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J@ ?Rettangolo 2p=C  IVersione sintetica ma INTEGRALE per il Collegio di oggi: 35 slides !!! J JC J  I}OPM___PPT10i.;Ao+D=' = @B +" p(    R@u ?"CasellaDiTesto 2' ,2000 Il Consiglio di Lisbona auspica un  nuovo slancio per il settore dell'istruzione attraverso quattro priorit del quadro strategico e della formazione fino al 2020: formazione permanente e mobilit, qualit ed efficienza, equit e cittadinanza attiva, innovazione, creativit e imprenditorialit. 2001 La riforma dell'articolo V della Costituzione sancisce il diritto e potere delle regioni di inserirsi nei sistemi scolastici locali per renderli pi capaci di rispondere ai bisogni del territorio. L istruzione professionale opera pertanto in regime di sussidiariet orizzontale. T )    LC L   s L"CasellaDiTesto 2".(PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!tVdrs/shapexml.xmlTo ~:uvI:Uکۤ:c`@pڨӤO>ۻ}+Ɏ['*kN WLBKkx1yP5HxIѻOpr){Sdcނ Wkm֮3cʃD.:kA(:Pj4 $[X")Qbp\J&VyM.izSިNC}c۾bk B`ƛx4Qr(z*=adp248d`i߹>&rL(`7w>:J? ) 5E>5!΂יY )pH!_&tY`%wF9 r'_ Ek.-%5oVP-_rt>s{ \&V~*d?%FjtـZ#5b`]a'g؂y ;7mf5v]#U|}o' C :!L(҂nVHK*$DoEt\*L[J/Dɖ0p`?Ϋаœaڡ uZXݜxjSW@7v]!61{{ wjƛJ7W=h]ˑ oam_Zu!}?tCR0wY؀u<3m~J^Kxt](RW|(\ EgPK![drs/downrev.xmlDJ1E&*}-" hksf$ciB{93[p>R A["l^n@L^S<#9tr|4J_v[Q >U`r+)SmQ}c+u]N^(u-Y_ |o\;Y啙6wVŗ! w 2r8_ԣF,b rPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!tV*drs/shapexml.xmlPK-![drs/downrev.xmlPKB>B:2___PPT9  $Il contesto storico e le prospettive % %G %  I}OPM___PPT10i.;Ao+D=' = @B +"  (  b  R ?"CasellaDiTesto 1> 2006 La Raccomandazione del Parlamento europeo e del Consiglio del 18 dicembre 2006 individua le competenze chiave per l'apprendimento permanente. 2008 La Raccomandazione del Parlamento europeo del 23 aprile 2008 sulla costituzione del  Quadro europeo delle qualifiche per l apprendimento permanente (EQF) mette in relazione e posiziona, in una struttura a otto livelli, i diversi titoli (qualifiche, diplomi, certificazioni, ecc.) rilasciati nei Paesi membri. Il confronto si basa sui risultati dell apprendimento (learning outcomes) e risponde all esigenza di raggiungere diversi obiettivi, tra cui quello di favorire la mobilit e l apprendimento permanente attraverso la messa in trasparenza di titoli di studio, qualifiche e competenze. La Raccomandazione indica, nel 2012, il termine per l adozione, da parte degli Stati membri, di sistemi nazionali per la comparazione dei titoli e delle qualifiche.    CC1CCCC   I}OPM___PPT10i.;Ao+D=' = @B +"9  @8 (    RZ?"CasellaDiTesto 2 VIl rinnovamento degli istituti professionali va inquadrato, quindi, all interno della cooperazione europea per la costituzione di un sistema condiviso di istruzione e formazione tecnico-professionale (Vocational Education and Training - VET) Al centro posta la persona che apprende, indipendentemente dal tipo di percorso seguito per apprendere.Z^ G(GGkG ^   R@ ?"CasellaDiTesto 3 2009 Il  Sistema Europeo per il Trasferimento dei Crediti per l'Istruzione e la Formazione Professionale (ECVET), stabilisce un sistema di crediti che favorisca il reciproco riconoscimento degli apprendimenti tra i paesi europei, stimoli la mobilit dei cittadini e lavoratori e promuova la flessibilit dei percorsi formativi al fine di conseguire una qualificazione professionale. B |  CA   I}OPM___PPT10i.;Ao+D=' = @B +"  $   (     JV?Rettangolo 2  R La Conclusione del Consiglio del 12/5/2009  Education and Training 2020 offre un quadro aggiornato delle strategie europee in materia di istruzione e formazione. Tale documento indica l insieme delle competenze  strategiche da promuovere che sono, in buona misura, competenze di cittadinanza attiva, gi proposte nella Raccomandazione Ue del 18 dicembre 2006. La Comunicazione