The course aims to deepen the role of the different didactic mediators in the development of symbolization processes that allow the fruition and production of representation systems referable to different types of codes. In particular, the course aims to provide the theoretical and methodological tools to plan - in the light of the constructs of "symbolic mind", "naïve mind", "disciplinary mind" -  teaching mediation activities to promote the acquisition of symbolic-cultural systems. Such symbolic-cultural systems indeed allow to train and develop a plurality of intelligences.

The course will address the following thematic areas:
The symbolic mind
The symbolic processes and systems of representation.
The naïve mind
The disciplinary mind
Multiple intelligences and teaching models aimed at their enhancement
Teaching vs learning
Teaching as mediation
Didactic mediators

None

Knowledge and understanding: 
At the end of the course the student will have acquired knowledge of the constructs of symbolic mind, naïve mind and disciplinary mind; he will have learned of the processes of symbolisation, the different types of intelligence, the main theories of learning; he will have understood the constructs of didactic transposition and didactic mediation and their functions; he will master the main didactic mediators. 

Applying knowledge and understanding: 
At the end of the course the student will have to demonstrate the ability to: recognize the different role of the various symbolic-cultural systems and plan didactic activities to promote their learning; use the different types of didactic mediators to develop a plurality of intelligences; identify possibilities of interinstitutional cooperation between school and extra-school for the realization of active and personalized training paths in different contexts; use the knowledge on the "symbolic mind" and on the function of didactic mediators to design well structured and logically organized learning experiences. 

Making judgements: 
At the end of the course the student will have to demonstrate the aptitude to: critically evaluate the adequacy of didactic choices related to the didactic transposition of knowledge in the light of the constructs of symbolic mind, naïve mind and disciplinary mind; identify the most suitable didactic mediators for the construction of specific learning environments; evaluate learning units in relation to the development of multiple intelligences.

Communication skills:
At the end of the course the student must have acquired: the ability to clearly express the contents of the course and explain its meaning; the ability to communicate through the use of specific disciplinary language with school operators; the ability to argue on topics and problems in the educational field.

Learning skills: 
At the end of the course the student will have acquired a good autonomy in reading the materials related to the course; the ability to evaluate the effectiveness of certain didactic choices; the ability to formulate self-evaluation questions.

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

Pdf/ppt of the lessons and additional seminars.

Teaching

• Frontal lessons;
• Interactive lessons;
• In-depth seminars.

Attendance

There is no obligatory attendance.

Course books

Mazzone, M. (2005). Segni. In Id., Menti simboliche: introduzione agli studi sul linguaggio. Carocci. (a disposizione sulla piattaforma blended).

Gardner, H. (2005). Educazione e sviluppo della mente. Intelligenze multiple e apprendimento. Edizioni Erickson.

Martini, B. (2014). La mente disciplinare. Il rapporto mente-saperi alla luce della prospettiva modularista. In Annacontini, G., & Gallelli, R. (Eds.). (2014). Formare altre (i) menti. Progedit. (saggio a disposizione sulla piattaforma blended).

Damiano, E. (2013). La mediazione didattica: Per una teoria dell'insegnamento. FrancoAngeli.

Assessment

The evaluation will be done through a written test composed of three open questions. The time available to answer the questions is 45 minutes.

The evaluation criteria are as follows:

• the relevance and effectiveness of the responses in relation to the contents of the program;
• the degree of articulation of the answer,
• the adequacy of the language used.

The final evaluation is expressed in thirtieths.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Teaching

Non-attending students are invited to consult the teaching material uploaded on Moodle (slides discussed in class, examples of didactic situations, etc.) through which it will be possible to deepen the study of the volumes indicated in the section "Study Texts".

Attendance

There is no obligatory attendance.

Course books

Mazzone, M. (2005). Segni. In Id., Menti simboliche: introduzione agli studi sul linguaggio. Carocci. (a disposizione sulla piattaforma blended).

Gardner, H. (2005). Educazione e sviluppo della mente. Intelligenze multiple e apprendimento. Edizioni Erickson.

Martini, B. (2014). La mente disciplinare. Il rapporto mente-saperi alla luce della prospettiva modularista. In Annacontini, G., & Gallelli, R. (Eds.). (2014). Formare altre (i) menti. Progedit. (saggio a disposizione sulla piattaforma blended).

Damiano, E. (2013). La mediazione didattica: Per una teoria dell'insegnamento. FrancoAngeli.

Assessment

The evaluation will be done through a written test composed of three open questions. The time available to answer the questions is 45 minutes.

The evaluation criteria are as follows:

• the relevance and effectiveness of the responses in relation to the contents of the program;
• the degree of articulation of the answer,
• the adequacy of the language used.

The final evaluation is expressed in thirtieths.

Disabilità e DSA

Le studentesse e gli studenti che hanno registrato la certificazione di disabilità o la certificazione di DSA presso l'Ufficio Inclusione e diritto allo studio, possono chiedere di utilizzare le mappe concettuali (per parole chiave) durante la prova di esame.

A tal fine, è necessario inviare le mappe, due settimane prima dell’appello di esame, alla o al docente del corso, che ne verificherà la coerenza con le indicazioni delle linee guida di ateneo e potrà chiederne la modifica.

Further information will be provided during the lessons