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DEPITDesigningforPersonalizationand

InclusionwithTechnologies2017-1-IT02-KA201-036605

DeliverableIO1–A1Studyoneducationalplanningmethods

DocumentinformationDuedateofIntellectualOutput M6Actualsubmissiondate M10Revision Version1.0Author UNIMC,ReteDepit,Crescendo,CEPSevilla

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Theoreticalframework

1.ThelearningdesignanditshistoryThedocumentgivesevidenceoftheevolutionofthestudiesonlearningdesignthroughtheretracementofthemainbibliographicreferencesonthetopic,thatareessentialtostartthetheoreticalandmethodologicalframeworkoftheresearchfield.Inthefirstpartabibliographicrevieworganizedinahistoricalperspectiveisbasedonthemainmethodologicalandtheoreticalmodelsandonthefundamentaltheoriesonthedesignforlearning.Afterwardssomeconceptsrelatedtotheconceptofdesign,accompaniedbyspecificbibliographicreferences,arereported.

Onaninformativeandencyclopaediclevel,pleaseseethewebsite:http://www.instructionaldesign.org/index.htmlhttp://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy/blooms-revised-taxonomy-model

1.1History(someimportantinternationalreferencepointsuntil2010)

The“foundingfathers”1918KILPATRICK,W.H.(1918).TheprojectMethod.NewYork,ColumbiaUniversity.1950SKINNER,B.F.(1950).Aretheoriesoflearningnecessary?PsychologicalReview,57(4),193-216.1954SKINNER,B.F.(1954).Thescienceoflearningandtheartofteaching.HarvardEducational

Review,24(2),86-97.Somekeytexts1962ASIMOVM.(1962),IntroductiontoDesign,PrenticeHall,EnglewoodCliffs.(NJ).1970ARCHERB.L.(1970),AnOverviewoftheStructureoftheDesignProcess,inG.T.Moore(ed.),

EmergingMethodsinEnvironmentalDesignandPlanning,MITPress,Cambridge(MA),pp.285-307.

1970JONESJ.C.(1970),DesignMethods,Wiley,NewYork.

Thelinearmodel.ADDIEand“hissons”1974GAGNE'R.M.,BriggsL.J.,WagerW.W.(1974).PrinciplesofInstructionalDesign.Rinehart&

Winston,Holt(NY)1980GERLACHV.S.,ELYD.P.(1980),Teaching&Media:ASystematicApproach,.Prentice-Hall,

EnglewoodCliffs(NJ)(2nded.).1983REIGELUTHC.M.(ed.)(1983),Instructional-DesingTheoriesandModels:An.OverviewofTheir

CurrentStatus,LawrenceErlbaum,Hillsdale(NJ).1983MERRILLM.D.(1983),ComponentDisplayTheory,in.C.M.Reigeluth(ed.).Instructional-Design

TheoriesandModels.ANewParadigmofInstructional.Theory.VolumeII,LawrenceErlbaum,Hillsdale(NJ),pp.279-333.

1985GAGNÉR.M.(1985),TheConditionsofLearning,Rinehart&Winston,Holt.(NY)(4thed.).

TheNineties.Theantithesisbetweeninstructionaldesignandbehaviorism.1991BRIGGSL.J.,GUSTAFSONK.L.,TELLMANM.H.(eds.)(1991),InstructionalDesign:Principlesand

Applications,EducationalTechnologyPublications,EnglewoodCliffs(NJ).1992GAGNÉR.M.,BRIGGSL.J.,WAGERW.W.(1992),PrinciplesofInstructional.Design,Rinehart&

Winston,Holt(NY)(4thed.).

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1993WILSONB.G.,JONASSEND.H.,COLEP.(1993),CognitiveApproachestoInstructional.Design,inG.M.Piskurich(ed.),TheASTDHandbookofInstructional.Technology,McGraw-Hill,NewYork,pp.21.1-21.22.

1995WILSONB.G.(1995),SituatedInstructionalDesign:BlurringtheDistinctions.betweenTheoryandPractice,DesignandImplementation,CurriculumandInstruction,inM.Simonson(ed.),ProceedingsofSelectedResearchandDevelopmentPresentations,AssociationforEducationalCommunicationsandTechnology,WashingtonDC.

1997GUSTAFSONK.,BRANCHR.M.(1997),InstructionalDesignModels,ERICClearinhouseonInformationandTechnology,Syracuse(NY).

1997HANNAFINM.J.,HANNAFINK.M.,LANDS.,OLIVERK.M.(1997),Grounded.PracticeandtheDesignofConstructivistLearningEnvironments,in.“EducationalTechnologyResearchandDevelopment”,45,3,pp.101-17.

1998KEMPJ.E.,MORRISONG.R.,ROSSS.M.(1998),DesigningEffectiveInstruction,.Prentice-Hall,UpperSaddleRiver(NJ)(2nded.).

1999 JONASSEND.(1999),DesigningConstructivistLearningEnvironments,inC.M.Reigeluth.(ed.),Instructional-designTheoriesandModels.ANewParadigmof.InstructionalTheory.VolumeII,LawrenceErlbaum,Hillsdale(NJ),pp..217-39.

2000GORDONJ.,ZEMKER.(2000),TheAttackonISD:HaveWegotInstructional.DesignAllWrong?,in“TrainingMagazine”,37,pp.43-53.

2001DICKW.,CAREYL.,CAREYJ.(2001),TheSystematicDesignofInstruction,Addison-.WesleyEducationalPublishers,NewYork(5thed.).208.

2002GUSTAFSONK.L.,BRANCHR.(2002),SurveyofInstructionalDevelopmentModels,.ERICClearinghouseonInformation&Technology,Syracuse(NY).(4thed.).

1999REIGELUTHC.M.(ed.)(1999),WhatisInstructional-DesignTheoryandhowisItChanging?,in.Id.(ed.),Instructional-DesignTheoriesandModels.ANewParadigmofInstructionalTheory.VolumeII,LawrenceErlbaum,Hillsdale(NJ),pp.5-29.

2002MERRILLM.D.(2002a),FirstPrinciplesofInstruction,in“EducationalTechnologyResearchandDevelopment”,50,3,pp.43-59.

2002MERRILLM.D.(2002b),APebble-in-the-pondModelforInstructionalDesign,in“Performance.Improvement”,41,7,pp.39-44.

2004MERRILLM.D.(2004),FirstPrinciplesofInstruction:ASynthesis,http://cito.byuh.edu/.merrill/text/papers/Reiser%20First%20Principles%20Synthesis%201st%.20Revisio.pdf(checkedon2February2009).LINKTOBECHECKED

2005WAGERW.,GAGNÉR.,GOLASK.,KELLERJ.(2005),PrinciplesofInstructional.Design,Wadsworth/Thomson,Belmont(CA).

2007MERRILLM.D.(2007),FirstPrinciplesofInstruction,inC.M.Reigeluth,A.Carr(eds.),InstructionalDesignTheoriesandModels.VolumeIII,LawrenceErlbaum,.Hillsdale(NJ),pp.62-71.

Ageneraloverview1990COYNER.D.,ROSENMANNM.A.,RADFORDA.D,BALACHANDRANM.,GEROJ..(1990),Knowledge-basedDesignSystems,Addison-WesleyPublishing.Company,NewYork.1990GEROJ.S.(1990),DesignPrototypes:AKnowledgeSchemaforDesign,in“AI.Magazine”,Winter,

pp.26-36.1994GEROJ.S.(1994),ComputationalModelsofCreativeDesignProcesses,inT.Dartnall.(ed.),AIand

Creativity,Kluver,Dordrecht,pp.269-81.2002GEROJ.S.,KANNENGIESSERU.(2002),TheSituatedFunction-Behaviour-Structure.Framework,in

J.Gero(ed.),ArtificialIntelligenceinDesign’02,.KluverAcademicPublishers,Dordrecht,pp.89-104.

2002LENARTM.,PASZTORA.(2002),ConstructingDesignWorlds,inJ.S.Gero.(ed.),ArtificialIntelligenceinDesign’02,KluverAcademicPublishers,.Dordrecht,pp.65-89.

2008CUD(2008),TheCenterforUniversalDesign,CollegeofDesign,NCState.University,

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Overcomingtheantithesis2004REIGELUTHC.M.(2004),ComparingBeansandPotatoes,orCreatingaBalancedDiet?Different.

PurposesandDifferentApproaches,in“EducationalTechnology”,.44,3,pp.53-6.2005WILSONB.G.(2005),BroadeningOurFoundationforInstructionalDesign:FourPillars.of

Practice,in“EducationalTechnology”,45,2,pp.10-5.2006BOTTURIL.,DERNTLM.,BOOTE.,FIGLK.(2006),AClassificationFramework.forEducational

ModellingLanguagesinInstructionalDesign,inInternational.ConferenceonAdvancedLearningTechnologies,IEEEPress,Kerkrade.(NL),pp.1216-20.

2006KOPERR.(2006),CurrentResearchinLearningDesign,in“EducationalTechnology.&Society”,9,1,pp.13-22.

2007BOTTURIL.,CANTONIL.,LEPORIB.,TARDINIS.(2007),FastPrototypingasa.CommunicationCatalystforE-LearningDesign,inM.Bullen,D.Janes.(eds.),MakingtheTransitiontoE-Learning:StrategiesandIssues,Idea.Group,Hershey(PA),pp.266-83.

1.2.TheLearningdesigntodayThecomplexityofthesituationassignsevengreaterimportancetothedesign.Theneedforsituateddesignsandarecursiveprocessbetweendesign,action,testing,anddocumentation:

- placesthedesignartefactasabridgeelementbetweenthethreephases,- requiresanexplicitdesigninwhichthevariousthreadsoftheplotfindaspaceandintertwine

witheachother- impactswiththeteachingprofessionalism,withitsagency,anditscommunity

LAURILLARD,D.(2012).Teachingasdesignscience.Routledge.London.ROSSI,P.G.(2017).VisibleDesign.RevistaFuentes,19(2),23-38.

1.3DesignandinclusionTheinclusiveschoolisaschoolabletopromoteatthesametimeequityandsensitivitytodifferencesbyadoptingadidacticthatinadditiontotakingintoaccountthelearningobjectivesshowsasimilarattentiontothedimensionofparticipationandtherelationshipbetweenschoolandextra-school.Itisaschoolthatischaracterizedbybeingadynamicplace,capableofwelcomingandinterpretingchanges.Researchandliteratureatinternationallevelhaveofferedimportantcontributionstothinkandrethinktheissueofschoolinclusionofwhichthecurriculumisitscore:infact,notonlyforeseesthedevelopmentofdisciplinarycontents,butalsoincludesthepedagogical-didacticcomponentsandmanagementoftheschool.Assumingtheperspectiveofinclusionmeansensuringthatthecomponentsmentionedaredesigned,developedandmonitoredbyadoptingcriteriaandindicatorscapableofdetectingthepresenceorabsenceoftheinclusivedimensioninrelationtocultures,policiesandschoolpractices(AinscoweBoth,2002,2014).Operatinginaninclusiveperspectiveposesnewchallengestothecurriculumdesignstartingfromthefactthataninclusivecurriculumisnotanordinarycurriculum,addressedtoallstudents,towhichareaddedindividualizedandpersonalizedpathsforthosewhoneedit.Theinclusivedimensionofcurriculardesignimplies,ontheopposite,fromthebeginning,adesignaddressedtoeveryoneconsideringthedifferencesandabletoprovidethebestopportunitiesforeachstudent(CottinietAl.,2016;MorganeHoughton,2011).Specifically,thedesignofaninclusivecurriculum,regardlessofthescholasticlevel,shouldbeguidedbysomefundamentalquestions,summarizedasfollows:“Howisitpossibletoconsidertheorganizationofthecurriculuminordertoimplementaneffectiveinclusiveculture,andagain:whichindicatorsshouldbeessentialtoevaluatethepresenceortheabsenceofaninclusiveschoolidentitystartingfromtheplanningofthecurriculumitself?”(GiaconietAl.,2017).Itisaplanningthatshouldbetheresultofanorganizationattentivetotheobjectives,atthesametimesensitivetothespecificityofthecontext,ofthestudentsandtothedidacticexperiencesandsocialparticipation.Infact,theinclusivecurriculumischaracterizedbybeingflexibleandconstantlymovingtowardsamodelthatdevelopsitselfdailyinmicropractics:amodelthatseekspersonalizedpaths"wherediversitybecomestheelementsofeducationalandsocialcohesionofthecurriculumitself"(ivi,p.53).

