowledge "(Cedefop, 2008; Cedefop, 2010 b, p. 6).

Skills for a sustainable approach of development

GREEN SKILLSAs with expertise ( skills ) in information technology, which have become essential for many aspects of working life, the signs are that the green skills will become just as important for almost all the work.

[...] [For those who belong already in the labor], the skills developed in the "old" or in decline can be valuable [and] the level of professional development needed to enable workers to move to a job in the field "more environmentally friendly" may be less than expected (Cedefop, 2010a, p. 2); [...] Is not [to date but] a sufficient number of trainers and teachers aware of environmental issues and able to teach new techniques "(Cedefop (2010a), p 4).

Skills for future generations

While the introduction of the themes of "Sustainable Development" in school curricula will develop skills in future generations on, through vocational education, all those who work today in the world of work should instead be able to bridge this gap by capturing through training.

Many of us was partner of Eusdet project

Others Best Practice

Collaborative learning for trainers. An experience of "complex learning" in the project “ DEEPER “

The project DEEPER (Developing Innovative and Integrated Training Program for Refugees and asylum seekers ), approved in the L.L.P.(sub-program Leonardo da Vinci), focuses on the lack of a unified governance both at the European level, both Italian level, coordinating the training activities targeting refugees, and the profound differences in the availability of tools, adoption of methodologies, skills trainers and so on.

DEEPER Project –Italy Formez (train the trainer ) in VET

The analysis of the state of the education system of reference and specific needs has highlighted the lack of a structured network and complex and the exchange of learning experiences, materials and for an ongoing dialogue through forums where trainers could share experiences and models opportunities. The community of trainers is chosen as the response to a positive value in the complexity represented by the particular training system aimed at the refugees.

The focus is the network, real and virtual, operators, tools and training strategies. One of the strategies to respond to this need has been represented by the design and testing as part of a complex approach to learning, an environment to support the continuous exchange and building practices, experiences, materials and methods that will allow trainers to stay connected through the same network resources.

Best practiceBreaking barriers Project

BREAKING BARRIERS – PEER LEARNING GROUPS FOR DYSLEXICS

KICK-OFF MEETING OCTOBER 3, 2010 AT HERO LOCALITIES IN HELSINKI

1) The main aim of the project is to implement peer learning activities. We share experiences and best practices.

2) The objective of the project is to tackle the lack of awareness about the problems and possibilities of dyslexia and diverse learning among e.g. teachers, adult dyslexic learners, parents of dyslexic children and the general public. The second objective is to share experiences on the use of peer learning groups and so support the relevant people in using it.

Breaking barriers

3) The project introduce the peer learning group technic in a concrete way to teachers in formal, non-formal and informal learning contexts as well as adult dyslexic learners, and help train coaches for peer learning groups. The coaches themselves can use the technic in their own work among other target groups connected with dyslexia. The different target groups of the project partners will provide a wide variety of groups (from university students to prisoners) in society to be exposed to the peer learning idea and practice. The different experiences will be shared among the project partners through the social internet site as well as in partner meetings.

Breaking Barriers – Partners

Anolf – Active citizenship for integration: collaborative learnig for immigrated

Immigrants’ Integration Policy Between Complexity And Social Creativity

ANOLF is a voluntary and democratic association which has the aim of boosting friendship and brotherhood among peoples, under the spirit of the Italian Constitution.

ANOLF

ANOLF was created to achieve an ambitious, difficult, yet profoundly fair objective: to contribute to the creation of a society open to a diverse and increasingly multi-ethnic world. This should be achieved from a multicultural approach, in which the specific ethnic, cultural and religious differences are respected and appreciated. ANOLF proposes to fight racism and xenophobia through the interaction between different groups of society.

Active citizenship is encouraged through a more intensive exchange between the migrant population and trade unions operating at local level. 

ANOLF

ANOLF using the collaborative (and peer ) learning to teach language : Italian like second tongue , English , Arabic … and computers skills and others competences . Learners are in work groups and some trainers are immigrated .

Best Practice in Other Countries - Sweden

http://www.euroalter.com/2013/european-alternatives-at-the-first-falun-democracy-week

In the past few years the northern city of Falun, Capital of the Dalecarlia, province in the very heart of Sweden, has developed its original infrastructure for active citizenship and participatory democracy to turn itself into a truly pilot “European Democracy City”.

Thank you for Your attention

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