COURSE MOTIVATION

In the context of change and challenges to which education institutions are called, considering spreading of covid19 and this critical dimension that schools and teachers had to face, this course aims to develop support strategies for teachers with a view to the growth of their skills. To support teachers in the transition to their new and increasingly complex role, the challenge taken up by the project is to promote training activities to promote constant reflection and rethinking of teaching practices with a view to increasing the centrality of the student. An individual reflective process, supported by reflection collective in the teaching community and by appropriate methodologies and teaching resources, will in fact accompany teachers towards a greater understanding of students’ needs and therefore a progressive innovation of their teaching towards standards of excellence.
Teaching Methodology:
Blended Learning is a training modality that involves three phases:
frontal and interactive theory lessons
autonomous learning;
practical in the classroom with the teacher and the other students.
Blended learning therefore combines the best of both training methods: on the one hand, it allows the student to learn at their own pace, also studying content in e-learning mode (perhaps from their mobile device); on the other hand, it gives him the opportunity to compare himself with his peers and with the teacher, setting in motion a virtuous circle of continuous improvement. Blended learning is an important training modality, especially when the supervision of the teacher is necessary for the complete training of a student: think of a resident physician who learns an important life-saving maneuver in the field from his teacher, after having studied and viewed it in some demonstration videos. Nothing, as in this case, can replace the hand of the older doctor who guides that of the student … so blended learning combines theoretical training with that of practice.

COURSE OBJECTIVES

Blended teaching involves much more than putting students in front of computers to tick the “technology box”. Instead, the digital components of a blended approach should themselves be a vital and significant part of student learning. The outcome of this course can be used to determine the significant role that technology plays in chosen strategies. Ideally, any technology used in blended teaching should significantly enhance or transform student learning. Effective blended teaching starts with experimentation, then try different digital tools and strategies to see how it works. Some will become mainstays of your daily practice, while others will fail not long after students open their laptops. At the end of the course the learners will have theory basis and practical activities to implement in blended lesson with students. Will be able to create new lesson inspired to these innovative methods, at the same time we will provide materials and procedure to self educational learning experiences.

Day 1:

• Welcome Meeting.
• Rules applicable in Italy, information about Milano and general information about the Programme.
• Managing participant’s expectations about the program.
• Social activities

Day 2:

• Needs analysis.
• Presentation of the program.
• General information about the course.
• Bibliographic and study material indications, question time

Day 3:

• Main digital approaches, their history and their evolution nowadays.
• What digital integrated approaches has in common.
• Question time.

Day 4:

• Workshop: digital resources, tools for teachers
• How to digitally improve the things that teachers already do.
• On line resources and good practices.

Day 5:

• Workshop: study case, build a blended lesson. Feedback.
• The basis of a digital integrated learning.
• How to build a digital curricula.

Day 6:

• Workshop: -creating and running a digital learning group gam
• Workshop – digitally recapping a concept
• Workshop Solutions, strategies and methods to involve students

Day 7:

• How to integrate and evaluate digital competences into learning.
• Question time.
• Evaluation and certificate of attendance.