Costruire strategie di insegnamento efficaci: L'impatto della differenziazione e della collaborazione nella formazione degli insegnanti di musica e di danza
DOI:
https://doi.org/10.6092/issn.1970-2221/20269Parole chiave:
differenziazione, collaborazione reciproca, individualizzazione, processo pedagogico, personalizzazioneAbstract
Questo articolo intende esplorare strategie didattiche innovative, concentrandosi sull’impatto della differenziazione e della collaborazione nella formazione degli insegnanti di musica e danza. Metodi: analisi della letteratura, osservazione, questionari aperti ed esperimenti descrittivi. Nello studio viene dimostrato come queste tecnologie facilitino la comunicazione dei contenuti del materiale didattico, agendo quasi come un’estensione della percezione umana, supportando così un ambiente didattico differenziato. Per tutto l’anno accademico 2021/2022, 24 studenti hanno partecipato ad attività volte a favorire i processi di apprendimento individuale, la coesione sociale e il rispetto reciproco. Questa ricerca ha messo in luce l’efficacia dell’uso di una varietà di attività significanti per il soggetto, della possibilità di scegliere diverse modalità di lavoro e dell’integrazione di momenti di riflessione e autovalutazione in ogni lezione. I risultati hanno confermato che la collaborazione reciproca e l’integrazione tra teoria e pratica hanno un impatto positivo sugli studenti, favorendo un approccio personalizzato e incoraggiando la libertà di scelta nelle attività di apprendimento. Questi risultati sottolineano l’importanza di adottare strategie didattiche di formazione personalizzata per i futuri insegnanti di musica e danza, in modo da renderli capaci di rispondere alle esigenze specifiche della loro professione in aula.
Riferimenti bibliografici
Abele, A. (2018). Sporta psiholoģija: teorija un prakse. Rīga: Raka.
Cabinet of Ministers. (2018). Regulations Regarding the State Basic Education Standard and Model Basic Education Programmes. Cabinet Regulation No. 747. https://likumi.lv/ta/en/en/id/303768
Cabinet of Ministers. (2019). Regulations Regarding the State General Secondary Education Standard and Model General Secondary Education Programmes. Cabinet Regulation No. 416. https://likumi.lv/ta/id/309597-noteikumi-par-valsts-visparejas-videjas-izglitibas-standartu-un-visparejas-videjas-izglitibas-programmu-paraugiem.
Casau, M., Dias, M., Amorim, M., & Bratitsis, T. (2023) Advancing entrepreneurship competences in higher education: A systematic literature review of game-based learning applications. Creative Education, 14, 2703-2720. doi: 10.4236/ce.2023.1413172.
Chen, Y., Xie, Z., & Chiu, D. K. (2024). Analytics of motivational factors of educational video games: LDA topic modeling and the 6 C’s learning motivation model. Educ Inf Technol, 29, 22023–22056. https://doi.org/10.1007/s10639-024-12726-8
Csikszentmihalyi, M. (2017). Flow: How to be totally in the ‘now’ with Mihaly Csikszentmihalyi at Happiness & Its Causes. https://www.youtube.com/watch?v=fXIeFJCqsPs&ab_channel=TED.
Delors, J. (1996). Learning: The treasure within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. UNESCO publishing. UNESCO Paris. 46 p. https://unesdoc.unesco.org/ark:/48223/pf0000109590.
Department of education (Victoria). (2020, October). High impact teaching strategies Excellence in Teaching and Learning. First published by the Department of Education and Training, Melbourne June2017, revised and updated October 2020. Retrieved February 13, 2025, from https://www.education.vic.gov.au/Documents/school/teachers/support/high-impact-teaching-strategies.pdf
Downes, S. (2022). Connectivism. Asian Journal of Distance Education, 17(1), 58–87. https://doi.org/10.5281/zenodo.6173510
Ellman, M. T., & Lucantoni, P. (2023). From Teacher to Trainer. Cambridge Professional Learning. Cambridge University Press, 250. DOI: https://doi.org/10.1017/9781009272681
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. Hachette Uk.