della Commissione al Parlamento Europeo, al Consiglio, al Comitato economico e sociale europeo e al Comitato delle regioni del 25/11/2009 su  Competenze chiave per un mondo in trasformazione , per quanto concerne l Istruzione e la formazione professionale, ribadisce la necessit di rinnovare i programmi nel rispetto delle competenze chiave, la cui applicazione, da una parte, garantisce ai giovani un livello di qualit e coinvolgimento pi elevato e, dall'altra, consente di soddisfare in maniera pi efficace le nuove richieste del mondo della produzione con la creazione di nuove figure professionali, essenziali per l iniziativa europea tesa a ridurre il mismatch tra la domanda e l offerta di competenze nel mercato del lavoro.X] ,CCCSCC ]  I}OPM___PPT10i.;Ao+D=' = @B +" ~0 f(   .  R ?"CasellaDiTesto 1'Y3 FORMAZIONE PERMANENTE E MOBILITA QUALITA ED EFFICIENZA EQUITA E CITTADINANZA ATTIVA INNOVAZIONE, CREATIVITA , IMPRENDITORIALITA da perseguire entro il 2020 attraverso un approccio basato sui RISULTATI DELL APPRENDIMENTO e non sulle MODALITA r GC@CC C C   I}OPM___PPT10i.;Ao+D=' = @B +" @$h(  $ $ R@ ?"CasellaDiTesto 1 0Il riordino degli istituti professionali risponde all esigenza di organizzare percorsi formativi quinquennali, finalizzati al conseguimento di un titolo di studio, fondati su una solida base di istruzione generale e tecnico-professionale riferita a filiere produttive di rilevanza nazionale che a livello locale possono assumere connotazioni specifiche. I nuovi istituti professionali sono caratterizzati da un riferimento prioritario ai grandi settori in cui si articola il sistema economico nazionale, contraddistinti da applicazioni tecnologiche e organizzative che, in relazione alla filiera di riferimento, possono essere declinate in base alla vocazione del territorio, ai progetti di sviluppo locale e ai relativi fabbisogni formativi. C  v $ s L` "CasellaDiTesto 2",&PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!wLdrs/shapexml.xmlTo0~&RhPNlP {.m@QIDsqer%sڻN)aT^NFX$Y8AgVt69];$5`fu2 8ܚU L:pM% pIJnznTl*}J$4,%NtއݓaDoT'!m ٮ6MW1Oŕçb!SuM0}o8(nt@vhph0ܦ7HbR~0uqMʩaC0!̺jʅnTgjۈ^'Z#>n]$\ӑ׀ _.+$|AJg(XbqMѸh`&sJIp*٩e rԜpB.tqlRt;xbgۣh']-gal.'q8m^pEd(dkX? "iި?<')wW8?)"ams*1WoppH%ftá8:C]O3l=iR͍Ru+nvs] *TJʷZؘU˘s {nJ;hɁ5ھ5Jn'(bb8` Ʋ@X1y{#$?W\5폢wPK!drs/downrev.xmlDQK0C_%* ~]sۄ5IM{x86ؙB4I `jk%>_bB$\(f}}BO- S cb\,CU!ms==kOo+k*Q`zk(VʛhL㡺_zS5aL$dl-PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!wL*drs/shapexml.xmlPK-!drs/downrev.xmlPKB>B:2___PPT9  |Gli Istituti Professionali  G   I}OPM___PPT10i.;Ao+D=' = @B +"k  rjP(R(  ( ( R`?"CasellaDiTesto 1 L integrazione con il territorio e il mondo produttivo non solo un metodo di lavoro, un fattore imprescindibile per l elaborazione del piano dell offerta formativa degli istituti professionali. Tre parole-chiave possono aiutare a sintetizzare i riferimenti progettuali per articolare l offerta formativa in modo da rispondere ad una pluralit di bisogni: MENTI D OPERA Un diverso rapporto sequenziale tra teoria e pratica, teso a motivare meglio gli studenti, con la consapevolezza che i saperi sono utili, significativi, riscontrabili nel reale. PROFESSIONALITA Valorizzazione della cultura del lavoro (insieme di operazioni, procedure, simboli, linguaggi e valori, ma anche identit e senso di appartenenza ad una comunit professionale). LABORATORIALITA Imparare lavorando, in modo attivo, coinvolgente, significativo ed efficace.N jCG4COC.CCGGCGMC N  I}OPM___PPT10i.;Ao+D=' = @B +" &`,(  , , R?"CasellaDiTesto 1p^ LE bene che le discipline mantengano la loro specificit, ma oltremodo importante che i docenti scelgano metodologie didattiche coerenti con l impostazione culturale dell istruzione professionale, capaci di realizzare il coinvolgimento e la motivazione all apprendimento degli studenti. Sono assai opportuni, quindi: METODI INDUTTIVI METODOLOGIE PARTECIPATIVE DIFFUSA DIDATTICA DI LABORATORIO da estendere anche alle discipline dell area di istruzione generaled@  @COGDCG   I}OPM___PPT10i.;Ao+D=' = @B +"g nfp0N(  0 0 s L@"CasellaDiTesto 1"60PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!Xudrs/shapexml.xmlXmo6>"4i*T)Q{Z5%g9Re(X;LNbMZ[5:W gRMQeߝ]qfЅPJ_]ږAY۴sm:Q¾jZ!