Lesson planning: from the Feuerstein Method to the Curricular Lesson
DOI:
https://doi.org/10.7346/-feis-XX-02-22_08Keywords:
Feuerstein method, Mediated Learning, Lesson planning, Metacognition, TeachingAbstract
This contribution shows a possible application of the Feuerstein methods in curricular teaching. In schools, there is a growing interest in the development of students’ propensity to learn, and results of evidence-based studies show that interactive approaches and conscious organization of the contents are key features of an effective lesson. A significant example of a dialogical modality of interaction and application of lesson planning is Feuerstein Instrumental Enrichment. The lesson planning, which is not popular in Italy, can be a chance for the teacher to develop a better awareness of the learning process in the classroom. Moreover, this contribution argues that the phases of the lesson as Feuerstein conceived decades ago are confirmed by the recent evidence-based research, thus showing how the enhancement of thinking is related not only to the curricular activities and contents, but also to the learning path designed wilfully by the teacher. Such path is articulated in phases, has explicit objectives, and is flexible and highly dialogical.
References
Calvani, A.(2014). Come fare una lezione efficace. Roma: Carocci.
Calvani, A. & Trinchero, R. (2019). Dieci falsi miti e dieci regole per insegnare bene. Roma: Carocci.
Csibra, G., & Gergely, G. (2011). Natural pedagogy as evolutionary adaptation. Philosophical Transactions of The Royal Society Biological Sciences. B 366: 1149–57.
http://doi.org/10.1098/rstb.2010.0319
Dehaene, S. (2019). Imparare. Milano: Cortina.
Feuerstein, R., Falik, L., Rand, Y., & Feuerstein, R.S. (2008). Il Programma di Arricchimento
Strumentale di Feuerstein. Trento: Erickson.
Feuerstein, R., Feuerstein, R.S., & Falik, L. (2010). Beyond smarter:Mediated Learning and the Brain’s Capacity for Change. New York: Teachers College Press.
Fischer, R. (1998). Thinking about Thinking: Developing Metacognition. Children Early Child Development and Care,141 (1):1-15. https://www.researchgate.net/publication/233466909_Thinking_About_Thinking_Developing_Metacognition_in_Children
Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th ed.). Forth Worth, TX: Harcourt Brace Jovanovich College Publishers.
Gardner, H. (2007). Cinque chiavi per il futuro. Milano: Feltrinelli.
Hattie, J. (2016). Apprendimento visibile, insegnamento efficace. Trento: Erickson.
Hoppitt, W.J., Brown, G.R., Kendal, R., Rendell, L., Thornton, A., Webster, M.M., & Laland, K.N. (2008). Lessons from animal teaching. Trends Ecol Evol. Sep;23(9):486-93.
https://lalandlab.st-andrews.ac.uk/files/2015/08/Hoppitt_et_al_TREE_2008.pdf
Minuto, M., & Ravizza, R. (2008). Migliorare i processi di apprendimento. Il Metodo Feuerstein dagli aspetti teorici alla vita quotidiana. Trento: Erickson.
Minuto, M. and Ravizza, R. (2014). A cosa servono le domande?, Psicologia dell’educazione, Vol.8 n°3 dicembre, 341-356.
Minuto, M., & Ravizza, R.(2020). Il lesson planning, consigli per l’uso. Le guide Sei: Strumenti operativi per una nuova didattica, S37-S47.
Morin, E. (2001). I sette saperi necessari all’educazione del futuro. Milano: Cortina.
Oliverio, A. (2017). Il cervello che impara. Firenze: Giunti.
Piaget, J. (2000). Lo sviluppo mentale del bambino. Torino: Einaudi.
Rivoltella, P. C. (2012). Neurodidattica. Insegnare al cervello che apprende. Milano: Cortina.
Sternberg, R. J., & Spear-Swerling, L. (1997). Le tre intelligenze. Trento: Erickson.
Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, 31, 261–292.
https://ro.uow.edu.au/sspapers/4554/
Walsh, J.A., & Sattes, B.D. (2011). Thinking Through Quality Questioning. Deepening Student Engagement. Thousand Oaks (CA): Corwin.
Vygotsky, L.S. (1986). Thought and Language. Cambridge: MIT Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Michela Minuto, Renato Ravizza
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors that publish in Formazione & insegnamento accept the following conditions:
- Authors keep their copy rights for their work and give the journal only the right of first publication and distribution of it. Concurrently, the work is licensed under Attribution 4.0 International (CC BY 4.0), which allows others to share their work porovided they attribute it to their original author and acknowledge its first appearance in this journal.
- Authors might engage in other licensing agreements, provided such agreements are non exclusive regarding the distribution of the published work (e.g., place a copy in a physical institutional repository, or publish it in a book). In this case, the authors must acknowledge in the new version of the work that it was first published on this journal.
- Authors may distribute their accepted manuscripts (pre-print) online (e.g., online repositories, personal website) during the publication process. This is allowed because it is the source of informed exchange with peers and increases the value of the published work. Please be aware that the distribution and dissemination to peer and through archives does not constitute a "publication" in a volume belonging to a series (ISSN): Formazione & insegnamento publishes previously unpublished works.
