The course aims at deepening the curriculum relations between development of mind, The course aims at deepening the curriculum relations between development of the mind, considered as a modular structure and symbolization processes that allow the acquisition of representation systems related to different types of codes. Symbolic systems collect and order complex meanings, which are culturally and historically defined, that organize different information depending of the media and expression used. As forms of knowledge organization (communication, science, arts), they orient the teacher on the teaching plan, allowing to operate and to represent concepts and theories necessary to implement the mental development of a plurality of forms of intelligence, also by means of the valorisation of originality and individual differences. In any relatively independent system, there is and must be enhanced an existing connection between knowing, understanding, intuiting, feeling, acting and doing, as well as keeping in mind the interrelationship among them, and among the different forms of intelligence. 

The modular mind. 

Symbolic and cultural systems. 

Education and development of the mind: strategic and didactic practices. 

Symbolic processes and representation systems. 

Comprehension, interpretation, processing. 

Cognition and teaching practice. 

Basic didactic knowledge 

Relating to the subject, the student must show: 

• mastery of knowledge on the explored knowledge; 

• understanding of the advanced concepts of the discipline; 

• ability to use knowledge and concepts to think independently on the subject set of problems.  

At the end of the course, the student will have acquired the basic skills that are needed to design, implement and coordinate educational/training interventions designed to implement multidimensional, original and critical intelligences: 

• knowledge and understanding of the proposed contents (knowledge and understanding) historical developments of education in relation to the theories of the mind; the principle of learning, theories of education, curriculum and planning, teaching strategies, education technology, learning group management, motivation, evaluation; ability to apply knowledge and understanding; 

• knowing how to identify opportunities for cooperation between the school and extra school for the realization of active training courses as well as personalized areas  in various contexts; 

• be able to propose and evaluate organizational and didactic solutions for the  school: individualization and customization through cooperative learning, open classes, laboratories and workshops, activities in natural environments and in local cultural institutions (libraries, museums, media libraries, toy libraries, cultural associations and volunteering, etc.);  

• be able to implement procedures and request / solicit various types of interventions in formal and informal educational networks; 

• communication skills; 

• know about technologies, methods and strategies that can enhance communication, intellectual and learning skills; 

• making  judgments.  

Students will be able to:  

• evaluate learning experiences, select the most appropriate teaching strategies, asses events and identify key issues relevant to educational success; 

• ability to learn (learning skills).  

Students will learn to seek new educational and multi perspective resources and to collaborate in the design and management of training events. 

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

The teaching material and specific communications from the lecturer can be found, together with other supporting activities, inside the Moodle platform › blended.uniurb.it 

Teaching

Didactics (Teaching methodologies) 

Class in the form of a dialogue  and participation supported by didactic examples; exercises; group work, film projections; debates on specific issues, production of  individual and group teaching objects in itinere 

 

Attendance

Attendance 

Not required 

 

Course books

Bruner J., La mente a più dimensioni, Editori Laterza, Roma-Bari 2003, Collana Scienze della mente, pp. 234.

Gardner H., Educazione e sviluppo della mente. Intelligenze multiple e apprendimento, Edizioni Erickson, Trento, 2006, pp. 210.

Lucisano P., Salerni A., Sposetti P., Didattica e conoscenza. Riflessioni e proposte sull’apprendere e l’insegnare, Carocci Editore, Milano, 2015, pp. 280. 

Assessment

The test includes a written exam with a mix of open and closed –ended questions (multiple choice). The outcome and marks can be verbalized or integrated with an oral examination. Students unable to produce a written text may ask the teacher to have only oral interview. 

For students attending classes the examination will take place in two phases: a mid-course test and a final one. Students will then work as a group and evaluated. 

Evaluation will consider: 

appropriateness of vocabulary specification as well as terminological precision; 

 communicative effectiveness in the reformulation of knowledge 

 accuracy in explaining  theories and concepts 

 accuracy in references to scientific literature 

 interpretative significance of contents 

 originality in reworking notions 

 wealth and articulation of connections 

 relevant application of methodologies, techniques, tools 

 reflexivity and perspective in the construction of responses 

importance of personal insights 

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.

Teaching

no difference between attending and non-attending students

Attendance

no difference between attending and non-attending students

Course books

Study texts are the same for attending and non-attendign students 

Assessment

Oral interview for non-a ttending students. 

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.

N.B Students are kindly requested to bring record book and study texts during the examination.