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

Learning outcomes

At the end of the Lab, the student: - knows how to apply what was covered in the integrated course within a simulated learning environment; - knows how to critically reflect in a group on the proposed topics.

Course contents

The laboratory is integrated with the one of TEORIE E PROCEDURE DELLA VALUTAZIONE DEGLI APPRENDIMENTI. Below you will find information regarding the overall course (40 hours of lessons in total).

During the workshop, the themes of educational planning, teaching and evaluation of learning will be addressed in an active and participatory way. Specifically:

- PTOF, RAV and PDM

-Educational planning

- Individualized instructional design and its main strategy: the teaching unit and its phases.

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

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

Readings/Bibliography

The reference texts are those of the integrated course School Design and Evaluation (I.C.).

References to various 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)

For personal study or further study, we also recommend:

- 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 laboratory is characterized by


- the active-simulative approach from the very first meeting, immediately asking students to adopt a participative, cooperative attitude as close as possible to an idea of solid teaching professionalism

- the application-operational slant that will require them to experiment, with the guidance of the conductor, teaching design in all its phases, connecting practice to theory;

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

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

- the drive to reflect on one's own learning in itinere with a view to the progressive construction of one's own planning and evaluative skills;

- continuous and connected work on two levels: group and individual;

- a unitary training proposal for all the Teaching Workshops with the characteristics described so far, which may diversify in terms of strategies and teaching mediators based on the specificities of the individual conductors

Since it is not a teaching but a laboratory, students must participate with already consolidated basic knowledge; therefore, systematic study is recommended before and during the course.

Assessment methods

The laboratory will take advantage of various assessments and any elements observed during the Workshop that will make up the final grade (expressed in thirtieths) that will refer to different products:

The 3 evaluations 

First, an in itinere assessment: argumentative text and oral interview on the contents of chapters 3, 4, 5, and 6 of the book ‘Designing and assessing for equity and quality in teaching.’ The single grade, resulting from the evaluation of the argumentative text and the oral interview, will weigh 20% on the final grade of the workshop (third workshop meeting)
Second evaluation: educational design and didactic units produced in groups. The grade of these group products will weigh 40% on the final grade of the workshop (to be delivered correctly after the feedback in itinere after the end of the workshop).
Third evaluation: individual construction of a formative evaluation moment. 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 laboratory).Missing even one of these evaluation steps, no grade for the laboratory can be achieved.

Any further elements considered
Any evidence gathered concerning active and continuous participation in the workshop, the willingness to step out of the comfort zone, the correct relational posture with fellow students and with the teacher, and punctuality in handing in work will also be taken into account when defining the final grade.
Absence is permitted for 25% of the hours of the entire laboratory, exceeding this threshold, no grade can be awarded for the laboratory. 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

Course described and structured within the Moodle platform, where materials for each meeting can be accessed

Use of presentations for theoretical explanations of review.
Analysis of concrete cases.
Simulations and role playing.
Active participation is required of students.

 

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 Luca Ferrari