modul ii platforma icos
DESCRIPTION
Modul 2 platforma IcosTRANSCRIPT
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APLICATIE
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TEST
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Stil de învăţare VIZUALÎşi amintesc ceea ce scriu
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şi citescLe plac prezentările şiproiectele vizualeÎşi pot aminti foarte binediagrame,titluridecapitole şi hărţiÎnţeleg cel mai bineinformaţiile atunci cândle văd.
Stil de învăţare AUDITIVÎşi amintesc ceea ce aud şiceea ce se spune• Le plac discuţiile din clasă şicele în grupuri mici• Îşi pot aminti foarte bineinstrucţiunile,sarcinileverbale/orale• Înţelegcelmaibineinformaţiile când le aud.• De multe ori se descurcă maibine vorbind unui coleg saucătre un casetofon şi ascultândceea ce s-a spus.
Stil de învăţare TACTIL-KINESTEZICÎşi amintesc ceea ce fac şiexperienţele personale la careau participat cu mâinile şiîntreg corpul (mişcări şiatingeri)• Leplacefolosireainstrumentelor sau preferă
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lecţiile în care sunt implicaţiactivi/participarea la activităţipractice• Îşi pot aminti foarte binelucrurile pe care le-au făcut odată, le-au exersat şi le-auaplicat în practică (memoriemotrică)• Au o bună coordonaremotorică.
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APLICATIE
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TEST
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Unitatea tematica "Toamna" MEM - Să formeze mulţimea frunzelor mici; AVLM - Să picteze frunzele căzute cu culori adecvate; CLR - Să răspundă în propoziţii la întrebările învăţătorului, după vizionarea ppt-ului cu subiectul "Frunza" de E. Gârleanu; MM - să execute mişcările adecvate în interpretarea cântecului "Bate vântul frunzele"; MEM - să aleagă din mulţimea de fructe şi legume doar pe acelea specifice anotimpului toamna
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APLICATIE
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TEST
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AVANTAJE SI LIMITE IN MODELUL PROCESUAL DE CONCEPERE A CURRICULUM-ULUI AVANTAJE: -pesupune mai ales provocarea de experiente de invatare care probabil, vor duce la efecte dezirabile, ce vor sprijini obtinerea rezultatului scontat; -modelul cultivea activismul si implicarea educabililor care traiesc experientele respective; -incurajeaza gandirea critica ,divergent, originalitatea, creativitatea, initiative, motivatia autentica, autogenerativa, in locul celei formale; LIMITE: -abundenta de mijloace duce la o anumita tehnicizare a educatiei; -gama larga a experientelor de invatare, utilizate irational uneori, poate imprima un caracter empiric formarii elevilor, abordarea teoretica trecand in plan second; - nu toate experientele de invatare au un mesaj etic pentru educabili; -neglijarea obiectivelor educationale poate genera un revers al medaliei in rezultatele obtinute;
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APLICATIE
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TEST
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APLICATIE
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TEST
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-observaţie dirijată a unor modele, jucării;-jocuri dirijate de descoperire a etapelor de realizare a unor obiecte similare ca tehnică de execuţie şi mod de realizare;-activităţi practice de realizare a unor obiecte noi;
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-activităţi în grup de realizare a componentelor unui produs/ compoziţie simplă (coş cu fructe, alfabet, animale, frunze etc. )-conversaţii despre posibilele utilizări ale obiectelor confecţionate, la celelalte discipline;- realizarea obiectelor: desenare si decupare;- insusirea ordinii operatiilor;
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APLICATIE
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TEST
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Esenţa rolurilor manageriale ale cadrelor didactice în activitatea de la clasă este orientarea şi dirijarea resurselor umane şi materiale de care dispune clasa şi procesul instructiv-educativ la un moment dat, către realizarea obiectivelor proiectate, în condiţii de eficienţă maximă.
Şcoala este o instituţie specializată în realizarea educării elevilor, sistematic, cu personal specializat, după un program fundamentat ştiinţific.
În sistemul social de educaţie şi învăţământ, cadrul didactic trebuie să se raporteze la cei pe care îi educă, să stabilească relaţii de cooperare cu părinţii acestora şi cu alţi factori interesaţi ai societăţii. El nu educă numai la catedră sau în clasă, ci, prin fiecare contact relaţional cu copiii şi părinţii, desfaşoară o muncă de creştere şi dezvoltare, de conducere şi direcţionare. Activitatea educatorului se desfaşoară în faţa unor individualităţi psihice umane în formare. Deci educatorul are responsabilităţi maxime în ce priveşte comportamentele şi intervenţiile lui.
În procesul instructiv-educativ, educatorul constituie figura centrală pentru elevi.
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Principalele funcţii sau roluri manageriale ale cadrului didactic pot fi grupate în următoarele componente:a) planificarea;b) organizarea;c) controlul şi îndrumarea;d) evaluarea;e) consilierea;f) decizia educaţională.
Toate rolurile manageriale funcţionează într-o permanentă interdependenţă.
Responsabilitatea dirigintelui implică însumarea mai multor roluri: de profesor, de părinte, de consilier. Efortul este considerabil şi de multe ori este nevoie de multă organizare, dăruire, răbdare şi sacrificii.
Numai satisfacţia ce apare la sfârşitul anilor de lucru cu elevii, când se realizează acel liant între diriginte şi elevi este singura sursă de energie necesară managerului clasei pentru continuarea acestei nobile activităţi.
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APLICATIE
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TEST
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APLICATIE
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TEST
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APLICATIE
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TEST
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![Page 112: MODUL II Platforma Icos](https://reader034.vdocuments.site/reader034/viewer/2022042504/55cf9cb2550346d033aabb05/html5/thumbnails/112.jpg)
APLICATIE
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Test
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Aplicatie
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Test
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Test
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APLICATIE
![Page 146: MODUL II Platforma Icos](https://reader034.vdocuments.site/reader034/viewer/2022042504/55cf9cb2550346d033aabb05/html5/thumbnails/146.jpg)
Test
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Test
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Test
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