We are in the final stages of the school year despite the administrative and educational remodeling requirements are not yet at the peak.

A multiplicity of functional commitments to teaching and, among these, for those schools that wish to do so, in addition to the commitments for the adoption or reconfirmation of textbooks, also a meeting of the collegial bodies to evaluate, after careful monitoring, distance learning. Excellent, in this regard, seems to be the choice of the ICS Renato Guttuso of Carini (Pa), led by the school manager Professor Valeria La Paglia, who has provided special class councils, interclass, intersection to evaluate: the reporting of achievements based on the remodelling of disciplinary or pedagogical team programming; remote teaching effectiveness monitoring and strategies adopted for pupils at risk of “digital dispersion”; the detection of effective methodologies and teaching strategies for pupils with BES;

Equally worthy of attention, for the exceptional nature of the choice made, the questionnaires, the one for students and the one for teachers, prepared, administered and printout prepared by the State Institute of Higher Education “Michelangelo Buonarroti” of Monfalcone (GO) guided by the school director professor Vincenzo Caico. In the introduction to the questionnaire (which is attached) the purpose of the questionnaire “our high school has activated structured forms of distance learning, to allow students to continue on their learning path. This questionnaire will help us gather useful information to improve the service we are offering ”.

The interview with the school director Vincenzo Caico

Afterwards, before tackling what to write on a report that intends to represent the monitoring of the DaD, we wanted to listen to one of the managers who took action, from the first moment, to monitor Distance Learning.

Professor Vincenzo Caico is the school manager of the State Institute of Higher Education “Michelangelo Buonarroti” in Monfalcone (GO); an institute that hosts the Scientific High School, the Applied Science High School, the Sports High School and the Language High School. The answers to the two questions are sufficiently indicative of how tomorrow’s school will be better.

Headmaster, how important can monitoring on the DaD be, to rethink the choices made and plan new ones, in the meantime for this last month of lessons, and then, for the next school year?

“Monitoring of distance learning immediately became necessary because we were travelling in an area that was unknown to us. In a nutshell, we didn’t know if we were doing well. Indeed, very important suggestions emerged from the questionnaire, especially from the students. We immediately realized, for example, that following online teaching activities for students is more tiring than following activities in presence, and that remotely it makes no sense to try to replicate the same dynamics of lessons in presence. It was time to correct the course, to make this strange new way of making school more sustainable for everyone. The more we moved away from the established patterns we were trying to replicate, the more effective we would be.

Two months after the start of this trial, what do you think should be changed?

“In hindsight, I would say that instead of leaving the task of self-regulation to lecturers, it would have been more productive to immediately give them more precise indications on the number of hours and on the type of activities to be carried out online. It may seem trivial, but if we had immediately set up a weekly timetable for the videolessons, perhaps we would have been a little more efficient, even if the experience of distance learning in my high school is to be considered largely positive, even though it is a didactic of the ’emergency.

The report for the evaluation of the DaD: what to write and what to look out for

What to write in the DaD reporting and evaluation report? What to privilege? On the basis of the proposal made by Carini’s ICS Renato Guttuso, we have prepared operating notes for Class, Inter-class or Intersection councils. Of course, the data entered are indicative and require the necessary and indispensable adjustments appropriate to the conditions of the schools and communities in which we operate.

