81867 - Models of Educational Design and Teaching Methodology

Learning outcomes

At the end of the course (and of the Laboratory) the student: - analyzes models, meanings, uses and problems of assessment processes, at micro and macro level; - knows the use of the various tools and procedures o assessment/self-assessment of pupils' learning and knowing how to use them; - knows the tools and procedures for context assessment (micro and macro); - plans and designs tools for data collection and evaluation; - analyzes and reads the information gathered in the different types of assessment (formative, summative and certifications) also in order to evaluate the teaching-learning process and the curriculum; - reflect on its beliefs and experiences of student assessment and review them in the light of the results of scientific research and international debate.

Course contents

The two course modules are strongly integrated.
The contents:

- curriculum theories;
- legislative debate in Italy;
- analysis of educational and teaching design models;
- assessment functions;
- procedures and assessment phases;
- assessment tools, data analysis, item analysis

A 40-hour of Laboratory is planned

The final grade is the arithmetic mean of three grades:
- module of prof. Ferrari
- module of prof. Vannini
- Laboratory

 

Readings/Bibliography

- I. Vannini, La Qualità nella didattica, Trento, Erickson, 2009 (Capitoli 1-4). Link: https://www.erickson.it/it/la-qualita-nella-didattica 

- B. Vertecchi, Manuale della valutazione scolastica. Analisi degli apprendimenti e dei contesti, Milano, Angeli, 2016.

Furthermore, in the platform: https://iol.unibo.it/course/view.php?id=24247

1 excerpt:

• Rossi P.G., Giaconi C. (2016). MICRO-PROGETTAZIONE: PRATICHE A CONFRONTO. PROPIT, EAS, FLIP, Milano: Franco Angeli. Solo da pagina: 13 a 38

• Ferrari L. (2017). Il Digitale a scuola. Per una implementazione sostenibile. Milano: Franco Angeli. Solo da pagina 55 a 59 e da 76 a 112.

2. excerpt: "C. Tornar, Il processo didattico tra organizzazione e controllo, Roma, Monolite, 2001"

3. consultation of the legislation:

- Indicazioni Nazionali 2012

- indicazioni per la stesura del PTOF dell'USR Emilia-Romagna

- Linee guida per la certificazione delle competenze

- Decreto sulla valutazione e la certificazione delle competenze - Legge 107

FOR ERASMUS STUDENTS:

- I. Vannini, La Qualità nella didattica, Trento, Erickson, 2009 (solo i capitoli 1, 3, 4);

- Il testo di B. Vertecchi, Manuale della valutazione scolastica. Analisi degli apprendimenti e dei contesti, Milano, Angeli, 2003. (solo i capitoli 1, 5, 6, 7, 8).

Erasmus students are not required to attend the workshop, but will have to carry out an individual Project Work based on specific deliveries by the Laboratory teacher.

Teaching methods

The course will be developed through frontal lessons, analysis and discussion in a large group of projects and assessment and self assessment tools, small group work related to the labs.

Active participation in the labs will allow each student to consolidate theoretical learning and to see its concrete implications in the contexts of kindergarten and primary school.

Assessment methods

DUE TO THE COVID-19 EMERGENCY AND DISTANCE LEARNING MODE, THE TWO TEACHERS OF THE INTEGRATED COURSE WILL TAKE THE EXAM THROUGH AN ORAL INTERVIEW.

DURING THE ORAL EXAM, THE SAME ASSESSMENT CRITERIA WILL BE TAKEN AS THOSE TAKEN INTO ACCOUNT IN THE WRITTEN EXAM:

ORAL EXAM WITH SOME OPEN QUESTIONS (for each module)

Each question will be marked with a score of '0-4': where '0' is insufficient; '1' is sufficient; '2' is good; '3' is fair; '4' is excellent. The questions will test both knowledge and specific skills of analysis and application, in some cases even critical argumentation.

THE GRADE WILL BE CALCULATED TAKING INTO ACCOUNT THE LEVEL OF SUFFICIENCY OBTAINED IN EACH QUESTION.

The student/student is required to take the entire exam (Module Prof. Ferrari + Module Prof. Vannini); the frequency of the workshop helps to consolidate knowledge and skills to face the exam effectively.

The ORAL exam is structured in two parts, one for each module. The result of the test will consist of two votes, one for the module held by Prof. Ferrari and one for the module held by Prof. Vannini.

In spite of the two votes, the exam is strictly integrated and the Professors expect from the student an adequate and coherent preparation on both modules.

Translated with www.DeepL.com/Translator (free version)30 grade, is set at 54% of the overall corrected test.

The laboratory must be attended before the exam.

In June and July, a recovery laboratory is set up aimed only at working students who, during the year, did not have the opportunity to attend classes.

The laboratory teachers will assess the participation and commitment of the student during the workshop activities, the quality of written and in-progress (group) productions and the acquired skills (through an intermediate individual written test). The laboratory grade will be expressed in thirtieths and will be based on the sum of the results of the following activities: argumentative theme and interview (20%); group work (40%); individual works (40%). See specifically the programs of the Laboratories in the website.

Teaching tools

Frontal lessons

Analysis of videos

Discussion

Office hours

See the website of Luca Ferrari