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SomestudiesintheHighSchoollevel(NindetAl,2013)havehighlighteddifficultiesinadoptingtheinclusiveperspectiveinthefieldofcurriculumdesign,including:beingabletointegrateindividualizededucationalprogramsintothecurriculumespeciallyinthehighschool;identifycontactpointsandsynergiesbetweentheindividualizededucationalplanandcurriculumdesignandplanningfortheclass;harmonizethecriteriawithwhichtodefinethecontentsandcarryouttheevaluation.Withinthisframework,thespecificcomponentofinclusiveeducationdoesnotconsistofasetofspecificcontentsbutitischaracterizedbyanorganizationalandmethodologicalorientationtobeadoptedineverydaypractices.Thisstatementimpliesthatwithinthecurriculumthereisnotaspecificareadedicatedtothesubjectsofinclusivedidactics,butitmeansmanagingthedisciplinarycontents,adaptinganddevelopingthemthroughaparticipatoryapproach(MeyerRoseeGordon,2014)thattakesintoaccountspecificitiesofeachstudent.MorganH.,HoughtonA.M(2011).Inclusivecurriculumdesigninhighereducation

Considerationsforeffectivepracticeacrossandwithinsubjectareashttps://www.heacademy.ac.uk/system/files/resources/introduction_and_overview.pdf.

NindM.,RixJ.,SheehyK.,SimmonsK.(2013),CurriculumandPedagogyinInclusiveEducation.Taylor&FrancisGroup

BoothT.,AinscowM.(2002).IndexforInclusiondevelopinglearningandparticipationinschools.CentreforStudiesonInclusiveEducation,Bristol.

Booth,T.,&Ainscow,M.(2011).Indexforinclusion:developinglearningandparticipationinschools(3rded.).CentreforStudiesonInclusiveEducation,Bristol.

Booth,T.&Ainscow,M.(2016).Indexforinclusion:aguidetoschooldevelopmentbyinclusivevalues(4thedition).Indexforinclusionnetwork,Cambridge.

GiaconiK.,DelBiancoN.,CapelliniS.A.&TaddeiA.(2017).Curriculumandinclusion:criticalissuesandredefinitionlines.FrancoAngeli,Milano.

Meyer,A.,Rose,D.H,&Gordon,D.T.(2014).UniversalDesignforLearning:theoryandpractice.Wakefield,MA:NationalCenteronUniversalDesignforLearning.

CottiniL.,FedeliD.,MorgantiA.,PascolettiS.,SignorelliA.,ZanonF.&ZolettoD.(2016).AscaleforassessingItalianschoolsandclassesinclusiveness.InForm@are-OpenJournalperlaformazioneinreteVol.16(2),Firenze.DOI:http://dx.doi.org/10.

FaubertB.(2012),ALiteratureReviewofSchoolPracticestoOvercomeSchoolFailure.OECDEducationWorkingPapers,68,OECDPublishing,http://dx.doi.org/10.1787/5k9flcwwv9tk-en.

2.ThealignmentAsituateddesignproposestwodirections:

- to build a path that is comprehensible to the students, through an accessible language andknowledge;

- tosharethepathwithstudentstoensurethealignment;Thesetwoprocessesbelongtotheumbrellaconceptofalignment.ThefirstisalsoaprocessoftranspositionandVisibleLearning.Ausubel,D.P.(2000).Theacquisitionandretentionofknowledge.Dordrecht:Kluwer.Biggs,J.(2003).Teachingforqualitylearningatuniversity.Buckingham:SRHE/OUP.linkBransford,J.A.,Brown,A.L.,&Cocking,R.R.(Eds.).(2003).Howpeoplelearn:Brain,mind,experienceand

school.WashingtonD.C.:NationalAcademyPress.Entwistle,N.,&Peterson,E.R.(2004).Conceptionsoflearningandknowledgeinhighereducation:

Relationshipswithstudybehaviourandinfluencesoflearningenvironments.InternationalJournalofEducationalResearch,41,407–428.

Fry,H.(2009).Ahandbookforteachingandlearninginhighereducation:Enhancingacademicpractice.London:Taylor&Francis.

RossiP.G.(2016).Alignment.ESS.2016,2,33-50.

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3.ThedidactictranspositionAsfor“transpositiondidactique”,ChevallardandDevelaymeanthewayinwhichteachersbuildthetaughtknowledgestartingfromthe“savoirsavant”:howtheyrestructurethedefinitions,howtheyreinventtheexperimentsbasedontheresourcespresentintheclassroomoratschool,howtheychoosemetaphors.Theprocessisnotasimplificationbecauseoftenthelanguagesusedaredifferentfromthoseoftheuniversityclassroomsortheresearchcenters,aswellas-inscientificsubjects-themathematicaltoolsandtheexperimentalsupportsaredifferent.TheconceptoftranspositionwascreatedinFranceinthelastdecadeofthetwentiethcentury.

3.1ThetranspositionandthetranspositionsIncurrentschoolcontexts,speakingoftranspositions(inplural)seemsmoreappropriate,becausetheplansthatstandinthetransitionfromtheknowledgeableknowledgetothetaughtknowledge(andthenlearned)aremultiple.AlreadyChevallard(1985,1991)hadintroducedtheideaofadoubleleveloftransposition,internalandexternal,thenenrichedbytheconceptof“chaînetranspositive”,createdbyPerrenoud(1988).Thislattermeansaseriesofpassagesfromoneknowledgetoanotherandfromareferencetotheother(epistemological,ethical,social,political,procedural).Thinkingaboutanecologicalapproachtoknowledge,wecandeclinethetranspositiontotheplural,meaningitasatransplantofknowledge(Winsløw&Gronbæk,2014),fromonecontexttoanother,inordertostructuresomethingnew.Thiswillnotbetrivialandpredictable,dependingonthemodalitieswithwhichittakesrootandevolvesonthenew«terrain».Thereforetheprocessofeducationaltranspositionisenrichedbythesubsequentadaptationsofaknowledgeobjecttothe"ecologies"thatcontaminatesandfromwhichitiscontaminated.Theseadaptationsincludereorganizations,substitutions,simplifications,extensionsandtransformations(Achiam,2014):wenolongerspeakofdidactictranspositionbutofsuccessiveandstratifiedteachingtranspositions.Ratherthanachainofknowledge,itconsistsofanetworkofelementsthatoverlapandinfluenceeachotherwithinaprocessdeclinedintheplural:notonlyinternalandexternaltransposition,butagroupofoverlappingtranspositions.Fortheirinterpretationandorganization,thecentralroleoftheteachershouldbere-evaluated,rolethatreconnectseverythingintoasinglesystem,theknowledgetoteachandreifyitintheclassroom.

3.2FromtheconcepttranspositiontothecurriculumtranspositionThedidactictransposition,aspresentedbyChevallardandDevelay,andtodaybyDuit,mainlyreferstothecontentsandthedisciplinaryconcepts.Instead,theconceptoftranspositionisextendedheretothecurriculum.Inotherterms,itreferstothewayacurriculum,designedbytheteacher,istransformedtobecomea"bridge"artifactbetweenteacherandstudent.Itmustbetakenintoaccountthatinthecurriculumatthebeginningofthepaththerearecontentsandtermsthatstudentsdonotyetknow.Thetermsandconceptsinthecurriculum,showntothestudents,mustbeunderstoodbythestudentsandcouldchangeduringthecoursetomakethechangesofthestudentsclear.Iftheprojectcreatedbytheteacherisanecessaryandfunctionaltoolfortheteacherhimself,thevisibledesignisadesignanddocumentationtoolthatwillbeusefulforthestudents,fortheteacher'steamandfortheschoolinstitution.Achiam,M.(2014).DidacticTransposition:Fromtheoreticalnotiontoresearchprogramme.Paper

presentedatESERA,Neveshir,Tyrkiet,Denmark.Chevallard,Y.(1991).Latranspositiondidactique:dusavoirsavantausavoirenseigné.Grenoble:La

PenséeSauvage.Chevallard,Y.,Conceptsfondamentauxdeladidactique:perspectivesapportéesparuneapproche

anthropologique,in“Recherchesendidactiquedesmathématiques”,n.12,1992,pp.73-112.DamianoE.(2013).Mediazionedidattica.FrancoAngeli.Milano.Develay,M.,Aproposdetranspositiondidactiqueensciencesbiologiques,inDevelayM.,AstolfiJ.-P.,La

didactiquedessciences,PUF,Paris1993,pp.119-138.Develay,M.,Del’apprentissageàl’enseignement,ESF,Paris1992.Develay,M.,Lesensd’uneréflexionépistémologique,inDevelayM.(dir.),Savoirsscolaireset

didactiquesdesdisciplines.UneEncyclopédiepouraujourd’hui,ESF,Paris1995,pp.17-31.

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JoannertP.(2011).Curriculum,entremodèlerationneletirrationalitédessociétés.RevueInterntionaled’éducation.56,135-145.

JoannertP.,VanderBorghtC.(2009).Créerdesconditionsd’apprentissage.Uncadrederéférencesocioconstructivistepourlaformationdidactiquedesenseignants.Paris/Bruxelles:DeBoeck-Université.

Perrenoud,P.(1998).Voyageautourdescompétences:versunmétiernouveau?L’éducateur,8,22-27.Shulman,L.S.(1987).Knowledgeandteaching:Foundationsofthenewreform.HarvardEducational

Review,57(1),1-21.

4.VisibleDesignAtransposedcurriculummustalsobeconstructedinanappropriatemannerbothintheconcepts,thetexts,andthegraphicstructure.Regardingtextsandconcepts,whenitcomestothechoiceoftitlesandlabels,theuseofavocabularythatcanbeunderstoodfromstudentsisakeyaspect.Whenateacherdesignsoneofthereferences,thatisthestructureofthesubject.Ifinsteadtheteacherhastobuildacurriculumandadailydesignthatcanbesharedwiththestudents,languageandcontentmustalsotakeintoaccountstudents'knowledgeandprocessesformotivation“toconstructthebridgebetweenwhattheybringtotheirstudiesandwherethosestudiesaretakingthem”(Laurillard,2012,44).Intheexperiencewithschools,thetitleassignedtoanannualcourseisacrucialfactorandtakesintoaccountnotonlythesubjectcontent,butalsotheeducationalpurposes.Itprovidesthesenseofthepathway.Inthelesson/sessionleveltheactivitieshaveacentralrole-aswellasthecentralroleoficons,symbolisingtheactivityandallowingstudentstounderstandwhattheyaregoingtodoandtoassumetherightattitude.

4.1TheGRAPHICorganiserTheGraphicOrganizerisalogical–cognitivestructure,abletosupporttheabstractthinking(Starling,2017)throughthevisualisationoftheconnectionsandthearticulationsofthepaths,bothlinearandreticular.TheliteraturereviewconcerningGOaddressesimportantquestionsaboutgraphicorganizersthatarerelevanttoclassroompractice,includingwhethergraphicorganizersarebeneficialtostudentswithdisabilitiesandwhatinstructionalcontextmakesthemmosteffective.Barton-Arwood,S.M.,&Little,M.A.(2013).Usinggraphicorganizerstoaccessthegeneralcurriculum

atthesecondarylevel.InterventioninSchoolandClinic,49(1),6-13.Bonaiuti,G.(2011).Organizzatorigraficieapprendimento.InA.Calvani(ed.),Principidi

comunicazionevisivaemultimediale.Faredidatticaconleimmagini(pp.75-128).Roma:Carocci.Clark,R.C.,&Lyons,C.(2010).Graphicsforlearning:provenguidelinesforPlanning,designing,and

evaluatingvisualsintrainingmaterials.SanFrancisco,CA:Pfeiffer.Dexter,D.D.,&Huges,C.A.(2011).GraphicOrganizersandstudentswithlearningdisabilities:meta-

analysis.LearningDisabilityQuaterly,34(1),51-72.Starling,J.M.(2017).Theeffectsofgraphicorganizersonthecomprehensionofexpositorytext:

examiningindividualdifferencesforthemultimediaprinciplebasedonvisuospatialabilities.Muncie:BallStateUniversity.

