Team building in teaching. From the teachers’ team to the class team.


This document intends to explore any possible connection between Team Building efforts, training of teachers along an educational pathway and experiential learning. Team Building is increasingly valued in the business community as an activity which turns a group of people working together into a team. Through the analysis of some theoretical concepts behind such practice, the intent of this paper is to identify and lay the foundations for the development of the same process in a school setting, from the viewpoint of training the teachers.
Afterwards, through the proposition of a fractal model, the author will analyze how this can deliver a positive impact on the learning level, both from a standpoint of strategy as well as outcomes.

Formative assessment at the service of daily lesson planning. The student as the protagonist.


This paper focuses on the topic of formative assessment and its use by secondary school teachers to determine whether students have accomplished the preset learning goal at the end of each lesson.
This practice aims at contributing to disrupt the idea that education provided at school allegedly doesn’t really impact on the development of the students’ abilities and that whoever starts a course of instruction with some difficulties will usually complete it proportionally carrying along the very same difficulties.
Formative assessment has been spreading in school settings through new technologies in recent years. Such technologies are, in fact, revolutionizing teaching practices, thus allowing to get a deeper understanding of the learning patterns of the students through the tool herewith presented.
This practice enables students to appreciate how a teaching proposition is actually perfected around their specific characteristics,  thus generating a learning-conducive classroom environment and spirit of cooperation, as each and every student takes on the leading role in things that happen.
Moreover, this raises another question, namely whether it is more appropriate to resort to a “rigid” teaching methodology or to try and adjust it to the characteristics of the class for the things that are being taught at any specific time.
This paper deals with the pilot-test that was implemented at the vocational training center “Oliver Twist at Cometa Formazione s.c.s” which resulted in some good practices relating to the use of  formative assessment at school.