3. Appoġġ lill-istudenti

3.5. It-tagħlim u l-assessjar

L-għalliema għandhom jingħataw il-flessibbiltà biex jadattaw u jippersonalizzaw it-tagħlim ħalli dan jilħaq lill-istudenti bi ħtiġijiet differenti. Ħareġ fid-dieher li l-approċċi madwar l-istudent, li jinkludu tekniki aktar attivi u interattivi, bħat-tagħlim imsejjes fuq l-istħarriġ u l-proġetti u t-tagħlim koperattiv huma ta’ benefiċċju. L-organizzazzjoni tal-iskejjel u tal-klassijiet, inkluż l-użu tal-ispazju u l-ħin, għandha tappoġġa l-varjetà tal-ħtiġijiet tal-istudenti u tal-metodi tat-tagħlim. It-timijiet tat-tagħlim (l-għalliem flimkien ma’ assistent għalliem jew it-tieni għalliem) jużaw varjetà ta’ għodod u materjali (“tagħlim f’tim” jew “tagħlim konġunt”). Il-parteċipazzjoni tal-familja fil-kuntesti edukattivi tiftaħ possibbiltajiet ġodda biex jingħataw appoġġi addizzjonali lill-għalliema ħalli jkun żgurat li tintlaħaq il-mira ta’ edukazzjoni u tagħlim ta’ kwalità kbira.

Uri aktar

Riżorsi ( Fittex ir-riżorsi kollha )

Jekk jogħġbok innota li għalissa l-kontenut fil-paġni tar-riżorsi huma disponibbli bl-Ingliż biss.

GRUPPI INTERATTIVI INCLUD-ED

Gruppi Interattivi hija waħda mill-Azzjonijiet Edukattivi ta' Suċċess (SEAs) identifikati fil-proġett ta' riċerka INCLUD-ED. INCLUD-ED analizza strateġiji edukattivi li jikkontribwixxu biex jingħelbu l-inugwaljanzi u jippromwovu l-koeżjoni soċjali, u dawk li jiġġeneraw l-esklużjoni soċjali, b'attenzjoni partikolari fuq il-gruppi vulnerabbli u emarġinati. Il-Gruppi Interattivi jintużaw sabiex itejbu l-edukazzjoni ta' tfal u żgħażagħ f'kuntesti differenti. F'dawn il-gruppi it-tfal tal-klassi jinġabru fi gruppi eteroġenji żgħar, kull wieħed minnhom mgħejun minn adult. Kull grupp ikun organizzat madwar erba' jew ħames studenti, b'mod eteroġenju f'dak li jirrigwarda l-livell tal-kapaċitajiet, is-sess, il-kultura, il-lingwa u l-etniċità. Dan l-eżempju jfiehem l-IG u r-riżultati tagħhom fil-prattika.

Oqsma: 2. L-għalliema; 3. Appoġġ lill-istudenti; 4. L-involviment tal-ġenituri

Suboqsma: 2.1. Il-ħiliet u l-kompetenzi tal-għalliema; 3.5. It-tagħlim u l-assessjar; 3.9. Appoġġ immirat: il-migranti, ir-Roma; 3.10. Appoġġ immirat: il-ħtiġijiet edukattivi speċjali u d-diffikultajiet fit-tagħlim; 4.3. Spazji għall-ġenituri u involviment fl-attivitajiet edukattivi

Lingwa: BG; CZ; DA; DE; EL; EN; ES; ET; FI; FR; HR; HU; IT; LT; LV; MT; NL; PL; PT; RO; SK; SL; SV

Pajjiż: Albanija; Awstrija; Belġju; Bulgarija; Danimarka; Estonja; Finlandja; Franza; Greċja; Irlanda; Islanda; Italja; Kroazja; Latvja; Litwanja; Lussemburgu; Malta; Maċedonja ta' Fuq; Norveġja; Olanda; Polonja; Portugall; Renju Unit; Repubblika Ċeka; Rumanija; Serbia; Slovakja; Slovenja; Spanja; Svezja; Turkija; Ungerija; Ċipru; Ġermanja

ProsocialLearn

ProsocialLearn is creating fun educational games for children to learn social and emotional well-being skills. By working together, teachers and game developers are creating new learning opportunities for inclusive education. The project wants to create a prosocial game development and distribution platform in order to distribute prosocial digital games from game companies to the educational sector and work with communities of teachers in Europe to evaluate their approach. Digital games can be tailored to teach the benefits of cooperation, as well as the ability to recognise the emotions of others and express trustworthiness – prosocial skills – helping children to appreciate team-work, recognise the value of understanding other people’s needs and achieve academically.
The games are targeted in particular at children at risk of social exclusion, who find it difficult to show empathy, and include hidden indicators that measure the development of a child’s skills. ProsocialLearn also developed a platform where teachers can track their pupils’ progress and plan lessons that incorporate the games.

Oqsma: 2. L-għalliema; 3. Appoġġ lill-istudenti

Suboqsma: 3.4. Il-kurrikulu u l-mogħdijiet tat-tagħlim; 3.5. It-tagħlim u l-assessjar

Lingwa: EN

Pajjiż: Finlandja; Greċja; Italja; Renju Unit; Rumanija; Spanja; Svezja; Ġermanja

Wellbeing and Inclusion for New Educational Resources (WINER)

The Erasmus+ project Wellbeing and Inclusion for New Educational Resources (WINER) (2014-2016) was financed by the European Commission through KA2/Strategic Partnerships for School Education. It was carried out in the Vaslui region of Romania and in the Umbria region of Italy. In Romania there are a large number of children whose parents leave them in Romania in order to work in Italy, as well as a large number of children who have returned with their families due to the Italian economic crisis. The general objective of this project was to facilitate the inclusion of those Romanian children left at home and those who have returned, by developing a well-being-based school and community approach, applied both in Romania and Italy (respectively, the Vaslui and Umbria regions).

Oqsma: 2. L-għalliema; 3. Appoġġ lill-istudenti; 5. L-involviment tal-partijiet interessati

Suboqsma: 2.1. Il-ħiliet u l-kompetenzi tal-għalliema; 2.2. L-għalliema u r-relazzjonijiet tagħhom mal-istudenti u mal-ġenituri; 3.1. Il-benesseri tal-istudenti; 3.5. It-tagħlim u l-assessjar; 5.1. Timijiet multidixxiplinari

Lingwa: EN

Pajjiż: Italja; Rumanija

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