68003 - Active Teaching Methodologies

Learning outcomes

By the end of the course the student will have achieved the following objectives: - he/she knows the main theories of knowledge and learning; - he/she knows the theory of active didactics proposed by Dewey; - he/she knows the concept of individual experience and social experience; - he/she knows the main ludic methodologies in relation to school didactics in Infancy School and Primary School; - he/she is able to identify the relationships between the classification of games and the educational didactic objectives to be included in the programme - is able to manage group work in the classroom in order to achieve active participation by all the members; - is able to recognise a playful approach in subject teaching; - is able to use didactic methodologies for active learning; - is able to organise didactic strategies for group work, for playful teaching, for mimicry; - is able to implement operational models of 'Role Playing' in Primary School didactic contexts.

Course contents

The course will address the main issues related to active methodologies and teaching methods, framing them within the broader field of teaching and learning methodologies and Education.

Specifically, the topics covered will be:

- definition of teaching-learning methodlogies; the main education currents: Dewey's activism, cognitivism, socio-constructivism

- the teaching methods between transmission, activism and cooperation

-Teaching Methodologies (didactic architectures)

- transitions: vertical and horizontal educational continuity.

The course intends to introduce students to an educational planning capable of enhancing the knowledge and use of traditional-transmissive, active and cooperative teaching methods in preschool and primary school contexts, also in a perspective of educational continuity.

The course is conducted both in presence and on line (teams platform will be used). Materials used to support the lessons and the study, in italian language are available on the elearning website virtuale.unibo.it.  The access to Virtuale is available with university student userid and password.

Readings/Bibliography

REGARDING THE 8 CFU COURSE:

COMPULSURY BIBLIOGRAPHY

Nigris E., Zuccoli F., Teruggi L. (2021). Didattica generale. Seconda Edizione. Person: Milano-Torino.

NB. Non più valida l'edizione precedente del volume.

Bonaiuti G., (2014). Le strategie didattiche. Carocci: Roma.

Balduzzi L. (2021). Pronti per cosa? Innovare i servizi e la scuola dell'infanzia a partire dalle pratiche di continuità educativa. FrancoAngeli: Milano

Johnson D.W., Johnson R.T. e Holubec E.J. (1996). Apprendimento cooperativo in classe. Migliorare il clima emotivo e il rendimento. Erikson: Trento. 

 

REGARDING TO THE 3 CFU COURSE

For the students who will attend the 3 CFU course, the bibliography is the follewing:

Bonaiuti G., (2014). Le strategie didattiche. Carocci: Roma.

Johnson D.W., Johnson R.T. e Holubec E.J. (1996). Apprendimento cooperativo in classe. Migliorare il clima emotivo e il rendimento. Erikson: Trento.

 

 

REGARDING ERASMUS STUDENTS

COMPULSURY BIBLIOGRAPHY

Bonaiuti G., (2014). Le strategie didattiche. Carocci: Roma.

Nigris E., Zuccoli F., Teruggi L. (2021). Didattica generale. Seconda Edizione. Person: Milano-Torino. NB. Non più valida l'edizione precedente del volume.

and the materials uploaded on 'Virtuale' in the section for ERASMUS students.

 

COMPENSATORY TOOLS FOR DSA STUDENTS

DSA students are asked to contact the office in charge and follow the usual procedures for agreeing on how to conduct the exam (right to additional time and/or choice of oral exam, use of maps, use of pc, ...).

STUDENTS WITH DEBT

Students who have the debit course in their syllabus (a.y. 2022/23; 2023/24; 2024/25) may-at their choice-study by referring to the examination syllabus in which the teaching was in the syllabus or to the syllabus of the current year (2025/26).

Those who decide to refer to a different syllabus than the current one MUST send an email to the lecturer specifying in the subject line EXAM DATE and in the text of the email the syllabus on which they intend to take the exam.

 

 

Teaching methods

Power point presetation, video analysis, papers provided by the teacher during the course.

Assessment methods

The examination consists of a written test.


The test consists of a test comprising multiple-choice, true/false and “short essay” type questions. The scoring criteria can be found, together with the examination programme, on the first page of the written tests.


The questions will test specific knowledge and skills of analysis and application, requiring (especially in the short essay mode) critical argumentation. The criteria used for the assessment of the test's open questions refer to the following indicators:


1. ability to enucleate the main theoretical and methodological references required, to refer to the sources, to connect the parts and link the contents to synthetic internship experiences;


2. to argue with conceptual clarity, safeguarding theoretical references;


3. to elaborate individual parts concisely and comprehensively


4. to critically rework and implement personal reflections


5. to support and enrich the treatment also with proposals and emphases that have emerged in the classroom meetings.



The examination will be assessed by means of a mark ranging from 1 to 30, to which honours may be added; the minimum mark for passing the examination is 18/30.


To take the exam the student must register with AlmaEsami [https://almaesami.unibo.it/] .

Teaching tools

Lessons, Video analysis, documents and workgroup.

 

Students with DSA or disabilities: it is recommended that they contact the responsible University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en/for-students) as soon as possible. The request for adaptation must be submitted in advance (15 days before the exam date) to the lecturer, who will assess the appropriateness of the adjustments, considering the teaching objectives.

Office hours

See the website of Lucia Balduzzi