Strangman,N.,Vue,G.,Hall,T.,&Meyer,A.(2004).GraphicOrganizersandImplicationsforUniversalDesignforLearning.Wakefield,MA:NationalCenteronAccessingtheGeneral

4.2.VisibledesignandinclusionBothmacroandmicrodesignstudiesandtheconceptsofalignmentandtransposedcurriculum(Joannert,2011)aswellastheconceptofvisibledesign,becomeparticularlyusefulinrelationtotheneedofinclusionwithintheclassroomandtoamoregeneralinclusivecultureofthewholeschoolinstitute.AsstatedbyDovigo(2008),itisrecommendablenottoaimexclusivelyatthedesignofspecialprogramstofosterinclusiveprocesses,buttowidenanddiversifythe“commoncurriculum”bymakingitmoresuitabletotheneedsofeverybody.Suchpresuppositionimpliesashiftofthefocuson

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thedesigndimension.NowadaysthecomplexityoftheclassroomsinItaly(presenceofstudentswithdisabilities,withspecificlearningdisorders,orimmigrantstudents)requiresaspecificcompetenceinthedesignoflearningdisciplinarypathsthattakeintoaccountinadeepwaythedifferentstudents’needs.StartingfromLaw170/2010andthefollowingnormstheteacherisexpectedtosetnotonlydifferentkindofdesigndocuments(theIndividualizedEducationalPlanforstudentswithdisabilitiesandthePersonalizedEducationalPlanforstudentswithspecificlearningdisorders)butinordertomakethemembracetheinclusiveapproachtheteacherneedstoconnectthemtothedesignprocesswithintheschool.Insuchperspective,themethodologiestodesigntheteacheractivatesshouldletallstudents,independentlyfromtheirfunctioning(accordingtotheICFrationale),toaccessthedifferentdisciplinarycontentandtherelatedlearningprocesses.AninvestigationrunwithItalianteachers(Giaconi,2013)hashighlighted,amongthedifferentobstacles,thedifficultyinsettingadialogue,aconnectionbetweentheindividualized/personalizedpathsandthecommonclasscurriculum.Themainissueistocombinedifferentpathsinthedesignofeverylesson.(Giaconi,2016).Theconceptofalignment(Laurillard,2012,Rossi,2011,Giaconi,2015)becomeofprimaryimportancetodesignwithaninclusiveperspectivesince,asstatedbyRossiandGiaconi(2016),itincludesdifferentlevelofactions.Thealignmentissetbetweenmacroandmicrodesign,betweenclasspathsandpersonalized/individualizedpaths,betweendisciplinaryobjective,qualityoflifedomainsandidentificationofactionsinaninclusiveapproach(Giaconi,2015,p.87).Themanagementandtheintegrationofdifferentlevelsinthedesignprocesscanbehandledwiththekeynotionofvisibledesign.Avisualorganizer,likeamap,thatmakesitclearthesequenceoftheproposedactivitiesinclasscanofferavisionofthewholelearningpathandresultsveryusefulforstudentswithlearningandattentiondifficultiessincetheorganizerletthemorientateinabetterwayduringtheclassdevelopmentandfollowtheteacher’sexplanationwhentheattentionproblemscanoccur.Theliteratureisrichintermsofstudiesabouttheeffectivenessoftheuseofmapsandgraphicalorganizersforthelearning/elaborationprocessesofinformationandintheacquisitionofamethodofstudybystudentswithspecificlearningdisorders(Dexter,2010;Dexter&Hughes,2011;Kimet.al.,2004;Bos&Vaughn,2002;Rivera&Smith,1997)orwithAutismSpectrumDisorder(Connelly,2016;Zakasetal.,2013;Bethuneetal.,2013).Thevisualorganizerhasalsoananticipatoryfunctionthatletteachersstructurethetimetablebymakingitmoresuitabletostudents’needs.Finally,thankstoalesson-maptheteacherhastheopportunitytodesigndifferentpersonalized/individualizedactivitiesandpaths.Inthefirstcasetheteachercankeepthecommonpathandsuggestseveralwaystoaccesswiththeuseofmediatorschosenforspecificstudentswithdifficulties.Inthesecondcasetheteachercreatesconnectionpointswiththeactivitiesproposedforthewholeclassandprovidesdifferentmodalitiestoaccessthecontentandassignmentsforstudentswithdisabilities.

Bos,C.S.,&Vaughn,S.(2002).Strategiesforteachingstudentswithlearningandbehaviorproblems(5thed.).Boston:Allyn&Bacon.

Clark,J.M.,PaivioA.,(1991).DualCodingTheoryandducation.EducationalPsychologyReview,3(3),149-170.

Dexter,D.D.(2010).Graphicorganizersandtheireffectivenessforstudentswithlearningdisabilities.Thalamus26,51–67.

Dexter,D.D.,&Hughes,C.A.(2011).Graphicorganizersandstudentswithlearningdisabilities:Ameta-analysis.LearningDisabilityQuarterly34,51–72.

Dovigo,F.(2008).L’Indexperl’inclusione.Promuoverel’apprendimentoelapartecipazionenellascuola,Trento:Erickson.

Giaconi,C.(2013).ElementosdedidáticainclusivaemclassescomalunoscomDislexia(400-419).InS.A.Capellini,Dislexia,Brazil:WAKEDITORA.

Giaconi,C.(2015).Qualitàdellavitaeadulticondisabilità.Milano:FrancoAngeli.Giaconi,C.(2016).Unaviaperl’inclusione:ilProgettoPROPITtraallineamentoesostenibilità(39-49).

In.P.G.Rossi&C.Giaconi,Micro-progettazione:praticheaconfronto.Propit,Eas,Flip.Milano:FrancoAngeli.

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Connelly,J.(2016).EffectofWh-QuestionGraphicOrganizeronReadingComprehensioninStudentswithAutismSpectrumDisorders.MarshallUniversity,MarshallDigitalSchola.

Keri,S.,Bethune,C.&Wood,L.(2013).EffectsofWh-QuestionGraphicOrganizersonReadingComprehensionSkillsofStudentswithAutismSpectrumDisorders.EducationandTraininginAutismandDevelopmentalDisabilities,48(2),236–244.

Kim,A.H.,Vaughn,S.,Wanzek,J.,&Wei,S.(2004).GraphicOrganizersandTheirEffectsontheReadingComprehensionofStudentswithLD:ASynthesisofResearch.Journaloflearningdisabilities,37(2),105-118.

Hyerle,D.(1996).VisualToolsforConstructingKnowledge.Alexandria,VA:AssociationforCurriculumandDevelopment.

Lyons,C.A.(2003).TeachingStrugglingReaders:HowtoUseBrain-BasedResearchtoMaximizeLearning.Portsmouth:Heinemann.

Paivio,A.(2006).DualCodingTheoryAndEducation.Ontario:UniversityofWesternOntario.Paivio,A.(1991).DualCodingTheory:Retrospectandcurrentstatus.CanadianJournalofPsychology,

45(3),255-287.Paivio,A.(1986).MentalRepresentations:ADual-CodingApproach.NewYork:OxfordUniversityPress.Rivera,D.P.,&Smith,D.(1997).Teachingstudentswithlearningandbehaviorproblems(3rdEd.).

Boston:Allyn&Bacon.Rossi,P.G.&Giaconi,C.(2016).Micro-progettazione:praticheaconfronto.Propit,Eas,Flip.Milano:

FrancoAngeli.Zakas,T.L.,Browder,D.M.,Ahlgrim-Delzell,L.A.&Heafner,T.L.(2013).Teachingsocialstudiescontentto

studentswithautismusingagraphicorganizerintervention.ResearchinAutismSpectrumDisorders7(9),1075–1086.

5.ThetechnologyroleIfitistruethattechnologyoffersavarietyofopportunitiesintermsofinformationcreation,reuseandsharingthewayweorganizesuchknowledgeinastructuredwayinanyformaleducationalsystemrequiresasolidreflectiononwhatcomprehensivenessandcomprehensioninacurriculummeanfortoday’sstudents.Petrina(2004,2007)underlineshowcurriculumtheoristshavebeenworkingsincelate1970stointegratethevisionofthecurriculumwithanecologicalapproachratherthanconceivingitasamere“technicalprocedureofwritingobjectives,choosingactivities,contentandmethodsandmodesofassessment”(Petrina,2007,p.255).Whenwerefertotechnologyintheeducationalcontext,thus,wecandiscriminatebetweentwomacrolevels:technologyintermsof“powerofaction”offeredtostudentsandteachersbyuser-friendlyapplications,services,software,andtechnologyintermsof“exploitation”ofthatpowerofaction.Thegapbetweentheresultsoftheactionanditsproperexploitationintermsofqualitycanbecoveredbyschool.Acurriculumplanninginwhichtechnologyisnotalsoincluded,butcansupporttheco-constructionofthelearningpathsforlearnerscanhelpansweringthecurrentopenquestionsabouttheeffectivenessoftechnologyatschool.Teacherscandirectthestudents’powerofaction,dailyandinformallyexperiencedthroughdigitaltechnology,intoopportunityofself-regulationintheidentification,assessmentanduseofinformation(informationliteracy).Ontheotherhandtechnology,intermsofdigitaltoolsandenvironments,facilitatethecreationofco-constructedlearningpathswhere,forexample,thedesignprocessissharedwithstudentsthroughdigitalorganizers(likemaps)andinwhichthecurriculumbecomesadynamicprocess.Mor,Y.,&Winters,N.(2007).Designapproachesintechnology-enhancedlearning.InteractiveLearningEnvironments,15(1),61–75.Olofsson,A.,&Lindberg,J.(2012).InformedDesignofEducationalTechnologiesinHigherEducation:EnhancedLearningandTeaching.Hershey,PA:IGIGlobal.Petrina,S.(2007).AdvancedTeachingMethodsfortheTechnologyClassroomHershey,PA:IGIGlobal.Reiser,R.Dempsey,J.V.(2006).Trendsandissuesininstructionaldesignandtechnology.NJ:Prentice-Hall.

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Sugar,W.,Martindale,T.,Kester,D.,&Sheerer,M.(2004).PerspectivesontheRoleofanInstructionalDesignandTechnologyProgramWithinaCollegeofEducation:Professor,DepartmentChair,Dean.EducationalTechnology,44(4),50-54.Retrievedfromhttp://www.jstor.org/stable/44428925.Summerville,J.andReid-Griffin,A.(2008).TechnologyIntegrationandInstructionalDesign,TechTrends,52(5),pp45–51.VandenAkker,J.,Gravemeijer,K.,McKenney,S.,Nieveen,N.(eds)(2007).DesignResearch.NewYork:Routledge.

6.HowtovalidateTheproblemofhowtovalidatetheuseofdesignartifactsisthetaskofthenextmeeting.Validationmustbeaddressedintwodirections.Thetworesearchquestionscouldbe:

- whichimpactonteachers’professionalism?- whichimpactonstudents’learning?- And in each casewhat kindsof qualitative andquantitative evidence canbe collectedby (a)

teachers,(b)researchers?Andtowhatextentcaneachbevalidated?Howtoexchangeandbuildknowledgeofandaccesstovalidatedlearningdesigns?

7.ConclusionandfinalconsiderationsWeshouldincludeanalysisofthelogicofacurriculumstructure,dependingonthenatureofthelearningoutcome.Itcouldbeasequenceofinstantiationsofamainconcept(e.g.‘thatthestateexertsforceonitscitizens,i.e.oneconcept,multipleexamples);ahistoricalnarrativeofchangingideas(e.g.thenatureofscientificmethodcouldbeginwithtraditionalmethodsofproblem-solvingandshowtheprogressiontowardsscientificapproachestoproblem-solving);acumulativehierarchy(e.g.thecomponentconceptsthatcontributetoaseriesofsubconceptsthattogethercombinetoformahigherconcept(e.g.moleculartheory,autism);acollectionofinsights(e.g.genresinpainting,atypologyforlife-forms,linguisticstructures);aprogressivedevelopmentofanincreasinglycomplexconcept(e.g.thetheoryofsupplyanddemand,theoryofatomicstructures),andmore.Thecoursemapmightshowthe‘what’ofthecurriculumcontentandstructure(nodesandrelationallinks)whichisthentransposedtothe‘how’ofthepedagogy(anoverlaythatexpresseshowthecontentofanodewouldbelearned,andhowitsplaceintherelationalstructurewouldbelearned).Theoverlayisthendecomposedintoasequenceofsessions,eachrelatingtoanoutcome,andthesequenceofsessionsrelatingtohowitbuildstowardstheoveralloutcome,dependingonthelogicofthecurriculumstructure.Thisresultinglearningdesignproductiswhatthelearneruses.

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Nationalsurveyontheannualanddailyplanningofeducationalactivities

ITALY

1. Nationaldirectionsof2012(MinisterialDecreen°254of16thNovember2012inG.U.n°30of5thFebruary2013)

2. Nationaldirectionsof2010(DecreeofthePresidentoftheRepublic,15thMarch2010,registeredattheStateAuditors’Departmenton1stJune2010)

TheDocument of theNational Directions for the Syllabus of the nursery school and the first cycle ofeducation of 4th September 2012 is the landmark for each school Institution related to the firsteducation cycle (students from 3 to 14 years of age). It states a vertical direction, inclusive of theverticaldirection, inclusiveof theverticaldirection, inclusiveof the firstschoolcycle, so thatall theteachers can accomplish some syllabuses in continuity in a concrete and collective way, in theobservanceofthedifferentsubjectpeculiarities.Itseemsthatinthisdocument,theareasorschoolaggregationswhichwerepreviouslypresent(forasubdivision in subjects), are now completely vanished. Actually, teachers are given the freedom tolocate a subdivision or a subject aggregation through the individuation of the epistemologicalfoundations of connections among the knowledges, such as for the transversal use of codes andlanguagestoo.Inthearticulationofthetargetsandtheircompetencegoals,inthedocumenttherearetheoperationaladvice for an open interpretation of the subject contents, to give concrete form to the teachingmomentswithoutanyboundariesandtoarrangesomelearningsettingsinwhichthestudentscangetusedtoreasoningabouttheknowledgescriticallyandtocomparingthem.Intherealizationoftheverticalsyllabus,theInstitutionswillrefertotheContinuityandOrientationasconjunctionelementsamongthedifferentschooldegrees,sothatitwillbepossibletofixsomesubjectroutesmoreandmorecomplexrelatedtothetargetsthatareestablishedbytheNationaldirections.Attheendofthenursery,primaryandJuniorHighSchools,thegoalsofthecompetencedevelopmentconcerningthefieldsofexperienceandthesubjectsarefixed.Thelearningobjectives,intheNationalDirections,arethemeansthroughwhichateachercanandhasto realize his/her learning planning to make his students reach the competence targets. Theydetermine the knowledges and the abilities which are necessary to reach the targets for thedevelopmentofthecompetences.Theyareusedbyschoolsandteachersintheiractivitiesoflearningplanning,withagreatcareonthelearningconditions,byaimingatarichandsuccessfulteaching.The objectives are organized in thematic groups and are fixed in long learning periods: the wholethree-yearperiodofthenurseryschool,thewhole five-yearperiodoftheelementaryschoolandthewholethree-yearperiodofthejuniorHighSchool.Inordertoguaranteeamoresuccessfulprogressionof the learnings in the elementary school, the learning goals of Italian, English and Second foreignlanguage,history,geographyandsciencearealsopointedoutattheendofthethirdclass(accordingtotheNationalDirections).The ICT subject as a language and instrument for the interpretation of reality is essential; for thisreason,itissaidthatitisimportanttolearnnottobedominatedbytechnology,buttointerpretitinacritical way. The digital competence increases through the right use of technology but above all,throughtheinformationretrievalandassessment.TopicslikeICTandcitizenshipeducationarenowconsideredcrossingsubjects,needingtobeinvolvedinthelearningprocessofalargenumberofotheritems.Accordingtotheministerialdirections,Citizenshipeducationhastobedealtinsubjectslikeforeignlanguages,artandP.E.expecially;whereasICTlearningkeepsitsspecificaims.