+S YZ#N88h$ZT_Ô^ک!*VpE J\Zװ1u@anslpІx44iinJSw'ą! iS 'o/.9f"!E*7_9ysYeLbBXI6G;DSb}o]p][7wRF D7ĴM)Ŗ/pqT|m{r8kw 0PVcRgu'Zk d'Z㬐\,f;~:qAA{}k(Yhw*Gwb< DrNW:Jڜe|;0;Neq+ClA')pt|#X͞{o>x"E4EAPiXڧU]*Dwʝ1GKB&>vj2::t3gOPCAE t^SSRճo)䪢~niJOq礋762TP5*ZDtpߩC,KTo^w1[ܶq>S:@ Ev 1PGamB5{xxo\D!kHwvӇ1  +2֖B3Ja8a: #PJLJ܅iR'Y.9uOUqFM2ՓAt@p7F`z.[ i/NB׸VzyDw7&zv8BtHD^߀҈ٗl=o9Ӭ?Jb˼bGm!K=!10 &]w`EnkG@PK!drs/downrev.xmlDJ1E&"cQ~sfIlop˽Y&?k)m0{ ǫ;)#%X-Xp-v©B 6籒20xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!  drs/shapexml.xmlVQo0~`u05T$Tž+'qñ#a_;;ևi/[}wn$;n*1%\j՘*Ԋ-w['&lRt\D7b]M,: \9 P%~ E'p-A)- EJ(VAfXq4Ө5Dz]ޠΏhKSɸ0'*Y$fxao)A?CJr #z2AX닳"xPJ [0B3!xu<=/GEz8ȵB8CH A;u(Ud`0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!4drs/shapexml.xmlTMo0 tZ;nF"m@PMv.[NȒ Y__Rr>Z À "ERO6luB.SJ*u%ԲCJgbR+^wnӭɝ!pXtɓĕ+0w W`m.c3di:H&A(E|L-UA(@渔웘s5Ig-Twsr҅,ֶ*fSqeC,uM 0NήW&MS,|I 믃^6()#^(=*8Y6c VQHy.j8 `gƭZ+B:?;Mi޳JE6N sFPP>L.Jo)x=gkAoz>ІX9{F6Z+?J$tpd9mU z٥qrl1#5  nph~u>H;` >5"2sY +]hoATsI^6D鰶U'kJςDɚ[o0v!LєI%+T\ wj]C;Xm* 7@Ղ#:96L*ԋ54v:Z Ɂ Y }iԅa ECN c+u<2m#~D^K.nQ8h'StQ~{3 ia]nySTm(pV`$љPK!drs/downrev.xmlDJ1&LqPZ;I2&3}{ 0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!V& drs/shapexml.xmlVQO0~`u0HQabTvMؑt-~wvd&>$wNٖlBNcJt.*?'XTΤV<;n*de*k$l% b6%sUTnrA"*Pt [ͼtDb%y,} n&C5@!n{PyXU ᨿ[d[OŹa?bYlRzǃ8 X·d ϯ)0G< 2}nR3lm! X*A7\G舣դvPk ac:YPwŤ}h{PmoX= O)xVx#W>w,:wz;^;Y?H|vk}0ފOv#EV_PK!8cdrs/downrev.xmlDj1!Bw5iiL"bkh;I7hst>؞(&㝄FʸNBv,et {H…g)VʟݎNܱqB :PqMrk}KWn{(Ą[4'`rF0e[1-gPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!V& *drs/shapexml.xmlPK-!8c~drs/downrev.xmlPK=Bw B:2___PPT9  *Il biennio dell istruzione professionale finalizzato all acquisizione di strumenti concettuali e di procedure funzionali a preparare ad una maggiore interazione con il mondo del lavoro e delle professioni. Nel successivo triennio sar possibile articolare ulteriormente gli indirizzi in opzioni per rispondere alle esigenze di una formazione mirata a specifiche richieste del tessuto produttivo locale. 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K < s L "CasellaDiTesto 2"u o PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!  drs/shapexml.xmlXQo0~`uj+4jZN& ǶlA}v($Ν}ao f,W2& Urو@ d91Koo>֙'K霮YbjJ3J2цY&84TI \\Jnfzj|xL eNH=X&|sf"}~q;EWQ/iҐm+Sÿx\0q2UU-^iNh]m)P>5Wouߙ:+ʩaC8!ĺhjo q*<ί7G z8B\؛NSsGILrS舍o.K D~PRj3P"ʼnE}yg>II J2Gb6@pBtqliXUouj8 W/zt 3`x@DvԼVywS~1%!znmS&|2|CYQf7L;HH*"̔>S ~\pP]Q tN[U2@/=DpېPkB1i&Ŭ˴4@׾L6((`l8 e!.&nc[12r Hg s(+)]IB_;丮tet7{TtU*yVQ0 +Ư8.vplPF(zud(~uv۠y0%ɑY<kPj;te6XqiV+Z:(nL2(u J]77(4RhP,+A5r6 cRd>zY (Y2Y׺4l&fه29 QQxL}b x`1!nn7PO.ha˰/e.EiS "3ypU*> OX\{꽪|M8\Z,uٌh-a7i `֧i'&A\ «\1>803nFP9Rgn?F4D>̞+:IRu`sfЫ#֜4[U6ɍ tRbW~)zw7HWO$+&D%z]Q1\̵\}d5G43PK!lCxdrs/downrev.xmlDMk1ECxBw5b)QZ ZNLB1MR}Cr/rYvL#|#++%X.7sT=eSt]y59LБ/]\blx)pgD򠱣$fv۩~YM/v?̀e>_ԫp\OѨ=LQBq+PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!  *drs/shapexml.xmlPK-!lCxcdrs/downrev.xmlPKd7 B:2___PPT9  AUTONOMIA FLESSIBILITA DIPARTIMENTI COMITATO TECNICO-SCIENTIFICO UFFICIO TECNICOV VC V  I}OPM___PPT10i.;Ao+D=' = @B +" @(  @l @ s L "CasellaDiTesto 1"'!PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!|սGdrs/shapexml.xmlTo ~:uvI:Uکۤ:c`@pڨӤO>ۻ}+Ɏ['*kN WLBKkx1yP5HxIѻOpr){Sdcނ WkmѮ3cʃD.:kA(:Pj4 $[X"^RŔดM hz Qt14ƶ}? B7 7h<䀥\O(0LF'C*A:k"!PI-gvsSc[G!$pׇ_#,xuk?H~nLGUj_ v^R|g w2BH(\cw1o)yjtuɞ\m2iT!)7WR- 89̓`Axh{4CwU jx;<&P(Աa@Dv۵տEo\R/~p !zp/R%ڕTa0Pz%J܆Cp^EOG<ȥ͕^X(z;T*tTEuhx IcS34ؽGPAB^ `x kҪ  㑘nS򒾰p32\;EgPK!