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The Music that makes you think...
As we know, the traditional teaching is mainly based on information and knowledge, but this is not enough. In life it is not enough to know or be able to describe things: we need a working mind capable of thinking, a capacity that should be given the same value as those of the write and count. Think it is important to know how to make choices and decisions, to solve problems. Many of our successes in the field of cognitive, emotional and social, depend on this ability. Various studies show that it is not automatic that thinking skills are learned naturally. A good mind, so if that is not only pleasant and bright, is also ready to implement strategies useful for the improvement of self and others. A good mind knows how to listen, to see more points, addressing diversity, distinguish, propose alternatives, find more points of agreement ..
The purpose of the workshop is precisely to strengthen early reflection on learning strategies and meta cognitive control processes, understanding the importance of the early years of schooling before they fossilizzino mode is not always effective approach to educational delivery.
This program aims to promote meta cognitive activities that have characteristics of elementary and constitute an introduction to how and meta cognitive content. Among the activities of the program will meet often everyday situations and targeted learning autonomy of the child or the child's life every day. The program to metacognition, was in fact devised with the idea of providing material for both children and start-bodied children and children-both boys with learning difficulties (DSA / SDA, down, autistic etc ...) to the first experiences learning. The training has as its primary objective, to acquire a "set of strategies" to coordinate multiple strategies and change strategies when the desired result is not achieved. For example cognitive strategies should be seen as a series of mental operations "interdependent and interchangeable", which may be modified in response to different situations; also strategies should not be taught outside of a specific context. They should be introduced and practiced as an integral part of the curriculum as well as music, reading, mathematics, etc. .. and lessons learned in precise contents. In a good model of teaching strategies "teachers routinely encourage reflection and planning on the part of students."
They shape the use of cognitive levels and provide opportunities for students to actively think through solutions to problems. In short, they promote an environment in which these cognitive activities are valued more passive execution of deliveries and production of correct answers. In an appropriate context, the development of meta cognitive states because students have varied and rich opportunities for
planning and reflection, and participants' active and intentional "in the learning process. The meta cognitive theory represents a significant element in helping teachers and they strive to build a classroom environment that is characterized by a flexible and creative teaching strategies, creating an "operational" meta cognitive development that teachers could use as framework within which to become "strategically oriented."
The adjective operating, emphasizes the dynamic nature of the model, it helps to provide interpretations of situations and determines a range of possible future actions. An operational model helps you make the most appropriate decisions on the sequence of actions to be taken to the class for a small group or an individual student. The child then learns and repeats certain strategies in multiple contexts. So the specific knowledge of the strategy, is enlarged and enriched, he comes to understand "when, where and how" to use each strategy.
In this way, the model metacognivo integrates the cognitive acts (in the form of use of strategy) with their causes and consequences motivational. The ultimate goal of the workshop is that there is a "portability" of work practices in the individual school subjects. The experience of the laboratory must also find a space realization of further also in the context of life extracurricular, in subject favoring the transfer of strategies learned, for example in leisure activities or in situation of problem solving daily. In this context therefore becomes crucial support of other mediators, such as teachers, educators, parents, etc. .. the child will acquire, in a progressive way, more and more automation in the use of strategies and, consequently executive autonomy.
Why, after all the conscious and constructive thought has to do with happiness!