Scientific Disciplinary Sector (SSD)
M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION
Language of instruction
By the end of this first module (prof. Tacconi), students that will have followed the proposed activities will be able of
- knowing and understanding the epistemological bases of instruction and its main parts (curriculum design, instructional strategies, classroom management, assess-ment and evaluation);
- knowing and understanding the Italian education law documents about preschool and primary education;
- knowing and using the main methodological approaches to competence-based in-structional design;
- analyze and differentiate the main instructional methods in preschool and primary school institutions, with particular attention to active methods and to the use of ICT in education;
- understanding the different approaches in learning assessment;
- identifying possible interventions for a positive classroom management;
- communicating clearly to different people learned knowledge and reflections;
- reflecting critically on the learned elements, also in relationship to the specificity of the characteristics and demands of children in preschool and in primary school;
- reflecting on the main empirical research methods to improve the quality of educa-tional processes, with particular attention to qualitative research;
- reflecting on the followed course and identifying strategies for improving their own learning on the topic.
The educational goals of the second Module (prof. Silva) are the following:
Knowledge and understanding
At the end of the course students and students should know:
• teaching methodologies and strategies with particular reference to experiential learning;
• methodologies and strategies for class management
Applying knowledge and understanding
At the end of the course students and students should know:
• how to present the acquired knowledge in an effective and organic way
• how to identify and organically present the acquired knowledge
• how to use the knowledge acquired within their professional action.
At the end of the course students and students should demonstrate reflective and critical thinking skills applied to the acquired knowledge in regard to the specific characteristics of the children enrolled in kindergarten and primary school.
At the end of the course students and students should to demonstrate to know the communication codes coherent with their professional practice in kindergarten and primary school.
Lifelong learning skills
At the end of the course students and students should demonstrate that they know how to update the acquired knowledge coherently with what is required in educational contexts.
The first module (prof. Tacconi) will deal with the following topics.
- epistemological and methodological bases of education,
- the habit of a teacher and the attention deserved by the subjects with the greatest difficulties,
- expertise of the teacher, educational research and innovation processes,
- evidence based education,
- the research on the analysis of educational practices.
- the different levels of design,
- the reference to the National Indications to plan,
- An operational model to plan the development of competences in early education.
- factors that influence learning,
- direct and active instructional strategies,
- competence didactics in preschool and primary education,
- instructional technologies to foster learning.
- the group,
- the climate,
- classroom management,
- the management of problematic situations.
- assessment of learning outcomes, evaluation of processes and systems,
- formative and sommative assessment,
- assessment for learning and provision of feedback as formative strategy,
- assessment of competenze development.
Calvani, A. (2014). Come fare una lezione efficace. Roma: Carocci.
Corlazzoli, A. (2013). Tutti in classe. Un maestro di scuola racconta. Torino: Einaudi.
Stella, G., & Zoppello M. (2018). Nessuno è somaro. Storie di scolari, genitori e insegnanti. Bologna: il Mulino.
Tacconi, G. (2015). Didattica generale. Note introduttive. Material inserted online on the course website.
The second module (prof. Silva)
The contents of the module are:
• educational strategies and methodologies with particular reference to experiential learning
• strategies and methodologies for class management.
Knowledge of the history of school and educational theories.
Lectures, cooperative teaching / learning. Use of tools and training devices with the support of technology: digital products, video projections of films regarding teaching in primary school and subsequent commentary / analysis work.
The exam program will be focused on some scientific articles that will be defined during the lessons.
||Come fare una lezione efficace
|Stella G., Zoppello M.
||Nessuno è somaro. Storie di scolari, genitori e insegnanti
||Tutti in classe. Un maestro di scuola racconta
The learning assessment will be made through a written examination lasting two hours with:
- 8 multi-choice questions each one worth 1 point maximum (0 point if the answer is wrong or absent, 0,5 if only partially correct, 1 point if correct).
- 2 structured questions each one worth 2 points max. (0 points if the answer is wrong, up to 1,5 points, if only partially correct, 2 point if correct),
- 2 open questions; each one worth up to 3 points maximum according to the following criteria: correct answer which manteins itself inside the given space, is effectively deduced and supported by explicit references to the texts,
- 1 essay question to evaluate deep knowledge: the answer will be positively valued if, also in the suitable limits, it will allow to underline connections among the topics and between these and concrete educational contexts, to express deepen personal ideas and to articulate an original critical thought (up to 8 points),
- 1 brief essay question to evaluate the metacognition: the answer will be positively valued if, also in the suitable limits, it will show awareness about the couse and the activated processes (up to 4 points).
Method of assessment of learing outputs
As output of the group work that will be carried out in the classroom, each student will be asked to produce a paper which, following the standards of scientific publications, presents one of the techniques and strategies in depth. Each work will be sent (anonymously) to two students, who will be asked to draw up a peer review sheet on the received paper.
At the final evaluation of each student will contribute: a) the evaluation of the elaborate by the teacher; b) the evaluation of the peer review sheet that the student has drawn; c) the final feedback collected in a written form.