Gaunt, H., & Treacy, D. (2020). Ensemble practices in the arts: A reflective matrix to enhance teamwork and collaborative learning in higher education. Arts and Humanities in Higher Education, 19(4), 419-444. https://doi.org/10.1177/1474022219885791
Gentry, R., Sallie, A. P., & Sanders, C. A. (2013). Differentiated instructional strategies to accommodate students with varying needs and learning styles, ED545458, 1-21. https://files.eric.ed.gov/fulltext/ED545458.pdf
Hahele, R. (2006). Pašvērtējums mācību procesā. Rīga: RaKa.
Hammond, Z. L. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin. https://www.corwin.com/books/cultural-responsv-teaching-brain-241754
Heacox, D. (2014). Differentiating instruction in the regular classroom: How to reach and teach all learners, Book with Digital Content Edition. Free spirit publishing.
Kanellopoulou, E. M., & Darra, M. (2021). Defining pedagogical differentiation in higher education, International Journal of Education, 13(4), 139-154. http://dx.doi.org/10.5296/ije.v13i4.19209
Kibirige, R. (2023). Dance-musicking: non-prescriptive dance, music, and dance-music engagement in cross-sectoral collaborative teaching and learning. NTNU Norwegian University of Science and Technology/Makerere University. https://www.ntnu.no/ojs/index.php/ps/article/view/5055/5055
Kuznetsova, J., & Régnier, J. C. (2014). Individualization of educational process according to C. Freinet: A pilot experiment in a group of language lainers. Procedia - Social and Behavioral Sciences, 154, 87-91. https://doi.org/10.1016/j.sbspro.2014.10.117
Lasmanis, A. (2010). Mācību retrospektīvs raksturojums un perspektīva izglītības iestādē. Rīga. https://profizgl.lu.lv/mod/book/view.php?id=517
Lee, D., Huh, Y., Lin, C. Y., & Reigeluth, C. M. (2022, August 10). Personalized learning practice in U.S. learner-centered schools. Contemporary Educational Technology, 14(4): ep385, 1-13. https://doi.org/10.30935/cedtech/12330
Liduma, A. (2023). Scientific analysis of 21st century preschool reform terminology, in proc. of the Int. Scient. Conf. Society. Integration. Education, 2, 79-88. https://doi.org/10.17770/sie2023vol2.7138
Magableh, I., & Abdullah, A. (2020). On the effectiveness of differentiated instruction in the enhancement of Jordanian students’ overall achievement, International Journal of Instruction, 13(2), 513-548. https://doi.org/10.29333/iji.2020.13237a
Main, P. (2022, February 9). Structural learning. Differentiation strategies: A teacher’s guide. https://www.structural-learning.com/post/differentiation-strategies-a-teachers-guide.
Nola, A. (2023, January 24). The 7 roles of a teacher in the 21st century. Eton Institute. https://www.etoninstitute.com/blog/the-7-roles-of-a-teacher-in-the-21st-century
OECD. (2019). Education Policy Outlook 2019. Working Together to Help Students Achieve their Potential. OECD Publishing. https://eric.ed.gov/?id=ED598851
OECD. (2020). Talis 2018 Results (Volume II): Teachers and school leaders as valued professionals. TALIS. OECD Publishing, Paris https://doi.org/10.1787/19cf08df-en
Osewalt, G. (2020, October 22). Individualized instruction vs. Differentiated instruction. https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/individualized-instruction-vs-differentiated-instruction
Prensky, M. (2001). The games generations: How learners have changed. Digital Game-Based Learning, 2, 1-26. McGraw-Hill, 2001.
Przybylski, L., & Niknafs, N. (2015). Teaching and learning popular music in higher education through interdisciplinary collaboration: Practice what you preach. Popular Music and Education, 5(1), 100-123. https://doi.org/10.5429/ij.v5i1.706
Reich, J. (2019). The importance of personalized learning. Harvard Education Review.
