La progettazione a ritroso di un percorso didattico di Geometria. Un esempio nel contesto della formazione insegnanti del settore primario

Abstract

This article presents the teaching design work carried out within a course in Geometry and Geometric Teaching, which is part of a university course for the formation of primary school teachers. The aim is to show the possible advantages of the “backward design”, through a practical example accompanied by the critical reflections of the course teacher. This design reverses the traditional scheme, in which the teacher starts by programming the teaching activities, leaving the planning of the evaluation to the end. The backward design requires, first of all, a reflection on the competence to be developed, which is identified and analyzed according to the prevailing situation, and then goes on to determine the most appropriate ways of evaluation. Only after these steps, does it proceed to planning the teaching activities. Therefore, backward design ensures a strong coherence between desired learning outcomes, students’ basic performances and teaching activities. In this work, we will describe the choices made during each design phase, which enabled the implementation of a flipped classroom teaching sequence aimed at the development of the following competence: ability to explain basic geometric concepts relating to plane figures, using several semiotic representation registers.