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TheDepartmentforEducationdefinestheschoolcurriculumanditsaims,thesubjectsandtheirspecificobjectives,thetotalamountofcompulsoryhoursofschool,thequalitystandardsandtheevaluationprocessesandregulateadulteducation.Secondaryschoolsystem(forpupilsfrom14to19yearsold)isdisciplinedbythedocumentRegolamentidiriordinodeilicei,degliistitutitecniciedegliistitutiprofessionali–issuedon15thMarch2010fromthePresidentoftheRepublic.Theguidelinesforhighschoolunderlinetheimportanceoftheculturalcontext,thecompetenciesandspecificaims.Technicalandprofessionalinsitutesaredisciplinedonlyforthefisttwoyears,whilearemissingtheotherthreeyears.EveryEducationalInstitutehastodrawathree-yearplanup.StartingfromtheNationalDirectionstheSchoolshastodefineitspersonalcurriculum,theextracurricularactivities,setthegeneralgoals.ThisispossiblethankstotheindipendenceeveryInstitutebenefits.InlinewiththegeneralaimsfixedintheNationalGuidelines,thePTOFalsomirrorsthelocalcommunitywithitscultural,socialandeconomicneeds,enrichingthisschooldoc.Inacircularway,aftertheplanningeveryschoolhastocarryoutthefixedaims,thencheckthePTOF,draftingaRAV(RapportodiAutoValutazione–SelfAssessmentReport).StartingfromthefaultsrevealedfromtheRAVdocumentanewPTOFiswritten,fixingnewaimstoimprovetheschoolsystem.TheteachersteamofeachEducationalInstitute(consistingofnurseryschool,elementaryschoolandJuniorHighschool)dealswiththeverticalcurriculum,puttingintoeffecttheaimsestablishedintheNationaldirections.Theteachershastodesigntheirclasses,followingtheverticalcurriculumandconsideringthepupilscapabilities,butforSpecialEducationalNeedsanddisabledchildrentheyhavetoplanactivitiesfine-tunedontheircapabilty.DesigninNurserySchoolfollows5experiencefields(meandtheother;bodyandmovement;pictures,colouresandsounds;speechesandwords;worldknowledge)fixedintheNationaldirections.Foreachfieldaredeclinedthecompetencesandtheaimstoachieveduringthethreeyearsschoolattendance.TheelementaryschoolteachersorganizetheyearlydesigndeducingaimsandfinalcompetencestoachievefromtheNationaldirectionsandEducationalInstitutedocuments.Theteachershavealsotodefinethecontext,theactivities,themetodologiesthetimeandsettheevaluationprocesses.In the first level secondary school, always starting from the National directions, each teacher isrequiredtodrawupanannualplanninginwhichthetopicstobeaddressedduringtheschoolyearforeachclassinwhichitteachesmustbeexplained,themethodologiesused,strategiesforrecoveryandevaluation.Insecondaryschool, inadditionto thesedocuments,each teacher isrequired todrawupanannualprojectinwhichthetopicstobeaddressedduringtheschoolyearforeachclassinwhichtheyteach,themethodologiesused,thestrategiesmustbeexplained.forrecoveryandevaluation.Regardingthedailyprogramming,eachteacherisfreetoidentifytheactivitiesorpathsthathe/sheconsidersmost suitable for the final achievement of the competency goals defined in the Nationaldirectionsandadoptedinthedocumentsoftheschooltowhichtheybelong.

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Kindergarten(Scuoladell’infanzia)

The2012Nationaldirections(MinisterialDecreen°254of16thNovember2012inG.U.No.30of5thFebruary2013)

TheNationaldirectionsareintendedtosetthegeneralobjectives,learningobjectivesandrelatedgoalsforthedevelopmentoftheskillsofchildrenandyoungpeopleforeachdisciplineorfieldofexperience.(from3-14years)

OTHERDOCUMENTSTHATREFERTOTHESCHOOLOFCHILDHOOD.●DECREEOFTHEPRESIDENTOFTHEREPUBLIC20thMarch2009n°81.●DECREEOFTHEPRESIDENTOFTHEREPUBLIC20thMarch2009,n°89.●LegislativeDecreen°59of2004,Definitionofthegeneralrulesrelatingtokindergartenandthefirstcycleofeducation●D.D.n°205of27thMarch2017●UnifiedConference,30thJuly2015.●UnifiedConferenceon1stAugust2013,rep.actsn°83CU.PROGRAMMINGEXAMPLES- AzzanoX:https://drive.google.com/open?id=1TbSO2gvG8BMMpJNs6DJcDd2ixct1Tax_- IC“Leopardi”Grottammare:https://drive.google.com/open?id=1FUQ4g05pLvEsoEVdrUdGBL4IlDBAUe9l- ICMonteprandone:https://drive.google.com/open?id=1homQInn5u8c0_xRdeYnXY63ukFT5jb9q- IC“Rotella”:https://drive.google.com/open?id=1whiixgHFr4KAYOR80PwclBbwBSeyHYEQ- IC“Centro”SanBenedettodelTronto:https://drive.google.com/open?id=1nxGgK9ux6_3rsMkgwgmMVlOMuFnGLeaR- IC“Torre”:https://drive.google.com/open?id=1k4Ywe_6D4tdDBm-F2M-NQu9LC7NNIVaM- Inthekindergarten,thecurriculumisdefinedonthebasisoftheNationalCurriculumGuidelinesappliedfromthe2012/2013schoolyearandwhichreplacetheNationalGuidelinesforthepersonalizedplansoftheeducationalactivitiesof2004andtheGuidelinesforthe2007curriculum.TheNewGuidelines(Nuove Indicazioni)assign theschool thegeneralpurposeof theharmonicandcompletedevelopmentoftheperson,withintheprinciplesoftheItalianConstitutionandofEuropeanculturaltraditioninthepromotionofknowledge,intherespectandenhancementofindividualvariety,withtheactiveinvolvementofthestudentsandtheirfamilies.Particularly, the nursery school aims to promote in the children the development of identity,independence,competenceandcitizenship.There are five fields of experience, each of which offers a set of objects, situations, images andlanguages, referring to the symbolic systems of our culture, capable of evoking, stimulating andaccompanyingprogressively safer learning: the self and theother; thebodyandmovement; images,sounds,colours;speechesandwords;theknowledgeoftheworld.For each field of experience the goals set for the development of skills, which are inescapablereferencesforteachers,indicateculturalandeducationaltrackstobefollowedandhelptofinalisetheeducationalactiontothefulldevelopmentofthestudent.Since the school year 2010/2011 the teaching "Citizenship and Constitution" has become anindispensablegoalthatallschoolsmustconsiderintheirEducationalPolicyPlan(POF).Thisisnotasubject in itself and its contents are developed through educational paths designed by each singleschool.RegardingtheteachingoftheCatholicreligion,thelearningobjectivesaredefinedinagreementwiththeItalianEpiscopalConference(CEI).

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TeachingmethodsandmaterialsTeachersarefreewhenchoosingteachingmethods.However,theNationalGuidelinesforthecurriculumindicatesomegeneralcriteriafororganisingthelearningenvironment.Innurseryschools,assessmentassumesthecharacterofinterpretationratherthanmeasurementandclassificationbasedonlevelsoflearning.Themaintoolisthereforetheoccasionalandsystematicobservationofchildreninordertounderstandandevaluatetheirneedsandgraduallyrebalancetheeducationalproposalstobesharedwiththefamilies.In fact, the taskof thenursery school is to identify openprocesses tobepromoted, supported andstrengthenedinordertoalloweachstudenttogivethebestofhis/herabilities.Theassessmentofthelevelsofdevelopmentincludes:aninitialperiod,aimedatoutliningtheabilitiespossessedwhenaccessingthenurseryschool;specificmoments inside the variousdidactic sequences,which allowto adjust and individualise theeducationalproposalsandlearningpaths,and final evaluation to verify the educational outcomes, the quality of the educational and didacticactivityandtheoverallmeaningoftheschoolexperience.Thepracticeofdocumentationmakesitpossibletoproducetraces,memoryandreflection,inadultsandchildren,makingthetrainingmethodsandpathsvisibleandallowingtoappreciatetheprogressofindividualandgrouplearning.

PRIMARYSCHOOL

The2012NationalGuidelines(IndicazioniNazionali)(D.M.254of16November2012inG.U.No.30of5February2013)TheNational Guidelines are aimed at setting the general objectives, learning objectives and relatedgoals for the development of the skills of children and young people for each discipline or field ofexperience.(from3to14years)Otherdocumentsreferringtotheprimaryschool:● DECRETODELPRESIDENTEDELLAREPUBBLICA22giugno2009,n.122● DECRETODELPRESIDENTEDELLAREPUBBLICA21marzo2009,n.81● LEGGE30ottobre2008N.169.● DECRETODELPRESIDENTEDELLAREPUBBLICA20marzo2009,n.89.● Decretolegislativo297del1994.● LEGGE28marzo2003,n.53.PROGRAMMINGEXAMPLES- AzzanoX:https://drive.google.com/open?id=12j9YL5oXRVwA0tumKCep3lxLxsC9LeT2- IC“Leopardi”Grottammare:https://drive.google.com/open?id=1FUQ4g05pLvEsoEVdrUdGBL4IlDBAUe9l- ICMonteprandone:https://drive.google.com/open?id=1homQInn5u8c0_xRdeYnXY63ukFT5jb9q- IC“Rotella”:https://drive.google.com/open?id=1whiixgHFr4KAYOR80PwclBbwBSeyHYEQ- IC“Centro”SanBenedettodelTronto:https://drive.google.com/open?id=1nxGgK9ux6_3rsMkgwgmMVlOMuFnGLeaR- IC“Torre”:https://drive.google.com/open?id=1k4Ywe_6D4tdDBm-F2M-NQu9LC7NNIVaM

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Primaryschoolispartoffirstgradeofeducation,dividedintotwoschoolstages,consecutiveandcom-pulsory.primaryschool,whichlastsfiveyears,andsecondaryschooloffirstgrade,whichlaststhreeyears.

