Classroom work: rethinking the organizational model

Abstract

A real change in teaching practices at school does not only require a revision of work methods, but also a rethinking of the school
organizational model: a model often held to be unchangeable. Classroom, class time, subject teacher, class group, and textbook
are the components of this model that need to be reconsidered and managed in a more flexible and diversified way, first of all in function of the learning objectives. Otherwise we risk to have a growing mismatch between the content of school education, which changes rapidly and radically, and a container that no longer fits, which follows administrative and management rules but does not meet the new educational needs.