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organize classroom work

Life classroom and school, like every other human social activities, requires organization. In class, the agenda, tasks, time, space and materials must be appropriate to the specific objectives and targets that make the educational organization. The Special features of an efficient organization have a value intellectual, affective, cultural and moral, in short, can not be split the learning environment (the means and structure "external"), in learning the subject and his cognitive structure "inside." Teaching and learning are linked by their "situation" in which they are immersed and this situation is determined, in a decisive manner, by structuring the environment in which human relationships are made. The student goes to school aware of the need to organize his day in a project shared by teachers and peers. E 'responsible for organizing the class (each student has specific tasks to be undertaken in relation to peers and agreed to programming), classroom management and conduct of the lesson. The student will also receive the information for planning their home studio in the form self-managed. Before considering the merits of the content will work on the most useful method to settle the knowledge: develop the organization of its study and participation in school lessons in the following ways:

• the cabinet of tools and artifacts (spaces for the arrangement of materials)
• The Notebooks of individual work and class
• the class as a laboratory and the distribution of tasks

Each student has worked a profound sense of belonging to a class belonging that is built up, starting, for example, furnishing the environment in which you spend several hours. A bulletin board or a discussion of the updated image, on maps or posters hanging on the walls, are elements that combine to build an identity and class dynamic activity of the relationship between group members.

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Multiple zones of proximal development

This model class as a community is defined by Ann Brown and associates as "Fostering Communities of Learners " ("Promote Community of learners"). Projects implemented in the elementary grades and averages are based on solid theoretical basis with reference to the social nature of learning and the psychology of Piaget and Vygotsky. Taking the construct vygotskiano, they regard the class as being composed of various zones of proximal development, through which ", participants can navigate to different paths and different speeds." A zone of proximal development was created intentionally by a partnership between teachers and students, and it can include materials such as books, bulletin boards, blackboards, scientific equipment and computing environment in order to stimulate active learning. Participants are free to appropriate the vocabulary, ideas, methods, and through personal interpretation, transform these ideas into knowledge and expertise shared.
In the class as a community also change the roles: students are required to assume the roles of teacher, publisher, editor, of mentor to peers and the teacher is a member of the community, but at the same time, serve as a model of active learning and a guide for students and experts from outside the class, parents may be competent on a given subject, students large, researchers from other institutions.

For more information: www.apprendimentocooperativo.it , www.scintille.it

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Definition of class as a learning community

1. In the broad sense is "communities of knowledge construction ", any group of individuals willing to share their knowledge of community and to introduce, with the support staff, significant changes.
2. Sharing knowledge means to promote discussion and collaboration among group members, for everybody to get involved and fully responsible for the role they must play. Students not only take on the role of learners, but they become carriers of "theories" they share with teachers and parents through dialogue and negotiation.
3. "The idea of \u200b\u200ba classroom as a socio-cultural system" : students become the protagonists of the educational process, have thought and reflection, they consider themselves as researchers engaged in critical analysis for solving various problems. The goal is to transform knowledge from the redefinition of their beliefs.

The learning communities are also characterized by:

• "diversity" of skills among members
• the presence of a shared objective
• the conception of learning as research
• the presence of mechanisms for sharing what has been learned

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class: learning community

This blog is aimed at teachers and arises from a question: how we can organize a learning community, which is a work space, within which each student is the protagonist assets of their own learning and the classroom is designed as a set of "potential development areas? The need to adapt educational systems to emerging challenges of a rapidly changing society, pushing teachers to engage in a process of "rethinking the teaching methods and learning environment." The traditional model of teaching seems inappropriate as it suggests learning as the transfer of knowledge out of context: the new generation is, however, for problems which require the possession of critical skills with which to relate to reality, to build knowledge, to make transfers the knowledge gained in other fields of knowledge or life in society.
The idea of \u200b\u200bthe class as "learning communities" is not only a teaching method, but a broad view of learning and school, which draws upon the psychological theories and contributions of many areas of research and study.