93572 - LABORATORIO DI MODELLI DI PROGETTAZIONE EDUCATIVA E DIDATTICA (G)

Course Unit Page

SDGs

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

No poverty Quality education Partnerships for the goals

Academic Year 2021/2022

Learning outcomes

Knowledge and skills to be achieved

At the end of the Laboratory, the student: - knows how to apply what is faced in the integrated course within a simulated learning environment; - knows how to reflect critically in a group on the proposed issues.

Course contents

Cours Contents

The laboratory is integrated with that of THEORIES AND PROCEDURES OF THE EVALUATION OF LEARNING (G), therefore below are information concerning the overall route (40 hours of lessons in total):

- PTOF, RAV and PDM

-Educational design

-The individualized didactic design and its main strategy: the Teaching Unit and its phases

- The evaluation of learning: docimological studies, the measurement phase, the functions and instruments of detection

- Formative evaluation: characteristics, the approach to error and the role of training feedback.

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

 

 

Readings/Bibliography

Texts/Bibliography

The reference texts are those of the integrated course DESIGN AND SCHOOL EVALUATION (C.I. G).

References to the different regulations are also important:

http://www.indicazioninazionali.it/documenti_Indicazioni_nazionali/indicazioni_nazionali_infanzia_primo_ciclo.pdf [https://ssl.microsofttranslator.com/bv.aspx?ref=TAns&from=&to=en&a=http%3A%2F%2Fwww.indicazioninazionali.it%2Fdocumenti_Indicazioni_nazionali%2Findicazioni_nazionali_infanzia_primo_ciclo.pdf] (National Indications 2012)

http://istruzioneer.it/2015/12/16/piano-triennale-dellofferta-formativa-proposta-materiali/ [https://ssl.microsofttranslator.com/bv.aspx?ref=TAns&from=&to=en&a=http%3A%2F%2Fistruzioneer.it%2F2015%2F12%2F16%2Fpiano-triennale-dellofferta-formativa-proposta-materiali%2F] (indications for the drafting of the PTOF of the USR Emilia-Romagna)

- http://istruzioneer.it/2017/03/08/certificazione-delle-competenze-nel-primo-ciclo-di-istruzione-prosecuzione-della-sperimentazione/ [https://ssl.microsofttranslator.com/bv.aspx?ref=TAns&from=&to=en&a=http%3A%2F%2Fistruzioneer.it%2F2017%2F03%2F08%2Fcertificazione-delle-competenze-nel-primo-ciclo-di-istruzione-prosecuzione-della-sperimentazione%2F] (Guidelines for the certification of skills)

-http://www.gazzettaufficiale.it/eli/id/2017/05/16/17G00070/sg (Decree on the assessment and certification of competences - Law 107);

For personal study or deepening, it is also recommended to:

- WEEDEN P., WINTER J., BROADFOOT P. (2009). Assessment for learning in the school. Trento: Erickson.

- MacBEATH J., McGLYNN A. (2006). Self-assessment in the school. Trento: Erickson.

Teaching methods

Teaching methods

The Laboratory is characterized by:

- the active-simulative approach from the first meeting, immediately asking students to take a participatory, cooperative attitude and as close as possible to an idea of solid teaching professionalism;

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

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

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

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

- a unitary training proposal for all teaching laboratories with the characteristics described so far, which will be able to diversify in strategies and educational mediators based on the specificities of the individual conductors

Not being a teaching but a Laboratory, students must participate with already consolidated basic knowledge, therefore a systematic study is recommended before and in itinere.

Assessment methods

The Laboratory is characterized by:

- the active-simulative approach from the first meeting, immediately asking students to take a participatory, cooperative attitude and as close as possible to an idea of solid teaching professionalism;

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

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

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

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

- a unitary training proposal for all teaching laboratories with the characteristics described so far, which will be able to diversify in strategies and educational mediators based on the specificities of the individual conductors

Not being a teaching but a Laboratory, students must participate with already consolidated basic knowledge, therefore a systematic study is recommended before and in itinere.

How learning is verified and evaluated

The laboratory will take advantage of several evaluations that will make up the final grade (expressed in thirtieths) that will refer to different products:

First evaluation in itinere: argumentative text and oral interview on the contents of chapters 3, 4, 5, 6 of the book "Designing and evaluating 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 laboratory (third laboratory meeting)

;

Second evaluation: educational design and teaching units carried out in groups. The rating of these group products will weigh for a 40% on the final grade of the laboratory (to be delivered correct, after the feedback in itinere after the end of the laboratory).

Third evaluation: individual construction of a moment of formative evaluation 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 laboratory (to be delivered after the end of the laboratory).

Lacking even one of these evaluation steps, it is not possible to achieve any grade for the laboratory.

Lacking even one of these evaluation steps, it is not possible to achieve any grade for the laboratory.

It is allowed to be absent for 25% of the hours of the entire laboratory, exceeding this threshold it is not possible to achieve any grade for the laboratory. Attendance is therefore mandatory.

The final grade of the laboratory will average with the mark obtained in the other two modules of the related course.

Teaching tools

Path described and structured within the Moodle platform, within which you can access the materials related to each meeting.

Use of presentations for theoretical explanations of review.

Analysis of concrete cases.

Simulations and Role playing.

Students are required to participate actively.

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Office hours

See the website of Enrico Malossi