|drs/downrev.xmlDJ1E&cA~sfIlop˽Y&?k)m0{  IÉg L8܋TXIZK,ĥBK49WVzt\,h}{ /C1oTR͗Adn֯_Գ05Sb rPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!|սG*drs/shapexml.xmlPK-!|drs/downrev.xmlPKB>B:2___PPT9  wMotivare gli studenti  G   @ s L"CasellaDiTesto 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!XcÊdrs/shapexml.xmlXmk8^ H%t)IJzPsrF${8Xh hhfݶRl#+N33._V7'sΜ:ht %uｯe0[{7tR{Rx|6D\Ͳ^XOeeSδZ8x_MU$Wf#WХ E-lf,OƹdEb!t2OSJA$rY|:H!tv ib&Z[?HstVNͭ1TܔJ A7Z'#kq$՗Gc _ UQRVަ s Fws| Cerb%ǔ5 >KqU3+hLst+F{PFg0 ׮'Wg̳ɘW8`^?Z麹Vv cOFHPb+T$@sY>4UYoe'NyO>04`HIFX|f(XbKMJ%UI,1Ezś]E]*ʜZ-lh$Joäjɢ@v4Ŭ!7-*]- !?+}|;tā@(@piKp{a uӶwׁüS5ɯ=俷A5?5Yi)?C4?/gO$h}:_/[*R\{ sߐvC>mM[Z ]Z Qm8TD*JH<$I'ݾ{l@9SnK{@|ĿDA;PK!?drs/downrev.xmlDMK1E!0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!4qdrs/shapexml.xmlWo0~,jZN& \);I0MBZYK}\ݬrNLLv>)a"I&f9o)D\ 5㇫"BEDaxrПeR`fAf€AC9EC&5.%b?,GdIDh9|&LI:4bVr^q8^R!\*<8Q asB-:6µE{yyn= q{v/gAbPڂ_ؚڌ͚C8{6sPÈbQxt_rDD3Wl% K'0DK2D`(n&3I07iO GjmA07G@Džq[tbCvo[㖥ߌRjtZq5Y9`qM+S10 !)|%BBde9#֏ V$D받zݻ@`lCȱ(Y0eV$$`P}wM 9lCu!GJI ҹ]m*ɳR5lEdYBz[)Ƥ .S.Y,]7Uс~ [Aiһ+]\blx.pOܢqAc]R~_LFXHywۿ!އ>fyG62E ŭK_PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!4q*drs/shapexml.xmlPK-!̺A}Sdrs/downrev.xmlPKVp^B:2___PPT9  rattraverso: L ORIENTAMENTO, per realizzare iniziative e percorsi capaci di motivare gli studenti a costruire progressivamente il proprio progetto di vita e di lavoro. Orientamento come cultura dell orientamento, privilegiando, nel processo formativo, la dimensione operativa piuttosto che quella informativa. E auspicabile che gli studenti imparino il prima possibile ad elaborare le acquisizioni che la scuola propone loro attraverso lo studio delle discipline, arricchendole e integrandole con esperienze che li mettano in grado di confrontarsi, con crescente autonomia, con le richieste dal mondo del lavoro e delle professioni. A questo fine, sono molto importanti progetti di stage, tirocinio e di alternanza scuola-lavoro.|   -3 C8GFC_GC   I}OPM___PPT10i.;Ao+D=' = @B +" H(  Hw H s L`"CasellaDiTesto 2"G A PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!?"drs/shapexml.xmlXQo0~`ub:5hnP {āǎlAvH(4 DrΝΟ$\^orNLL>v)a"I&1 )D\ -"BEDaxreRr08TPL3a`ncB Fl1T 3rXp$k b9)Ezn۹I$6d ׵GUx7,=ݙF;J+vv^r58`p;310 !)|-BBdWe)#v$Dﰛ{ݹalCȩ(Y1ev$$`ê Q}sC 9lCs!'JI ҹ[m*ɳR lGdq mKS$r,*J릒]-X 1!n ^=HeqKPi+zbg<v1-gN3L$PTjY4_<ڼ-3"M}8['UFOUPK!2drs/downrev.xmlDJ1!D"kEJ*ҟ7&Yn^;|:ql7#}-~|"e f U:܊"s_IjÎ(Kׄ([# uVtd}y0pvYսyYmR/@Adx㷿@4GzC)sD(nŴXPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!?"*drs/shapexml.xmlPK-!23drs/downrev.xmlPK6kpuB:2___PPT9  battraverso: LA VALORIZZAZIONE DELLE IDENTITA . Le problematiche interculturali assumono, negli istituti professionali, una rilevanza particolare, in quanto sono molto numerosi gli studenti stranieri che li frequentano. Per questo indispensabile la promozione delle competenze chiave di cittadinanza, a partire dalla lingua italiana. Nella valorizzazione della dimensione interculturale la scuola non pu agire da sola, ma ha bisogno di fare riferimento ad una rete di relazioni con il territorio che coinvolge gli enti locali, le imprese, l associazionismo, il volontariato, le organizzazioni sociali e professionali. F  # -> kC n  I}OPM___PPT10i.;Ao+D=' = @B +" L(  L L s L"CasellaDiTesto 1"82PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!!٤drs/shapexml.xmlT[o ~xZ;V*mRTEM\c`@pҨӤ8W>s$nЪZbr6yP5HxIwч/pr){Sdc+ނ;׆+5ڶqkqcVfy~ a( {,uI/(Qb'p\J.yM4 GөBoTg!] Ŷm_1OŵçbMC0&(|8F8Y07y,Lu'EBZ< lΧTX鉐T SS]^#1$|wkI~jN{Tj ` vZR|h^ 72QbRRf-0 IAOѮIG OQ]VY&gjnX6clv[<힟7vꞤ]l#U7;a$xC@4^Rb?EZu׊V TqI?]{*!׮ Se'(Q67:ؐ74,z0x?6@.EwhjDc;=ޡU+*BCō]VMz ~pfi{tSՃօ8)@UgS>)8$sG X#1S6Go}GM'aumn*L=jp(:3zPK!Hdrs/downrev.xmlDJ1E&dkQZɛIpIlopa{93[p;Q 7A[!?oAL^S<#8b~y1Za;Q >Մ`rj)ScQ}c'uc^N#˃ 7_ڷ3*VKD1oJs_^4D>}F2GVL%/PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!!