The term inclusion is intended to indicate a philosophy capable of putting into practice a didactic design at any educational level, starting from a micro-design typical of the individual didactic intervention, to arrive at a macro-design typical of pedagogical-educational contexts and the strategies that are implemented in them (Canevaro, Ianes,2024). Over the years, this term has been extensively explored by Professor Felice Corona, showcasing numerous and different perspectives of significant scientific value. Among the most analyzed methodologies is certainly the flipped lesson, since he asserted that with this teaching practice it is possible to offer teachers an operational framework capable of guaranteeing an inclusive model (De Giuseppe, Ciambrone, Corona, 2018).
The flipped lesson according to the teacher Felice Corona
Antonio Ascione
2024-01-01
Abstract
The term inclusion is intended to indicate a philosophy capable of putting into practice a didactic design at any educational level, starting from a micro-design typical of the individual didactic intervention, to arrive at a macro-design typical of pedagogical-educational contexts and the strategies that are implemented in them (Canevaro, Ianes,2024). Over the years, this term has been extensively explored by Professor Felice Corona, showcasing numerous and different perspectives of significant scientific value. Among the most analyzed methodologies is certainly the flipped lesson, since he asserted that with this teaching practice it is possible to offer teachers an operational framework capable of guaranteeing an inclusive model (De Giuseppe, Ciambrone, Corona, 2018).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