1. Reporting of targets achieved on the basis of remodulations

Based on the provisions of the ministerial note prot. 388 of 17 March 2020, the individual councils were called to carry out a control, review, and re-modulation of the didactic planning of each of the classes on the basis of the needs related to the emergency from covid-19 and the relative activation of the distance teaching method. The Board has therefore proceeded to a new reformulation of the didactic project plans foreseen by the curricular planning at the beginning of the school year and of the Learning Units defined for the disciplines and curricular education. It has, in fact, proceeded to simplify learning objectives, micro-skills and content, indicating those indispensable for the promotion of learning processes in Distance Teaching, Naturally, the goals for the development of the expected skills remain stable. Specifically, the aim was to: adapt the tools and communication channels used; adaptation of training verification methods; adaptation of the personalization of the design for DSA students and with non-certified educational needs for which they have provided to repotate the compensatory and dispensed instruments proposed or used. On the occasion of this step, the teachers checked the progress of the DAD by pointing to the feedback from pupils and families and by monitoring the level of participation. adaptation of the personalization of the design for DSA students and with non-certified educational needs for which they have provided to repotate the compensatory and dispensed instruments proposed or used. On the occasion of this step, the teachers checked the progress of the DAD by pointing to the feedback from pupils and families and by monitoring the level of participation. adaptation of the personalization of the design for DSA students and with non-certified educational needs for which they have provided to repotate the compensatory and dispensed instruments proposed or used. On the occasion of this step, the teachers checked the progress of the DAD by pointing to the feedback from pupils and families and by monitoring the level of participation.

2. Monitoring of distance and digital didactic effectiveness ”for school dropout pupils

A fundamental prerequisite for distance and digital teaching was to keep the class community active and strengthen the sense of belonging; to undertake to avoid the risk of loneliness of pupils and, jointly, of families; to keep alive the communicative and relational interchangeability between teachers and learners, even in the knowledge of the limits that are implicit and inevitable in distance learning; do not interrupt (it would have been serious) the learning process. And this in a more appropriate and consequential way for pupils with different abilities for whom the interruption of didactic-educational-training activity must be avoided. The teachers operated, as far as they could, to strengthen and strengthen the inclusion process and the collaboration (even if at a distance) between the support teacher and the pupil in charge, between the pupil and the class teachers and between the pupil and classmates also in compliance with the note Miur prot. n. 388 of 17 March 2020. Having made these premises, the teachers monitored the effectiveness of distance and digital teaching. The note dated March 17, 2020 prot. 388 asked the teachers to take into due consideration, in the design of the DaD, what were the tools that were, as they were, rethought, adapted, modified and, subsequently, tested. The note read “direct and indirect, immediate or delayed connection, through video conferences, video lessons, group chats, the reasoned transmission of teaching materials, through the uploading of the same on digital platforms and the use of class registers in all their communication and teaching support functions, with subsequent reworking and discussion operated directly or indirectly with the teacher, l interaction on properly digital educational systems and apps: all of this is distance learning ”. In light of this, it was decided to use, for the realization of a DAD suitable for the reformulated training bet, the following tools: electronic register (to keep the traceability of the teacher’s work evident); applications for lessons (falling within the freedom of teaching) to keep track of teaching activities in synchronous mode; application, always chosen by the teacher, for didactic activities in asynchronous mode; Group chat app (e.g. whatsApp) with which to keep quick and immediate feedback alive and efficient for educational activities in asynchronous mode with parents but also with pupils.

Statistical monitoring

In order to carry out the monitoring, the indicators of the Ministry of Education and those, absolutely effective, tested by the State Institute of Higher Education “Michelangelo Buonarroti” of Monfalcone were used, readjusted in part. On the basis of these indicators, it was possible to verify that: 100% of the students were reached by all the teachers with the use, at least initially, of WhatsApp which allowed a first punctual screening on the family’s ability to use the DaD. Once this was done and stable and profitable relationships were established, digital tools were activated as a whole. Following this, 75% followed the streaming video lessons, on the Google Classroom platform and on WeSchool, 9% had deliveries to carry out and redelivered them, lesser percentages of students have studied on handouts and other material provided by teachers or have seen videos or documentaries online. 70% studied from textbooks, while 45% viewed taped videolessons. Few have carried out more complex project activities or listened to audio lessons and podcasts. The video lessons were made by 100% of the teachers, while 90% gave assignments to carry out and deliver, 70% provided handouts. 50% of teachers requested the integration of learning modalities with study from textbooks. Practically 70% of students use Google Classroom as a platform for managing online activities. 95% also use the electronic registry, 70% have resorted to YouTube, while 100% received indications via Whatsapp from teachers. The electronic register, in fact, is used by 100% of teachers as a tool for online teaching, while 60% of teachers also use Classroom. High percentages (80%) of teachers also use Google Meet and Gmail. The smartphone is used by almost all students, who also use computers and tablets, while the most used tool by teachers is the laptop. Only a child in fact has never touched the PC in the whole period. For the same, as for those who have it on loan, a special report was made to the DS. The students’ judgment on the dialogue established with the teachers is very positive, and the evaluation is reciprocated by the teachers, albeit with more moderation:

