GENERAL DIDACTICS
DIDATTICA GENERALE
Didactis
Teoria e prassi della didattica
| A.Y. | Credits |
|---|---|
| 2016/2017 | 6 |
| Lecturer | Office hours for students | |
|---|---|---|
| Berta Martini | to be defined |
Assigned to the Degree Course
| Date | Time | Classroom / Location |
|---|
Learning Objectives
The course aims to address the problems and the proper objects of Teaching , its heuristic devices and the practical and the places where it realizes a meeting between student and object of knowledge . In this framework, the course focuses on the topic of didactic transposition of knowledge and curriculum planning in order to gain mastery of theoretical and methodological knowledge related to teaching and learning processes.
Program
The searching teaching .
The notion of teaching method.
Models and theories of curriculum design.
Analysis of teaching practices.
The knowledge and training of the mind .
Bridging Courses
No.
Learning Achievements (Dublin Descriptors)
In relation to the student discipline you will have:
- Show the possession of the mastery of basic knowledge related to the current epistemological discipline structure with particular reference to its constituent elements (objects, problems and teaching methods);
- Show an understanding of the epistemological concepts, educational and teaching provided by the course; provide examples of didactic transposition based both in the epistemological sense both in educational sense; be able to analyze a school curriculum or teaching plan, identifying any weaknesses and strengths;
- Show the possession of the ability to use knowledge and concepts that allow to reason according to the specific logic of the discipline. Must be able, in particular: to use knowledge and concepts for the curricular design, to identify appropriate design methodologies to the context, to simulate the design of curricular segments, envisage some design assumptions that include more training places.
Teaching Material
The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it
Supporting Activities
Textbooks supported by the material discussed in class and material uploaded in blended learning.
Teaching, Attendance, Course Books and Assessment
- Teaching
Lectures, seminars, laboratory simulations in the classroom.
- Attendance
No.
- Course books
Nigris E. (a cura di), Didattica generale, Pearson, Milano, 2016, pp. 332.
Rivoltella P.C., Rossi P.G.(a cura di), L'agire didattico. Manuale per l'insegnante, La scuola, Brescia, 2012, pp. 320.
- Assessment
Oral interview as it seeks to establish the ability to use knowledge and concepts that can help to think along the specific logic of the discipline , to know how to reason on key educational concepts in order to create dedicated planning assumptions to different places of education (especially at the school ) and are defined from a correct didactic transposition.
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
Additional Information for Non-Attending Students
- Teaching
Volume study plans and materials available in blended learning.
- Attendance
No.
- Course books
Nigris E. (a cura di), Didattica generale, Pearson, Milano, 2016, pp. 332.
Rivoltella P.C., Rossi P.G.(a cura di), L'agire didattico. Manuale per l'insegnante, La Scuola, Brescia, 2012, pp. 320.
- Assessment
Oral interview as it seeks to establish the ability to use knowledge and concepts that can help to think along the specific logic of the discipline , to know how to reason on key educational concepts in order to create dedicated planning assumptions to different places of education (especially at the school ) and are defined from a correct didactic transposition.
- Disability and Specific Learning Disorders (SLD)
Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.
To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.
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