La sfida della differenziazione didattica

Translated title of the contribution: [Autom. eng. transl.] The challenge of didactic differentiation

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

[Autom. eng. transl.] The high heterogeneity of the school context today and the consequent disorientation characterizes, to an ever greater extent, the work of teachers, who often feel unprepared to face everyday life and who, at the same time, struggle to find solutions that are easily accessible, shared and adequate, in order to overcome the inevitable criticalities. The caliber of the various problems and challenges that today's schools must face, starting from an increasingly diverse school population, is also enhanced by the transformations that the advent of the digital age has brought with it. The contribution explores the possible proposal of didactic differentiation for the inclusion of all and each pupil, starting from the assumption that today more than ever in teaching it is necessary to keep in mind the multiple needs of each pupil present in the classroom. Differentiating teaching, according to Carol Ann Tomlinson, does not mean having a set of strategies, but having a clear and precise way of thinking about teaching and learning. This "way of thinking" therefore appears to us as the obligatory choice for inclusion.
Translated title of the contribution[Autom. eng. transl.] The challenge of didactic differentiation
Original languageItalian
Title of host publicationOgnuno è speciale. Strategie per la didattica differenziata
EditorsL d'Alonzo
Pages38-68
Number of pages31
Publication statusPublished - 2019

Keywords

  • Bisogni educativi speciali
  • Differentiated Classroom
  • Differenziazione didattica
  • Strategie didattiche
  • inclusione

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