٤*drs/shapexml.xmlPK-!H%drs/downrev.xmlPK'wB>B:2___PPT9   Alleanze formative con il mondo del lavoro, delle professioni e della ricerca P PG P Q L s L"CasellaDiTesto 2"!PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!؄.Adrs/shapexml.xmlX[o6~@uHIUCAasp,QHʳw/i1atѧs1l+)gBC_ߞ,8T R+Տ?k32tV6ks\M&x 7 u6 8dä5 F̦ӋIWڮڥ!]V9s-?RZXٌO!0;qkw{7m\ԲLC镧8{H {*jU~z 55<4Wzi<]a=O#m(J˺Z DvUỰc+QUX NE:Z&>۷CQ'Ů/#ŵA?'foEsM&%i$)O"Mǯ\A֋i%JjLOb%ȏ-m%?wZqTAu>,~R9)CX&i'9p]ŒrAx,a'~f//"ꎃ_yhA ~%pz;4xOKUaRٗ'QTчpnߞh㝈pIqDc1ㅤmPK!_vjdrs/downrev.xmlDJ1E&*6-EFkAZZ7I2& .r/r޶D!$܏0rW5wbB$ a>bmK  S cb\j,CUsۖ?1;zTwVG[fʽb%J)ooX>]cS$<!Ř(Hn4[PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!؄.A*drs/shapexml.xmlPK-!_vj drs/downrev.xmlPKB:2___PPT9  bSono sempre pi necessari l interazione e il dialogo, in forme non episodiche, tra le imprese. Queste, per sopravvivere e svilupparsi, devono divenire  fabbriche di conoscenza . La collaborazione con le imprese facilita uno scambio di informazioni continuamente aggiornato sui fabbisogni professionali e formativi, sulle competenze specifiche richieste e sulle concrete possibilit di inserimento nel mercato del lavoro. L alternanza scuola-lavoro una delle misure contemplate nel piano  Italia 2020 per eliminare la separazione tra momento formativo e momento applicativo e per accrescere la motivazione allo studio.Do CCC o  I}OPM___PPT10i.;Ao+D=' = @B +" P(  Pz P s D@Rettangolo 1" È PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!f %drs/shapexml.xmlXo0.jZIlP {āǎlA$|{4%~=J6HTE CֆĨvn=$0FMu"XhNPD !FX&%"4Gl,rW$(Rt1(f]5 gq9v$5(Fg'wL$N>*x-$af~iw-`$T 3pf%\TjŌ"F m,.&ElE< Y.n&pCl [ 5UY1;+'o8hOXb` Bd-U ]y̳O\b@:ڝˈ 4aʖXBNDɒ)ۆ;`6 Xn goZyf…+)S''2XoTQ%y؛n`;Cv|8ڵE4Œ9)G⬴Tb6K!F>⊛UWzG1Pp|(\bzܓR(d1 j;h="pFwnj#vVa'ސ^Z |6+_㢫q^r@@xDfӁ Y aJ6 9QD]FFJlgT +~(tUB^ 0vMOBjL-pkg,DZ^R̓y9+k) )gԹzrEFM&OsGéǃ,O}ď} jsףY{lmqб:> _1MWIS 0_F[<"Φ A4G3䲮 gwpB'Dcjv}"itgDzt={!$s2jhv&~:'yE:'c1$0yfPB?{@lj8~F$#{ϩ<(dȩӌ$C16,,Llp/&v8µ3}PK!Edrs/downrev.xmlDK0p_ĥVA]6 aBvmbsSe}0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!,Tdrs/shapexml.xmlTo0~&RhPNlP {.m@QIDsqer%sڻN)aT^NFX$Y8AgVt69];$5`fu2 8ܚU L:pM% pIJnznTl*7Hh03X&|Kf"=tއݓaDoT'!m ٮ6MW1Oŕçb!SuM0}o8(cw2sDFD6AXk">PN + lgTTS.ĥDp#:W{/F$EZ=i!)u $ᚎܽTϿ,x(AlErY!bU:CI%'mE{3d6ˤVMSD`N.k+漕%&krKtd #޹?C;?:m> `vq8S)DEiA k0bƺMލ7<{?&W&\5cEPK!2drs/downrev.xmlDJ1E&-(26-ւvuf:I$vop˽˙۲3h0 `*k$>wbB$\(|v}5BO  S cb\j,CU>m'BB:2___PPT9  DGli Istituti del settore  Servizi  # #G # . T s L@ "CasellaDiTesto 2"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK! ߭drs/shapexml.xmlWo6~ڎ,It¨炖D E $)Q;  =xw߽7us>{3L-k뻳+ά2izec06r\M&xoNj45H+5jr>^NQk~ WzꖆniX]|Ι TJ|ҺI$5ԓԥELG,Iĥ G* Atv9N)ɽcWbgŅGLB$ud{rT!"{( $]ԩ) I2Jy 8P'%v7[XOi emi!5fws m5e'ݮ<ٓ440wБ#v4T,,\4Ҵm60xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK! kʑjdrs/shapexml.xmlTMo0 tZ'QH;tA ږ-$Hr׏6a)"Gm[6yit΄L-?'לe(Nx~72<}n Y櫕h+4Zt:0P`p 5+ۙ#zuGih1x| aCtbiWiTg.}t qm1OƵÇd!7M0hxq3@v(\^_Qm`#$g\\ή Kyu>|9*U@0!ԇjyJ @7AjsޑG kB(aıA3{TĿܴ(Qo9A! )*8 j΋H˔K1c/qЏנ1>g|>-EoPK!$\drs/downrev.xmlDJ1E&V26-"նP(sfIlop˽˙߉#k)u0[ vIÙgSL8܊Ts_IjK(ĥkBK4O;9VAzt\,l{ Y޾.NZh}}5<=4m&/je4A4Gtf)SP܊i9PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-! kʑj*drs/shapexml.xmlPK-!$\drs/downrev.xmlPKB:2___PPT9  t Servizi per l enogastronomia e l ospitalit alberghiera ; ;G ; O X s L "CasellaDiTesto 2"smPK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!h2drs/shapexml.xmlTmo0>iש /MB*se<۲4M"?C%ɞ['hcr]gJg`R+#w~ݝI!`\j2ޤI- W+$rǕgU2zbB)RYXQdtHb|dKɾw^M x<*uukJ[5ɸp,KuYi< #GC!2K q8$v2BI:뫳"(d)ϝG!Z'!Dz#&E#z_#U;3=TFf gQbf-iȻ|A8^D=`շ{8:'dsў۽~`Ӆ]?GBG]gg Bշ;*.wq3 0\="Xa5g'LPK!Hdrs/downrev.xmlDj1E!< ;pn;j!.