The course introduces the general themes and problems of general didactics, identifying knowledge, skills, methods and work tools useful for the effectiveness of the educational action of the future educator. In particular, the construct, including historical, of the discipline and the current debate on teaching in its relations both with research, and the related issues of documentation and innovation, and with action, in its design, operational and evaluation. Within this framework, we intend to develop the analysis of learning strategies attributable to the Mastery Learning and Flipped Learning models.

The course will focus on the following key concepts:

- Presentation of the course (one lesson)
- Building educational experiences (two lessons)
- The senses and meanings of didactics (two lessons)
- Learning theories (Behaviorism, Cognitivism, Constructivism) (four lessons)
- Teaching models (direct, implicit, ...) (three lessons)
- Didactic strategies (monologue lesson, active techniques, ...) (two lessons)
- The planning of didactic interventions (one lesson)
- Communication and didactic documentation (one lesson)
- Learning strategies (one lesson)
- Mastery Learning (one lessons)
- Flipped Learning (one lessons)
- Final summary (one lesson)

No 

In relation to the discipline of the student you will have to show possession:

Knowledge and understanding: having acquired the contents of the program, understanding the fundamental lines and specific aspects of general didactics.

Applying knowledge and uderstanding: knowing how to apply the concepts, ideas, theories and methodologies learned even in contexts other than the original one; know how to use knowledge and concepts to hypothesize interventions and projects on specific issues; know how to identify relationships also on an interdisciplinary level.

Making judgments: developing critical, autonomous and flexible thinking through reasoning and reflection on the various contents learned; open up to the reality of teaching through an exploratory and research attitude; question one's own and others' theories.

Communication skills: demonstrate that you have mastered the basic vocabulary of the discipline and know how to use it in a coherent and logically structured way (use analysis and synthesis, inductive and deductive processes).

Learning skills: at the end of the course the student must have acquired the ability to clearly express the contents of the course, to communicate them through a correct disciplinary language, to discuss topics and problems of general didactics.

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

Term papers can be found inside the Moodle platform › blended.uniurb.it

Teaching

Lectures, writing of reports and exercises in the classroom

Attendance

No 

Course books

Lucisano P., Salerni A., Sposetti P. (2013), Didattica e conoscenza, Carocci, Roma.  

 .... 

Assessment

Interview aimed at verifying the ability to use knowledge and critical concepts of the discipline.

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

Lectures, writing of reports and exercises

Attendance

No 

Course books

Lucisano P., Salerni A., Sposetti P. (2013), Didattica e conoscenza, Carocci, Roma.  

...

Assessment

Interview aimed at verifying the ability to use knowledge and critical concepts of the discipline

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.

/