Διδακτική αξιοποίηση ενός λογοτεχνικού μετα-κειμένου σε πλαίσιο διαφοροποιημένης μάθησης: οι φωνές των εκπαιδευτικών

Περίληψη

Literature course provides a context for teaching approaches that go beyond a technical rationalism, which aims at a prescribed desirable result. In congruence with this belief, two teachers of philology developed an innovative teaching intervention in two classes of mixed learning ability. Students created and played though drama their own meta-text, which refers to personal and social issues concerning their own lives. This event redefined their attitudes toward the teaching-learning process and had fruitful pedagogical consequences, especially with regard to procedures of students’ differentiated learning and teachers’ reflection. In this article is presented the method of the research approach that was implemented, as well as the results and conclusions of the intervention.