93572 - Workshop on Educational and Instructional Design Models (F)

Academic Year 2023/2024

  • Teaching Mode: Traditional lectures
  • Campus: Bologna
  • Corso: Single cycle degree programme (LMCU) in Primary Teacher Education (cod. 5711)

Learning outcomes

At the end of the workshop, students: - know how to apply what they have learnt in the integrated course in a simulated learning environment; - know how to reflect critically in a group on the themes proposed.

Course contents

During the workshop the theme of educational planning, teaching and learning assessment will be actively and participatively addressed. In particular:


- Educational planning

- Individualized didactic planning and its main strategy: the didactic unit and its phases

- Evaluation of learning: docimological studies, measurement phase, functions and detection tools

- Formative assessment: characteristics, error approach and the role of formative feedback.


The reference books are those of the integrated course EDUCATIONAL PLANNING AND EVALUATION (C.I.).

References to different regulations are also important:

http://www.indicazioninazionali.it/documenti_Indicazioni_nazionali/indicazioni_nazionali_infanzia_primo_ciclo.pdf (Indicazioni Nazionali 2012)

- http://istruzioneer.it/2015/12/16/piano-triennale-dellofferta-formativa-proposta-materiali/ (indicazioni per la stesura del PTOF dell'USR Emilia-Romagna)

- http://istruzioneer.it/2017/03/08/certificazione-delle-competenze-nel-primo-ciclo-di-istruzione-prosecuzione-della-sperimentazione/ (Linee guida per la certificazione delle competenze)

-http://www.gazzettaufficiale.it/eli/id/2017/05/16/17G00070/sg (Decreto sulla valutazione e la certificazione delle competenze - Legge 107)

Per lo studio o approfondimento personale, si consiglia di anche :

- WEEDEN P., WINTER J., BROADFOOT P. (2009). Valutazione per l'apprendimento nella scuola. Trento: Erickson.

- MacBEATH J., McGLYNN A. (2006). Autovalutazione nella scuola. Trento: Erickson

Teaching methods

The Educational Planning and Evaluation Laboratory is characterized by:
-the active-simulative approach from the first meeting, immediately asking students to take a participatory, cooperative attitude that is as close as possible to an idea of solid teacher professionalism;

- the applicative-operational approach that will require to experiment, with the guide of the conductor, the didactic planning in all its phases, connecting the practice to the theory;

- the use of case analysis to reflect practically on design and evaluation habits;

- the aptitude to create situations in which the student must argue his choices, actions or attitudes trying to draw on his theoretical-procedural or experiential background;

- the push to reflect on their own ongoing learning in a perspective of progressive construction of their design and assessment skills;

- continuous work connected on two levels: group and individual;- a unitary training proposal for all the Teaching Laboratories with the characteristics described so far, which will be able to diversify into educational strategies and mediators based on the specificities of the individual conductors

In Laboratory, students must participate with already consolidated basic knowledge, therefore a systematic study is recommended before and during the course.

Assessment methods

The laboratory will benefit from several assessments that will make up the final grade (expressed in thirtieths) which will refer to different products:

First in itinere assessment: argumentative text and oral interview on the contents of chapters 3,4, 5, 6 of the book "Progettare e valutare per l'equità e la qualità nella didattica". The single mark, resulting from the evaluation of the argumentative text and the oral interview, will weigh 20% on the final mark of the workshop (third workshop meeting).

Second evaluation: educational planning and didactic units carried out in groups. The grade of these group products will weigh 40% on the final grade of the workshop (to be handed in correctly, after the in itinere feedbacks after the end of the workshop).

Third evaluation: individual construction of a formative evaluation moment and definition of the final balance of one's own learning. The grade of these individual products will weigh 40% on the final grade of the workshop (to be handed in after the end of the workshop).

If you miss even one of these assessment steps, you will not receive a grade for the workshop.

Absence is allowed for 25% of the hours of the whole workshop; if this threshold is exceeded, no grade can be awarded for the workshop. Attendance is therefore compulsory.

The final grade for the workshop will be averaged with the grade obtained in the other two modules of the relevant course.

Teaching tools

The course is described and structured on the Moodle platform, where the materials for each meeting can be accessed.

Use of slides for theoretical explanations.

Analysis of concrete cases.

Simulations and role playing.

Students are asked to actively participate.

Office hours

See the website of Stefania Lovece


Quality education

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.