Download - Poligono frequenze 1 dado
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Poligono frequenze 1 dado
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Poligono frequenze 2 dadi
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Poligono frequenze 4 dadi
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Correzione del ‘guessing’
Pc E SA
1
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Deviazione standard
ds x MAN 2
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IC di Spearman
IC D
N N
1 6
1
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2( )
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IC di Pearson
IC N xy x yN x x N y y
( )( )[ ( ) ][ ( ) ]2 2 2 2
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Il modello C.A.V.E.A.T.: “C”
• Coerenza. Nella sua accezione glottodidattica questo termine indica la necessità di omologia tra le strategie complessive e i singoli atti didattici.
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Il modello C.A.V.E.A.T.: “A1”
• Ampiezza. A parità di altre condizioni, si preferiranno le tecniche che mettono in gioco competenze estese ed abilità integrate rispetto alle tecniche che operano su aree ristrette.
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Il modello C.A.V.E.A.T.: “V”
• Validità. È la capacità di un test di verificare ciò che intende verificare e non altro.
• Parametri della validità:– Pertinenza;– Accettabilità;– Comparabilità;– Economia.
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Il modello C.A.V.E.A.T.: “E”
• Efficacia ed efficienza. Si intende con ciò l'idoneità di una tecnica a perseguire gli obiettivi scolastici ed extrascolastici dell'apprendimento di una lingua straniera.
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Il modello C.A.V.E.A.T.: “A2”
• Affaticamento. Molte tecniche didattiche -- ad esempio, quelle di correzione fonetica -- e in genere tutte quelle di testing impegnano in misura notevole l'attenzione degli allievi; di questo fattore si deve tener conto per determinare la durata delle prove e per la loro opportuna collocazione nel quadro orario.
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Il modello C.A.V.E.A.T.: “T”
• Tecnologizzazione. Le tecniche che prescrivono l'uso di determinate apparecchiature e sussidi (in particolare le tecnologie glottodidattiche avanzate) sono proponibili subordinatamente alla disponibilità e al buon funzionamento dei supporti tecnologici.
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Magister caveat...
• Il caveat che emerge come acronimo è rivolto all'insegnante che scegliesse di impiegare certe tecniche solo perché fanno parte di una tradizione scolastica consolidata, senza prenderne in esame le caratteristiche glottodidattiche. Nessuna tecnica può dirsi neutra, né può essere data per scontata.
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FRIENDLY
• Functional• Relevant• Interesting• Easy• Natural• Dynamic• Learner-adaptive• Yours
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Functional
• The concept of functionality is related to purpose and purposefulness
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Relevant
• The scope of relevance is widening nowadays with ESP and CLIL activities and the use of “realia” – “Virtual realia”– The telephone book
• Still, relevance is not unlimited
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Interesting
• Here reference is made not so much to the contents (see previous slide) but to the mode of delivery of activities
• The computer has limited powers as an intrinsic motivator – users and be easily annoyed and de-motivated by boring, repetitive activities, and/or by complex interactions providing limited results
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Easy
• Not just user-friendly but appopriate for the level of our learners
• It can – and sometimes should - be challenging but within reasonable limits
• Here the same criteria apply as for the choice of any other teaching materials: there can be no justification for breaking this rule
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Natural
• A certain degree of artificiality is common in schools (e.g. from area to apothem)
• accordingly, why should we want to remove all sorts of artificality from software?
• Still, activities should follow “reasonable” lines or at least well-established procedures as far as possible
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Dynamic
• Software reusable in different ways:• - providing alternate forms by means of
randomization• - reacting differently to different input (see
next page)
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Learner-adaptive
• Software not embodying a rigid model of the learners but capable to react to their different learning styles appropriately– computers becoming invisible– electronic “blackboards”
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Yours
• i.e. software that you, as a teacher, can feel confident with– Which, of course, is coherent with the
humanistic approach