The terms “Personalization” and “Individualization” are still quite widespread in the school lexicon: they have been talked about for more than twenty years, without the perspective they allude to really materialize in the teachers’ actions. More recently the expression “Differenziated teaching” was introduced (d'Alonzo, 2016; Tomlinson, 1999, 2014). These are not synonyms and a conceptual clarification will certainly help. The aim of this contribution is to “stabilize” the concepts it deals with, proposing to the scientific community some definitions that we would like to be shared. In order to show how scientific theory has an impact on the level of regulations, a brief normative excursus will be traced, then hinting at the meanings that the same terms take on in France, Germany and the United States. An attempt will then be made to translate the proposed conceptualisations into didactic examples, so as to make a connection between theory and practice, also pointing out some of the obstacles that prevent the personalisation of teaching.
“Personalizzazione” e “Individualizzazione” sono termini molto diffusi nel lessico della scuola: se ne parla da più di venti anni, senza che realmente si concretizzino nell’agire dei docenti. Più recentemente è stata introdotta l’espressione “Differenziazione didattica” (d’Alonzo, 2016; Tomlinson, 1999, 2014). Non si tratta di sinonimi ed una chiarificazione concettuale potrà senz’altro giovare. L’obiettivo è di “stabilizzare” tali concetti, proponendo alla comunità scientifica alcune definizioni che si vorrebbe divenissero condivise. Per indicare come la teoresi scientifica incida sul piano degli ordinamenti, verrà poi ripercorso un breve excursus normativo, accennando ai significati che gli stessi termini assumono in Francia, Germania e Stati Uniti. Si cercherà quindi di tradurre le concettualizzazioni proposte in esempi didattici, così da operare un raccordo tra teoria e prassi, indicando anche alcuni ostacoli che impediscono la personalizzazione dell’insegnamento.
Personalizzazione, individualizzazione, differenziazione didattica
Raffaele Ciambrone
2024-01-01
Abstract
The terms “Personalization” and “Individualization” are still quite widespread in the school lexicon: they have been talked about for more than twenty years, without the perspective they allude to really materialize in the teachers’ actions. More recently the expression “Differenziated teaching” was introduced (d'Alonzo, 2016; Tomlinson, 1999, 2014). These are not synonyms and a conceptual clarification will certainly help. The aim of this contribution is to “stabilize” the concepts it deals with, proposing to the scientific community some definitions that we would like to be shared. In order to show how scientific theory has an impact on the level of regulations, a brief normative excursus will be traced, then hinting at the meanings that the same terms take on in France, Germany and the United States. An attempt will then be made to translate the proposed conceptualisations into didactic examples, so as to make a connection between theory and practice, also pointing out some of the obstacles that prevent the personalisation of teaching.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