-itpromotesthedevelopmentofpersonality,respectingindividualdifferences-itpromotestheacquisitionanddevelopmentofknowledgeandfundamentalabilitiesoflogicandcrit-icalthinking-itfacilitateslearningtocommunicateinabasicknowledgeofasignificantlanguageoftheEuropeanUnionotherthanItalian(ieEnglish)-it lays thebasics forusingscientificmethodologies in thestudyofnaturalworld,of itsphenomenaandofitslaws-itdevelopsanindividual’sskillsinspatialawarenessofspaceandtime-ittrainsyoungcitizensinthefundamentalprinciplesoflivingtogetherincivilsociety(law53/2003)Thetransitionfromprimaryschoolattheendoffifthclasstothefirstyearofhighschoolnolongerre-quiresanexamination.ThePresident’sDecree89of2009hasamendedtherulestoreformthefirstgrade(ofprimaryschool)andnurseryschool.ThePresident’sDecree(122of2009)hasprovidedforthecoordinationofrulesfortheevaluationofpupils.Inprimaryschoolthecurriculumisestablishedinaccordancewiththenationaldirectionsforthecur-riculum,appliedsincetheschoolyear2012/2013.Thespecificaimsofprimaryschoolaretoacquiretheknowledgeandthefundamentalabilitiestodevelopbasicculturalcompetencies.Thebranchesofstudyestablishedbythenewdirectionsforthefiveyearsofprimaryschoolare:Italian(language),English(language),History,Geography,Maths,Science,InformationandCommuni-cationTechnology(ICT)Music,ArtandPainting,PhysicalEducation,Technology.To thesesubjectswillbeadded“Citizenship(Nationality)andConstitution”,which isnotaseparatesubjectandwillbedevelopedthroughteachingstagesdecidedbyeachschool.Theapproachtakenforteachingthisnewmandatoryaspectofthecurriculumwillbedeterminedatalocallevelbyeachschool.All schools plan for each subject the targets for the development of abilities at the end of primaryschool, thatmustbereachedandthe learningpurposes, thatareofaminimumstandard toachievecompetency.As regards thenursery school, theprogram forCatholicReligion is fixed in agreementwithCei.OnlyforEnglishLanguageandCatholicReligionwilltherebeastricttimetable:forthefirstonethereisonehourinfirstclass,twoinsecondandthreeinthird,fourthandfifthclassforthetotalminimumcompulsoryof396hoursduringtheentireprimaryschool.TwohoursperweekarefixedforCatholicReligionoralternativeactivitiesforpupilswhodecidenottostudyCatholicReligion.FreedomofteachingisaprinciplefixedbyItalianConstitution(art.33)andfromthiscomesthefree-domofmethodologicalchoiceofteachers.Thechoiceandutilizationofmethodsandteachingequip-mentmustrespectthePofoftheschool,whichinitsturnmustbeplannedaccordingwiththeeduca-tional purposes fixed by each course and level of study, at a national level.With the universal ac-ceptanceofteacherandschoolautonomyinteaching,thenationalindicationsforcurriculumof2012(see“Curriculum,subjectsandnumberofhours”in3.2)pointoutsomeleadingmethodologicalpro-grams,as,forexample,thevaluegiventoexperienceandknowledgeofpupils,thepromotionofactivi-tiesofexplorationanddiscovery,theencouragementofthecooperativelearning,thedevelopmentofawarenessofindividuallearningstyles,carryingoutstagesoflaboratorywork.Ongoingevaluation isundertakenat theendofeach term(threeor fourmonths) ,according to thesubdivision of the school year of each Institute. The final evaluation takesplace at the end of eachschoolyear.Noexamsareundertakenbystudentsupontheircompletionofprimaryschooling.Theperiodicandfinalevaluationofpupilsisundertakenbytheteacherorteachersofeachclass,inrela-tion tothe learningprocess, thebehaviourandtheschoolperformanceon thewhole.Theseevalua-tionsmustagreewiththelearningpurposesoutlinedinthePofwheretheteachingbodyfixesalsotheformalitiesandtheprinciplestoguaranteethattheevaluationishomogeneous,evidentandfair.Teachersmustalsocertifythecompetenciesachievedbypupilsattheendofprimaryschool.

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MIDDLESCHOOL–LOWERSECONDARYSCHOOL

(SCUOLASECONDARIADIPRIMOGRADO)

The2012NationalGuidelines(D.M.254,16November2012inG.U.No.30,5February2013)

Thenationalguidelinesareintendedtosetthegeneralobjectives,learningobjectivesandrelatedgoalsforthedevelopmentoftheskillsofchildrenandyoungpeopleforeachdisciplineorfieldofexperience(from3-14years)

OTHERDOCUMENTSTHATREFERTOTHELOWERSECONDARYSCHOOL(MIDDLESCHOOL). • DM254_2012.• DECRETODELPRESIDENTEDELLAREPUBBLICA22giugno2009,n.122.• DECRETODELPRESIDENTEDELLAREPUBBLICA20marzo2009N.81.• LEGGE30ottobre2008N.169.• DECRETODELPRESIDENTEDELLAREPUBBLICA20marzo2009,n.89.• Decretolegislativo297del1994• Decretolegislativo59del2004,Definizionedellenormegeneralirelativeallascuoladell'infanziae

alprimociclodell'istruzione.

PROGRAMMINGEXAMPLES• AzzanoX:https://drive.google.com/open?id=1g6Y620V1t3VwK5YVqcxRaERxqm0ppUWo• IC“Leopardi”Grottammare:

https://drive.google.com/open?id=1FUQ4g05pLvEsoEVdrUdGBL4IlDBAUe9l• ICMonteprandone:https://drive.google.com/open?id=1homQInn5u8c0_xRdeYnXY63ukFT5jb9q• IC“Rotella”:https://drive.google.com/open?id=1whiixgHFr4KAYOR80PwclBbwBSeyHYEQ• IC“Centro”SanBenedettodelTronto:

https://drive.google.com/open?id=1nxGgK9ux6_3rsMkgwgmMVlOMuFnGLeaR• IC“Torre”:https://drive.google.com/open?id=1k4Ywe_6D4tdDBm-F2M-NQu9LC7NNIVaM

The secondary school is part of the first cycle of education, divided into two consecutive andcompulsoryschoolcourses:primaryschoolthatlastsfiveyears,andlowersecondaryschool(middleschool)thatlaststhreeyears.Themiddleschool,throughthedisciplines,

• stimulatesthegrowthofautonomousstudyandsocialinteractionskills• organizesandincreasesknowledgeandskills,alsoinrelationtotheculturaltraditionandto

thesocial,culturalandscientificevolutionofcontemporaryreality• progressivelydevelopsthecompetencesandskillsofchoicecorrespondingtotheattitudesand

vocationsofthestudents• providesappropriatetoolsforthecontinuationofeducationandtrainingactivities• introducesthestudyofasecondlanguageoftheEuropeanUnion• helpstoorientoneselfforthesubsequentchoiceofeducationandtraining(Law53of2003).

TheDecreeofthePresidentoftheRepublic89of2009regulatedthereorganizationofthefirstcycle(andofthekindergarten).TheDecreeofthePresidentoftheRepublic122of2009regulatedthecoordinationoftherulesfortheevaluationofthepupils.

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TheDecreeofthePresidentoftheRepublic89of2009(article5)hasidentifiedtheteachingtimeforeachdisciplineorgroupsofdisciplines,bothforordinaryandlong-termclasses.Forforeignstudentsofrecentimmigration,thehoursdedicatedtoteachingthesecondcommunitylanguagecanbededicatedtoteachingItalian.SectionstomusicaladdressMusic courses (activated byMinisterial Decree of 6 August 1999) provide for the study of musicalinstrumentsandmusicalpractice.The teachinghours are intended for individual instrumental practice and/or for small groups, forparticipatory listening, forensemblemusicactivities,aswellas for the theoryandreadingofmusic:thelatterteaching-onehourperclassperweek-canbegivenalsoforinstrumentalgroups.The teaching staff chooses the instrumental specialties to be taught among those indicated in theprograms annexed in the Ministerial Decree of 6 August 1999, taking into account the significanteducationalanddidacticmeaningoftheensemblemusic.The final state examination of the first cycle of education verifies, in the context of themultidisciplinary interview, also the musical competence achieved both for the executive practice,individualand/orensemble,andforthetheory.(sourceMiur)Asforprimaryschool,inthefirstlevelofsecondaryschoolthecurriculumisdefinedonthebasisofthenewnationalguidelinesforthe2012curriculum.Specificpurposeofthefirstlevelsecondaryschoolistheacquisitionoftheknowledgeandbasicskillstodeveloptheskillsculturalactivities.Inparticular,atthisstageofthescholasticpath,accesstothedisciplinesisrealizedaspointsofviewonrealityandasamodalityofknowledge,interpretationandrepresentationoftheworld.Thedisciplinesforeseenbythenewindicationsforthethreeyearsofsecondaryschoolare:Italian,Englishandsecondcommunitylanguage,history,geography,mathematics,science,music,artandimage,physicaleducation,technology.Foreachdisciplinearesetthegoalsforthedevelopmentofskillsattheendofprimaryschool,whichareprescriptive,andlearningobjectives,whichidentifyfieldsofknowledge,knowledgeandskillsdeemedindispensableinordertoachievethegoalsforthedevelopmentofskills.Evenatthesecondaryschoollevelofthefirstdegree,asregardstheteachingoftheCatholicreligion,thelearningobjectivesaredefinedinagreementwiththeCEI.Withthenewnationalguidelinesforthecurriculum,theexperimentalphaseoftheteaching"CitizenshipandConstitution"isconfirmed,specifyingthatthefirstcycleschoolincludesinitscurriculumthefirstknowledgeoftheConstitutionoftheItalianRepublic,andthatessentialobjectivesoftheCitizenshipeducationistheconstructionofasenseoflegalityandthedevelopmentofanethicofresponsibility,inordertochooseandactinaconsciouswayandtocommitoneselftoelaborateideasandtopromoteactionsaimedatthecontinuousimprovementofone'sownlifecontext.

SECONDGRADEOFSECONDARYSCHOOLNationalindications2010(decreeofthePresidentoftheRepublicMarch15,2010,RegistertotheCourtofAuditorsonJune1,2010).

Thenationalguidelinesforhighschoolsweresummarized,highlightingtheculturalcontext,thespecificcompetencesandlearningobjectives.TheGuidelinesfortechnicalandvocationalinstitutesrefertothefirsttwo-yearperiodonly,becausethoseforthesecondbienniumandthefifthyearhavenotyetbeenpublished.Theknowledgeandskillsarematchedandlabeledwithatitletocapturethetopicsataglance.OTHERDOCUMENTSTHATREFERTOTHESECONDARYSCHOOL.

• Decretolegislativo17ottobre2005,n.226esuccessivemodificazioni;• Articolo2dellalegge28marzo2003,n.53;

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• Articolo64,comma4,deldecretolegge25giugno2008,n.112,convertito,conmodificazioni,dallalegge6agosto2008,n.133;

• DecretodelMinistrodellapubblicaistruzione13giugno2006,n.47

PROGRAMMINGEXAMPLES• Liceo“Torricelli”:https://drive.google.com/open?id=1iuac44J0iwZRLNpsDpO5r_fo_09PC8quAftercompletingthefirstcycleofeducation,studentsmustenterthesecondcycleoftheeducationandtrainingsystem. In fact,education iscompulsoryup to16yearsofageandalsocovers the first twoyearsofthesecondcycle.Atthislevel,studentscanchoosebetweenthegeneralandprofessionalpathsofferedinsecondarylevelsecondaryeducationofstatecompetence,andthethree-yearandfour-yearvocationaleducationandtrainingcourses(IFP)ofregionalcompetence.

Second-levelgeneral-typesecondaryeducation,whichlastsfiveyears,takesplaceinsixtypesofhighschools;second-levelsecondaryeducationisorganizedattechnicalinstitutesandvocationalschools.Thecoursesofstudyhaveatotaldurationoffiveyears.

In general, the didactic planning includes a work at departmental level, to define the disciplinaryobjectivesrelatedto thevariousyears ineachdiscipline,ordisciplinaryarea,andatthe levelof theclass council todefine the transversal objectives.As faras teaching is concerned, in the lastdecadesomeattentionshavebeendeveloped:tothepreventionandcontrastof thedispersion, to thestudymethod, to the enhancementandto therecovery, justas theuseof informationandcommunicationtechnologieshasincreased.Schoolsaregenerallyequippedwithagym,library,scientificandcomputerlabs, aswell as other laboratoriesdepending on the specificity of the studypaths of the individualschools.

HIGHSCHOOLS(LICEI)

ThehighschoolsareaimedatobtainingadiplomaofuppersecondaryeducationandarepartoftheuppersecondaryeducationsystemasapartofthesecondcycleoftheeducationandtrainingsystemreferredtoinArticle1ofLegislativeDecree17October2005,n.226,andsubsequentmodifications.Thehighschoolsadopttheeducational,culturalandprofessionalprofileofthestudentattheendofthesecondcycleoftheeducationalsystemofeducationandtraining.Thelearnerpathsprovidethestudentwiththeculturalandmethodologicaltoolsforathoroughunderstandingofreality,sothathecanputhimself,witharational,creative,planningandcriticalattitude,facingsituations,phenomenaandproblems,andacquiresknowledge,skillsandskillsconsistentwithpersonalabilitiesandchoicesandappropriateforthepursuitofhighereducation,forinclusioninsociallifeandintheworldofwork.Thereare6highschoolcourses:

1. Arthighschool2. Literaryhighschool3. Linguistichighschool4. Musicalandcoreutichighschool5. Scientifichighschoolwithappliedsciencescurriculum6. Highschoolofhumanscienceseconomic-socialcurriculum

Thehighschoolpathslastfiveyearsdividedintwobiennialperiodsandinafifthyearthatcompletesthedisciplinarycourse.Thefirsttwoyearsofthesecondcycleofeducationandtrainingaremandatory.Consequently,inordertoensuretrainingequivalenttoalleducationalpathways,theknowledgeandskillsthatallstudentsmusthaveacquiredattheendofcompulsoryeducationbeyondthespecificprogramsforthevariouseducationalpathwayshavebeendefined.Theseskillsandcompetencesareorganizedinreferencetofourculturalaxes:languages,mathematics,science-technology,historical-social.Asinpreviouslevelsofeducation,theteaching"CitizenshipandConstitution"hasbecomeanindispensablegoalthatallschoolsmustconsiderintheirownplanoftraining,Thecontentsofthis

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teachingaredevelopedthrougheducationalpathsdesignedbythesingleschoolinareaofhistorical-geographicalandhistorical-socialarea.TECHNICALINSTITUTES

Technicalinstitutesformnotonlyfromatechnicalpointofviewbutalsofromapracticalone,enablingthestudent torealizewhathehasstudied.With the laboratoriesandtheopportunity toexperienceinternshipsinthecompany,technicalinstitutespreparethebestforthelabourmarket.Theyoffer11courses divided into two sectors, the economic sector and the technology sector, also designed foremployability,andprovideforthepossibilityofcustomizingthedisciplinesofthe30%addressareainthesecondtwo-yearperiodand35%inthefifthyear.

