La lezione simulata - Esempio 6 - Sostegno secondaria II grado (ADSS)

Summary

This video provides a detailed guide for conducting a simulated lesson for special education teachers, focusing on secondary school students with mild intellectual disabilities. It covers key aspects such as lesson planning, alignment with educational regulations, and the integration of various teaching strategies. The simulated lesson involves role-playing and debates to teach students about the Italian Constitution, with a special focus on inclusion and active participation from all students, especially those with disabilities. The video also emphasizes the importance of co-planning, personalized teaching approaches, and assessing student progress through observation.

Takeaways

• 😀 A general schematic is suggested for creating a simulated lesson for special education in secondary school, with slight adjustments for each specific case.
• 😀 The lesson simulation should demonstrate competence in supporting students with disabilities by creating learning environments, planning educational activities, and using technology effectively.
• 😀 The oral exam for teaching support positions includes a 45-minute simulated lesson, with the focus on meeting the needs of students with disabilities, specifically in secondary education.
• 😀 The script presents an example of how to integrate the macro-context of a school with the micro-context of a class, emphasizing the importance of considering both educational and territorial factors.
• 😀 The class is described as being heterogeneous in terms of abilities and backgrounds, with a specific focus on Mirko, a student with mild intellectual disability, who will be integrated into the lesson.
• 😀 The lesson topic is history, with a focus on Umberto Nobile and his role in the Italian Constituent Assembly. This is presented through an interactive, role-playing simulation of the Constituent Assembly.
• 😀 Key strategies for engaging students include role-playing and debate, with an emphasis on providing opportunities for students to engage critically with historical topics.
• 😀 A focus on using simplified materials and scaffolding techniques is used to support students like Mirko, ensuring their active participation in the lesson.
• 😀 The lesson involves collaboration between different subject teachers, including history, Italian, law, and aviation structure, demonstrating a cross-disciplinary approach to teaching.
• 😀 The conclusion phase includes reflections on the learning experience, where students are encouraged to share insights on teamwork, the democratic process, and their understanding of historical topics.
• 😀 The teaching process aligns with educational frameworks like the Pay (Piano Educativo Individualizzato), which ensures coherence in the design and implementation of inclusive educational strategies.

Q & A

What is the primary focus of the lesson simulation presented in the video?

The primary focus of the lesson simulation is to create an inclusive learning environment for a student with mild intellectual disabilities in a secondary school context. The lesson aims to involve the student in a role-playing and debate activity to explore historical topics, specifically related to the Italian Constitution.

How does the script suggest ensuring consistency in the lesson design?

The script emphasizes the importance of maintaining coherence between various phases of the lesson. This includes ensuring that the proposed objectives and the methods used in the lesson align with the student's individual learning plan (PAY) and the broader educational framework.

What is the role of the teacher of support in this lesson?

The teacher of support plays a crucial role in providing tailored assistance to the student with disabilities. This includes adapting materials, facilitating participation, and gradually reducing direct support to encourage the student's independent interaction with peers.

What is the significance of the 'Mirko' character in the simulation?

Mirko, a student with mild intellectual disabilities, is the central character in the simulation. His role is pivotal in the role-playing activity where he embodies Umberto Nobile, contributing to the historical debate and fostering inclusion in the learning process.

How does the lesson plan integrate interdisciplinary learning?

The lesson plan integrates interdisciplinary learning by involving various subjects, including history, Italian, law, and civic education. The activities are co-designed with multiple subject teachers to ensure a comprehensive approach to the topic of the Italian Constitution and democratic principles.

What are the key teaching methodologies used in the lesson?

The key teaching methodologies used in the lesson are role-playing (or 'games of role') and debate. These methods are chosen to foster critical thinking, active participation, and the development of social and argumentative skills among students.

How does the lesson simulate the democratic process?

The lesson simulates the democratic process by having students represent political parties and work together to negotiate and draft proposals for the Italian Constitution. They must collaborate to reach a majority agreement while maintaining the integrity of their party's values.

How does the lesson address the specific needs of students with disabilities?

The lesson addresses the needs of students with disabilities by providing simplified versions of the materials, adjusting the complexity of tasks, and offering gradual support. This ensures that students like Mirko can fully participate in the activities and benefit from the learning experience.

What are the intended learning outcomes of this lesson?

The intended learning outcomes include understanding the historical and political significance of the Italian Constitution, developing democratic skills through debate and compromise, and fostering inclusive participation and collaboration among students with diverse abilities.

What role do the 'observation grids' play in the evaluation of the lesson?

The 'observation grids' are used to monitor and evaluate students' actions, behaviors, and participation during the lesson. These grids focus on aspects such as interaction, communication, autonomy, and cognitive development, ensuring that the lesson is inclusive and that students with disabilities are supported appropriately.