This course has the purpose to acquire the theorical principles of Didactics aimed at mastery of concepts and procedures that characterize the school of "curricolo". The knowing of doctrine and praxis, relating to the curricular planning, builds an educative datum and fact necessary to be a theacher.

They address the following topics in the order below.- Epistemology of Teaching

- The epistemology of Didactics

• The scenary of didactics germination
• The dictionary of the educative method
• The horizon of the historic vision
• The nidentity of resilant didactics
• The question in open field
• -The moves of teaching
• Towards pupils
  To teachers
  To education
  Towards learning
  Towards teaching
• The surroundings of the teaching
• Motivation to learn
  The report to communicate
  Dialogue to listen
  The curriculum for designing
  The disciplines to mature
• The frontiers of teaching
• Creativity in the person
  The group in cooperation
  The assessment in the promotion
  The continuity in the growth
  Experimentation in innovation
•  

None

The student must show the possession of basic knowledge relating to the current epistemological structure of general education, with particular reference to the school of curricolum.- Students must show an understanding of the concepts and theories provided by the course in order to curricular design, to historical horizons and its prospettive.- the student will demonstrate the ability to use what they learn to reason according to its own specific logic of the discipline. The student will be able, in particular to use knowledge and concepts for the design of curricular activities, identifying methodologies appropriate to the context, taking into account the elements included therein (motivation, relationship, disciplinary specificity.

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

books
various material loaded on the blended platform

Teaching

The lecture provides the beginning of an input request made to students from which it expects a response based on their knowledge and esperienze.La lesson is completed by an in-depth discussion and clarification regarding a document, an interview, a newspaper article , a piece of literature, a statistical table relating to the content of the subject of the lecture.

Attendance

None

Course books

BALDACCI M., I modelli della didattica, Carocci, Roma 2004BROCCA B., Dalla meraviglia al sapere. Lineamentie itinerari di didattica generale, ANICIA, Roma 2012CISOTTO L., Psicopedagogia e didattica,Carocci, Roma 2006FRABONI F., Manuale di didattica generale, Laterza, Roma-Bari 1992

Assessment

Oral exam with initial reference to a chapter of your choice whose exposure is with reference to developments in other issues discussed during the course.

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

The student is obliged to carry out a thorough reading of a text chosen among those reported on that draft precise verification questions.

Attendance

None

Course books

BALDACCI M., I modelli della didattica, Carocci, Roma 2004BROCCA B., Dalla meraviglia al sapere. Lineamentie itinerari di didattica generale, ANICIA, Roma 2012CISOTTO L., Psicopedagogia e didattica,Carocci, Roma 2006FRABONI F., Manuale di didattica generale, Laterza, Roma-Bari 1992

Assessment

Oral exam with initial reference to a chapter of your choice whose exposure is with reference to developments in other issues discussed during the course.

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.