Secondo Livello

Strumenti del secondo livello:
Orientamento spaziale 2°

Questo strumento introduce e fornisce l’esperienza nell’uso di un sistema di riferimento esterno, stabile e assoluto. Concetti geografici come i punti cardinali, le coordinate e i grafici sono usati per descrivere le relazioni e l’orientamento di un oggetto nello spazio. Gli studenti devono simultaneamente applicare il sistema di riferimento relativo e quello assoluto per descrivere e comprendere le relazioni spaziali.

Classificazioni è basato sulla capacità di confronto, differenziazione e discriminazione. Questo strumento aiuta i soggetti a sviluppare la flessibilità e la capacità di pensare in modo differente, abilità necessarie per la classificazione e la riclassificazione di medesimi oggetti in insiemi diversi,dal momento che i principi e i parametri di classificazione cambiano in seguito a nuovi bisogni e obiettivi. Nel classificare, un soggetto parte dallo stabilire relazioni tra oggetti concreti fino a proiettare relazioni tra concetti. Questa abilità è essenziale per le operazioni logiche e verbali di base.

Relazioni familiari
Questo strumento usa un sistema di relazioni per collegare esseri separati e categorie e mette in rilievo le condizioni necessarie e sufficienti per l’inclusione o l’esclusione dalle categorie. Gli esercizi di questo strumento richiedono un uso preciso del linguaggio nel codificare e decodificare le relazioni e richiedono pensiero inferenziale, analitico e ragionamento deduttivo per giustificare conclusioni basate su evidenza logica.
Per insegnare l’elaborazione astratta di relazioni è stato scelto come contenuto la famiglia poiché essa presenta numerose categorie differenti e tipi di relazioni che possono essere generalizzate sull’intero universo di fenomeni.

Relazioni temporali
Questo strumento sviluppa l’abilità dello studente nell’usare concetti temporali per descrivere e ordinare le loro esperienze. Un adeguato orientamento nel tempo è importante per il pensiero relazionale e si acquisisce attraverso esperienze di apprendimento mediato. Senza una consapevolezza della continuità del tempo e della sua successione ordinata e del ritmo degli eventi, gli individui non fanno uso del proprio passato per predire, anticipare, pianificare e mettere in ordine di priorità gli eventi futuri.

Questo strumento si focalizza sulla codifica e decodifica di informazioni scritte e orali. La difficoltà del compito non è nella comprensione delle parole, sebbene gli studenti talvolta possono avere problemi con termini poco familiari, essa sta piuttosto nel senso delle parole e in ciò che esse implicano nel contesto.

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