(AR8-U>XL9]ۆ? 1[Zi*+Ὡvj{қɴk) X>7tr+QoJXQM%PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!h2*drs/shapexml.xmlPK-!H_drs/downrev.xmlPKbck B:2___PPT9  L identit dell indirizzo punta a sviluppare la massima sinergia tra i servizi di ospitalit e di accoglienza e i servizi enogastronomici attraverso la progettazione e l organizzazione di eventi per valorizzare il patrimonio delle risorse ambientali, artistiche, culturali, artigianali del territorio e la tipicit dei prodotti enogastronomici.Y YC Y  X s L "CasellaDiTesto 3"ðPK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!CJFdrs/shapexml.xmlXQo0~`u R5TSIB=W&q ű#a_;;Ii5MSN"Bw/0\\n A6\\ɘvOBJLTeLo:CJe2eBI7rE`i2+k(L3'|ˠpi p,tSͬjT~y%0<Bz/#CV^vW`r PK!Bdrs/downrev.xmlDJ1E&ZZTۂɛIpIlop˽˙׉=dG)렭ovow R& `6==Poxͭ(*B096(BϾtMr:ҡ]'/z~0\ns׬<-vwVZ {?^ǯ #Z9"bZ,ANPK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!CJF*drs/shapexml.xmlPK-!Bdrs/downrev.xmlPKL B:2___PPT9  fPer rispondere alle esigenze del settore turistico e ai fabbisogni formativi degli studenti, il profilo generale orientato e declinato in tre distinte articolazioni:  Enogastronomia  Servizi di sala e di vendita  Accoglienza turistica > L -CJC   I}OPM___PPT10i.;Ao+D=' = @B +"i  p h \P (  \  \ s D Rettangolo 1"xrPK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!A$ drs/shapexml.xmlUQo0~`uj(hPI&U*2m!IX"}w|;w$[n* ] ՘*Ԋt}|`2g8+7Ybk段 l5Ub,w\yZ&4Kj&@(Ex,eN(VÑoC+-5Ф!> $ .cٮu#K2]Ud`A{ j4 o1'q:B@I:닳"(d۾8:8LtGpXqfx,sc`W ik更] v?:>S^ije,+oѠUY즩EH*|qNAStɩ#pXWz$J6]`@SE#H8j]C-ߘJ2T*-EAŁx~F txUA8i^TYaZ9T{+V@j_ju%};)ؙh(\0I5iȻw!:غN@♊zo;r߳z/)=/clXV(tjGNOcT9#~ 1"u&* hsfPK!drs/downrev.xmlDMK1EBCx;1i) hwd$ئ]^\tLώC笄qlTg[ *% g 0nX*wK:b2Ć%h2n c)MEQ0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!4j2*drs/shapexml.xmlUmk0>::'Y6NI&[NȒ,ߝ^l71HswϝΗñ.sUTrџ˧;Je`BI7a}4iѭM$&Ϫl5 MhnEHFMRJ)E3׈\j[H`"CR!G?9?K,1 pr31%9o[Pp<@FAjI Qs c);<믊WB4=>5P`]TV=U^.IK/qō=vQf9^JИ2)ȭ咭o ਭs,RI;sNkf8%[3lo{C[ hriynɁAB%L\Y1L=5d9W†M yCnz2mKuSZ#$p8D3F:V}u)f:r'J}|.wQ!i}XlQ*aO@ꘈ2XvV >9 (3Jh_=N0l#~4jPK! drs/downrev.xmlDMK1E!0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!]vAD* drs/shapexml.xmlVmo0>iשK€QCE'u*Tgd2۲;yj$>H$}~|wdhO.Op9ĈTd$#m&H5|p'c-soqtKK? 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'ŲLWA^۹di&MS_ڑ{߻QRѻ^"xhcU(ty)/Bs)FR_n|)Qglҡ 1O!& i޳J -r%W&3W %%&l:}!EϰKJUKa9mƮ] Ti)JjaG";wuTC*4P-} n([.k;qp=p `3cye,D]y[otcagr>FݣE?Jv\6[{#$nޏ3PK!Idrs/downrev.xmlDJ1E&)ձ H|sfIlopa{9XM~p;S `)#%X-//Xp©B 6籒20xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!{\ p drs/shapexml.xmlTn }@NiSNN6&{ 4NaZ?νwF7Vh%\j_Ř똪Ԋ-|tf%جlt\%-7an֦aKNZ-W9jdIÄvvnU>憈*( 3wH`&)Mz[#9?ĆXM'ʰ\Mz,uM`v4!Kޑh|5NG4x@X'EA95telh] u (D?fݤ m;휞>ć-A < 39a<Cd `2FEPRzɊkNoWWl4.9{Tf mPRkaS,DBwc*`xjі>+ۖґñÁz#x{a_vޢ&r-ɜ^8@+X6cAоjY0"TK4=wEd:]/"#(vdˍHh(nv*[x?S.P+=7Zq(AϷVARr*Pϰ0ǘ;==FIUOZ -Yܾ4Bk7΢gL 3aƼM$MȊN_ob:ZI`CalCs86NNPK!m5hdrs/downrev.xmlDQK0߅pKCF]6D,]svk\sb5VC㬂$At"Vc,)PrtTQs%"Ć]*e(k2&#9F_IᦕI$ 66>kM)1 gmXf=Lxxy4{쯼6Z#a` [4 PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!{\ p *drs/shapexml.xmlPK-!m5hdrs/downrev.xmlPKaB:2___PPT9  $Le competenze chiave di cittadinanza % %G %  I}OPM___PPT10i.;Ao+D=' = @B +"3  : 2 pp (  p p R ?"CasellaDiTesto 3"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK! ndrs/shapexml.xmlXQ8~?k]CqWV$qű#۰3vBhUѝmds)L2.}"TAmU:GM-g(Ο<.pf}0vMc~ 8SFt%Ul3 Ufg[@C Z܋{ph檬Վ /v6<(` N0GuE10B4>Ŗ䡚Q M)KEFP1K~Q4"k܂ڷklF̃ZXj؃AڰJMm[gO%ȕ̬1Esi=n`Qa9U3JD]M< ~"c3QMP6S]!?J}% 0ץPB@TdH1D(;|(|n&7,hQtWPK!:7drs/downrev.xmlLJ1E&Zւ ɛI$NB\^\b5A9&0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!cqR_drs/shapexml.xmlWn6}/ Zd}:,n c>/(YS@ҎR$(m݇", =ñR F0aB禐z&7 s+EK>~zjM4z_OoES ]il=v3pB{PjPq[҇U$Kd&h^a{RG6J1cxg8Z|߉ ? isz#f֚ DoOQPo@|MXܨ(AS پM&&㛫KOѳk n}r< )Buga4"!Q~X8OKr̥R"T\7NIY\I/,SJ!]UtL<*HPPTTʼn|fx b*$O沁4:&r~OJHȪmB] § O 0@ڀnroVrͳ#c-U^;j;VgaR*HF)ԩ^X ҫ:ܳQaz;Q {3WvV/5lN#nTT;OƧH(h)>7 W2*2N/~]8`E}&K[i Rv݃#@y|!A$?