Lettura e Composizione Integrate Cooperative nella Didattica a Distanza: esaminare gli Effetti su Studenti Universitari

Titolo Rivista EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING
Autori/Curatori Francesca Anello
Anno di pubblicazione 2022 Fascicolo 2022/1
Lingua Italiano Numero pagine 6 P. 23-38 Dimensione file 0 KB
DOI 10.3280/exioa1-2022oa13934
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FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA), associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche.

Per promuovere negli studenti la scrittura come attività consapevole e sistematica per lo studio può risultare efficace il Cooperative Integrated Reading and Composition (CIRC) Model, che si concentra sulla padronanza combinata di strategie di comprensione e di composizione. In rapporto essenziale con la lettura, la co-costruzione di testi stimola gli studenti a esercitare molteplici capacità: analizzare e sintetizzare, immaginare e anticipare, scegliere e selezionare, integrare e elaborare, organizzare i contenuti riguardo a situazioni comunicative e destinatari diversi. Nel presente contributo l’esercizio delle abilità di leggere e comporre testi è stato indagato su un gruppo di studenti universitari che si preparano a diventare maestri. Il programma CIRC è stato applicato in un insegnamento a distanza. Il duplice obiettivo del progetto è stato di facilitare in 285 soggetti lo studio individuale attraverso la scrittura condivisa e di accrescere in loro la consapevolezza d’uso della tecnica nelle classi di scuola primaria. Pur rimanendo su un piano esperienziale, che fornisce dati non generalizzabili, l’attuazione del progetto ha consentito di precisare l’adeguatezza delle procedure utilizzate.

Parole chiave:; composizione scritta; comprensione della lettura; insegnamento reciproco; apprendimento a distanza; consapevolezza

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Francesca Anello, Lettura e Composizione Integrate Cooperative nella Didattica a Distanza: esaminare gli Effetti su Studenti Universitari in "EXCELLENCE AND INNOVATION IN LEARNING AND TEACHING" 1/2022, pp 23-38, DOI: 10.3280/exioa1-2022oa13934