Teaching code

4S006149

Teacher

Roberta Silva

Coordinator

Roberta Silva

Credits

8

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PED/03 - METHODOLOGIES OF TEACHING AND SPECIAL EDUCATION

Period

Sem. 1A, Sem. 1B

Courses Single

Not Authorized

Lessons timetable Moodle Seminars 0

Learning objectives

By the end of this module, 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, assessment 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 course will deal with the following topics.
Education
- definition,
- 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.
Educational design
- 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.
Instructional strategies
- factors that influence learning,
- direct and active instructional strategies,
- competence didactics in preschool and primary education,
- instructional technologies to foster learning.
Classroom management
- the group,
- the climate,
- classroom management,
- the management of problematic situations.
Assessment
- 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 competence development.

Prerequisites and basic notions

There are no specific prerequisites

Program

Approaches, method and teaching strategies
Multiple intelligences and learning styles
The role of innovation in teaching
Motivation, empathy, listening: what role in teaching actions?
Experiential methodologies and active teaching methodologies
Defining objectives - knowledge, skills and Bloom's taxonomy
Classroom management
The teacher as a researcher
The exam program will be focused on some scientific articles that will be defined during the lessons.

Bibliography

Didactic methods

Lectures, active teaching strategies (including Think-Pair-Share, role Playing, think, learning by Teaching, methodologies connected to cooperative learning, etc.)

Learning assessment procedures

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. Through a random destruction, 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 compete: 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.
The final evaluation of the course will take place through a written exam (lasting three hours) and will be divided into two types of questions:
a) a first series of questions will aim to investigate the candidate's ability to acquire the contents proposed by the study materials (these are therefore questions more focused on "knowledge");
b) a second series of questions will aim to start from this knowledge acquired to verify the candidate's ability to use this knowledge in a practical context, in an area of application characterized by autonomy and creativity (they therefore aim to further investigate the area of "skills").

Evaluation criteria

The criteria for evaluating the open-ended exam are the following: degree of coherence of the answer with the question, degree of in-depth analysis of the concepts, use of language appropriate to the scientific themes/concepts covered.

Criteria for the composition of the final grade

As regard the evaluation of the learning activity realized during the course evaluation of each student will compete: 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.
An evaluation out of thirty for each question will contribute to the evaluation of the written exam.

Exam language

italiano

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