̵YZc z0tBHig,n@'n?FJ}a%db_=iP̟jQP /GE(fVr:2m#}f+R; sŢ4v8jݳ}6Ǎ9]竷2CJTNMQW|>匯 >nz뚋Z~:­LO kדz2Xrq`z=Mt6˓ι> |$OPK!f[drs/downrev.xmlDAK1C[R֦EZڋq3n5<7|olǎND#W{e\+4 ;ph'>,C\,QN/9&q{rk|r -WOn;^1 {zT׮Զk)o{`ty.z_^efsF0& %fS_PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!cqR_*drs/shapexml.xmlPK-!f[drs/downrev.xmlPKdq B:2___PPT9  BLe competenze sono descritte in termine di  responsabilit e  autonomia , esse debbono essere collegate alle risorse interne (conoscenze, abilit, altre qualit personali) che ne sono a fondamento. Di conseguenza, anche la loro valutazione implica,  accertare non ci che lo studente sa, ma ci che sa fare consapevolmente con ci che sa . 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Ad esempio, si pu immaginare un laboratorio di scrittura in italiano, sostenuto dall uso personale e/o collettivo di tecnologie digitali, nel quale si possano anche redigere relazioni su quanto esplorato nelle scienze o nelle tecnologie, oltre che commenti alle proprie letture; un laboratorio di introduzione e di applicazione dei concetti e dei procedimenti matematici, mediante la soluzione di problemi anche ispirati allo studio parallelo delle scienze o delle tecnologie; esercitazioni nella lingua straniera, valorizzando, se ci sono, quanti ne manifestano una maggiore padronanza o mediante la lettura e/o ascolto collettivo di testi tecnici in inglese.,w  C   I}OPM___PPT10i.;Ao+D=' = @B +"w  ~ v ^ (  &  s L` "CasellaDiTesto 1"úPK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!GTdrs/shapexml.xmlW[k0~?IHz1uJڑmJhrbˉY2%;|kcݨ#k>ss913)"?QD,L#}9=D p)XDL7E BED7axr`yT9ܪuP(0`Q΃Aw :FSb(RnHDt@]ރflɴOJ{ܟ Fv5iʫO"N@P){h0? d{Cb]GhC܌DC 'E*Bʹ8.챐ӌS1zTx!>'NBX`O 8;Չ:}O զ`jQh$wܭH0 |\jCI%/=T+0;LR)i(X;bs^=ݽs(b .yllg];br'\]\-Uxi)fMĉXxUjnn7cDcl]t@#'dÝΡeJ|c6g~7[L$sPԴaMU<|C%B^!TlZ3g_y@}Π#7k}t֎z6v3_Y+k{A_MT#OPK!;;drs/downrev.xmlDJ1E&helZD"Hk?ufIlop˽˙-߉k)u0[ ;)#%XfXp ©B 6羒2Ֆ0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!S_m drs/shapexml.xmlWo0~+Qӊv6 UHHؑ0_;;@4 M$}wwod alU;m΄JtYLϮ9T R+㇛2%FeΕQe(R(˴)aZV(*dn_ ũb\ IbdXƼ˙|+/DXYjE^/Ъp4vSZ?5D7~! ;B^Ysc v__..%^]vzmhCH4}zoMs#hBuaԬc.teD+}_#x^rP9B֍J}T7O3?0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!v!drs/shapexml.xmlXmO0>i׉ h0MBgtIbؑt-~g;II4@*컳/ϽٺdŴJtO ʸ\`B 3Jngߝ) *K1z=޳GU2\,Wjf`qBq.).%Wrެ,CJ$%&|sf"ګ FìDmdK4D\7g~ όH9GdxD&ǃx|,-I=MEδ`-_(fE4!յaf 7-bW2rgz=#DNhk aa0vf7S;}St4+{.3xOX`z=TR|1}6(0z颙Js`S"0sdF{ i%Sa.LPL%+e}ԑו`sF F&եG6f-ynx IQې@vYP@غ3HMq9a>2:oOsε󿈴R-ڭ#:v3*&ljLMd UO%gl1ʰ-&)h6 ص`b|!y=ۓuZG M 'Nw>۩ph|+k24MmU}3IfJkJ(MG!uA3x?j0_E蜔2Xh li}ȶB$O;ɖ>@KL0d~wr|fuq5O&IxNoY9R2^nq+Lg+$0w֢nK j4N< K#?pcRjZQS<98gi߄ۯZE)s844}RL|)ܡ 櫈I(m0絵.aX;ogl\ VVai-,Edvje-ik dT ]]" +Qð&`~L`܂? |}t@incx=mnxVyu~qˡ3l0GTiՔgoZPK!=3z[drs/downrev.xmlDJ1E&ZDPn{'ɘ .tys9:1pL6xۉar"e ˋU:]nETɹLaGizkBtKԑN:9U^:<pvYy]mR/DAdm6370ѬhRP܊i9PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!v!*drs/shapexml.xmlPK-!=3z[Fdrs/downrev.xmlPKH ^B:2___PPT9  In un processo valutativo, un conto la raccolta di elementi informativi, di dati, relativi alle manifestazioni di competenza, un altro conto la loro lettura e interpretazione al fine di elaborare un giudizio comprensivo. Lettura, interpretazione e valutazione, degli elementi esigono che preventivamente siano stati definiti i criteri in base ai quali ci viene fatto. L elaborazione di un giudizio che tenga conto dell insieme delle manifestazioni di competenza, anche da un punto di vista evolutivo, non pu basarsi su calcoli di tipo statistico, alla ricerca di medie: assume invece il carattere di un accertamento di presenza e di livello, che deve essere sostenuto da elementi di prova e da consenso. GDCGCGC-G7C(G@C   I}OPM___PPT10i.;Ao+D=' = @B +"    (    s L "CasellaDiTesto 1" PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!)