Rīgas Stradiņa Universitāte. (2025). Studentcentrētas mācīšanās un mācīšanas pieejas glosārijs. http://www.rsu.lv/
Rodrigues, B. Z. (2021, January 18). Education: A study based on the UNESCO report on the four pillars of knowledge. Revista Científica Multidisciplinar Núcleo do Conhecimento. 01(04), 53-60. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/four-pillars
Saeima, L. R. (1998). Education Law. Interest-related education. Chapter I. Section 1. §. 3. https://likumi.lv/ta/en/en/id/50759-education-law
Siemens, G. (2017). Connectivism, in R. E. West (Ed.). Foundations of Learning and Instructional Design Technology (pp. 247-254). EdTech Books.
Smith, A., & Chestnutt, C. (2021). Differentiation for Equity, Journal of Higher Education Theory and Practice, 21(6), 232-241. https://doi.org/10.33423/jhetp.v21i6.4390
Sobe, N. W. (2023, July 7). Reworking Four Pillars of Education to Sustain the Commons. Reorienting the four pillars of education towards building capacity for commoning actions and strengthening the common good offers a compass and map well suited for the collective challenges of our present. UNESCO. https://www.unesco.org/en/articles/reworking-four-pillars-education-sustain-commons
Staake, J. (2023, March 24). 44 Powerful Instructional Strategies Examples for Every Classroom. https://www.weareteachers.com/instructional-strategies-examples/
Špona, A., (2022). Pedagoģija. Pārdomas. Atziņas. Rīga: Raka.
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. (2nd ed.). In Katie Martin, Eds., ASCD, 196 p. 25 May 2014. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/differentiated-classroom2nd-sample-chapters.pdf .
Tomlinson, C. A., & Imbeau, M. B. (2022). Leading and Managing a Differentiated Classroom. (2nd ed). ASCD (Association for Supervision and Curriculum Development). Library of Congress Cataloging-in-Publication Data. 200 p. https://files.ascd.org/pdfs/publications/books/Leading-and-Managing-A-Differentiated-Classroom-2ed-sample-pages.pdf
UNESCO-UNEVOC. (2025). United Nations Educational, Scientific and Cultural Organization-International Centre for Technical and Vocational Education and Training. TVETipedia Glossary. https://unevoc.unesco.org/home/TVETipedia+Glossary/lang=en/show=term/term=Skills+vs.+Competence#start
UNICEF. (2022, July 12). Around 3 in 4 youths lack skills needed for employment, a new report says. New York. https://www.unicef.org/eca/press-releases/around-3-4-youth-lack-skills-needed-employment-new-report-says
United Nations. (2023, August 12). The Universal Declaration of HUMAN RIGHTS: 30 articles. https://villagevoicenews.com/2023/08/12/united-nations-the-universal-declaration-of-human-rights-30-articles/.
VISC (Valsts Izglītības Satura Centrs). (2019). Skola 2030. http://www.skola2030.lv/lv/macibu-saturs/macibu-satura-pilnveide/nepieciesamibas-pamatojums
Ventista, O. M., & Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8(1), 100565, 1-19. https://doi.org/10.1016/j.ssaho.2023.100565
Veugelers, W., Groot, I., & Stolk V. (2017). Research for CULT Committee – Teaching Common Values in Europe. European Parliament. Policy Department for Structural and Cohesion Policies, Brussels. http://www.europarl.europa.eu/RegData/etudes/STUD/2017/585918/IPOL_STU%282017%29585918_EN.pdf
Zhang, Y., & Li, Y. (2019, June 27). The Implementation strategies of individualized education in the field of basic education. Open Journal of Social Sciences, 7, 223–232. https://doi.org/10.4236/jss.2019.76018
Zhukov, K., & Sætre, J. H. (2022, April 1). “Play with me”: Student perspectives on collaborative chamber music instruction. Research Studies in Music Education, 44(1), 205-218. https://doi.org/10.1177/1321103X20974804
Downloads
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2025 Agita Abele, Anna Liduma, Irena Upeniece, Emanuele Isidori, Iosif Sandor
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