Photograph of the current situation

To take the photograph of the current class, the indicators of the Ministry of Education and those, absolutely effective, experimented by the State Institute of Higher Education “Michelangelo Buonarroti” of Monfalcone were used, partially adapting them. The level bands appear to have been set on the last useful occasion to photograph the class, or the evaluation of the first quarter. Since then, nothing has changed, the opposite could have happened considering the turbulent pre-suspension period of teaching activities. As regards, however, the perception of remote activity, it is represented that:

– As regards the relationship with online teaching, the largest share of students (38%) believe that they are learning less, but in return they are developing other skills. 30% say they are struggling, and 20% that you learn less, but you have to adapt.

– The teachers, for their part, have accepted the challenge of online teaching: many positively face the difficulties they encounter, others, in the same percentage, are adapting to this new need. Only 9.4% had already experienced this modality before the emergency.

– 60% of students think that distance learning can only be useful for particular needs or situations, while the percentage of those who consider it only a fallback exceeds that of those who would like to regularly integrate it into everyday teaching.

– The organization that the school has set up to deal with this period of emergency is judged very positively by the students. The difficulties encountered by the students mainly concern the slowness or lack of Internet connection (35.5%) and those in organizing their own study (40).

The mood of these days of emergency and concern weighs heavily on the students. Finally, the percentage of students who use the Net for other purposes, other than studying, is particularly high these days, especially for communicating on social networks.

3. Measurements of methodologies and didactic strategies for pupils with BES;

In light of the current legislation relating to the emergence of a new coronavirus, the didactic planning provided for in the individualized Educational Plans and in the Personalized Educational Plans has also been re-modulated in this case. In this specific case, action was taken on the disciplinary content objectives. The disciplinary and education redesign, already adapted to the different needs of the pupils and calibrated on them, has been reconsidered both on the content and as regards the various areas of function. Action was only taken on those objectives that can also be followed in DaD mode and with the contribution and participation of families. Finally, the teacher worked to stimulate the pupil and have a prompt response from his requests. Pupils with special educational needs, have made use of each of the applications made available by the educational institution, through which they can perform lessons in asynchronous, or synchronous mode for groups or individuals established with families. The surveys showed that: the collaboration was positive; adequate relationship with adults; adequate relationship with peers; the constancy frequency; compliance with the rules in satisfactory DaD mode; motivation for inorganic school work; good personal organization; awareness of one’s difficulties adequate to educational and training expectations. Furthermore, the methodological and didactic strategies used were appropriate; the planned and implemented activities (1st quarter) were implemented during the 2nd quarter;

4. Evaluation Board Criteria

The board establishes that, pending the ministerial ordinance that should be published within days, the same will continue to be considered as training and will take into account, rather than the program actually carried out, the following requirements, foreseen by the ANP, which can be summarized by stating that the evaluation:

  • must take into account both the training process and the learning outcomes;
  • has training and educational purposes;
  • contributes to the improvement of learning and the educational success of pupils / students;
  • must document the development of personal identity;
  • must promote the self-evaluation of each in relation to the acquisition of knowledge, skills and competences.

It is reiterated that, beyond the marks and judgments, the school, even if it is called upon to issue, at the end of each cycle and each school year, certification certificates and report cards, will have to change the perception they have about it. external. No longer a place of punishment and reward, but rather as a learning environment aimed at training the man and the responsible and mature citizen of tomorrow.