|/drs/shapexml.xmlX_o0`uj 5h'IB=WG@cGà~g;IHSˈsٗ:dŔΤh4X&Gtxm@$`0M>~,B]T:,"0[-/XTL /*]5oi& \(Nr©jRX,h9.y q_)F6mUV\~T6[)ub?B(ӔAnQhӳ@ֆu%1 :v/-o-6_(b'bA4!Hv ;,0|_<"'; {᫋Aiv l8wme (7H;{g"w$9c % K0ZV6-0BJ,:$2Dǻì]BYݔbiٻŤ NS.,Mn/ <# @e4sVwsEȃ}6X-xyMX0=@?l!>{=u>ywyYry_)܅*odsOa͞HƠ`oN5xv{@ߐ d,zTCaůލ Q[YNIrU2xMpwO_Tk0W^G礔BHe0LrD|%wl {ݞfOIݙ.ފUwߴ۝I:'a~%~Cl+ VU=<\;3R1t%Gڄ6!Na1DHh\ Z]$K2;$\+.œj+'uBxUQ|o%F0mgiz!(dbe;b6" n Aah!^#TX3Zvn5]E J$[) $CQ;R01D%e-Ms-uSXKL`TΨ'vRR]6v'#g *Eb vz3HB':ü֊T+*rADh|Xwp3@1oLH>K|ױ’gDi2BM>)lHo`,Ƴ1x4nI+a6%AoPK!$drs/downrev.xmlDJ1B!܂;XQdڴTۂ m;`~$Noop9|oedp;7AIO/7RFO.`\-R4s ħ %hrf'_6Dq\ܡAcOϚ㷓f۽zMmzg~i,ӘuE프9v{F0e[1-W?PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!)|/*drs/shapexml.xmlPK-!$drs/downrev.xmlPK7IB:2___PPT9  BUn primo passo nella pratica valutativa spesso consiste nella valutazione della qualit delle conoscenze e delle abilit che risultano componenti essenziali delle competenze. Occorre per ricordare che le conoscenze, per poter essere valorizzate nello sviluppo di una competenza, devono manifestare tre caratteristiche: significativit, stabilit e fruibilit. Analoghe caratteristiche dovrebbero presentare le abilit apprese. Tra le abilit rivestono particolare importanza quelle collegate con la capacit di controllare e gestire in proprio un processo di apprendimento.\C _C G CGC C  I}OPM___PPT10i.;Ao+D=' = @B +"q xpX(     s D` Rettangolo 1"PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!/eas drs/shapexml.xmlVKo6 x-܍VY$FD9j(R iίoHP,K:Pf8ӡWl/댮xnΙԵi:_Oל9/t#ѲG8n`0֮*Pf~p 5t`v6X^r֋ND՟+˺ δq`ka%1:q(S{bl~(M۲CŗEQ\#NJ_]/^S4j.bk.WKBb K9GD)ǫ+BJb"Ls$o$8MIqΛ.?*KBr{Sh Pq7@ N7h@ rIl֯P?/Ń/Zm0'9So0yFߢV;]"JPSPjn9=[;ٞcGO .i7ߔ}:nvL32 ^lb[xs&Ie<ٗ].&_\_Ł-Mt8w׸^0ڬً0E{%:Xj'{R:Jkƴn:1oVS#tHQ]CN,?MuSl[Lܘ݃N9ۑD`8V^_(68SH(nm'YX'C_ưm̻a_ȝA fSCd)fYhp` xhaR&)#3!aDvQ330*`#E3 -ZsJ(Tr5>6DԞ>sN-150$*N^]7Nl~Mԣ2@t$SӽPȑ$ã0Vr6} 7_PK!vdrs/downrev.xmlDK0p\j?E Ma{6wMIJ7sb &wzV`:}|u"DgVU횧MDPq fCaF;8o(;<3 ,[iAȏۯͷA+y{۾~pn#^^DOu3J{#dl-A.PK-!Zf[Content_Types].xmlPK-!1_a /_rels/.relsPK-!/eas *drs/shapexml.xmlPK-!vdrs/downrev.xmlPKB:2___PPT9  Spesso si trascurano le componenti critiche di natura affettiva e motivazionale, ma basta osservare uno studente per cogliere come, all origine di scarsi risultati in termini di apprendimento, siano presenti disposizioni interiori negative sul piano affettivo, motivazionale e volitivo. Un atteggiamento negativo verso un insegnamento o un insegnante, la fragilit della capacit di concentrazione, l incapacit o debolezza nel superare le frustrazioni di fronte alle difficolt o agli insuccessi, la scarsa tenuta e perseveranza nello svolgere un compito un po impegnativo, pregiudicano sia l acquisizione, sia la manifestazione di competenze. < CGjC   I}OPM___PPT10i.;Ao+D=' = @B +" (  \  s L@ "CasellaDiTesto 1"  PK!Zf[Content_Types].xmlMO &2WR=cJ`F0iK`#̼vLw 9uSq:w`G ^i ½KI)c/ $oVjTMRc|}042ҥCƔM̏P~*ka/8^DkHbL8e i"K\XN\6rco4y@_;oPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!drs/shapexml.xmlWn0 }:t4M;nv6 (&{.[Nʒ!Yҧ}>m_2R4٥b%R}C٧\7Vh6%\%:jӏ %12[z~iقde"s犨ղɜ̾W˴ə -W9(noL(zKŸƴKb9ly,n&ڪ qqKè٠nm.i,Zf&RE2JY0XƫʼMKmf0*fNC#55o4(Y @{_"w" oS>L$z]4@eLlˈ{(JD=7Xߠ#TʰHLJwr)ށ#uT|nWxVH PR5 l2`oI9Tf%.S>[1&-xU NolH|V 0f6m"֯c ,DxߗBd>`pzk0|>WP}i_BޟOD6RZ+[ʴ{ffdg<,ŚY-|(?gO'M{wT5, c6iekI Uk0W^G縔LHe0LqD, I;l7޶pNtb%Aj|V6%_ WEo[AP{]Z^J5xX` )AFݱ9gaEY5x Ɣj S7Jom򶩚^lAqmoU7zrE=l/3|mO7>D6+C:c ^E&^q%ǎ3{u"Pr;8yQ(AYv ejzP"IWRc צrt[9ةQj$J[Hol1}s@~ҁS>ƻ(u +F ̈p[;b5$ nWpp^LmQNƊz}%?`,l"eUZ>*+Nҿ1xK| q$’O`R4[_'&kRPYS()k K9'\Wr8-im3AoPK!Mdrs/downrev.xmlDJ1B!܂;8ش;I2&q:}{ ?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrtuvwxyz|}~Root EntrydO)PicturesbCurrent User{SummaryInformation(PowerPoint Document(DocumentSummaryInformation8sRoot EntrydO) I@PicturesbCurrent User&SummaryInformation(      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrtuvwxyz_IOIO