Implementare capacità metacognitive attraverso la Zona di Sviluppo Prossimale e condividere il processo di valutazione formativa con i discenti

The present study investigated a group of students from the secondary school, one part with Specific Learning Disorder (experimental Group) and one part without any learning disorder (control group). The hypothesis proposes to identify the Zone of Proximal Development (Vygotski,1931/2014) and to link the teaching method, on the one hand, to the personal characteristics of the learner (Domenici, 2002) and on the other the ability of the teacher to modify the initial situation, observed at the beginning, in view of the learning outcomes (De Vecchi, 1996, Crahay, 2013, Moretti, 2010). The teacher informs the learners of the goals the want to achieve, together they build the formative assessment and implement skills through the use of metacognitive strategies (Cornoldi, 2006, 2016, 2017). The teacher can propose the evaluation test in a certified function with encouraging learning achievements.