• ECONOMICSECTOR

1.Administration,FinanceandMarketing2.Tourism

• TECHNOLOGICALSECTOR

1.Mechanics,MechatronicsandEnergy2.TransportationandLogistics3.ElectronicsandElectricalEngineering4.Informationtechnologyandtelecommunications5.GraphicsandCommunication6.Chemistry,MaterialsandBiotechnology7.FashionSystem8.Agriculture,Agri-foodandAgribusiness9.Construction,EnvironmentandTerritory

PROFESSIONALINSTITUTES

Professionalinstitutesdevelopsthestudentsnotonlyfromatechnicalpointofviewbutalsofromapracticalone.Theyallowtoimmediatelyenterthelabormarket,tocontinuewithuniversitystudies,tochooseapathinthesystemofhighereducationandtechnicaltraining.Theyoffersixaddressesdividedintotwosectors,servicesectorandindustrysectorandcraftsalsodesignedforemployabilityandprovidetheabilitytocustomizethedisciplinesoftheareaof25%addressinthefirsttwoyears,35%inthesecondtwoyearsand40%thefifthyearalsotorespondtotheattitudesofindividuals.

• SERVICESSECTOR

1.Servicesforagricultureandruraldevelopment2.Socialandhealthservices3.Servicesforfoodandwineandhotelhospitality4.Commercialservices

• INDUSTRYANDCRAFTSINDUSTRY

1.Artisanalandindustrialproductions2.Maintenanceandtechnicalassistance

Examplesofscenariosfromschoolswillbeavailableuponrequest

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SPAIN1.Indicatethelaworthedocument/decreeofreferencefortheorganizationofteaching.TheSpanishEducationalsystemisorganizedwithaStateOrganicLawLOMCEandanautonomicRoyalDecree that is the one that the professor handles, It Royal Decree must respect the state law.Dependingonthenormative frameworkthatwehaveasreference for therealizationofourdidacticand classroom schedules, thesewill develop some sections or others. In the case of Andalusia, thesections that have to conform a didactic schedule are regulated by Decree 328/10 in the case ofPrimaryEducationandbyDecree327/10forSecondaryEducation.It isimportanttohighlightthattheautonomiconeforthefirsttimeestablishestherelationbetweenthedifferentelementsofthecurriculumstartingfromthecriteriaofevaluationandnotofthecontentsastheyhadbeendonetraditionally.

LEVEL1-LOMCELOMCEestablishesthecompulsorysubjects,thelevels,thelearningstandards(finalobjectivesoftheeducationalstage)andthecriteriaforstudentpromotionandtheKeyCompetenciesaccordingtotheeducationalEuropeanFramework.TheGovernmentwillberesponsibleforthedesignofthebasiccurriculuminordertoensurecommontrainingandtheofficialnatureandvaliditythroughoutthenationalterritoryofthedegrees.LEVEL2-ROYALDECREES/ORDERSRespecting the LOMCE, develop and concrete the criteria of evaluation by educational levels, thesubjectsandtheirrelationshipwiththekeycompetences.Theseproposemethodological aspectsappropriate to each subject.AndThey alsoproposewithinamarginsomeoptionalsubjects.

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LEVEL3-SCHOOLEDUCATIONALPROJECTBased on the curricular planning established by the Administration, each center will prepare acurricularproposaladaptedto itsownobjectivesandcontext.Itwill includetheAnnualplanning foreachsubject.LEVEL4-ANNUALDIDACTICPROGRAMThe didactic programs are specific instruments for planning, development and evaluation of eachsubject,moduleor,whereappropriate,scopeofthecurriculumestablishedbycurrentregulations.Thegeneral criteria included in the educational project will be taken into account the needs andcharacteristics of the students. Theywill be prepared by the didactic coordination departments, inaccordance with the guidelines of the areas of competence, their approval will correspond to thefaculty of teachers and may be updated or modified, where appropriate, after the self-assessmentprocessesreferredtoinarticle28.

LEVEL5-DIDACTICPROGRAM(DAILYPLANNING)It is a document that each teacher has to elaborate but they not have to show it officially unlessEducational Inspection require.The teacherwill have autonomy in theorganizationof the contentsand to select the activities, the methodology and the resources. The autonomic law propose thisstructureforeachlesson:

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2.Pleasedescribethemaincontentofthelaw/decree:

a.Indicatesomegeneralguidelinesrelatedto:

Competencies

Thecompetencesarethecapacitiestoapplytheintegratedcontentsofeachteachingandeducationalstage in an integrated manner, in order to achieve the adequate realization of activities and theeffective resolution of complex problems. The key competences of the curriculum are the following(Article2LOMCE):LinguisticcommunicationMathematicalcompetenceandbasiccompetencesinscienceandtechnology.DigitalcompetenceLearntolearn.Socialandciviccompetences.Senseofinitiativeandentrepreneurialspirit.Awarenessandculturalexpressions

ContentsThecontentsarethesetofknowledge,abilities,skillsandattitudesthatcontributetotheachievementof theobjectivesof each teaching andeducationalstage andto the acquisitionof competences.Thecontentsarearrangedinsubjects,andclassifiedasconceptual,proceduralandattitudinal:

i.ObjectivesTheobjectivesareunderstoodasreferringtotheachievementsthatthestudentmustreachattheendoftheeducationalprocessasaresultoftheteachingandlearningexperiencesintentionallyplannedforthatpurpose.Thatis,theobjectivesarethegoalsorpurposestobeachieved,andcanbe:General(asthestageobjectives)orconcrete(astheobjectivesofeachteachingunit).Operational / closed (indicate fixed actions, always the same and in the same order, are univocalinterpretationandrequirethesameresultstoallstudents)oropen(refertotaskswhoseactionsvaryfromonetoanother,donotbehavethesameorderanditsachievementdoesnotbringthesameresultstoeveryone,butdifferentanduniqueresults).Common (whoseachievement isnecessary for all students) or individual (those that,withoutbeingnecessaryforall,markdifferentpossibilitiesdependingonthedifferentconditionsofeachstudent)

Theautonomiclawproposeanstructureforthedailingplanning/lesson/didacticunit:

b.Itprovidesindetailwhathastobedoneandachievedintermsof:

CompetenciesContentsObjectivesStrategiesEstándaresdeevaluación

LOMCEandautonomicordersanddecrees explain indetaileachelement.Competencies,contents,objectivesandevaluationcriteriaarecompulsory.Theautonomiclaw

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AsaboutstrategiesandmethodologiesisconcernedtheautonomiclawproposethisMethodologicalguidelines:• Prioritizestudentsreflectionandcriticalthinking• Proposalofdifferentsituationsoflearning• Contextualizelearning

• Useofdifferentmethodologicalapproachesandstrategies.Thereisnoasinglemethodologyto develop the key competences but different methodological approaches that can be adequate:Problem based learning,Project based learning,Collaborative/ cooperative learning, Flippedclassroom,Traditional,Socio-cognitiveProcessesofLearning,bi-directionallearning

• Alternationofdifferenttypesofactions,activitiesandsituationsLearning.

• Enhancementofaresearchmethodology.

• Empowermentofreadingandthetreatmentofinformation

• Promotionofaschoolclimateofmutualacceptanceandcooperation.

• Search,selectionandelaborationofdiversecurricularmaterials.• Diversificationofsituationsandevaluationinstruments.

c.Itprovidesastructuredprogramwithmandatoryitems(alloronlytheminimumrequired)ActivitiesonadailybasisActivitiesonaweeklybasisActivitiesonamonthlybasis

The number of hours of each subjects it is regulated. According to the activities, The teacher hasautonomy to select them. In primary school there is only a compulsory activity common in all thesubject:Reading.Itisalsoadvisabletohaveadiversityofactivitiesthatworkthedifferentcognitiveprocesses.

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The teachermust provide the studentswith activities that take into account the different learningstylesd.Whatdocumentsdoestheschoolhavetoprovideyearly?Whichlevelofcommunication?1.EducationalSchoolProject:Signsofidentityandgeneralcurriculardecisions.Itisrevisedeveryyearandisspecifiedin:2.Annualcenterplan:Thisincludessubject,departmentandclassroomdailyplan(thesearenotmandatorybutmayberequired)

e.Besidethisdocumentanyteachermust:Producelessonsplanninganddailyplanning.1.Pleasespecifytherateofautonomyanyteacherhasregardingtheannualanddailyplanning:a.Regardingtheannualplanning:Partialautonomy:Theobjectives,competencies,contentandevaluationcriteriaandsubjectcan’tbemodify,theschoolcanorganizetheevaluationcriteria,contents,competenciesandobjectsinthedifferentlevelsorcycles.b.Regardingthedailyplanning:Noautonomy,ascompetencies,objectives,andevaluationcriteriaareprovidedatnational/regionallevelandtimeorganizationofcontentsaredecidedinaschoolteam.TheteacherhasPartialautonomy:theteacherhasautonomytochoosetheactivities,methodologiesand resourses respecting the autonomic law guidelines and time organization of contents andstrategies).The teacher has autonomy to choose the activities, methodologies and resources respecting theautonomiclawguidelinesandaslongastheyrespectthecriteriaforevaluatingthelevel.

Please indicate if therearewhere to findmodels, structured lessons,materials to refer (alsoindicatethepercentageweight):Atnationalorregionallevel(models,structuredlessons,materials)TherearealotofEducationalportalsinwhichyoucanfindresources,activities,Lessonexamples,Trainingcourses...etc

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Atschoollevel(models,structuredlessons,materials)Therearemanyactivitiesforbestpracticesexchanges,Thereisalsoavirtualcommunityforteacherscollaborationfrompublishersdealingwiththehandbooks,editorials.law/decreesofreference/ordersPRIMARYANDSECONDARYEDUCATIONLOMCEOrganicLaw8/2013,ofDecember9,fortheimprovementofqualityeducationalPRIMARYEDUCATIONThebasics:ROYAL DECREE 126/2014, of February 28, which establishes the basic curriculum of PrimaryEducation(BOE01-03-2014). For the first time, discursive contents are veryuseful for establishingfunctionalcontentsinprogramming.DECREE97/2015,ofMarch3,whichestablishestheordinationandcurriculumofPrimaryEducationintheAutonomousCommunityofAndalusia(BOJA03-13-2015).RealizationoftheRoyalDecree.ORDER17MARCH2015,whichdevelopsthecurriculumforPrimaryEducationinAndalusia(BOJA27-03-2015).Basisforteachingunitsandprogramming.CORRECTIONoferrorsoftheOrderofMarch17,2015,(onlyaffectstheareaofmathematics)ORDER ECD / 65/2015, of January 21, which describes the relationships between competencies,contentandevaluationcriteriaofprimaryeducation,compulsorysecondaryeducationandhighschool(BOE01-29-2015).Thecomplementary:Instruction4/2016,ofMay16,oftheGeneralDirectorateofEducationalPlanning,fortherealizationofthe final individualized evaluation of Primary Education in the course 2015/16. Basically, it givesguidelines for the sixth final evaluation, it does not specify that theremust be proof, but that theevolutionofthestudentinthesubjectisevaluatedatacontinuouslevel.ROYALDECREE1058/2015,ofNovember20,whichregulatesthegeneralcharacteristicsofthetestsofthe final evaluation of Primary Education established in the Organic Law 2/2006, of May 3, ofEducation(BOE28-11-2015).Generalframeworkofthepreviousinstructionsonevaluation.ORDER of November 4, 2015, which establishes the organization of the evaluation of the learningprocess of Primary Education students in the Autonomous Community of Andalusia (BOJA 26-11-2015).

SECONDARYEDUCATIONRoyal Decree 1105/2014, of December 26, which establishes the basic curriculum of CompulsorySecondaryEducationandtheBaccalaureate.

Examplesofscenariosfromschoolswillbeavailableuponrequest

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BELGIUM

Introduction

Belgiumisatrilingualcountry.

InBelgiumtheCommunities(Flemish,FrenchandGerman-speaking)areresponsibleforeducation,withtheexceptionofthreecompetenceswhichremainedafederalmatter:

1. thedeterminationofthebeginningandtheendofcompulsoryeducation,2. theminimumrequirementsfortheissuingofdiplomas,3. theregulationofretirementforemployeesintheeducationalsystem.

Instructionineachcommunityisprovidedinthelanguageofthecommunityinquestion.Brusselslivesaparticularsituationasitisanautonomousregionbut,beingbilingual(FrancophoneandFlemish),itis"undertheinfluence"ofthetwo(FrancophoneandFlemish)communities.

