Metodologie innovative per realizzare l'apprendimento

The purpose of a teaching methodology must be to promote learning in learners. From this point of view, school teaching, starting from the Piagetian and socio-cultural approach of Vygotsky, revised in a modern key, proposes to integrate, within the scholastic learning by doing, the perspective of learning by thinking and learning by love. Methodologies that have been shown to considerably improve school pedagogical circumstances, as this article wishes to highlight in all its aspects. In the field of teaching, learning by doing already reflects the perspective of collaborative pedagogy and cooperative learning. Collaborative pedagogy and cooperative learning, in particular, are teaching approaches that are based on collaboration between students, teachers and parents, with the aim of developing pupils' learning through the sharing of ideas, active participation and shared responsibility. Cooperative learning, specifically, is a technique that involves the formation of working groups composed of students with different skills and knowledge, with the aim of developing student learning through interaction and active collaboration. From an innovative point of view, over time, however, learning by doing has integrated the modern perspective of learning by thinking and learning by love. Learning by thinking focuses on the importance of reflection as a tool to improve student learning. The goal, in this case, is to encourage them to think critically and reflect on their own learning process, so as to develop a greater awareness of skills and competences. This teaching method allows them, in other words, to put into practice what they have learned in a more conscious way through learning by doing, favoring a greater understanding and memorization of the concepts learned. Learning by love, on the other hand, focuses on the importance of emotionality as a tool to enhance learning, in order to create a positive and welcoming pedagogical environment, in which students feel safe and protected, and can freely express their emotions. In this way, it promotes pupils' interest and enthusiasm towards learning, allowing them to develop greater motivation and dedication. Ultimately, for a school that is more inclusive and efficient, the learning experience must be reviewed in a modern way. Starting from the knowledge provided by Piagetian approaches and socio-cultural pedagogy, collaborative pedagogy can offer significant didactic ideas to allow teachers to develop a greater awareness of students' skills and competences. This article is therefore intended to offer an academic contribution that goes precisely in this direction.