62438 - Workshop on Intercultural Pedagogy (G.I)

Learning outcomes

Know the differences between games cooperative and competitive games

Course contents

Laboratory "The coopertaive methodologies in multicultural educatiional contexts"

This labortory explores cooperative games and cooperative learning for children in kindergarden and primary school. The connection between these methodologies and the aims of intercultural pedagogy will be identified.

Particular attention will be given to communication strategies, conversations, cooperative teaching applied to mathematics, specifically to problem solving, and to the study method

Readings/Bibliography

P. D'Andreatta Il gioco nella didattica Intercuturale Quaderni dell'intercuturalità, 1999

L.Molinari C.Mameli Gestire la classe Il Mulino, 2015

E.Mughini, S.Panzavolta MLTV Making Learning and Thinking Visible_ Rendere visibili pensiero e apprendimento Ricerche INDIRE, Carrocci ed. 2020

 

AA.VV. Rendere visibile l'apprendimento_ bambini che apprendono idividualmente e in gruppo Ed. Reggio Children 2009

 

AA.VV. Apprendimento cooperativo in classe. Migliorare il clima emotivo e il rendimento, Le Guide Erikson, 2019

 

S. Kagan L'apprendimento cooperativo, l'approccio strutturale Ed. Lavoro, 2007

 

G. Bonaiuti Le strategie didattiche, Carrocci Faber, 2014

 

C.Potecorvo, A..M.Ajello, C.Zucchermaglio Discutendo si impara. Interazione sociale e conoscenza a scuola. Nuova Edizione 2004

 

M.Polito Comunicazione positiva e apprendimento cooperativo. Strategie per intrecciare benessere in classe e successo formativo. Ed Erikson 2003

 

P.Selleri, S.Romagnoli In classe. Costruire e gestire il benessere a scuola. Carrocci Editore 2019

 

https://pz.harvard.edu/

 

https://innovazione.indire.it/avanguardieeducative/integrazione-mltv

 

https://scintille.it/formazione-scuola/

Teaching methods

Active methodologies: games cooperative, guided discussions, role playing, problem solving on true experience.

A few days before the lessons, participants will be asked to answer survey in order to collect experiences, knowledge and useful information on which to build a shared thought during the workshops. These surveys, on Google Forms, will be published in the notices section and the compilation, within the times described, is an integral part of the workshop path.

Assessment methods

Methods of assessment and evaluation of learning

Students will be asked to produce a final report.

 

Attendance at the workshop is compulsory and entitles the student to 1 credit, to be added to the 8 credits of the course, for a total of 9 credits.

 

The concluding report is compulsory as it completes the hours of learning credit (total 24 hours, of which 8 hours are laboratory hours in presence),

 

Content of the report

 

- select one or more specific topics developed during the workshop;

 

- identify reference texts (see bibliography in the workshop programme);

 

- produce arguments and reflections starting from the selected themes in relation to the theoretical references selected in the bibliography or personally researched.

 

The paper should be approximately 4 pages (2000 characters per page) with a final bibliography.

 

The report may be done alone or in pairs (it must be indicated in the report who wrote what).

 

The report must be handed in within 20 days after the end of the workshop.

 

Evaluation

 

Evaluation criteria

 

- being able to select and organise the content required for the report within the set timeframe and manner;

 

- knowing how to argue the various contents by referring to data, ideas and theories;

 

- knowing how to link theoretical concepts to the workshop experience;

 

- being able to propose a personal concluding reflection;

 

- being able to express content clearly with correct syntax and terminology

Translated with DeepL.com [https://www.deepl.com/?utm_campaign=product&utm_source=web_translator&utm_medium=web&utm_content=copy_free_translation] (free version)

Teaching tools

Film, Power point, video observations

Office hours

See the website of Barbara Ciccola