EducationinBelgiumiscompulsoryfrom6until18.Compulsoryeducationhoweverdoesnotequalthedutytoattendschool.Parentsmaychoosehomeschoolingfortheirchildren.

Homeschoolingcanbeorganisedintwoways:1. Individualhometeaching:Asaparentyoucanteachyourchildrenyourselforyouappointa

privatetutor.2. Collectivehometeaching:Yousendyourchildrentoaprivateschooloryouorganisehome

teachingforyourchildrentogetherwithanumberofotherparents.InBelgiumfreedomofeducationisaconstitutionalright.Every(legal)personmayorganiseeducationandestablishschoolstothataim.Thegovernmenthasthedutytoorganiseundenominationaleduca-tion.Theconstitutionalsoguaranteesafreedomofschoolchoicefortheparents.Parentsandchildrenmusthaveaccesstoaschooloftheirchoicewithinreasonabledistanceoftheirresidence.InBelgiumeducationisorganisedinvariousnetworks.-Educationandtrainingorganisedbythegovernmentiscalledofficialeducation(officieelonderwijs)-Educationandtrainingorganisedbyaprivatepersonororganisationisknownasfreeeducation(vrijonderwijs)(Government-aidedprivateeducation).Asmallnumberofschoolsarenotrecognisedbythegovernment.Theseprivateschoolsdonotreceivefundingfromthegovernment.ThescholasticpathinBelgiumisdividedintothefollowingsphases:-Elementaryeducationcomprisesbothpre-schooleducationandprimaryeducation.Whensuccess-fullycompletingprimaryeducationchildrenaregrantedacertificate.

-Secondaryeducationisorganisedforyoungstersfrom12to18.Fulltimesecondaryeducationcon-tainsthreestagesandvarioustypesofeducation.Apupilchoosesacourseofstudywithinoneofthefollowingtypesofeducation:

1. Generalsecondaryeducation(gse),whichfocusesonbroadgeneraleducation.Itdoesnotpre-parepupilsforaspecificprofession,butratherlaysafirmfoundationforhighereducation.

2. Intechnicalsecondaryeducation(tse)attentiongoesinparticulartogeneralandtechnical-theoreticalsubjects.Aftertseayoungstermaypracticeaprofessionortransfertohigheredu-cation.Thistypeofeducationalsocontainspracticaltraining.

3. Secondaryeducationintheartscombinesabroadgeneraleducationwithanactivepracticeofart.Aftersecondaryeducationintheartsayoungstermaypracticeaprofessionortransfertohighereducation.

4. Vocationalsecondaryeducation(vse)isapractically-orientedtypeofeducationinwhichthe

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youngsterreceivesgeneraleducationbutwherethefocusprimarilyliesonlearningaspecificprofession.

InBelgium,acertificateofuppersecondaryeducationgrantsunrestrictedaccesstohighereducation.

-Highereducationcontainsprogrammeswhichresultinthedegreeofbachelor,masteranddoctor.

FrenchCommunity

Thedocumentsspecifictoeachbodyrepresentingandcoordinatingtheorganizingpowers(network)andtoeachorganizingauthorityare:Theeducationalprojectdefinesthesetofvalues,socialchoicesandreferencesfromwhichanorganiz-ingauthority(P.O.)oranorganofrepresentationandcoordinationoftheorganizingpowersdefinesitseducationalobjectives(Article63oftheMissionsDecree);Thepedagogicalprojectdefinesthepedagogicalaimsandthemethodologicalchoicesthatallowanor-ganizingauthority(P.O.)oranorganofrepresentationandcoordinationoftheorganizingpowerstoimplementitseducationalproject(Article64oftheMissionsDecree);Theschoolprojectdefinesallthepedagogicalchoicesandspecificconcreteactionsthattheeducation-alteamoftheschoolintendstoimplementincollaborationwithalltheactorsandpartnersoftheschooltocarryouttheeducationalprojects.andpedagogicalpoweroftheorganizingpower(Article67oftheMissionsDecree).ItisatooltoachievethegeneralobjectivesandthespecificobjectivesoftheMissionsdecreeaswellastheskillsandknowledgerequired.Theschoolprojectisdevelopedtakingintoaccount:-thestudentsenrolledintheinstitution,theirculturalandsocialcharacteristics,theirneedsandtheirresourcesintheprocessesofacquiringskillsandknowledge;-theaspirationsofstudentsandtheirparentsintermsofcareerplansandfurtherstudies;-thesocial,culturalandeconomicenvironmentoftheschool;thenaturalenvironment,theneighbor-hood,thecity,thevillageinwhichtheschoolislocated.

IntheFrenchCommunity,therearethreeeducationalnetworks:-PubliceducationistheofficialeducationorganisedbytheFrenchCommunity.Itissubjecttorespectthephilosophicalandreligiousviewsofallparents;-Government-aidedpubliceducationrunbythemunicipalorprovincialauthorities;-Government-aidedprivateeducationisorganisedbyaprivatepersonororganisation.Thenetworkconsistsprimarilyofcatholicschools.Nexttodenominationalschoolsitincludesschoolsnotlinkedtoareligion,e.g.alternativeschools(onthebasisoftheideasofFreinet,MontessoriorSteiner)whichapplyspecificteachingmethods.

FlemishCommunity

InFlandersschoolgoverningboardsholdtheresponsibilityoveroneormoreschools.Theyhaveawideautonomyandcandecidefreelyontheir:

• teachingmethods• philosophyoflife• curricula• timetables• staffappointments

Thegovernmentsetsconditionsonlyfortherecognitionofaschoolandgrantingfinancing.

InFlanderstherearethreeeducationalnetworks:

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1. GO!EducationistheofficialeducationorganisedbytheFlemishCommunity.TheconstitutionprescribesadutyofneutralityforGO!Education.

2. Government-aidedpubliceducationcomprisesschoolsrunbythemunicipalorprovincialau-thorities.

3. Government-aidedprivateeducationisorganisedbyaprivatepersonororganisation.Thenetworkconsistsprimarilyofcatholicschools.Nexttodenominationalschoolsitincludesschoolsnotlinkedtoareligion,e.g.alternativeschools(onthebasisoftheideasofFreinet,MontessoriorSteiner)whichapplyspecificteachingmethods.

German-speakingCommunity(GC)

Theskillguides(Rahmenpläne),drawnupbytheMinistryoftheGC,arethemaininstrumentsforplanning,realizationandevaluationoflessonsinallschools,atalllevelsandfordifferentsubjects.

Theskillguidescontaintheobjectivestobereachedbythepupils(competenceexpectations),thees-sentialskills(corecompetencies)andthecontent,brokendownonthedifferentlevels.Theycanhelpaswellinthedidactic-methodicalrealization.Theskillguidesarethebasicforthecreationofcurricula(writtenbyeducationalnetworks)andin-schoolplans(writtenby teacher teams).The teachersarerequiredtocarryouttheirpedagogicworkonthebasisoftheskillguides

TheeducationsystemintheGerman-speakingCommunityofBelgiumisdividedintothreeschoolnetworks:

• Communityeducationsystem:istheofficialeducationorganisedandfinancedbytheGerman-speakingCommunity.

• Government-aidedpubliceducation:whichisorganisedbymunicipalauthoritiesandsubsi-disedbytheGerman-speakingCommunity.

• Government-aidedprivateeducation:whichisorganisedbygrant-aidedprivatebodiesandsubsidisedby

Forthelasttwonetworks(educationonlyfinancedbytheGerman-speakingCommunity),controllingauthoritiesenjoyfairlyextensiveautonomy,particularlywithregardtomethodsofeducationandas-sessment.Withtheconditionthattheycomplywithlaws,decreesandorders.

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GUIDETOEXISTINGLEARNINGDESIGNARTEFACTS(UK)

IntroductionThisisaguidetoacollectionofexistingexamplesofdocumentsthatteachersuseforplanningtheircurriculumandtheteachingandlearningactivities(TLAs)fortheirlearners.Itlinkseachonetotherelevantrequirementsstatementsagreedorproposedduringthe01Dec2017meeting.

InternationalFrameworks

BlueprintforTET-SATTET-SATisthenewonline‘Technology-EnhancedTeachingSelf-AssessmentTool’,fromtheEUMENTEPproject(MentoringTechnologyEnhancedPedagogy).TheframeworkofdigitalcompetencesaimstoempowerteacherstoprogressintheirTechnology-EnhancedTeachingcompetenceattheirownpace.ThepartnercountriesareBelgium,France,Cyprus,Greece,Italy,CzechRepublic,Finland,Portugal,Estonia,Spain,Norway,Denmark,Lithuania,Slovenia.Thehyperlinkenablesyoutoregisterandexplorethetoolasitisdesignedtowork.TheBlueprintisatextversionthatallowsyoutobrowseitmoreeasily.Thedocumentincludesanintroduction,andaccountofthedevelopmentprocess,anAnnexthatbrieflydefinesthelevelsofcompetence,andonethatlistsexistingself-assessmenttools.Itcouldsuggestsomeoftheimportantwaysinwhichteachingischanging,andthekindsofblendedlearningactivitiesteachersneedtodesignfortheirlearners.Inthiswayitcouldguidesomeofourthinkingaboutthenatureofthetoolwearedesigning.Thetoolhasbeentestedextensively,andwillbefullylaunchedinSpring2018.TheprojecthasalsorunaMOOCon‘ProgressingTechnologyEnhancedTeaching’tointroducethetooltoteachers,andbegintobuildanonlineprofessionalcommunityaroundtheuseofthetool.

ForDEPITIfthetoolbecomespopularamongEUteachers,itcouldlinktotheDEPITtool,asawayofenablingprofessionaldevelopmentthatwouldhelpteachersimprovetheircompetencelevel.Therecouldbemanysynergiesbetweenthetwoprojects.Thefinalpageexpectstheteachertoreturntothedesigntoreflectonhowwellitwent,andwhatmightbechangednexttime.

ForDEPITThisandotherexampleswillprovideachecklistofthekindsofelementsteachersexpecttobeabletouseinadesigntool.

NationalCurriculumdocuments

PrimaryNationalCurriculum–MathematicsThisisanexampleofhowthePrimarycurriculum(KeyStages1and2)forasubjectisdefinedatnationallevelforEnglandandWales.Thisforages5to11.

SecondaryNationalCurriculum-MathematicsThisisanexampleofhowtheSecondarycurriculum(KeyStage3)forasubjectisdefinedatnationallevelforEnglandandWales.Thisisforages11to14.KeyStage4,forages15-16definesthecurriculumforthenationalqualificationGeneralCertificateofSecondaryEducation,andisnotincludedhere.

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ForDEPITThesedocuments,alongwithsimilardocumentsfromothercountries,willcontributetoananalysisoftheelementsofteachercontrolandgovernmentcontrol,respectively,overboththecurriculumandthepedagogypractisedorexpectedinschools.

UCLlearningdesignpractices

PGCELessonplanproformaThisisoneexampleofaproformaforcreatingalessonplan.ItisusedforthecoursespreparingstudentsfortheinitialteachertrainingPGCEqualification.ItmakesreferencetothespecificNationalCurriculumschemeofwork,i.e.theparticularactivityneededforthatKeyStageandweek.Italsoexpectstheactivitiesforbothteachersandstudentstobedefined,withtimings,andtherelatedlearningoutcomes.

ABCworkshopposterThisposteradvertisesaworkshopforteachersatUCL,designedtohelpthemplantheirprogrammes,courses,andmodules.

ABCworkshopleafletTheleafletoutlineshowtheworkshopruns,asagroupactivityforacourseteamplanningacurriculumchange,anewmodule,andnewteachingandlearningapproaches.

ABCcardslearningtypes–UCLTheslidesshowthedesignforthecardsusedintheworkshoptopromptteacherstothinkaboutthekindoflearningtheywanttoelicit.

LearningdesignworkshoptemplateThisiswhatweusetoplanashortcourse,suchasaMOOC.WecoulduseaversionofthistoplantheDEPITMOOCforteachers.Thetemplateenablesthegroupofteacher-designerstoorganiseandrecordtheirdiscussionsaboutthestructureandpurposeofthecourse.Itcanalsobeusedforplanningamoduleforanytypeofcourse.Eachactivitycanbecategorisedusingthedrop-downmenuinthefinalcolumnM.

ABCworkshopdesignPeriOpMedThisisanexampleofhowthetemplatewascompletedfortheUCLMOOC‘PerioperativeMedicineinAction’.Inevitably,theinitialdesignoftenchangeswhentakentothenextstageofimplementation.The‘ABC’workshopsarerunwithinUCLforteachersplanningnewmodules,coursesandcurricula.

ForDEPITTheseworkshopsandresourcesofferstartingpointsforplanningourprojectdesignactivities,suchasinitialworkshopstoelicitteacherrequirements,andtheDEPITMOOCforteachers.

TheLearningDesignerUserGuideTheLearningDesignerisaprototypeproducedfromaresearchprojecttobuilda‘LearningDesignSupportEnvironment’forteachersinallsectors.TheLearningDesignertoolhasbeenusedbyteachersinschools,vocationaleducation,andhighereducation.ItiscurrentlybeingfurtherdevelopedbyateamintheUCLInformationServicesDivisionasanenterprisetoolforUCLstaff,mainlyacademics.Ithasbeenusedbythousandsofteachers,fromdifferentsectors,oftenthroughactivitiesdesignedintoMOOCsonCoursera,FutureLearn,andEUSchoolnet.Usageisaround30,000userspermonth.TheUserGuideenablestheusertoseewhatcanbedonewiththetool,andhowitcanbeusedasthebasisfordevelopingalearningdesigncommunityamongteachersindifferentsectorsanddifferentnationalsystems.TheAnnexesexplainandillustratethesixlearningtypes.

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UCLguidetocriteriaforagoodlearningdesignWhenthetoolisembeddedintoaMOOCitispossibletorunapeerreviewactivitythatorchestratestheexchange,peerreview,andredesignofalearningdesignsubmittedtothewebsite.Theguidetocriteriaiswhatweusetohelpbothdesignersandreviewerswiththeprocess,similartothereviewprocessforanacademicjournal.Inthisway,thecommunityinabletobuildknowledgeaboutwhatcountsasgoodlearningdesigns.The‘curated’designsintheBrowser,arethosethatcamethroughthisprocessforthefirsttimewetriedthis.

DEPIT–thebackgroundtolearningdesignThisselectionofslides,somewithanimation,andmostwithnotesofexplanationintheNotes,outlinessomeofthebackgroundtolearningdesign,includingtheConversationalFramework,thebasisoftheLearningDesigner,anditsembeddinginMOOCsforteacherengagement.Itisbestrunin‘Presentermode’,sothatyoucanreadthenoteswhileusingtheanimation.

ForDEPITTheLearningDesignertool,YouTubevideos(seeuserguide),andresourcesoffertheprojectthepossibilityofasharedunderstandingaboutanexistingdesigntool,thatteachersinallsectorsfindeasytouse,andthathashadpositiveevaluation,andlongusage.Italsoofferssomewaysofenablingteacherstoshareandbuildoneachother’swork.ItdoesnotprovidearunnabledesignfortheclassroombecausetheexporttoMoodledoesnotworkproperly.ThisfeatureisbeingworkedonagaininthenewUCLproject.

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Surveyontheteacher'splanningprocessAnalysisofthequestionnairesfromItalyandSpain

IntroductionThequestionnaireaimstohavefeedbackfromasufficientlyhighnumberofteacherswithrespecttotheirplanningmethods,bothrelativetotheannualplanningandtothepreparationofasinglelessonorworksession.Thepurposeistotrackthecurrentsituationinordertostartanobservationoftheneedsandhabitsoftheteachers,thatmakestheimplementationoftheDEPITappasmuchalignedaspossiblewiththeworkneedsofteachers.Thequestionnaireconsistsof16questionsdividedintothreethematicareas:thesampleprofiling,theplanningoftheannualcourse,theplanningofthesinglelessonorteachingsession.

ThequestionnairesfromItaly:analysis

Theteacherswhoansweredthequestionnairewere289,territoriallydistributedin16Italianregions,withacertainpreponderancefortheMarcheandFriuliVeneziaGiulia,sitesofthenetworksofschoolsthatparticipateaspartnersintheDEPITproject.TheoverallprofileoftheparticipantsbroadlyreflectsthedemographicsituationoftheItalianteachingpopulation:89%oftheresponsescomefromwomenandonly11%frommen,theaverageageis47years:morespecifically,only18teachersareunder30,45arebetween31and40,116between41and50and110areover50yearsold.Inthegraphicthewomengroupisinred,themeninblue:

Regardingthetypeofschooltypology,thereisaclearprevalenceofprimaryschoolteachers,whorepresent52%ofthesample.Secondaryschoolfollows,with23%,thenthekindergarten,with16%.Thecomprehensiveinstitutionsthereforerepresentthemajoritysegment,whileonly9%ofthesamplecomesfromhigherinstitutes,ofwhichonly2%fromthetwo-yearperiod. Itiscomplextodefineandoutlinetherangeofthedisciplinestaught,whichiscomposedbydifferentgroupingsaccordingtotheinternalorganizationsoftheindividualschools.Inanycasetheteachersoftheliteraryandhistorical-socialgroupareverymuchrepresented,andthespecialeducationteachersfollow.Fromthepointofviewofseniority,itisasampleofexperiencedteachers,asmorethanonethirdclaimstohavemorethantenyearsofexperience.ThesituationofworkinghabitswithdigitaltechnologiesandICTtoolsisdifferent:10%ofthemdeclarenottousethetechnologies,howevermorethan40%haveusedthemforatleast5yearsandalmost20%morethan10years.Itisalsoapopulationofselectedteachers:62%ofthem,inadditiontoteaching,areresponsibleforthefunctionsofresponsibilityandrepresentationwithintheirschool(instrumentalfunctions,collaborators,coordinators,etc.),80%participatesinprojectsaimedatintroducingelementsof

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innovationwithintheeducationalandtrainingprocessesofitsinstituteandthesamepercentagehasspecificICTtraining.

ANNUALPLANNINGMETHODSAsforthedesignmethodsoftheteachersinterviewed,theseareanalyzedunderdifferentpointsofview,whichconcerntheproperlyoperationalaspects,theauthorialandcollaborativedimensionoftheprocess,therelationshipwithothernationalorinstitutionaldocumentsandwiththeexternalandinternaltranspositionandtherelativedegreeofautonomy.ThequestionconcerningtheelementsconsideredasaguidefortheannualplanningseesagreatdominanceoftheNationalIndicationsandjointlythesharedprogrammingattheschoollevel.Thisshowsasubstantialagreementbetweenemergingneedswithintheinstitutionandtherequirementsderivingfromthedecisionmakers.Goingindetailwithregardtothesharingofthedesignprocess,wenoteaprevalenceofteamwork,butmainlyconductedwithcolleaguesbelongingtoparallelclassesandonlysecondlywithallthecolleaguesoftheinstitute.Fewteacherspreferanindividualdesign.Bymatchingthedemoscopicdatawiththeanswersrelatedtothedesignhabits,itseemsthatsecondaryschoolteachers(bothIandIIdegree)andspecialteachersworkindividually,thelatterforobviousneedforcustomization.Intheopenpartofthequestiondifferentintervieweesmentionthemodeofcomparisonwithcolleagues,afterhavingrealizedtheirowndesign,thatismorealignedontheirclass.Thedesignautonomyisdeclinedinadifferentwayaccordingtotheproposedindicators:themajorityofteachersarefreeinthemethodologicalchoicesandsubsequentlyintheorganizationofteachingtime.Objectives,skillsandevaluationrespondtoalowerautonomyoftheindividual,agreedattheleveloftheteamoroftheteachingstaff.Intermsofformalization,almostallteacherspreferatabularorgraphicalformtoexplaintheirdesign.Veryfewstillrelyonanarrativedesignandalmostnoneonscreenplay.Inthesamewaythemostusedtoolisthewordprocessor,whichallowstoelaboratesimplediagramsortables,whileonly11professorsclaimtouseonlypaperandpentodesign.There-useofmaterialsalreadyproducedispresentbutonlyasare-elaborationofowndesigns.Themajorityinfactdeclarestoreplaceandrenewwhathasalreadybeendone.15teacherssaytheyreusethepreviousdesignsoftheirschool,only4recyclematerialsfromotherschools.Regardingthepublic

Have you attended ICT training courses?

Do you take part in innovation projects in your school? Do you have responsibility role in your school?

Yes No

Yes No

Yes No

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dimensionofdesign,inmostcasesitcanbecalledasemi-publicdocument,sharedmainlywithcolleaguesandparents.Almostnooneconsidersitaprivateworktool.DAILYDESIGNMETHODSThedailyplanninghaspeculiarmeaningsandmodalities,startingfromthelessstructuredmodalitywithrespecttotheannualone.Infact,mostoftheteachersmakeitintheformofadraftorofnotes,asatraceoftheirownwork.Whileavoidingexcessiveformalization,however,fewarethosewhoclaimnottoproduceanythingandtokeeponlyamentaltrace.Alsointhiscasethesharingwithcolleaguesispredominant,fairlyevenlydividedbetweenthosewhousededicatedspaceswithintheirworkinghoursandthosewhoworkbesidethetimeandoutsideschoolareas:theyareathomewiththeircolleagues.Theschemeormapisthemostusedproduct,inlinewiththedraftmodeornotes,onceagainprocessedwithasimplewordprocessor.Despitebeinginformalproductions,suchschedulesappearveryrich:theyincludeabovealltheactivitiestoberealizedandthecontentstobetaught,butalsotheobjectivesorthecompetencestobereached,themethodologiesand,toalesserextent,thetimeofrealization.

ThequestionnairefromSpain:analysis

Theteacherswhoansweredthequestionnairewere129,almostalllocatedintheSevillearea.Theoverallprofileoftheparticipantsseesapreponderanceofwomen(66%),theaverageageis46years.

Asforthetypeofschool,secondaryschoolteachersand“bachillerato”(16-18yearsold)prevail,accountingfor46.5%ofthesample.Thepre-primaryschoolfollows,with36%,thenthecompulsorysecondaryschool(13-16years),with16%.Noresponsefromteachersofchildeducationandonlyaresponsefromprimaryschoolteachers.

Thesampleisrepresentativeofawiderangeofdisciplines:teachersrepresentingthelinguisticfieldareveryrepresentative.Fromthepointofviewofserviceseniority,thesampleiscomposedbyveryexperiencedteachers,theaverageis20yearsofcareer.Theyarealsoquiteusedtotheuseoftechnologies,withanaverageof10yearsofuse.58%ofthesampledealswithresponsibilityandrepresentationfunctionswithintheirownschool,55%participateinprojectsaimedatintroducinginnovativeelementswithintheeducationalandtrainingprocessesoftheirowninstituteand84.5%hasspecificICTtraining.

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ANNUALDESIGNMETHODSWithregardtothedesignmodalitiesoftheteachersinterviewed,themajorityofthemfollowtheministerialguidelinesandadoptanannualschoolplan.Veryfewfollowthetextbook.Atypeofcollaborativedesignprevails,sharedwiththecolleaguesoftheinstitute.Comparedtoautonomyineducationalchoices,theareasinwhichteachershavethegreatestimpactondecision-makingarethoserelatedtomethodologiesandactivities.Thedesignstructureismainlynarrativeororganizedintheformofatable,throughawordprocessingprogram.Manyteachersresumetheprogrammingofpreviousyears,adaptingandmodifyingitaccordingtonewneeds.Thesituationregardingthedisseminationoftheannualdesignisvaried,insomecasesitiscompletelypublic,inothersitisonlyavailabletoinsiders.DAILYDESIGNMETHODSThedailydesignismorediversifiedandhasahighdegreeofcustomization.Itismostlycarriedoutinanindividualform,outsidetheschoolcontextandwithverydifferenttypesofstructuring,realizedthroughawordprocessingprogram.Itseemstobequitedetailedasitexplicitlycontainstheobjectives,thecontents,andthedescriptionoftheactivities,themethodologiesandtheworkingtime.Theprevailingstartingpointisrepresentedbytheactivitiesconsideredsignificantbytheteacher,secondlystartingfromtheobjectivesorneedsoftheclass.Thedifficultymostexpressedistofindwaysandtimestoworkingroupsandtoshareplanningwithcolleagues.Itisnotcomplicatedtofindmaterialsoractivitiesalreadypreparedtobeproposedintheclassroom.

COMPARINGTHETWOCOUNTRIES

1. Thesample:therearesimilaritiesinthesamplecomparedtosex(femaleprevalence),ageandlengthofservice(bothhigh)oftheteachers.FortheItalianschool,mainlyteachersofprimaryschoolrespond,forSpainteachersofsecondaryschool.Inbothcountriesthesearespecialized

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teacherswhoarestronglyinvolvedinthevariousprocessesoftheeducationalreferencesys-tem.Atthelocallevel,theItaliansampleismoresignificantbecauseitismoreheterogeneous.

2. Annualdesign:similaritiesarefoundbothintermsofcontentanddesignmethods.Boththedesignbases(nationalindicationsandindicationsinsidetheschool),andthespacesofauton-omyintendedforindividualteachersareverysimilar.Spanishteachersinpartpreferaformofnarrativedesign,whileItaliansusegraphicortabularforms.Thesubstantialdifferenceliesintheuseofthetextbookasadesigntrack,presentinItaly,actuallyabsentinSpain.

3. Dailyplanning:inthiscasetherearedifferencesinthedegreeofexplanation.Spanishalwaysdesignimplicitlyandwithahighdegreeofstructuring,Italianshavemorevariedstyles,oftenusingnotes,sometimestheyrelyonmentaltraces.Anotherdifferenceliesinsharing:Italianteachersusethecollaborativeformalsoforthedailyplanning,whichinsteadfortheSpanishisanindividualtypeactivity.

4. Theproblemsencountered:boththesampleswishforgreatersharingandcollegialityinthedesign,forwhichtheywouldlikemomentsanddedicatedspaces.